Assessment Evidence Planning

Overview

Lesson 7 of 12 in Changing Whakairo Practices. Ākonga unpack Assessment Task One, then transform their research into a structured, evidence-based explanation of how whakairo practices have changed. The lesson builds on prior research into established and contemporary Māori artists, materials, methods, technologies and cultural contexts.

Learning intentions

• WALT unpack the requirements and language of Assessment Task One.
• WALT organise research into a coherent explanation of practice, production, change, technology and context.
• WALT select relevant, reliable evidence and acknowledge sources appropriately.
• WALT plan an accurate and culturally respectful response using feedback.

Success criteria

• I can explain what the assessment task is asking me to do.
• I can organise my ideas into a logical structure rather than listing research notes.
• I can use specific evidence and record complete source details.
• I can identify where my plan needs further research, clarification or cultural checking.

Curriculum links

• Analyse methods and ideas from established painting practice, with attention to how artworks are made, viewed and valued.
• Systematically clarify and regenerate ideas using drawing and research informed by established practice.
• Produce a systematic body of work that integrates conventions and regenerates ideas within practice.
• Develop the key competencies of managing self, thinking, using language, symbols and texts, and relating to others.

Lesson structure (120 minutes)

1. 0–10 min · Reconnect and hook. Teacher displays a contemporary whakairo image alongside an earlier example using the opening comparison slide and asks, “When does a change in practice represent innovation, and when might it risk losing cultural meaning?” Students complete a quick-write, then share one observation and one question; remind the class that interpretations must be grounded in Māori voices, artist statements and appropriate sources.

2. 10–25 min · Unpack the task. Teacher distributes the Assessment Task One planning sheet and uses the assessment unpacking slides to clarify the task purpose, expected evidence, response structure and difference between describing, explaining, analysing and critically evaluating. Model annotating key command words and identify what a strong response must demonstrate: connected ideas, specific examples, accurate terminology, source acknowledgement and an understanding of cultural context. Students highlight the task requirements and write a one-sentence interpretation of what they must produce.

3. 25–45 min · Model notes into explanation. Teacher projects a deliberately disorganised set of research notes and thinks aloud while sorting them under practice, production, change, technology and context. Model converting a note into an analytical paragraph using the sequence: point, specific evidence, explanation of significance, link to change or context. Use the modelling and paragraph-building slides to show how a claim becomes stronger when supported by an artist, artwork, material, process or quoted idea. Students identify which notes are evidence, which are unsupported claims, and which require verification; they then improve one sample paragraph on the worksheet.

4. 45–55 min · Source quality and cultural accuracy. Teacher demonstrates checking an online or publication source for authorship, provenance, date, purpose, direct engagement with the artist or iwi where appropriate, and whether the information is being used respectfully. Emphasise that whakairo is not simply a visual style or technique: meanings, whakapapa, tikanga, iwi/hapū context and permissions matter. Students audit two of their own sources, recording what each source contributes and one limitation or concern. Students flag uncertain interpretations for teacher or appropriate cultural adviser feedback rather than presenting assumptions as fact.

5. 55–95 min · Independent evidence planning. Teacher sets the planning sequence shown on the independent planning instruction slides and conferences with students individually or in pairs. Students complete a response plan covering:

• Practice: conventions, methods and ideas from established whakairo practice.
• Production: materials, tools, processes and decisions evident in selected works.
• Change: what has been retained, adapted, challenged or regenerated.
• Technology: how tools, digital processes, materials or access have influenced practice.
• Context: cultural, social, historical, geographic or contemporary factors.
• Evidence: specific artworks, artist statements, publications, interviews or other credible sources. Students select and order their strongest ideas, link related sections, and add source details beside each planned claim. During conferences, ask: “What is your central argument?”, “Which evidence proves this?”, “Whose perspective is represented?”, and “What needs cultural checking?” Record brief feedback on the worksheet.

6. 95–110 min · Peer review and revision. Teacher uses the peer-feedback protocol slides to establish a focused review: one strength, one unclear connection, one question about evidence and one suggestion for cultural or contextual accuracy. Students exchange plans with a trusted peer, read silently, and give feedback using the prompts. Writers revise at least two areas, prioritising a stronger connection between evidence and the intended explanation rather than adding unrelated facts.

7. 110–120 min · Submit and exit reflection. Teacher displays the submission checklist on the plenary and checklist slide. Students submit their completed plan and annotated bibliography for formative feedback, then complete the final reflection on the worksheet: “My central idea is…”, “My strongest evidence is…”, and “Before drafting, I need to check or improve…”. Teacher collects plans and notes students requiring an individual follow-up conference.

Resources

• the Changing Whakairo Practices assessment planning deck
• the Assessment Task One planning sheet
• Ākonga booklet containing Assessment Task One
• Students’ research notes and image references
• Access to approved library or digital research sources
• Projector and whiteboard
• Highlighters and pens
• Conference feedback record or class list

Assessment

• Check students’ annotated command words and improved model paragraph for understanding of task demands and analytical writing.
• During conferences, assess whether each plan has a manageable scope, a connected central idea, culturally accurate language and credible evidence.
• Review submitted plans and annotated bibliographies for logical sequencing, specific evidence, source completeness and clear next steps. Provide written or audio feedback before the next drafting lesson.

Differentiation

• Provide a partially completed planning example, paragraph frame and linking phrases such as “This demonstrates…” and “This is significant because…” for students who need writing support.
• Allow students to conference orally before recording ideas; provide text-to-speech, speech-to-text, enlarged materials or a quiet planning space where required.
• Support EAL ākonga with a glossary drawn from the class research and permission to first organise ideas in another language before drafting in English.
• Extend confident students by requiring a critical comparison between two sources or practices, evaluating whose perspective is absent, and proposing a defensible interpretation of how change has affected meaning.
• Ensure students do not claim iwi-specific knowledge without evidence or permission; direct questions about tikanga, whakapapa or culturally sensitive material to the appropriate teacher, artist, kaumātua or adviser.