Swiss Style Inquiry

Overview

In this third lesson of the “Designing Matariki Calendars” unit, students investigate the Swiss Design movement (Swiss Style) and analyse how its grids, typography, and visual organisation create clarity. They will use scaffolded note-taking templates and visual organisers to record findings, then apply their thinking to Matariki calendar design decisions.

Learning intentions

• WALT explore Visual Arts processes and conventions by investigating Swiss Style history, key characteristics, and design systems.
• WALT analyse typography and grid structures in Swiss Style examples at different complexity levels.
• WALT record experimental observations and make connections to an intended Matariki calendar direction.

Success criteria

• I can identify at least three Swiss Style characteristics in a design example (e.g., grid layout, typography choices, visual hierarchy).
• I can describe how the grid and typography guide the viewer’s eye.
• I can complete my scaffolded notes accurately and use visual organisers to show connections.
• I can choose a “research depth” pathway that matches my needs and justify my choices in my own words.

Curriculum links

• AS91914: Explore Visual Arts processes and conventions to inform own art making (investigate conventions and record information to support own art making intentions).
• The New Zealand Curriculum Refresh: using the arts to explore and communicate ideas through visual conventions, with attention to visual organisation and representation.
• Key competencies: Thinking (analysing and organising information), Managing self (choice of research pathway and meeting deadlines), and Participating and contributing (peer feedback during analysis).

Lesson structure (60 minutes)

1. 0–5 min · Starter—Activate prior knowledge. Teacher shows 1 simple Swiss-style layout and asks: “What makes this feel ordered and clear?” Students do a quick free-write of 2–3 observations.

2. 5–15 min · Direct teach—Swiss Style basics. Teacher introduces a brief history overview and the core conventions: grids, sans-serif typography, alignment, whitespace, scale, and consistent visual hierarchy; students copy a “Key Ideas” mini-map and underline any unfamiliar terms.

3. 15–30 min · Model analysis—Complexity 1 (guided). Teacher displays Example A (low complexity) and models using the scaffold: “What do you notice?” → “What does it suggest?” → “How might this help a calendar?” Students fill in the template with sentence starters and draw a simple grid overlay on a copy (or digital annotation).

4. 30–45 min · Choice work—Complexity 2 (scaffolded independence). Teacher releases Example B and students choose one of two research depth pathways:

• Pathway 1 (standard): Complete the organiser for Swiss Style features and add one typography note.
• Pathway 2 (deep): Add an extra section on design decisions (e.g., hierarchy, spacing rules, and how the grid handles multiple content areas). Students work quietly, with teacher check-ins and prompts for students needing support.

5. 45–55 min · Peer critique—“Glow & Grow” using evidence. Teacher pairs students and gives a two-question protocol: “What Swiss Style convention is strongest in your partner’s notes?” and “What evidence shows that?” Students respond using the language of the template (grid, typography, hierarchy, alignment).

6. 55–60 min · Exit ticket—Link to Matariki calendar intention. Teacher asks: “Which one Swiss Style convention will you test in your Matariki calendar design next? Why?” Students submit a short, written response on the exit slip.

Resources

• Swiss Style example images (two levels of complexity printed or digital)
• Scaffolded note-taking template: “Swiss Style Findings” organiser (grid analysis + typography box + evidence lines)
• Optional grid overlays (transparent sheets or printable grids)
• Sentence starters for students who need support (e.g., “I notice…”, “This suggests…”, “Because the grid…”)
• “Research depth pathway” sheets (Pathway 1 and Pathway 2)
• Timer and clear display of success criteria
• Sticky notes for peer critique evidence

Assessment

• Teacher formative checks during modelling and independent work: completed organiser sections, use of evidence lines, and students’ ability to name conventions correctly.
• Peer feedback evidence check: students must reference a specific feature (not just “it looks good”).
• Exit ticket: identifies one convention students plan to test for their Matariki calendar and explains the connection.

Differentiation

• UDL support: multiple means of representation (teacher modelling, printed organisers, example images), and multiple ways to express learning (written notes, drawn grid overlays, short justifications).
• Scaffolded access: sentence starters, pre-labelled organiser headings, and a “minimum required” set of fields for Pathway 1.
• Extension through choice: Pathway 2 requires deeper justification linked to hierarchy/spacing rules and how the grid can manage calendar content.
• English learning and additional needs: allow oral rehearsal with teacher before writing; provide a word bank for visual art conventions (grid, alignment, hierarchy, typography, whitespace, sans-serif). For fine-motor barriers, offer pre-drawn grid overlays or digital annotation.