Developing Final Evidence

Overview

Lesson 10 of 12 in Changing Whakairo Practices. Learners independently complete and refine both assessed responses, or their approved presentation format, using evidence from research and selected artworks. Targeted workshops, peer review and individual conferences help students move from explaining ideas to making comprehensive or extensive, perceptive claims supported by specific evidence.

Learning intentions

• We are learning to structure a sustained response that answers the task and communicates a clear viewpoint.
• We are learning to use accurate art terminology when discussing changing whakairo practices.
• We are learning to connect claims to specific visual evidence, research sources and cultural contexts.
• We are learning to refine written, visual or oral evidence for credible assessment submission.

Success criteria

• I can make a clear claim and support it with specific evidence from artworks and research.
• I can explain how methods, ideas, values and cultural contexts shape the meaning of whakairo.
• I can use accurate terminology, references and visual annotations.
• I can identify and complete the revisions needed to strengthen my response.

Curriculum links

• Analyse methods and ideas from established painting practice through informed discussion of methods, ideas, context and significance.
• Examine the different values placed on artworks using supporting evidence and perceptive analysis.
• Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice.
• Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context.

Lesson structure (120 minutes)

1. 0–10 min · Entry and progress check. Teacher opens with the opening comparison and lesson goals and displays a before-and-after excerpt showing a basic explanation becoming an evidence-based claim. Students review their current response, identify the section requiring the most work, and write one specific goal for the session.

2. 10–25 min · Targeted teaching workshops. Teacher uses the response structure and evidence workshop slides to model a paragraph and a presentation sequence: claim, specific artwork or source evidence, terminology, contextual explanation, and significance. Briefly clarify the difference between describing, explaining, analysing and making a perceptive or comprehensive judgement. Students annotate the model and select the workshop most relevant to their needs: structure, terminology, visual annotation, oral evidence or referencing.

3. 25–60 min · Independent completion. Teacher releases students to work on both assessed responses, or their chosen presentation format, while circulating for short diagnostic check-ins. Students draft, edit or complete their responses; they must add at least two precise links between claims and sources, and label visual evidence where relevant. Students working orally prepare a spoken script or cue structure rather than relying on unsupported improvisation.

4. 60–75 min · Peer review. Teacher introduces the review process through the peer-review protocol and question prompts and distributes the evidence refinement and peer-review sheet. Students exchange work with a suitable partner and give feedback using three prompts: Where is the strongest claim? Where is evidence explained rather than merely named? What revision would make the response more comprehensive, extensive or perceptive? Students record feedback and agree on two revisions.

5. 75–108 min · Revision and conferences. Teacher holds one-to-one conferences, prioritising students who need clarification about evidence, cultural context, referencing or the requirements for oral verification. Use questions such as “What is your claim here?”, “Which source proves this?”, and “Why is this change significant?” Students revise independently, strengthen links between artworks, methods, values and context, and complete their chosen presentation format. Students planning oral evidence confirm recording arrangements, permissions, file naming and a credible verification process.

6. 108–120 min · Submission readiness and exit reflection. Teacher uses the final checklist and plenary prompt to guide a silent quality check. Students complete the final section of the evidence refinement and peer-review sheet, identifying one completed improvement, one remaining action for Lesson 11, and the exact evidence they will bring or record next lesson. Collect or photograph progress evidence according to school procedures.

Resources

• the Changing Whakairo Practices workshop and checklist deck
• the evidence refinement and peer-review sheet
• Students’ research files, draft responses and artwork images
• Approved assessment task and presentation requirements
• Devices with word-processing, presentation and recording tools
• Headphones and microphones for oral rehearsal or recording
• Referencing guide and source list
• Student portfolios or process journals
• Secure folder for saving and verifying oral evidence

Assessment

• Formatively assess through the entry goal, annotated model and teacher conference questions: students should distinguish description from explanation and analysis.
• Review peer feedback sheets and draft revisions for specific evidence, accurate terminology, contextual understanding and clear links between claims and sources.
• Exit reflection identifies progress and the next action; check that oral evidence has a documented recording or verification plan.

Differentiation

• Provide paragraph frames, a terminology bank, a claim–evidence–explanation model and a visual checklist for students who need structure. Allow speech-to-text, text-to-speech, enlarged images or reduced visual clutter where appropriate.
• For EAL learners, pre-teach essential terms such as convention, tikanga, whakairo, whakapapa, context, value, symbolism and significance; permit rehearsal with a partner before drafting or recording.
• Offer individual conferencing, chunked deadlines and a quiet workspace for students requiring support with attention, processing, literacy or anxiety.
• Extend confident students by asking them to synthesise contrasting sources, acknowledge a limitation or differing value, and explain the wider significance of changing whakairo practices rather than adding description.