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Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Students look at a cartoon and make interpretations in looking at visual features.

Students study a brochure and identify the visual features that link to its purpose.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students look at a water safety poster and answer questions relating to the posters construction.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.