Teacher Notes
This pack prepares students for your assessment without publishing your assessment. The task sheet, marking key, and any student results stay offline, in your hands.
What this pack is
| Week | Focus | Student output |
|---|---|---|
| 1 | Issue, structure, and the design brief | Design brief and issue map |
| 2 | Audience, research, and source credibility | Source table with at least three sources |
| 3 | Layout, colour, icons, and data display | Full draft with source line |
| 4 | Analysis, rationale modelling, and feedback | Rationale plan and three revision priorities |
| 5 | Submission and revision | Final infographic and written rationale |
Before Week 1
- Choose the documentary and check your licence to screen it.
- Set content boundaries before the film, not after a question.
- Decide the issue students will focus on, or let them choose from a set of three.
- Read your own task sheet again so you can name the requirements without publishing them.
- Tell students the submission format, the file naming, and the deadline in Week 1.
- Check your school's policy on AI, image sourcing, and student data before you brief the class.
Quality prompts instead of a published rubric
Use these questions to talk about quality. They work for formative feedback, and they keep the marking key private.
| Look at | Ask |
|---|---|
| Purpose | Can I say in one sentence what this infographic wants the audience to do? |
| Audience | Who exactly is this for, and what do they already know? |
| Content | Are the causes, impacts, and solutions explained, or only listed? |
| Evidence | Can I check every number? Does each source have a date? |
| Hierarchy | What do I notice first, second, and third? Is that the order you intended? |
| Design | Does every visual choice serve the message, or is it decoration? |
| Accessibility | Can I read the body text on a phone? Does meaning rely on colour alone? |
| Polish | Is the style consistent across every element? |
| Rationale | Does it explain the choices and their effects, not just describe the work? |
Common difficulties and what to do
| Difficulty | What to do |
|---|---|
| Too much text | Ask for the audience's one key message. Cut every section that does not support it. |
| No real data | Point to the source credibility page. A diagram with a real source beats an invented chart. |
| Decorative visuals | Use the anatomy page: cover the infographic and ask what each element is doing. |
| Weak call to action | Ask for a step the audience could do this week. Reject anything impossible. |
| Accessibility ignored | Run the greyscale and phone tests together. Fix contrast before content. |
| Weak rationale | Model one paragraph yourself, then have them copy the structure, not the content. |
| Group work drift | Assign roles: researcher, designer, checker, source manager. Each student signs their own plan. |
Differentiation
- Support: give a narrowed issue, a pre-selected set of three credible sources, and a partly completed design brief.
- Stretch: ask students to present two competing solutions and justify the one they chose.
- EAL/D: provide a sentence frame for every justification and pre-teach the vocabulary on the audience page.
- Students who finish early: ask them to annotate their draft for a reader who has never seen the topic.
Submission and administration
- Confirm the required file format and size limit.
- Set a naming convention, for example Name_Class_Task.
- Use the learning management system for submission, not email.
- Collect the rationale in the lesson, on paper, if your task requires it.
- Keep student results, moderation notes, and marked work in the school's own system.
- Tell students that published resources are for learning, and that their own work stays theirs.
Rights and permissions
- Check the licence for the documentary and any clips you use.
- Only use images, icons, and fonts you have the right to publish.
- Check the permission sheet for any external programme materials you share.
- Do not upload student work to the public site. Use de-identified, permission-cleared examples only.
Policy note
This pack deliberately does not publish task sheets, marking keys, grade spreadsheets, or moderation material. Read your own school policy on AI, assessment conditions, and student data before you brief the class, and follow it in the lesson.