Visual Language
Viewing And Presenting
Students should be able to:
- engage with and enjoy visual language in all its varieties;
- understand, respond to, and use visual language effectively in a range
of contexts.
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Our language environment is rich in signs, symbols, and other forms of visual language in which words and images
interact. On the page, on the stage, on television, and on the computer screen, visual and verbal elements are
combined in increasingly global systems of communication.
The study of visual language, which draws on semiotics, provides an understanding of the ways in which visual
and verbal elements are combined to produce particular meanings and effects. It involves the interpretation of
dramatic conventions, signs, symbols, and symbolic elements of visual language. Within the English curriculum,
the study of visual language focuses on forms of communication which directly incorporate words or have a direct
relevance to linguistics. It lays the foundations for advanced studies that extend beyond the scope of English,
such as advanced design, media studies, or film-making.
Students should explore various forms of verbal and visual communication and analyse the interaction between words
and images, thinking critically about the meanings and effects produced. They should develop strategies to identify
and analyse the techniques and conventions of visual language in a variety of contexts. They should combine theory
with practice, producing their own examples of visual language by writing a script, planning and making a video,
designing an advertisement, or producing a class newspaper.
Working with appropriate equipment, such as the video camera, can help students to understand techniques
and refine ideas. In assessing such work, teachers should be concerned less with the technical results than with the
student's process of learning and understanding.
Visual language has two sub-strands, viewing and presenting. Through both these sub-strands, students will
develop the skills and knowledge associated with the three processes of exploring language, thinking critically,
and processing information. Achievement objectives are set out to assist teachers to monitor students' development
of the visual language processes.
Handwriting
Because written language forms an integral part of the English curriculum, the skills of handwriting
have traditionally been linked with the English language programme. Clarity and fluency of handwriting,
like facility in using other types of technology, should be developed in all areas of learning. Teachers
should monitor handwriting at all levels, encouraging students to develop and use a fluent, legible, consistent style.
The cursive style is recommended since it develops in a natural progression from basic script to increasing
fluency and speed, while allowing for individual variations.
Handwriting is included in the achievement objectives for visual language, as part of processing information.
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