In this subject student’s study media narratives, they analyse the use of media codes and conventions to structure meaning, and how narratives are influenced by the social, cultural, ideological and institutional contexts of production the production period.

Students use the pre-production stage of the media production process to design a media product for a specified audience.

They investigate, explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress.

Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product.

Unit 1: Media forms, representations and Australian stories

Students study how the relationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common language with media producers and construct meanings from the representations within a media product. In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products.

Unit 2: Narrative across media forms

In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Unit 3

In this unit students study media narratives, they analyse the use of media codes and conventions to structure meaning, and how narratives are influenced by the social, cultural, ideological and institutional contexts of production the production period. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media language. Students use the pre-production stage of the media production process to design a media product for a specified audience. They investigate, explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students undertake pre-production processes appropriate to their selected media form and develop written and visual documentation to support the production and post-production of a media product.

Unit 4.

Unit 4 In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media.

Career Options

Actor, Journalist, Arts Administrator, Make-up Artist, Audio Visual Technician, Multimedia Developer, Camera Operator, Projectionist, Copywriter, Scriptwriter, Desktop Publisher, Set Designer, Film and TV Editor, Sound Mixer, Film and TV Lighting Operator, Sound Technician, Film and TV Producer, Stage Manager, Film Critic, Web Designer/Developer, Graphic Designer, Media Teacher

In this study, students view artworks and investigate the working practices of artists from different cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the effects of artworks upon the viewers or audiences who experience them.

Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.

Unit 1:  Interpreting artworks and exploring the creative practice
Unit 2:  Interpreting artworks and exploring the creative practice
Unit 3:  Investigation, ideas, artworks and the creative practice
Unit 4:  Interpreting, resolving and presenting artworks and the creative practice

Unit 1
In the Unit 1 students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and influence viewer or audience perspectives.

Unit 2
In Unit 2 students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and other Interpretive Lenses as appropriate, to examine artworks from different periods of time and cultures, and to explore the different ways that artists interpret and communicate social and personal ideas in artworks

Unit 3:
In this unit students use inquiry and project based learning as starting points to develop of Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation.
Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist.

Unit 3 commences with students researching the practice of the artist.
Unit 3 commences with the students researching the practice of a selected artist as the starting point to develop a finished artwork.
The finished artwork will contribute to the Body of Work developed over Units 3 and 4

Unit 4:
Unit 4 students continue to develop their art practice through Project based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice.

They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study.
Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and refine their Body of Work

In this subject, students learn how designers visually communicate concepts when designing messages, objects, environments and interactive experiences, and address design problems for services, systems, spaces, and places.

They use drawings, mock-ups, models, and prototypes to develop design ideas and solutions.

Visual Communication Design is more than just appearance and function, but considers sustainable and strategic solutions for larger systems and services.

Unit 1: Finding, reframing and resolving design problems

This unit teaches students about human-centered design, research, and effective communication of design ideas. It emphasises the role of design in promoting sustainability and circular practices, and how design decisions are influenced by various factors.

Students will collaborate to identify design problems and create a plan to solve them, while also participating in critiques to receive feedback. The unit aims to help students integrate divergent and convergent thinking in their design projects and develop their understanding of good design across specialist fields.

Unit 2: Design contexts and connections

Unit 2 builds on prior knowledge of visual communication and human-centered research methods.

Students apply the VCD design process to design environments and interactive experiences, using materials from architecture, landscape architecture, interior design, and UX design.

They learn about historical and cultural influences on design, emotive potential of interactive design, and culturally appropriate design practices, including Indigenous knowledge and intellectual property.

Design critiques help them refine their feedback skills.

Unit 3: Visual communication in design practice
Unit 3 introduces the work and processes of designers across various fields of design practice.

Students analyse contemporary designers to gain insights into how they create messages, objects, environments, and interactive experiences.

They learn about the contexts, relationships, and responsibilities of designers and how they respond to design problems and good design.

Students then apply this knowledge to explore the Discover, Define, and Develop phases of the VCD process to address a design problem, using research methods to prepare a brief and generate, test, and evaluate design ideas that are refined in Unit 4.

Unit 4: Delivering design solutions

In this unit, students focus on resolving design concepts for two communication needs and presenting their solutions.

They evaluate, select, and refine their ideas, exploring both manual and digital methods, media, and materials. Students also test their concepts using models, mock-ups, or low-fidelity prototypes.

They create a pitch to justify their design decisions and respond to feedback through final refinements.

Finally, they choose the appropriate materials, methods, and media to present their final design solutions in a distinct format that addresses the design criteria specified in the brief.

Career Options:

Advertising, Animation, Architectural Drafting, Architecture, Cartography, Cartooning, Construction, Costume Design, Desktop Publishing, Education, Fashion Design, Film Making, Fine Arts, Furniture Design, Graphic Design, Illustration, Industrial Design, Interior Decoration, Interior Design, Landscape Architecture, Multimedia Development, Offset Printing, Photography, Production Design, Set and Theatre Design, Signwriting, Textile Design, Visual Merchandising, Web Design.