Teacher Guide
Overview
This resource supports teachers to guide students through the Trop Jr short filmmaking process, aligning with the Australian Curriculum in English, Media Arts and General Capabilities and fostering creativity, collaboration and media literacy. By embedding Trop Jr into your classroom, you can meet the following learning goals:
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Develop storytelling and narrative skills.
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Apply film language and technical skills.
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Encourage originality and creative risk-taking.
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Build critical viewing and reflective practices.
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About Trop Jr
Learn more about Australia’s biggest short film competition for young people aged 15 and under.
The Production Process
By following our detailed production process, with expert tips and advice, students will be able to create their own short film in the classroom.
Criteria and Classroom Assessment
Films submitted to Trop Jr will be judged on the following criteria:
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Originality and Creativity
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- Is your idea fresh and imaginative? Does your film show a unique perspective or creative twist?
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Storytelling
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- Does your film tell a clear and engaging story?
- Are the characters and plot easy to follow and interesting?
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Use of the Trop Jr Signature Item
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- How cleverly have you included this year’s signature item in your film?
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Technical Achievement
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- How well have you used camera work, sound and editing?
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- Remember: It’s not about expensive equipment, it’s about making the most of what you have!
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Entertainment Value
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- Is your film fun, moving, or thought-provoking?
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- Will audiences enjoy watching it?
We have created handy rubrics to support teachers to embed Trop Jr into their classroom learning. These rubrics are designed to:
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Support teachers to build assessment into their Trop Jr filmmaking unit.
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Provide clear expectations for students at different year levels.
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Support assessment of both creative and technical aspects of filmmaking in the classroom.
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Encourage critical thinking, storytelling and media literacy skills aligned with the Australian Curriculum (English, Media Arts, and General Capabilities).
Teacher tip: Share the rubric with students before they begin planning their films. This way students can use the rubric as a planning tool.
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Criteria |
Excellent (4) |
Good (3) |
Developing (2) |
Needs Work (1) |
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Originality & Creativity |
Your idea is very original and imaginative. It shows a unique perspective or clever twist. |
Your idea is creative and interesting, with some original elements. |
Your idea is okay but feels familiar or predictable. |
Your idea is very common and doesn’t show much creativity. |
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Storytelling |
The story is clear, engaging, and easy to follow. Characters are interesting and well-developed. |
The story is mostly clear and engaging, with some interesting characters. |
The story is a bit confusing or lacks detail. Characters need more development. |
The story is hard to follow and characters are not clear. |
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Use of Signature Item |
The signature item is included in a clever and creative way that adds to the story. |
The signature item is included and makes sense in the story. |
The signature item is included but feels random or not important. |
The signature item is missing or doesn’t fit the story. |
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Technical Achievement |
Excellent use of camera angles, sound, and editing. Everything looks and sounds clear. |
Good use of camera, sound, and editing. Mostly clear and easy to watch. |
Some parts are hard to see or hear. Editing needs improvement. |
Many parts are unclear or distracting. Little effort in editing. |
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Entertainment Value |
The film is very fun, moving, or thought-provoking. Audiences will love it! |
The film is enjoyable and interesting. Audiences will like it. |
The film has some good moments but is not very engaging. |
The film is not very entertaining or interesting. |
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Criteria |
Excellent (4) |
Good (3) |
Developing (2) |
Needs Work (1) |
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Originality & Creativity |
Concept is highly original and demonstrates sophisticated creative thinking. Strong evidence of risk-taking and innovation. |
Concept is creative and shows some originality. Attempts to include unique ideas or approaches. |
Concept is somewhat predictable with limited creative elements. |
Concept lacks originality and creative effort. |
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Storytelling & Structure |
Narrative is clear, cohesive, and compelling. Strong character development and logical sequence of events. |
Narrative is mostly clear and engaging, with some character development and structure. |
Narrative is inconsistent or lacks depth. Characters and plot need more clarity. |
Narrative is confusing or incomplete. Little sense of structure or characterisation. |
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Use of Signature Item |
Signature item is integrated seamlessly and meaningfully into the narrative, enhancing the story. |
Signature item is included appropriately and makes sense in the context. |
Signature item is present but feels forced or irrelevant to the story. |
Signature item is missing or does not fit the narrative. |
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Technical Achievement |
Highly effective use of camera techniques (e.g., framing, angles, movement), sound design, and editing. Visuals and audio are clear and polished. |
Good use of camera, sound, and editing. Mostly clear and well-presented. |
Limited use of technical elements. Some issues with clarity or continuity. |
Minimal technical effort. Poor sound or visuals make viewing difficult. |
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Entertainment & Impact |
Film is highly engaging, emotionally resonant, or thought-provoking. Strong audience appeal. |
Film is enjoyable and holds audience interest. |
Film has some engaging moments but lacks overall impact. |
Film is not engaging or struggles to hold audience attention. |
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Criteria |
Excellent (4) |
Good (3) |
Developing (2) |
Needs Work (1) |
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Originality & Conceptual Depth |
Concept is highly original, demonstrates complex ideas, and reflects strong creative risk-taking. Themes are nuanced and thought-provoking. |
Concept is creative and shows some originality and thematic awareness. |
Concept is somewhat predictable with limited thematic development or depth. |
Concept lacks originality and complexity; minimal creative effort. |
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Narrative Structure & Characterisation |
Narrative is sophisticated, cohesive, and compelling. Strong pacing, clear structure, and well-developed characters with depth and motivation. |
Narrative is mostly clear and engaging, with some character development and logical sequencing. |
Narrative is inconsistent or lacks depth. Characters and pacing need improvement. |
Narrative is confusing or incomplete. Little sense of structure or characterisation. |
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Integration of Signature Item |
Signature item is incorporated seamlessly and symbolically, enhancing meaning and narrative impact. |
Signature item is included appropriately and makes sense in the story. |
Signature item is present but feels forced or superficial. |
Signature item is missing or irrelevant to the narrative. |
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Technical Execution |
Highly deliberate and effective use of advanced film language: framing, composition, camera movement, lighting, sound design, continuity editing, and post-production. Visuals and audio are polished and purposeful. |
Good use of technical elements with some creative choices. Mostly clear and coherent. |
Limited technical control; noticeable issues with continuity, sound, or editing. |
Minimal technical effort; poor sound or visuals significantly affect viewing. |
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Audience Engagement & Impact |
Film is highly engaging, emotionally resonant, or intellectually stimulating. Strong sense of purpose and audience appeal. |
Film is enjoyable and holds audience interest. |
Film has some engaging moments but lacks overall impact or clarity of purpose. |
Film struggles to engage or communicate meaning effectively. |
Teacher tip: Encourage self-assessment and peer feedback using the rubric throughout the production process.
Australian Curriculum Version 9
Trop Jr provides rich opportunities to address the Australian Curriculum across Media Arts, English, and the General Capabilities. In Media Arts, students explore how meaning is created and communicated through screen texts, then apply this knowledge to produce their own short films. In English, they develop skills in storytelling, language choices, and audience awareness, strengthening their ability to craft narratives with purpose and clarity. The process also embeds General Capabilities such as Critical and Creative Thinking, as students collaborate, problem-solve, and reflect on ethical and aesthetic decisions.
The curriculum tables below demonstrate how Trop Jr is mapped to Years 5–10 across The Arts: Media Arts, English, and the General Capability of Critical and Creative Thinking.
For an even more in-depth exploration of how Trop Jr offers multidisciplinary connections, teachers are encouraged to refer to the Media Consumers and Creators Curriculum Connection: https://www.australiancurriculum.edu.au/curriculum-information/understand-this-curriculum-connection/media-consumers-and-creators
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Years 5 and 6 |
Years 7 and 8 |
Years 9 and 10 |
How does creating a film for Trop Jr demonstrate this? |
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Exploring and responding
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explore ways that media languages and media technologies are used in media arts works and practices across cultures, times, places and/or other contexts
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investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts
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investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts
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Students analyse and apply media languages, technologies, genre conventions, and representational techniques from diverse contexts to communicate meaning, reflect cultural influences, and explore identity or social issues in their own creative work.
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Developing practice and skills |
develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies
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develop media production skills throughout the production process to construct representations using media languages and media technologies
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experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies
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Students develop and apply media production skills throughout the process, manipulating images, sounds, texts, and technologies to construct representations, and experimenting with media languages and conventions to communicate ideas, perspectives, and meaning effectively.
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reflect on their own and others’ media arts works and practices to inform choices they make during the production process
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reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process
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Students reflect on their own and others’ media arts works and practices throughout the production process, using feedback and critical analysis to refine creative and technical choices at each stage.
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Creating and making |
use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences
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design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience
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design and structure media arts works that examine and communicate ideas, perspectives and/or meaning
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Students use media languages, technologies, and production processes to design and structure a film that communicates ideas, perspectives, and meaning for a specific audience, and to examine how these choices shape the overall message and impact.
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apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning for specific audiences using responsible media practice
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apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning, and confirm or challenge the expectations of specific audiences
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Students apply production processes and media arts concepts to construct representations that communicate ideas and perspectives for specific audiences using responsible media practice, while also considering how their creative choices confirm or challenge audience expectations.
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Presenting and performing |
present media arts works in informal and/or formal settings using responsible media practice
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present media arts works, using responsible media practices and considering potential relationships the work could create with audiences
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present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice
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students to present their work in formal and informal settings using responsible media practices, such as including permissions and credits, and planning screenings that consider audience engagement and ethical distribution. Finalist films being screened nationally further shows how students anticipate and manage relationships with audiences, reflecting on how their creative choices influence perceptions and meet professional standards.
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| Year 5 | Year 6 | Year 7 | Year 8 | Year 9 | Year 10 | How does creating a film for Trop Jr demonstrate this? | |
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Language |
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| Students select and adapt language for different social contexts and levels of formality, use dialogue and communication to express identities and shape relationships, and make deliberate language choices that can include or exclude, empower or disempower, both within the film narrative and during collaborative production. | |||||||