Drafting and Review

Overview

In this eighth lesson of Changing Whakairo Practices, students independently produce a first draft for Assessment Task One in an approved format: written explanation, illustrated presentation, PowerPoint with oral commentary, or visual diary. They apply prior learning about changing whakairo practices, established artists and cultural contexts, then use peer and teacher feedback to strengthen explanation, evidence, structure and authenticity.

Learning intentions

Students will:

• develop a coherent first draft that explains how whakairo practices have changed.
• move from describing visual features or research findings to explaining their significance.
• select evidence and art vocabulary appropriate to a visual arts cultural context.
• use assessment criteria to give and apply constructive feedback.
• acknowledge sources and distinguish their own thinking from information gathered elsewhere.

Success criteria

• I can produce a complete first draft in an approved format.
• I can explain why changes in whakairo practices matter, rather than only describing what I can see.
• I can use specific evidence from artworks, artists, contexts or processes to support my ideas.
• I can use the Achieved/Merit/Excellence checklist to identify and make meaningful improvements.
• I can explain how my draft is my own work and identify any sources or assistance used.

Curriculum links

• Systematically clarify ideas using drawing informed by established painting practice: developing and regenerating ideas through a related sequence of work.
• Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice: selecting, revisiting and extending ideas through a systematic process.
• Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context: deliberately selecting processes, materials and presentation methods for an intended outcome.
• Key Competencies: thinking; managing self; participating and contributing; relating to others; using language, symbols and texts.

Lesson structure (120 minutes)

1. 0–10 min · Entry and assessment focus. Teacher welcomes students, checks that each learner has chosen an approved format, and opens the hook and learning-intention slides with the prompt: “When does a change in whakairo practice become a change in meaning?” Students make a brief individual response, then identify their intended audience, format and working thesis or central idea.

2. 10–25 min · Model: description to explanation. Teacher displays a familiar example from the unit and models a weak descriptive paragraph or presentation section, thinking aloud while transforming it into a comprehensive explanation. Use the description-to-explanation modelling slides to highlight the sequence “what I notice, how it works, why it matters”, including precise art vocabulary, cultural context and evidence. Students annotate the model and underline where the explanation makes connections between visual decisions, changing practice and meaning.

3. 25–35 min · Drafting requirements and planning check. Teacher explains that the first draft must communicate a clear idea, use relevant evidence, show understanding of changing whakairo practices, and make the student’s own thinking visible; teacher revisits the approved-format and drafting-requirements slides. Students complete a quick plan in the drafting and review organiser: intended outcome, key claim, three supporting points or sections, evidence to include, and one area requiring further research or clarification. Teacher conferences briefly with students whose ideas are too broad, unsupported or reliant on description.

4. 35–75 min · Independent first drafting. Teacher sets a quiet working block, circulates with the achievement criteria, checks progress at 50 and 65 minutes, and gives short questions rather than rewriting student work. Students independently produce their first draft in their selected format, using notes, sketches, images and research from previous lessons; they record source details and indicate where oral commentary, captions or visual evidence will be used. Students may use the drafting prompts and art-vocabulary slides when they need support to extend an explanation.

5. 75–98 min · Peer review. Teacher forms pairs, explains respectful feedback and authenticity expectations, and displays the peer-review process slides. Students exchange drafts and use the Achieved/Merit/Excellence peer-review checklist to identify one strength, one place where description needs to become explanation, one missing or unclear piece of evidence, and one specific next action. Reviewers must refer to the draft rather than make personal judgements; authors ask clarifying questions and record feedback they will act on.

6. 98–113 min · Teacher feedback and authenticity check. Teacher conducts rapid individual check-ins, prioritising the central idea, evidence, cultural context, format and next step. Students show their draft, planning notes and source record, explain which feedback they will use, and complete the authenticity declaration in the drafting and review organiser. Teacher reminds students that translation, proofreading or digital tools may support communication only when permitted by school policy, and that the ideas, decisions and submitted work must be their own.

7. 113–120 min · Plenary and submission checkpoint. Teacher returns to the plenary and next-steps slides and asks students to complete: “My draft currently communicates…”, “The most important change I will make is…”, and “The evidence I still need to verify is…”. Students photograph or save their draft and organiser as directed, submit the required progress evidence, and leave materials ready for the next lesson’s refinement.

Resources

• the Changing Whakairo Practices drafting and review slide deck
• the drafting and review organiser
• Students’ research notes, sketches and previous artwork
• Approved digital presentation or word-processing tools
• Visual diary materials and drawing equipment
• Examples of relevant whakairo artworks or artist research from the unit
• Headphones or recording devices for students preparing oral commentary
• School assessment criteria and authenticity procedures

Assessment

• Formative questioning during planning and drafting checks whether students are explaining significance, selecting relevant evidence and connecting changes in practice to cultural context.
• Peer checklists provide evidence of students’ ability to interpret criteria and identify actionable improvements; teacher records brief conference notes and misconceptions to address next lesson.
• Before leaving, each student submits or saves a draft checkpoint, completed organiser, source record and authenticity declaration. The exit responses identify the next teaching and learning focus.

Differentiation

• Provide paragraph frames such as “The change from… to… is significant because…” and a visual sequence of “notice, analyse, connect, explain” for students who need writing support.
• Allow students to draft through speech-to-text, recorded oral commentary, annotated images or a visual diary, while maintaining the same conceptual and evidence expectations.
• Offer a focused conference, reduced visual clutter on the model, chunked time targets and a quiet working space for students with learning, attention or sensory needs.
• Support EAL learners with a bilingual glossary where appropriate, paired rehearsal of oral explanations, clear models and permission to plan ideas in their strongest language before producing the approved assessment format.
• Extend confident students by asking them to compare perspectives, synthesise evidence from more than one source, or explain tensions between continuity, innovation, ownership and cultural responsibility.