| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1: Written Task |
|
50%
|
Off Campus
|
2000 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-4
GA: 1, 2, 4, 5, 6 |
| Assignment 1: Written Task |
|
30%
|
On Campus
|
1200 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-4
GA: 1, 2, 4, 5, 6 |
| Assignment 2: Written Task |
|
50%
|
On/Off Campus
|
2000 |
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-4
GA: 1, 2, 4, 5, 6 |
| In-class Presentations |
|
20%
|
On Campus
|
|
| Assessment Notes |
| In-class presentations, based on weekly readings |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-4
GA: 1, 2, 4, 5, 6 |
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
This unit introduces students in the discipline of Communication Studies to the field of children's film and television, and some of the relevant theoretical, political and ethical issues.
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| 2 |
Communication Skills
The skills of written communication and formal argument are both taught and assessed in this unit. In addition to the writing guides supplied and recommended, students receive written feedback on their reasoning and writing skills. On-campus students have the opportunity to practise oral communication skills in seminar presentations.
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| 3 |
Global Perspectives
This unit introduces students to media from Britain, the USA, and Australia. While it does not explicitly teach comparative cultural studies, students have the opportunity to explore the ways in which various cultures have constructed childhood and childrens issues in their films.
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| 4 |
Information Literacy
Students in this unit practise skills in acquiring information through print-based and electronic research tools and are assessed on the organisation and presentation of high quality evidence in assignments.
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| 5 |
Life-Long Learning
This unit allows students to practise a wide range of academic skills in research and analysis, and facilitates learning independently. Guides to 'Learning how to learn' - research, analysis, synthesis and writing - are supplied (see Guide to Researching and Writing a University Essay), and feedback is given on research writing projects.
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| 6 |
Problem Solving
The expository research essay and learning activities supplied with teaching material encourage students to identify critical issues in the discipline and the professional area of children's studies. Students are specifically asked to conceptualise problems and to collect, collate and analyse relevant information to assist problem-solving within the discipline.
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| 7 |
Social Responsibility
The study of children's culture encourages students to recognise social issues relevant to their discipline and professional area. Political and ethical issues relevant to the study of a 'vulnerable audience' are discussed, and culture as part of a socialising agenda is one of the theoretical frameworks explored.
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