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Students match the best font to illustrate a range of different signs.

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 read a visual presentation about manufacturing processes and identify information in the text and why certain visual techniques are used.

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.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

In this NEMP task students interpret an image of a treasure map.

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.

A short poem with four pictures is analysed with students having to match text with images and answer questions on movement and illustrations. SJ-2-4-1997. Text not provided.

An illustration on a roller coaster ride is the context for questions on lettering, movement lines, and interpreting illustrations showing body language and emotions. SJ-1-2-1997, pages 20-21 are required.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students read a comic strip and answer questions about comprehension and inference. SJ-2-1-1991.

Students read a poem and identify how the visual and written texts work together to build comprehension.

Students use visual clues in a comic strip to answer inferential questions.

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.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

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 study a range of signs to identify their similarities of meaning, layout, and purpose.

For this NEMP task students interpret a promotional map of the Coromandel Peninsula.

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.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.