The cross-curriculum priorities and general capabilities are integrated into the curriculum documents of the various States in different ways. Check curriculum documentation for your State and note in your learning journal how this is done.

While the cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia and Sustainability are addressed through the learning areas, and do not exist outside the learning areas, they are none the less integrated into the curriculum as priorities because they “give students the tools and language to engage with and better understand their world at a range of levels.”

Each priority has an introductory statement and three key concepts each, then two or more organising ideas that provide a scaffold for relating and developing content knowledge, understanding and skills for the priority and learning areas. The organising ideas are then embedded in the content descriptions and elaborations of each learning area as appropriate and as a whole gives a framework that reflects the essential learning and skills for the priority.

Similarly, the seven general capabilities are also identified via the content elaborations to add depth and richness to learning. The descriptors give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content.


Record in your learning journal a summary of the information found in your State’s curriculum documents which you will need to refer to when teaching Years 7 – 10.

Media Arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to develop their creative and intellectual potential.

The Media Arts curriculum aims to develop students’:

  • conceptual and perceptual ideas and representations through design and inquiry processes
  • understanding of the use of the techniques, materials, processes and technologies
  • critical and creative thinking skills, Media Arts languages, knowledge of Media Arts theories and practices
  • respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, designers, commentators and critics
  • understanding of Media Arts social, cultural and industry practices
  • confidence, curiosity, imagination, enjoyment and a personal aesthetic.


The curriculum is structured around four strands, with different skills learnt in each:

  • Explore and Represent Ideas
  • Media Arts Practices
  • Present and Perform
  • Respond and Interpret

There are many concepts within the Learning in Media Arts section; for me the key area to that establishes the framework within which students operate to create and analyse media art are the five interrelated key areas:

  • media languages
  • media technologies
  • institutions that produce media artworks
  • audiences
  • constructed representations of the world

The Scope and Sequence chart is a fantastic tool. I can see it will be my go-to when constructing unit plan and individual lessons.

The Assessment Standard at the bottom of this chart is great and I look forward to reading and researching this is more detail.

I am including this for future reference:

By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute. Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.


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