Submission, Verification and Wānanga

Overview

This final session consolidates the Changing Whakairo Practices unit. Learners submit completed evidence for Unit Standard 23016, verify that their documentation is complete, and participate in a wānanga to articulate how their work meets Achieved, Merit, or Excellence expectations and how their understanding has developed.

Learning intentions

Students will:

• systematically check and submit evidence against the assessment schedule
• explain how their research and practical work demonstrate changing whakairo practices
• use appropriate source, identification, and verifier documentation
• evaluate the quality of their evidence against the relevant achievement level
• reflect on the development of their understanding across the unit

Success criteria

I can:

• submit a complete, clearly organised evidence set for Unit Standard 23016
• identify where my evidence demonstrates the required knowledge, process, or understanding
• explain my decisions using relevant art vocabulary and evidence from my work
• honestly evaluate whether my evidence currently meets Achieved, Merit, or Excellence expectations
• complete any required oral explanation, identification, or verifier record accurately

Curriculum links

• Unit Standard 23016: submission and verification of evidence relating to changing whakairo practices
• Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice
• Systematically clarify ideas using drawing informed by established painting practice
• Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context
• Use drawing to demonstrate understanding of conventions appropriate to painting

Lesson structure (120 minutes)

1. 0–10 min · Whakatau and final briefing. Teacher welcomes learners, acknowledges the significance of completing the unit, and opens the opening and submission briefing slides to clarify the purpose, timeline, assessment conditions, and expectations for respectful discussion. Students have their portfolio, practical work, source log, reflection sheet, and any required documentation ready.

2. 10–30 min · Independent evidence check. Teacher distributes the evidence checklist and submission record and models checking one sample evidence set against the NZQA assessment schedule without judging the learner’s final result. Students independently check that their evidence is labelled, ordered, dated where required, linked to the task, and accompanied by a complete source log and reflection.

3. 30–55 min · Submission and verification conference. Teacher receives each evidence set, records the submission, and checks for completeness rather than coaching learners to change assessed work. Students submit their evidence, sign the submission record, and, where applicable, complete an oral explanation or present their identification and verifier documentation; learners waiting their turn continue checking or quietly organise digital files.

4. 55–75 min · Evidence-to-criterion analysis. Teacher uses the achievement-level comparison and evidence-analysis slides to revisit the difference between meeting requirements, purposefully developing particular ideas, and synthesising ideas with depth. Students annotate their worksheet with one specific example showing how their work responds to changing whakairo practices, one example of development or regeneration, and one area where the evidence is strongest or least secure.

5. 75–105 min · Final wānanga. Teacher facilitates a respectful whole-class or small-group wānanga using the prompts on the wānanga discussion slides: “What changed in your understanding?”, “Which artistic or cultural decisions were most significant?”, “How did established practice inform your work?”, and “What makes your body of work systematic?” Students share a concise explanation of their process and respond to peers by asking clarifying questions, making connections, and identifying evidence rather than comparing grades. Learners may refer to their work, source log, and reflection sheet while speaking.

6. 105–120 min · Reflection, teacher records, and close. Teacher asks students to complete the final reflection on the reflection and next-steps section, collects any outstanding documentation, and explains that the assessment schedule and retained evidence will be completed for moderation purposes. Students write what they now understand about changing whakairo practices, how effectively their evidence communicates that understanding, and one practice they would carry into future Visual Arts work.

Resources

• NZQA assessment schedule for Unit Standard 23016
• the complete submission, analysis, and wānanga slide deck
• the evidence checklist, reflection sheet, and submission record
• Learner portfolios and completed practical work
• Source logs and research notes
• Identification and verifier documentation, where required
• Digital folders or approved submission platform
• Assessment schedule and secure evidence-retention system

Assessment

• Formatively check each learner’s evidence set for organisation, traceability, source documentation, and completion of required verification; do not provide feedback that directs changes to assessed work.
• During the wānanga, listen for accurate use of evidence, understanding of changing whakairo practices, reflection on development, and the ability to discuss achievement-level expectations.
• Collect the completed reflection and submission record as supporting evidence. Complete the assessment schedule and retain the required evidence securely for moderation.

Differentiation

• Provide the checklist in both printed and digital form, allow learners to organise evidence using headings or colour coding, and quietly conference with students who are unsure about documentation requirements.
• For learners requiring communication support, offer the oral prompts in advance, allow brief notes or a recorded response where permitted by assessment conditions, and provide additional processing time without changing the assessment demands.
• Support EAL learners with a small vocabulary bank drawn from the unit, including convention, regenerate, systematic, established practice, evidence, and intention. Encourage learners to point to visual evidence while explaining.
• Extend confident learners by asking them to distinguish between describing an influence and critically evaluating how that influence transformed their ideas or practice. Ensure all discussion remains culturally respectful and avoids treating Māori whakairo as a fixed or uniform practice.