Gotchas Galore

Year 5: English

• AC9E5LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
• AC9E5LA07: Explain how the sequence of images in print, digital and film texts has an effect on meaning.‍
• AC9E5LY02: Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.‍
• AC9E5LY03: Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text.‍

Year 6: English

• AC9E6LA02: Understand the uses of objective and subjective language, and identify bias.‍
• AC9E6LA07: Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning.‍
• AC9E6LY02: Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions.‍
• ‍AC9E6LY03: Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences.

Years 5 & 6: Health and Physical Education

• AC9HP6P07: describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully.
• ‍AC9HP6P08: Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations.‍
• ‍AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.

‍Years 5 & 6: Digital Technologies

• AC9TDI6P07: Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions.‍
• ‍AC9TDI6P10: explain the creation and permanence of their digital footprint and consider privacy when collecting user data

This framework assists educators to provide children and young people with opportunities to maximise their potential and develop a foundation for successful lifelong learning. The Framework has been designed for use by approved providers and school age care educators working in partnership with children and young people, their families and the community, including schools.

Outcome 1: Children and young people have a strong sense of identity.

Children develop an understanding of their emotions and sense of self through reflection on their digital interactions and mindful media consumption. This is evident when children:

• Identify their right to emotional and mental wellbeing when engaging in digital spaces.
• Reflect on how online content impacts their mood and emotions, making choices that promote positive self-perception.

Outcome 2: Children are connected with and contribute to their world.

Children explore how positive online behaviour contributes to building respectful and cooperative digital communities. This is evident when children:

• Recognise the importance of rules and codes of conduct in creating safe and supportive digital spaces.
• Identify ways to contribute safely and responsibly to shared digital spaces.

This Framework creates a foundation for applying evidence-based, Social and Emotional Learning (SEL) strategies both at school and in the broader community. Its aim is to support the cultivation of SEL skills and environments that advance students’ learning and development.    

• Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being. Such as:

• Demonstrating curiosity and open-mindedness.
• Learning how to make a reasoned judgment after analyzing information, data, and facts.

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This project, funded by the Department for Digital, Culture, Media and Sport (DCMS) as part of the UK government's Online Literacy Media Strategy, aims to empower people to stay safe online by being able to critically evaluate what they see and read on the internet. It offers a transferable and sustainable framework and methodology that can not only be used for the independent evaluation of media literacy projects but also to inform their future design.

• Awareness: Media literacy enables people to have a critical awareness of how media and information represent people, events, issues and places. On a larger scale, media literacy helps us to understand how the media environment we are engaging with is constructed, for example in terms of how diverse it is, who owns or controls different media sources and how digital and social media is governed, designed and manipulated. Media literacy also involves critical awareness about the role of data and algorithms in everyday life and with regard to citizenship, education, work and health.

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The NAMLE Framework outlines the foundational concepts and principles for teaching and learning about media literacy. Media literacy, as defined by NAMLE, is the ability to access, analyze, evaluate, create, and act using all forms of communication.

Core Principle 1

• 1.2: Media Literacy Education (MLE) intersects with other literacies, such as information, digital, and social-emotional literacies.
• 1.4: MLE values inquiry of contemporary media experiences that are culturally relevant in both the learning environment and the everyday lives of learners.

Core Principle 2

• 2.1: MLE teaches that all media experiences are constructed and prepares people to engage in critical analysis and reflection of these experiences.
• 2.3: MLE helps learners identify biases within their own and others’ media experiences.

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