PYP Language scope and sequence of ISÄ (Visual language (viewing and presenting)) Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 • observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes. • reflect on ways in which understanding the intention of a visual message can influence personal responses. • become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story • identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages- • observe and discuss illustrations in picture books and simple reference books, commenting on the information being • view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, • Create power point presentation. • understand that the form and quality of the presentation of their work reflects their thinking and attitudes. • analyse the selection and composition of visual presentations; select examples to explain how they achieve a
conveyed for example, the picture book version and the film/movie version of a story particular impact, for example, dominant images, use of colour, texture, symbolism. • locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television • recognize ICT iconography and follow prompts to access programs or activate devices • observe and discuss visual Presentations. • Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects • use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion • show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages • use a variety of implements to practice and develop handwriting and presentation skills • realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work • Prepare, individually or in collaboration, visual presentations using a range of media, including computer and applications • navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own
together in a performance presentations • select and incorporate colours, shapes, symbols and images into visual presentations • realize that shapes, symbols and colours have meaning and include them in presentations • with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful • Design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved • Create a visual presentation with text, diagrams, illustration to convey information. • make personal connections to visual texts, for example, a picture book about children making friends in a new situation • use body language in mime and role play to communicate ideas and feelings visually • realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding • Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response (recognize that our interpretations of visual presentations are influenced by our backgrounds and experience.) • show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning • observe visual cues that • connect visual information with their • select and use suitable • Interpret visual cues in • Show understanding that a presentation