This VCE Media teaching and learning sequence has been designed to cover Unit 2 Outcome 1 “Narrative, Style and Genre” of the VCE Media Study Design (VCAA, 2024). The learning sequence has been designed as a student-centred learning approach, providing step-by-step learning activities to guide both the teacher and learner through the Narrative, Style and Genre outcome. Through my practicum experience, I have continuously developed my pedagogical approach and strategy towards the delivery of this learning outcome to produce an engaging, relevant and engaging learning experience for all learners. As outlined by Churchill (2022, p. 211) both planning effective learning sequences and understanding the learners you are planning for assist in the development of engaging, relevant and effective learning outcomes that are suitable for all learners within the classroom. This learning sequence has been planned and designed to support the engagement of all learners through multiple teaching strategies and pedagogical approaches such as collaborative pedagogy, thorough pedagogical content knowledge and instructional pedagogy and High Impact Teaching Strategies (HITS) such as setting goals, structuring lessons, explicit teaching, collaborative learning, questioning, differentiated teaching and metacognitive strategies (Churchill, 2022, p. 245; Department of Education, 2020). The learning sequence is designed to be delivered across 18.5 study hours across a five-week period of teaching with the assumption that each week consists of two 50-minute teaching sessions with one 40-minute study session. It is suggested that when learners are to engage in theoretical elements of this learning sequence such as completing the auteur profile and analysis activity to utilise the shorter 40-minute teaching session. To achieve a high standard of understanding within this learning outcome students are expected to spend an equal amount of time on this learning outcome in their own time as additional study.  This learning sequence has been designed to scaffold each individual learner towards developing their metacognition when approaching analysis (DET, 2020) and to create an understanding of the written SAC and exam structure they will experience throughout VCE unit 3 and 4.

This teaching and learning sequence has been created and planned with the 2024-2028 Media VCE Study Design (VCAA, 2024) allowing the learning sequence to be utilised throughout the 2024-2028 Media accreditation period and can be adapted based on student feedback. Throughout the planning and development of this teaching and learning sequence, content created by Media Knite (n.d.a), Axis of Action (n.d.a) and content developed throughout my practicum experience as a pre-service teacher. The unit content has been planned, developed and adapted based on this reference material to provide the learners a relevant, and contextual approach the Narratives, Style and Genre outcome while structuring the learning to scaffold the learning outcomes of all learners within the classroom. This learning sequence is to be used as a website and information and communication technology (ICT) pedagogical tool to scaffold the learners towards understanding the key knowledge and demonstrating the key skills outlined in the 2024-2028 Media Study Design (VCAA, 2024). The learning sequence website displays the unit content in a step-by-step weekly sequence with clear and concise information for the learners of what will be covered along with a clear learning intention and success criteria to clearly outline what is expected each week. This student-based website allows for teachers to develop their own individual lesson plans to assist in the delivery of this content with flexibility to adapt the delivery to suit their own pedagogical approach. The Australian Institute of Teaching and School Leadership [AITSL] (2018) stress the importance and requirement of all Australian teachers to utilise ICT to expand curriculum learning experiences and opportunities (Standard 2.6), use ICT resources that promote learner engagement (Standard 3.4), and to use support the safe, responsible and ethical use of ICT throughout learning and teaching (Standard 4.5) in the Australian Professional Standards for Teachers (APST). Throughout the learning sequence, the consideration of ethical use of media resources when analysing “Greta Gerwig” and her texts the content and presentation of her work is understood in relation to appropriateness among a VCE year 11 class.  The engagement and utilisation of ICT as a pedagogical tool throughout this learning sequence is strongly considered in both the delivery as a teacher and as a tool for students to engage with content in both meaningful and effective ways (Cuadra, 2019, p. 43). Furthermore, the learning sequence utilises ICT as a pedagogical tool in combination with collaborative pedagogy to promote and create an engaging and inclusive classroom environment that promotes questioning, feedback and the development of all learner’s metacognition (Cuadra, 2019, p 42; DET. 2019). The resources provided to learners similarly scaffold the development of literacy skills within VCE Media through the engagement of the Media Terminology Cue Sheet with sentence starters, essential terms and phrasing to allow the teacher to differentiate teaching for individual learners but provide the necessary tools to scaffold their learning.

Throughout the learning sequence, there is a mixture of both individual and group analysis to encourage collaborative classroom discussions where both learners and teachers analyse and discuss each film presented in the sequence to apply the key knowledge and skills as a collaborative classroom. The importance of developing a collaborative classroom environment and use of collaborative-pedagogy is stressed by Churchill (2022, p. 255). It is through collaborative classroom discussion, questioning and peer-to-peer feedback and teacher-to-learner feedback where learners can develop their understanding of narrative, style and genre analysis through the engagement with the learning sequence content and guided teacher delivery. Students are encouraged to access this teaching and learning website to guide both in class and out of class study throughout each week, with access to resource tools and learning activities it provides each learner the ability to seek answers to any questions prior to discussing this with their teacher.