Grade 2

Transdisciplinary Theme How We Express Ourselves

An inquiry into - the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;
- the ways in which we reflect on, extend and enjoy our creativity;
- our appreciation of the aesthetic.

Central Idea Messages can be communicated in different ways

Possible Lines of Inquiry Visual and digital communication

(LoI)
Using media to influence others

Related Concept Function, Perspective

Additional Concept Media, Influence

Learner Profile Communicator, Thinker, Caring

Understanding Teacher Questions Inquiry Cycle Stage ATL Learner Profile Action
(Concepts) (Refers to the (tuning in - finding out - (social skills, research (inquierer, (participation, advocacy,
And topic (knowledge - conceptual questions sorting out - going skills, thinking skills, knowledgable, thinkers, social justice, social
content) to study students need to further - making communication skills, communicators, entrepreneurship,
answer at the end of conclusion - taking self-management principled, open- lifestyle choices)
unit) action) skills) minded, caring, risk-
takers, balanced,
Formative Assessment reflective)
Plan

LOI 1 Visual and digital Conceptual Tuning In Communication Skills 1 Communicators Participation, Lifestyle
communication Questions: Explore a range of visual Interpreting visuals Students will be able to Choices:
How do visuals and and digital messages and digital messages. express ideas using Students will be able to
 digital tools help us (ads, posters, short Expressing ideas visual and digital media. participate in creating
Know: share messages? videos, memes, symbols, clearly through and sharing messages
Students will be able to What makes a emojis). different media 2 Thinkers through visual and digital
create a message using message clear and Discuss what the (visual, digital, oral). Students will be able to media.
visual or digital media to easy to understand? message might be and Listening actively and design creative ways to Students will be able to
express an idea or How does the way we how they know: sharing ideas during share information. make responsible choices
feeling. choose to identifying colours, class discussions. when using technology to
Students will be able to communicate change images, and sounds that express themselves.
explain how colors, the meaning of a communicate meaning. Thinking Skills
images, and sounds can message? Students connect Analyzing how color,
make a message stronger. colours, shapes, or layout, and symbols
Provocation pictures with emotions create meaning.
Questions: or meanings. Applying creativity to
Can pictures say more Create a class mind map design messages that
than words? of different types of are clear and
Do all people see the media. engaging.
same message in the Finding Out Reflecting on what
same way? Investigate how visuals makes a message
Is digital and digital tools help effective.
communication better communicate messages
than face-to-face clearly.
communication? Experiment with colour,
Can a message be size, and layout to see
powerful without how each affects the
using any words? meaning of a message.
Whatch short media clips
and discuss how sound,
images, and movement
help tell a story.
Explore digital design
 tools (Canva, Seesaw, or
Google Slides) and
practice making simple
digital posters.
Sorting Out
Compare two messages
about the same topic:
one visual and one
digital.
Discuss: Which message
feels more powerful?
Which makes you want
to take action?
Sort examples of
communication into
categories: inform,
entertain, or persuade.
Begin to notice that
media can influence how
we feel, think, or act.

LOI 2 Using media to Conceptual Going Further Research Skills 1 Caring Advocacy, Social
influence others Questions: Explore real-world Gathering examples of Students will be able to Entrepreneurship:
How do people use examples of persuasive persuasive media (ads, use media to encourage Students will be able to
media to share their media. videos, campaigns). kindness and help design and share media
Know: ideas? Discuss: What is the Asking questions to others. messages that inspire
Students will be able to How can media message? How does it find out how and why others to take positive
recognize that media can change the way we make you feel? What media influences action.
be used to share ideas think or feel? makes it convincing? people. Students will be able to
and influence how people What makes a Plan and design their Interpreting use communication to
think or act. message powerful or own media message to information and advocate for kindness,
Students will be able to convincing? influence others identifying the inclusion, or
create a message that can Why do people positively. message or purpose. environmental care.
inspire or persuade choose different Making Conclusions Students will be able to
others in a positive way. media to share their Present their visual or Social Skills reflect on how their
message? digital message to Working message can influence
another grade. collaboratively to plan others in a responsible
Provocation Reflect on what makes a and create a group and caring way.
Questions: message powerful and message.
Can media always tell how different media Giving and receiving
the truth? influence people in constructive feedback
Do pictures or videos different ways. to improve work.
make us believe Discuss: How has our Respecting different
things more easily? thinking changed about opinions about how
Is it okay to use media communication and messages can
to make people influence? influence others.
change their minds? Taking Action
Can a small message Share final media
make a big difference? messages
Display posters or digital
creations around the
school to spread positive
messages.
Reflect on how their
messages might inspire
or help others in the
school community.
Extend action beyond
the classroom: students
encourage others to
create their own positive
 media messages.

Expert in class: Human

Rights Lawyer who
presents news on Live TV

Expert in class:
Marketing Team GGCS

Summative Assessment - GRASPS

Goal To create and share a visual or digital message that communicates an idea or feeling clearly and influences others in a positive
way.

Role You are a content creator

Audience Your school community

Situation You have noticed something in your world that you care about. You want to create a message to help others understand its
importance.

Product / Performance Plan your message and decide how to communicate it (poster, short video, digital slideshow, comic strip, or digital artwork)

Standard/Success Criteria I can share a clear message that others can easily understand.
(use I can statement) I can use pictures, words, sounds, or media to help my message stand out.
I can choose the best way to share my message, like a poster, video, or slideshow.
I can explain why I made my message this way and what I want others to learn from it.
I can think about how my message might make people feel or act.
I can reflect on what I learned about communicating messages in different ways.

Prior Learning  KWL Chart: To see what students already know about messages and media and spot any early misconceptions. It also shows
 what they are curious about before we start.
 See–Think–Wonder: Using images or short videos to get a sense of how students make meaning from visuals and how they
explain their thinking.
 Observations: Simply watching and listening during discussions and activities. This helps me notice their vocabulary,
confidence, and any prior experiences they bring into the unit.
Student questions  How do YouTubers get people to watch their videos?
 What is the difference between a message and an advertisement?
 How do we know if a message is true or not?
 Can kids make media that influences people too?
 Why do we see so many signs around the school and outside?
Ongoing assessment  Quick checks like mini whiteboards, turn-and-talks, and short reflection prompts to see how students are understanding the
central idea and the concepts of Function and Perspective. These informal checks help me adjust the pace, scaffold tasks, or
revisit ideas when needed.
 I’ll also observe students during discussions and group work. Their choices, language, and interactions give me insight into
their thinking and confidence with visual and digital messages. This helps me personalise support and extend learning for
students who are ready.
 Student self-assessment and peer feedback will be part of our daily routine. Students will reflect using simple success criteria,
emoji scales, and Two Stars and a Wish. This helps them recognise what they’ve already achieved and what they want to
work on next.
 Peer feedback gives them another perspective and builds their understanding that messages can be interpreted in different
ways.
Learning goals and Learning Goal: To create and share a visual or digital message that communicates an idea or feeling clearly and influences others
success criteria in a positive way.
 I can share a clear message that others can easily understand.
 I can use pictures, words, sounds, or media to help my message stand out.
 I can choose the best way to share my message, like a poster, video, or slideshow.
 I can explain why I made my message this way and what I want others to learn from it.
 I can think about how my message might make people feel or act.
 I can reflect on what I learned about communicating messages in different ways.
Student self-  Success criteria checklist
assessment and peer  Two Stars and a Wish
feedback  Emoji feelings scale
 Short reflection prompts
  Group conferences
 Gallery Walk
Final assessments  Create a visual or digital message for a chosen audience
 Audience interpretation check
 Media portfolio

Types of learning barriers based on my Grade 2 students

I have a student with a form of autism who may need calmer, more structured options, and another student whose limited English vocabulary can make new
concepts harder to access. I also have two high-ability students, and one of them finds collaboration challenging. Some students might struggle to
understand how all the parts of media together to send a message. Students may not always realise that every media message has a point of view behind it,
and that the creator is trying to influence how we think or feel. Choosing the right format for their message can be tricky. Some students might not know
whether a poster, video, or infographic will work best. Writing short, strong, persuasive text isn’t always easy. Students may need help finding the right
words to match their visuals. A few students may feel unsure about being creative and might hold back instead of trying new ideas. Students may not always
know what’s okay to share online or how to use images responsibly. Some students may get overstimulated by loud audio or fast visuals and may need
calmer, clearer options to stay focused.

Steps to follow when planning a learning experience

I start with a clear purpose by naming what I want students to understand about media and influence. From there, I model my thinking out loud so students
can see how I analyse and interpret messages in real time. As they begin creating their own ideas, I offer different formats so they can share their message in
a way that aligns with their strengths. To support this, I provide sentence starters and strong examples that help them find the right language for persuasive
writing. Throughout the process, I encourage creative risk-taking by reminding them that drafts and mistakes are a natural part of learning. At the same
time, I weave in reminders about digital safety so they learn how to use media thoughtfully and responsibly. Finally, I make sure to plan for sensory needs by
offering quieter, calmer options when visuals or audio feel overwhelming, ensuring every learner can engage with confidence.

Learning Experience: Creating a Persuasive Media Message *(learning experience idea generated by ChatGPT)
Learning Intention
Students will learn how visuals and words work together to influence an audience and create their own message to raise awareness.

Success Criteria
I can identify the purpose of a media message.
I can choose a format that matches my message.
I can create a simple, persuasive message using visuals and text.
I can explain why I made certain design choices.

Tuning In
The class explores two media examples and identifies the purpose of each.

Finding Out
The teacher models how to analyse and interpret media by thinking aloud: noticing colours, layout, font choices, emotional impact, and possible bias.

Sorting Out
Students choose how they want to create their message: poster, slideshow, or short video.
They use sentence starters and examples to plan the text they will use.

Going Further
Students create their first draft, try out different design choices, and revise based on feedback.
They use available resources flexibly, such as digital tools, drawing tools, templates, quiet zones, or collaborative spaces.

Making Connections
Throughout the process, students are reminded about digital safety.

Taking Action
Students share their media message with the class, explain their choices, and describe how they hope it will influence others.

How barriers are removed

This learning experience uses our resources in a flexible way so every student can take part successfully. Students can choose the tool that works best for
them. Whether that’s a digital poster, a simple slideshow, or a short video. So, they aren’t limited by one format. The media examples I model can be shown
digitally or printed, which helps different learners access the ideas more easily. Language supports like sentence starters, word banks, and visual templates
can be used on paper or on tablets, depending on what helps each student think. Students who need a calmer environment can use headphones, quiet
corners, or low-stimulation templates, while others who enjoy more creative freedom can explore colour, audio, or animation. By offering these choices and
using the resources we already have in different ways, the learning stays accessible, inclusive, and engaging for all learners.

Student agency
This learning experience gives students real agency because they make meaningful choices at every step. They choose the message they want to share,
which helps the work connect to something they care about. They also choose the format such as a poster, slideshow, or short video, which lets them use a
tool that fits their strengths. Students who need more support can use the sentence starters, templates, and model examples to help them get started,
while students who want a challenge can design their own layouts, try new features, or write stronger persuasive text. Students can also decide how they
want to work, whether that is independently, with a partner, or in a small group. The flexible workspaces such as quiet corners, headphones, or a more
collaborative area help students choose the environment where they do their best thinking. The clear digital steps allow students to manage their own
workflow and take responsibility for their progress. When they share their final message, they explain their choices and reflect on how they hope it will
influence others. In this way, all students have a voice, make decisions that matter, and feel in control of their learning.