Levels 1 and 2

Achievement Objectives

Visual language: Presenting

	Using static and moving images, students should:
Level 1	present ideas using simple layouts and drama	Presenting
Level 2	use verbal and visual features to communicate ideas or stories using layout, drama, video, or still photography
	In achieving the objectives of understanding and using visual language, students should:
Levels 1 and 2	understand that communication involves verbal and visual features which have conventionally accepted meanings	Exploring Language
Levels 1 and 2	show awareness of how words and images can be combined to make meaning	Thinking Critically
Levels 1 and 2	view and use visual texts to gain and present information, become familiar with and use appropriate technologies, and write letter and number forms legibly to present ideas	Processing Information

Teaching, Learning, and Assessment Examples

Example 1

Achievement Objectives
Presenting: processing information

Teaching and Learning
Context: a study of newspaper layout

Students discuss a recent illustrated story in a local paper to learn the terms for and identify features such as headline, caption, column, layout, and story and to explore elements of newspaper language, for example, factual language, and short, simple sentence structures.
The teacher focuses the students' interest on newspaper layout.
The class views photographs of local interest or related to a theme.
Students co-operatively write a story to accompany the photographs, and provide captions or headlines.
Students are given a picture and a simple page layout, and work in groups to present a newspaper page.

Assessment

The teacher and students assess the students' pages for effective layout and the way the story is related to the visual image.

Links With Other Strands
Speaking, Writing, Reading
Related example in another strand at the same level: Reading, Example 4

Example 2

Achievement Objectives
Presenting: thinking critically; processing information

Teaching and Learning
Context: creating a mural or series of posters as part of a social studies, science, or literature topic

The class discusses and determines the theme of the mural or posters, and where they will be placed.
The class clarifies the information they require for a clear presentation of the topic.
Groups discuss possible design, layout, colours, background, foreground, size, and proportion. They share these ideas.
Students refer to other examples of murals and posters which convey information.
Individuals or groups produce the mural or various posters, referring to other resources as required for further information.

Assessment

Students analyse the work they have done in terms of its verbal and visual impact and how clearly and effectively it conveys the intended messages.
Another class or syndicate is invited to view and comment on the work, and their responses are noted by the groups.
The teacher assesses students' understanding of the ways in which words and images are combined for specific effects.

Links With Other Strands
Speaking, Listening, Viewing
Related examples in other strands at the same level: Listening, Example 1; Reading, Example 1

Example 3

Achievement Objectives
Presenting: exploring language; thinking critically

Teaching and Learning
Context: a cross-curricular study, including music, art education, and social studies, of New Zealand in the Pacific

Students hear a legend or several stories or songs relating to one or more of the Pacific nations, including New Zealand.
Groups are formed to plan for a presentation:
- some students role-play a story, using simple props;
- some students learn a song or dance from the Pacific;
- some students collect and arrange a display of pictures and artefacts as a backdrop for a performance;
- some students make a video or take still photographs of another group's work.
Students and the teacher organise a presentation in which examples of their work are performed to another class or syndicate.

Assessment

Students are assessed for competence with visual language techniques which are appropriate for presenting a particular body of knowledge.

Links With Other Strands
Speaking, Listening, Viewing

Example 4

Achievement Objectives
Presenting: exploring language; thinking critically; processing information

Teaching and Learning
Context: exploring the interrelationship between dramatic, verbal, and visual features

The teacher and students collaborate in writing a story from a shared experience.
The teacher and students select the main events that occur in their story.
Individually or in small groups, students choose one of the main events, draw an appropriate picture, or 'frame' of the narrative, and caption it.
Students arrange their pictures into a storyboard, in sequence, and mount them for display.
The teacher and students discuss their pictures, their relationship to the part of the story they illustrate, and their sequence.

Assessment

The teacher assesses the students' ability to retell the story and choose suitable images.
The teacher observes students during the activity and notes their participation, awareness, and understanding of how words and images relate to one another.

Links With Other Strands
Viewing, Writing, Reading, Listening, Speaking
Related example in another strand at the same level: Speaking, Example 1