Description+of+Multimodal+Task

 **Description of the rich multimodal task**

In groups students will make an animation using the ‘Kahootz’ computer program. Their animation will present a perspective on the invasion/colonisation of Australia and the concept of ‘terra nullius’.

It is anticipated that this task will enable students to integrate their learning within the unit in relation to content knowledge, perspective, visual and multimodal grammar/design. The storyline and plot draw on students understanding of the outcome CCS2.1 which requires students to describe events and actions related to the British colonisation of Australia assessesing changes and consequences (Board Of Studies NSW, 1998). The use of visual elements like frame, vectors, angles and shotlength to create meaning and perspective highlights students learning within the English syllabus outcome **RS2.7 which requires that they d **iscuss how writers relate to their readers in different ways, how they create a variety of worlds through language and image and how they use language to achieve a wide range of purposes (Board Of Studies NSW, 2007). Similarly the degree to which students incorporate multimodal elements like sound effects, music, text and dialogue in creating meaning and perspective highlights their development within the English outcomes **RS2.7 ** (outcome outlined above). 

The completion of this task will also coincide with learning outcomes from the ICT unit which will run parallel to this unit, focusing on successfully navigating and using the ‘Kahootz’ computer program. The authenticity of the assessment task is seen as students share their completed videos with the school (one a week during assembly). In sharing these videos it is anticipated that all members of the school will learn more about Indigenous perspectives on Australian history. Considering Indigenous perspectives is fundamental in fostering informed and active citizens and in turn achieving Reconciliation between Indigenous and non-Indigenous Australians.