PICTON HIGH SCHOOL HSC EXPLORING EARLY CHILDHOOD CHILDREN AND THE MEDIA Due Date: Tuesday 20 August, 2019 (Week 5, Term 3) by 3.30pm. Assessment Name: Young Children and the Media Mark: /90 Weighting: 25% SYLLABUS OUTCOMES TO BE ASSESSED: 2.1 analyses the ways in which family, community and culture influence the growth and development of young children 2.2 critically examines factors that influence the social world of young children 2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children 6.1 demonstrates an understanding of the decision-making process DIRECTIVES TO BE ASSESSED: Analyse - Identify components and the relationship between them; draw out and relate implications Examine - Inquire into Demonstrate - Show by example TASK DESCRIPTION: Students will be assessed on their understanding of a range of contemporary issues relating to young children and media. Students will need to choose THREE (3) contemporary issues from the list below and respond to all questions associated with that topic. o The need for internet filters o Equity and access to the internet o Possible connection between violence on television or in video games and aggression in children o Australian versus international content in multimedia o Merchandising and children’s television programs including collectables ASSESSMENT CRITERIA – STUDENT CHECKLIST: Have you? Select three (3) contemporary issues from the list above and complete all of the questions below that relate to each.
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PICTON HIGH SCHOOL
HSC EXPLORING EARLY CHILDHOOD
CHILDREN AND THE MEDIA
Due Date: Tuesday 20 August, 2019 (Week 5,
Term 3) by 3.30pm.
Assessment Name: Young Children and the
Media
Mark: /90 Weighting: 25%
SYLLABUS OUTCOMES TO BE ASSESSED: 2.1 analyses the ways in which family, community and culture influence the growth and development of young children 2.2 critically examines factors that influence the social world of young children
2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children 6.1 demonstrates an understanding of the decision-making process
DIRECTIVES TO BE ASSESSED: Analyse - Identify components and the relationship between them; draw out and relate implications Examine - Inquire into Demonstrate - Show by example TASK DESCRIPTION: Students will be assessed on their understanding of a range of contemporary issues relating to young children and
media. Students will need to choose THREE (3) contemporary issues from the list below and respond to all
questions associated with that topic.
o The need for internet filters
o Equity and access to the internet
o Possible connection between violence on television or in video games and aggression in children
o Australian versus international content in multimedia
o Merchandising and children’s television programs including collectables
ASSESSMENT CRITERIA – STUDENT CHECKLIST:
Have you?
Select three (3) contemporary issues from the list above and complete all of the questions below
that relate to each.
The Need for Internet Filtering
1. Define the term ‘Internet Filtering’
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2. Why is there a need to block inappropriate content? Provide 3 specific examples.
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3. How does Internet Filtering enhance the safety of young children?
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4. Computers store a lot of secure information and data. How does internet filtering protect your resources?
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5. There are numerous benefits of internet filtering. These include ‘productivity, file sharing, chat rooms, flexibility
and considerations’. Outline each of these, and provide an example for each in relation to young children.
Productivity
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File Sharing
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Flexibility
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Considerations
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6. ‘Parental controls’ are an important feature that enables parents to control what young children are able to
access. Provide 3 names of types of parental controls and explain what they do.
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7. You can monitor and supervise your child’s use of the internet in several ways:
Talk with all family members about internet access. Monitoring works best if you can have calm and frank
discussions with your child about his internet activities.
Keep your desktop computer in a family area, or make sure your child uses tablets, phones and hand-held
devices where you can see her. If possible, avoid online activity in a study or bedroom. This helps you keep an
eye on how long your child is online as well as what websites she’s visiting.
Turn off all internet-accessing devices at night, including mobile phones, and keep portable devices in a
common family space.
Together with your child, set up some simple and fair rules about internet use. For example, set a reasonable
limit on your child’s screen time. Discuss how these rules apply outside your home – for example, at the local
library. When your child follows the rules, give him lots of positive feedback.
Let your child know that social networking sites such as Facebook, Twitter, Pinterest and Instagram don’t
allow children aged under 13 years to set up accounts. You can direct your child to more age-appropriate sites
such as Moshi Monsters or Club Penguin instead.
Check the websites your child has been visiting by using the History tab in your browser.
Reflect on the points above, and reflect on your own childhood. Critically analyse the methods your parents/carers
may (did) have used for you when you were a young child. Were they different to the above? Explain. Do you think
parents today with young children would have a greater challenge in filtering internet content? Justify your
response.
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Marking Criteria – The need for Internet Filters
Define the term ‘Internet Filtering’ / 1 /1
Why is there a need to block inappropriate content? Provide 3 specific examples.
Thoroughly explains the need to block inappropriate web content and supports answer with 3 relevant examples
Explains the need to block inappropriate content and supports answer with 2-3 examples
Outlines why inappropriate content should be blocked and example provides basic support.
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How does Internet Filtering enhance the safety of young children?
Effectively and comprehensively outlines how internet filtering enhances the safety of young children using examples to support answer.
Identifies how internet filtering enhances the safety of young children
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Computers store a lot of secure information and data. How does internet filtering protect your resources?
Effectively conveys how internet filtering protects personal resources and information of an individual using relevant examples to support answer.
Briefly identifies how internet filtering protects electronic resources.
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There are numerous benefits of internet filtering. These include ‘productivity, file sharing, chat rooms, flexibility and considerations’. Outline each of these, and provide an example for each in relation to young children.
Comprehensively defines each benefit of internet filtering and supports definition with relevant and meaningful examples
Defines the benefits of internet filtering using examples
Defines the benefits of internet filtering.
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‘Parental controls’ are an important feature that enables parents to control what young children are able to access. Provide 3 names of types of parental controls and explain what they do.
Provides a robust explanation of a variety of parental controls including; comprehensive definition, 3 descriptive examples & with evidence of SEXE scaffold.
Provides a satisfactory explanation of parental controls including; definition, relevant examples and some evidence of SEXE scaffold.
Provides an outline of parental controls with some evidence of examples used to support their answer
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You can monitor and supervise your child’s use of the internet in several ways: Reflect on the points above, and reflect on your own childhood. Critically analyse the methods your parents/carers may (did) have used for you when you were a young child. Were they different to the above? Explain. Do you think parents today with young children would have a greater challenge in filtering internet content? Justify your response.
Critically analyses and reflects on childhood experiences using the provided examples and their own. Student compares and contrasts their childhood experiences to those provided to an excellent standard. Vigorously justifies their opinion in regards to the challenge of filtering internet content as a 21st Century parent with young children using relevant examples.
Analyses and reflects on childhood experiences using the examples. Student compares and contrasts their childhood experiences to those provided to a sound standard. Justifies their opinion in regards to the challenge of filtering internet content as a parent with young children.
Explains and attempts to reflect on childhood experiences. Student compares and contrasts their childhood experiences to those provided to a basic standard. Describes in their opinion the challenge of filtering internet content.
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TOTAL MARK: /30
Equity and Access to the Internet
1. Define ‘Equity’ and provide an example. (2 marks)
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2. Through research and your own knowledge, what are the main influences that impact on a person’s ability to access the
internet? Explain. (2 marks)
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3. Using the following website: http://www.abs.gov.au/ausstats/[email protected]/Lookup/8146.0Chapter12012-13 answer the
following; (2 marks)
How many Australian households have access to internet? Why do you think the remaining percentage does not?
Explain.
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Household income can largely influence access to the internet. Discuss.
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4. [The Coalition] have had almost three years on this... Over that time we have gone from 30th in the world for
internet speeds to 60th in the world for internet speeds,". Through your own research, explain why the decline in
internet speed could disadvantage young Australians, in particular young children. (4 marks)
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5. Young children have limited access to the internet. What do you think are the reasons for this, and do you think
young children should be able to access greater content on the internet? (3 marks)
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6. Examine how a young child with access to internet could gain advantages over a child who does not have access, in
particular, within their primary schooling. (4 marks)
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7. Generations of young children growing up, through their schooling never had access to internet. Many features
today are foreign to parents and grandparents. How can the skills learned by young children today be beneficial to
older generations? (5 marks)
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8. Read the following article;
http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/Publications_Archive/
CIB/cib0102/02CIB01 . Outline the major issues facing people in rural and remote areas accessing internet. Your
response should be detailed and cover a range of issues including but not limited to; cost, geographical location,
Indigenous communities, and age. (8 marks)
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Marking Criteria – Equity and Access to the Internet
Define ‘Equity’ and provide an example.
Provides relevant definition and meaningful example.
Provides definition
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Through research and your own knowledge, what are the main influences that impact on a person’s ability to access the internet? Explain.
Demonstrates an excellent ability to effectively research by explaining the main influences that enable a person to access the internet.
Explains the main influences that enable a person to access the internet.
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Using the following website: http://www.abs.gov.au/ausstats/[email protected]/Lookup/8146.0Chapter12012-13 answer the following;
How many Australian households have access to internet? Why do you think the remaining percentage does not? Explain.
Household income can largely influence access to the internet. Discuss. Effectively applies the stimulus to respond to the two focus questions and thoroughly examines both questions in
detail.
Attempts to apply the stimulus to both questions
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[The Coalition] have had almost three years on this... Over that time we have gone from 30th in the world for internet speeds to 60th in the world for internet speeds". Through your own research, explain why the decline in internet speed could disadvantage young Australians, in particular young children.
Effectively references the quotation to explain why the decline in internet speed could adversely affect young children to an excellent level.
References the quotation to explain why slow internet speeds could disadvantage young Australian children. Explains why the decline in internet speed could disadvantage young children.
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Young children have limited access to the internet. What do you think are the reasons for this, and do you think young children should be able to access greater content on the internet?
Strongly conveys their opinion in regards to children having limited access to the internet and justifies their opinion as to whether children should/should not have great access to internet content.
Conveys an opinion about the limited access children have to the internet and attempts to argue their point of view.
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Examine how a young child with access to internet could gain advantages over a child who does not have access, in particular, within their primary schooling.
Provides a comprehensive examination as to the possible reasons why young children with internet access could have an advantage over children without access. Utilises clear and relevant examples to support their response.
Examines some advantages of internet access to young children, compared to young children without internet access.
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Generations of young children growing up, through their schooling never had access to internet. Many features today are foreign to parents and grandparents. How can the skills learned by young children today be beneficial to older generations?
Provides an excellent analysis of how the skills learned by young children involving the internet can be beneficial to older generations. Applies at least 3 relevant and detailed examples to support their response.
Provides a satisfactory analysis of how the skills learned by young children involving the internet can be beneficial to older generations. Applies at 1-2 examples to support their response.
Describes how the skills learned by young children involving the internet can be beneficial to older generations.
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Outline the major issues facing people in rural and remote areas accessing internet. Your response should be detailed and cover a range of issues including but not limited to; cost, geographical location, Indigenous communities, and age.
Comprehensively outlines the major issues facing people in rural and remote areas accessing internet by thoroughly investigating the impacts of cost, geographical location, Indigenous communities and age. Supports their response with at least 4 examples.
Satisfactorily outlines the major issues facing people in rural and remote areas accessing internet by thoroughly investigating the impacts of cost, geographical location, Indigenous communities and age. Supports their response with examples.
Provides a basic outline of the major issues facing people in rural and remote areas accessing internet by identifying the impacts of cost, geographical location, Indigenous communities and age. Attempts to support their response with some examples.
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TOTAL MARK: /30
Merchandising and children’s television programs including collectables
1. Define ‘Merchandise’. Give an example.
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2. What are common forms of merchandise that could be purchased? Provide examples of current merchandise
available from at least one company.
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3. What are the main ways that the media markets merchandise to children?
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4. McDonald’s markets their Happy Meals to children both on TV and in store. Do you think there are any ethical
issues with a fast food giant doing this? Justify your opinion.
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5. What strategies do advertisements use to try and sell their products to young children on television? Identify the
strategy, explain and then provide an example.
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6. Read the following article;
https://www.theguardian.com/media/2010/sep/27/children-television-bbc-funding-merchandising . Explain why
television shows rely on merchandising.
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7. Read the following article;
http://www.heraldsun.com.au/entertainment/childrens-tv-is-bigger-business-than-ever-and-changing-the-lives-of-
parents/news-story/4d59c51f24ecc771858e61343d8bb59c How is television changing the lives of parents? Explain
using exerts from the article.
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8. Find 10 images of different types of merchandise that children and their parents may be able to purchase as a
result of television viewing. Glue here.
Marking Criteria – Merchandising and Children’s Television Program
Define ‘Merchandise’. Give an example.
Provides relevant definition and meaningful example.
Provides definition
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What are common forms of merchandise that could be purchased? Provide examples of current merchandise available from at least one company.
Identifies forms of merchandise and identifies merchandise currently available from at least one company.
Identifies forms of merchandise.
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What are the main ways that the media markets merchandise to children?
Outlines the main ways that the media markets the merchandise of shows and products to young children. Provides an example to support their answer.
Outlines the main ways that the media markets the merchandise of shows and products to young children.
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McDonald’s markets their Happy Meals to children both on TV and in store. Do you think there are any ethical issues with a fast food giant doing this? Justify your opinion.
Provides a strong opinion relating to the ethical issues related to the merchandising of toys and products by fast food giants towards young children. Uses the stimulus as a main feature of their justification and provides relevant examples to support this response.
Provides an opinion relating to the ethical issues related to the merchandising of toys and products by fast food giants towards young children. Uses the stimulus to help justify their response and uses some examples to support this.
Attempts to provide an opinion relating to the ethical issues related to the merchandising of toys and products by fast food giants towards young children.
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What strategies do advertisements use to try and sell their products to young children on television? Identify the strategy, explain and then provide an example.
Provides a comprehensive analysis of the strategies used in advertisements in order to market their products to young children. Supports their analysis with thorough explanation and at least 3 relevant examples.
Provides a sound analysis of the strategies used in advertisements in order to market their products to young children. Supports their analysis with an explanation and some examples.
Describes the strategies used in advertisements in order to market their products to young children.
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Explain why television shows rely on merchandising.
Critically applies the stimulus article to thoroughly explain the impact of merchandising on television shows and to what effect.
Applies the stimulus article to adequately explain the impact of merchandising on television shows and to what effect.
Explains why television shows rely on merchandising.
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How is television changing the lives of parents? Explain using exerts from the article.
Critically examines the stimulus and applies its content to an outstanding level to investigate the impact of television on the lives of parents. Links 2-3 examples from the stimulus.
Explains the stimulus and applies its content to a satisfactory level to investigate the impact of television on the lives of parents. Links at 1 example from the stimulus.
Attempts to apply the stimulus and outlines the impact of television on the lives of parents.
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Find 10 images of different types of merchandise that children and their parents may be able to purchase as a result of television viewing.
Identifies 10 different images of merchandise available to parents and young children.
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Connection between violence on television or in video games and aggression in children
1. Do you think television or video games have a greater connection to violence and aggression? Explain.
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2. Through your own research, list 10 different television programs or movies that have been linked to increased
violence among young children.
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3. List 10 different video games that have been linked to increased violence among young children. Identify the trends
that exist amongst these games?
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4. There has long been a belief that video games are a direct cause of violence and aggression among young children.
Discuss the reasons behind this and provide specific examples to argue either for or against.
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5. Read the following article;
http://www.healthline.com/health-news/violent-video-games-create-aggression-but-they-do-cause-kids-to-commit-
081415. Using quotes, present the data and evidence that presents the idea that video games are a factor that cause
violence among children.
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6. Locate a video game that a young child may play. Watch the trailer, or a small snippet from a game of your
choosing. Analyse the visuals, audio or actions that may cause this game to ‘possibly’ increase violence among
children. Name the game. Give a brief description and then justify your response.
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Marking Criteria - Connection between violence on television or in video games and aggression in children
Do you think television or video games have a greater connection to violence and aggression? Explain.
Forms a coherent and clear opinion about whether television or video games have a greater link to violence and aggression through an organised explanation.
Forms an opinion relating to television or video game related violence and aggression.
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Through your own research, list 10 different television programs or movies that have been linked to increased violence among young children.
Identifies 10 different television programs or movies that have been linked to increased violence among young children
Identifies some television programs or movies linked to violence among young children.
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List 10 different video games that have been linked to increased violence among young children. Identify the trends that exist amongst these games?
Identifies 10 different video games that have been linked to increased violence among young children and identifies the trends that exist amongst these games
Identifies some video games linked to violence among young children.
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There has long been a belief that video games are a direct cause of violence and aggression among young children. Discuss the reasons behind this and provide specific examples to argue either for or against.
Comprehensively discusses the belief that video games are a direct cause of violence and aggression among young children by arguing for and against. Provides 3 relevant examples.
Satisfactorily discusses the belief that video games are a cause of violence among young children. Provides some examples to support their position.
Outlines the belief that video games are a cause of violence among young children.
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Using quotes, present the data and evidence that presents the idea that video games are a factor that cause violence among children.
Presents accurate and reliably sourced data that clearly reaffirms the idea that video games are a factor in causing violence. Provide 4 pieces of data and evidence in response to support answer.
Presents accurate and reliably sourced data that reaffirms the idea that video games are a factor in causing violence. Provide 2-3 pieces of data and evidence in response to support answer.
Presents data that reaffirms the idea that video games are a factor in causing violence.
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Locate a video game that a young child may play. Watch the trailer, or a small snippet from a game of your choosing. Analyse the visuals, audio or actions that may cause this game to ‘possibly’ increase violence among children. Name the game. Give a brief description and then justify your response.
Chooses an appropriate video game and provides an excellent analysis of the visuals, audio and ‘actions’ that could be attributed to increased violence among children. To support this, students vigorously justify their response by applying relevant information from the stimulus.
Chooses an appropriate video game and provides a satisfactory analysis of the visuals, audio and ‘actions’ that could be attributed to increased violence among children. To support this, students justify their response by applying relevant information from the stimulus.
Chooses a video game and provides an explanation of the visuals, audio and ‘actions’ that could be attributed to increased violence among children. To support this, students applying relevant information from the stimulus.
/10
TOTAL MARK: /30
Australian versus international content in multimedia
1. What are the main types of broadcasts that you see on Australian television?
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2. What are the main types of International broadcasts that you see on Australian television?
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3. Do you prefer Australian television to international or do you have no preference? What is it about each that you
like or dislike?
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4. Research the most current weekly TV Guide. Identify below that International shows from the guide. Once
complete, analyse why these programs are broadcasted at the time they are shown.
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Table: International comparison of film classifications
May be viewed by people of any age.
May only be viewed by people who meet or exceed the age of the numerical classification.
Australia UK US Canada*
NZ
G Unrestricted G G G G
PG PG PG
PG PG PG
M 12A
PG-13
14A
M
PG-13
MA15+
15
R13
RP 13
R15 NC-16
R
RP16
M18
18A
R16
NC17 R18+ 18 R R18 R21
X18+ R18 Adult
May be viewed by anyone of any age as long as it is in the presence of an adult or guardian
5. Using the above table, compare and contrast the age classifications for viewers across varying countries. Why do
you think different countries allow young children to watch certain films or television before others?
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6. Using the Australian film classifications, identify 5 films from each of the following categories ‘G, PG, M, MA15+’.
Once completed, explain why you think these films have been classified how they have been according to
Australian standards. You may need to compile additional research using;
http://www.classification.gov.au/Guidelines/Pages/Guidelines.aspx
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7. Watch the YouTube clip ‘Australian Classification too Strict? – GG Pocket’
https://www.youtube.com/watch?v=ltAinjoxsPY . Once viewed, vigorously justify your viewpoint below using
specific examples from the clip.
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Marking Criteria - Australian versus International content in Multimedia
What are the main types of broadcasts that you see on Australian television?
Clearly identifies the main forms of broadcasts seen on Australian television by referencing titles and by providing a brief description.
Identifies types of broadcasts in Australia.
/2
/1
/2
What are the main types of International broadcasts that you see on Australian television?
Clearly identifies the main forms of international broadcasts seen on Australian television by referencing titles and by providing a brief description.
Identifies types of International broadcasts on TV in Australia.
/2
/1
/2
Do you prefer Australian television to international or do you have no preference? What is it about each that you like or dislike?
Clearly and coherently discusses personal preference for either Australian or International television and effectively articulates why. Provides two examples to support this answer.
Explains personal preference for either Australian or International television and outlines why. Provides at least one example.
Attempts to explain personal preference for either Australian or International television.
/3
/2
/1
/3
Research the most current weekly TV Guide. Identify below that International shows from the guide. Once complete, analyse why these programs are broadcasted at the time they are shown.
Comprehensively analyses a current TV Guide and clearly distinguishes why certain programs are broadcasted at certain times by using specific and relevant examples.
Analyses a current TV Guide and clearly distinguishes why certain programs are broadcasted at certain times by using examples.
Examines a current TV Guide and explains why certain programs are broadcasted at certain times.
/4-5
/2-3
/1
/5
Using the above table, compare and contrast the age classifications for viewers across varying countries. Why do you think different countries allow young children to watch certain films or television before others?
Analyses the age classification table and clearly argues why different countries have different age classifications to each other to an excellent standard.
Analyses the age classification table and argues why different countries have different age classifications to each other to a satisfactory standard.
Outlines why different countries have different age classifications to each other to a satisfactory standard.
/4
/2-3
/1
/4
Using the Australian film classifications, identify 5 films from each of the following categories ‘G, PG, M, MA15+’. Once completed, explain why you think these films have been classified how they have been according to Australian standards.
Effectively applies the Australian film classifications to 5 films and explains to an excellent level how and why these films are classified the way they are by using at least 1 specific and relevant for each category.
Effectively applies the Australian film classifications to 5 films and adequately explains how and why these films are classified the way they are by using some examples.
Applies the Australian film classifications to a range of films and explains how and why these films are classified the way they are by using examples
Explains how and why these films are classified the way they are
/7-8
/5-6
/3-4
/1-2
/8
Watch the YouTube clip ‘Australian Classification too Strict? – GG Pocket’ https://www.youtube.com/watch?v=ltAinjoxsPY . Once viewed, vigorously justify your viewpoint below using specific examples from the clip.
Excellently justifies their viewpoint by thoroughly referring to the stimulus and providing relevant and well-linked examples from the YouTube clip.
Justifies their viewpoint by thoroughly referring to the stimulus and providing examples from the YouTube clip.
Explains their viewpoint by referring to the stimulus and providing some examples from the YouTube clip.
/5-6
/3-4
/1-2
/6
TOTAL MARK: /30
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