Visualise this

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Learning Inquiry | Printing Version

Writers:	Claire Amos and Hamish Chalmers
Curriculum Level:	NCEA Level 2
Year Level:	12-13
Who are my learners and what do they already know?	See Planning using Inquiry
Learning Outcomes (What do my students need to learn?)	How your school’s principles, values, or priorities will be developed through this unit
*Curriculum achievement objectives (AOs) for:*
English	Level Seven: Speaking, writing, and presenting Processes and strategies Students will: Integrate sources of information, processes, and strategies purposefully, confidently and precisely to identify, form, and express increasingly sophisticated ideas. By using these processes and strategies when speaking, writing, or presenting, students will: Purposes and audiences Show a discriminating understanding of how to shape texts for different audiences and purposes. Ideas Select, develop, and communicate sustained ideas on a range of topics. Language features Select and integrate a range of language features appropriately for a variety of effects. Structure Organise texts, using a range of appropriate, coherent and effective structures. (Indicators have been removed from the above)
*Achievement Standard(s) aligned to AO(s)*	2.6 Create a Visual Text
Teaching and Learning (What do I need to know and do to meet the range of identified learning needs of my students?)
Professional readings and relevant research	Effective Practices in Teaching Writing in NZ Secondary Schools Planning English Teaching and Learning Guide Assessment and Examination Rules and Procedures
*Resourcing*	This resource has been designed for students with access to computers both for designing the visual text and to view the video tutorials. The planning templates in this resource link to google doc files and are also included in hard copy.
Learning task 1 - Deconstruction of visual text
Learning task 2 - From written text to visual text
Assessment and Evaluation (What is the impact of my teaching and learning?)
Learning task 3 - Examine an exemplar
Learning task 4 - Choosing a themes focus
Learning task 5 - Including all the meaning (3-level guides)
Learning task 6 - A progression of ideas
Learning task 7 - Planning the panels
Learning task 8 - Sound and voice-over
Learning task 9 - Decide on the best tools
Learning Inquiry
This section includes questions that may aid teachers when reflecting on the students’ learning from this unit. What do the students' choices around visual language techniques show about their understanding of how techniques can be used to effect audience? What do the students' choices around visual language techniques show about their understanding of how effects can be utilised to communicate and develop ideas? What does the range of ideas students have communicated show about their understanding of what constitutes sustained ideas? What do the students' choices around structural visual techniques (such as ordering, layout, and proportion) show about their understanding of how shaping texts communicates meaning? How can the students’ understandings from this unit be linked to other units of work?