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Ministry of Education.

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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:  

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.

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.

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 


English Teaching and Learning Guide 

Assessment and Examination Rules and Procedures


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.

  1.  What do the students' choices around visual language techniques show about their understanding of how techniques can be used to effect audience?
  2.  What do the students' choices around visual language techniques show about their understanding of how effects can be utilised to communicate and develop ideas?
  3. What does the range of ideas students have communicated show about their understanding of what constitutes sustained ideas?
  4.  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?
  5.  How can the students’ understandings from this unit be linked to other units of work?


Three Level Guide References

If you are not able to access the zipped files, please download the following individual files:

Deconstructing a visual text (Word 33KB)

Deconstructing a written text (Word 32KB)

Annotation for the exemplar (Word 33KB)

Planning a visual text (Word 42KB)

Planning a progression of ideas (Word 49KB)

The Deer Hunter assessment booklet (Word 67KB)

Storyboard template (Word 30KB)

Please contact Hamish Chalmers for any feedback or suggested changes.

Published on: 19 Aug 2011