EST204 Assignment 2 S331651

The Aim

The aim this unit of work is to students to gain an understanding of the different techniques

that filmmakers purposely use to develop themes, characters, and storylines to convey their

message and demonstrate this using a range of Information Communication Technology

(ICT). The reason I chose to incorporate the use of ICT in this unit of work is because 21st

Century students are growing up in a world of ever-changing technology, it is important that

they are exposed to these technologies and are given the opportunity to become confident

in using them as they will ultimately have to use some form of technology for whatever

career they take on as an adult. I believe all 21 st Century educators have a responsibility to

ensure these learning opportunities are provided across all curriculum areas. ICT will be

used as a way of improving the accessibility to all learners to improve their learning

outcomes through multimodal presentations and assistive technology, students who would

have been disadvantaged greatly in the past due to their ability to access written text and

produce written text. In this unit plan I have tried to incorporate exposure to a range of ICT

along with activities to develop skills in using ICT in different ways.

Use of ICT

The main presentation mode for this unit of work will be the Interactive whiteboard, it will be used

to present video clips and films to the class via YouTube and ClickView. Students will use Quizlet to

learn and play educational games related to the learning and undertake tests to check their

knowledge. All learning resources will be accessible to students through the class team on Microsoft

Teams so they can access it easily through their OneDrive at school and at home if they have an

internet connection. The dictate, immersive reader/read aloud tools will be used to differentiate the

learning. Students will also be encouraged to use Microsoft Edge as a search engine because it can

read aloud information from websites. Students will be required to access their Learn link emails
EST204 Assignment 2 S331651

account at times because it is a method of communication, they may need to use to contact

teachers throughout their schooling.

Students will have the choice over which presentation tool they use but they must be able to access

it at school, PowerPoint and Sway are both available as part of the Office 365 suite that students can

access through one drive and download for free on their own devices. These would be the most

logical choice as students could save their work in one drive and access it if they have internet,

without having to rely on a USB. Other free options are Prezi or Animoto which can be accessed for

free with an internet account.

Reasoning for Choices

I chose to focus on developing a knowledge of literary and film elements because this

knowledge enables students to better identify and understand the messages in literary texts

and films many of which are relevant to young people today. The film Hunt for the

Wilderpeople is an engaging film which demonstrates how important relationships can be

and how we can help others when we connect with them (Capp, 2017). This plan will

enable me to gain a better understanding of the needs of a new class and build a rapport as

the resources are accessible in both written and verbal forms supported by visuals.

Additionally, they are typed in Open Dyslexic Font which improves the speed students' with

dyslexia can read them (Damiano et al., 2019). Due to the use of ICT many activities could be

easily differentiated. The main character of the film Hunt for the Wilderpeople Ricky has

lacked having a consistent responsible adult in his life to help guide him and educate him

(Lilja & Dahlbeck, 2019), this is a theme which many young people can identify with, and those

who do not may benefit from gaining a deeper understanding of the experiences of others

and why they might not behave or achieve the same as their peers.
EST204 Assignment 2 S331651

Skills Developed

Students will learn how to identify themes and make connections to their own identity,

culture, and relationships. They will learn how to identify a range of other literary and film

elements and how they are used to show the themes. Use a range of vocabulary to discuss

literary and film elements and write correctly structured TEEL paragraphs. They will learn

how to analyse the content, context, language, structure, techniques and stye of films and

analyse the effects of the director’s creative. Additionally, they will gain skills in how to

create a multimodal film analysis presentation with appropriate reference and formatting

with a supporting script/ voice over. Finally, students will develop skills in accessing a range

of ICT to assist, communicate, collaborate, and critically reflect on their learning.

How will it be done?

This will be achieved through pre- testing students to cater the teaching to their learning

needs/abilities are. By engaging the students in a variety of activities which teach them the

vocabulary they need to know, e.g. plot, theme, setting, symbolism and allowing them

opportunities to practices identifying them in a supported environment and then

independently(Fisher & Frey, 2014). Using the ‘Check-in and act’ formative assessment

practices and processes from the Teaching for Effective Learning(TfEL) to allow me to gauge

how effective my teaching is as a new teacher (Cole, 2019), what the students know, who

needs help, who is ready to move on and to inform selective grouping and task

differentiation(Australian Curriculum SA Teachers &Leaders Resources, n.d) . Using the flipped

classroom model to enable me to provide support to students who may need it and observe how the

students are engaging (Victoria State Government Education and Training, 2019).
EST204 Assignment 2 S331651

The unit will be taught over a 6-week timeframe with the final week dedicated to student

presentations which will be conducted in class or pre-recorded and viewed in class unless

students have negotiated in advance to present in front of a smaller audience.

References

Australian Curriculum SA Teachers & Leaders Resources. (n.d.). Formative assessment

Practices and processes. https://acleadersresource.sa.edu.au/wp-

content/uploads/2020/07/20-practices-and-processess.pdf

Cole, K. (2019). Pedagogy in education: more than a buzzword. Schoology Exchange.

https://www.schoology.com/blog/pedagogy-education-more-

buzzword#:~:text=One%20of%20the%20most%20powerful,a%20set%20of

%20learning%20tasks

Capp, R. (2017) Triumph of the Wilderpeople or the Making of “Uncle Hec”, Journal of

Intergenerational Relationships, 15(4), 426-427.

https://doi.org/10.1080/15350770.2017.1368793

Damiano, R., Gena, C. & Venturini, G. Testing web-based solutions for improving

reading tasks in dyslexic and neuro-typical users. Multimed Tools Appl 78,

13489–13515.(2019). https://doi.org/10.1007/s11042-019-7273-5

Fisher, D. & Frey, N. (2014) Better learning through structured teaching: a framework for the gradual

release of responsibility. (2nd ed.). ASCD.

http://www.ascd.org/publications/books/113006/chapters/Learning,-or-Not-Learning,-in-

School.aspx

Lilja, P. & Dahlbeck, J. (2019). In the Absence of Adults: Generations and Formation in

Hunt for the Wilderpeople. Journal of Philosophy of Education, 53(2), 407–424.

https://doi.org/10.1111/1467-9752.12350

Noakes, M. A., Schmitt, A J., McCallum, E. & Schutte, K. (2019). Speech-to-text assistive technology

for the written expression of students with traumatic brain injuries: A single case
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experimental study, School Psychology, 34(6), 656 – 664.

http://dx.doi.org/10.1037/spq0000316

Victoria State Government Education and Training. (2019). High impact teaching strategies in action:

differentiated teaching.

https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdiffere

ntiation.aspx

Young, M. C., Courtad, C. A., Douglas, K. H. & Chung, Y.C. (2018). The effects of text-to-speech on

reading outcomes for secondary students with learning disabilities. Journal of Special

Education Technology, 34(2) 80-91 https://doi.org/10.1177/0162643418786047

4C Transformative Learning. (2017). Transforming schools.

https://www.4ctransformativelearning.org/#:~:text=The%204Cs%20of%20school

%20transformation,the%20modern%20workplace%20and%20beyond.