Students learn to identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.
Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.
Success looks like
identify the relevant feature, strategy or text choice
use precise English metalanguage
support the answer with specific evidence
explain the effect in context
apply or revise the choice for a new audience and purpose
Key vocabulary
mode
a channel of meaning such as words, image, sound, gesture, layout or movement
salience
how strongly an element attracts attention
sequence
the order in which ideas or images are presented
Use these terms only when they help explain the actual example. Avoid dropping metalanguage into an answer without showing the evidence.
Concept model and worked thinking
Use the evidence-to-effect routine
What to notice
How to test it
Evidence of mastery
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
student explains the effect or reason
second context
apply the same idea in a new text
student transfers the idea
check
explain the effect with evidence
student justifies with precise evidence
Name the feature, strategy or choice.
Quote, describe or point to the exact evidence.
Explain what the evidence does for meaning, clarity, representation, relationship or audience response.
Check the explanation against the purpose of the whole text or task.
Worked transfer
Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised.
Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?
Curriculum coverage and elaborations
Content description: identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Descriptor focus: identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Common misconceptions
Visuals are decoration — Images, layout, sound and sequence can carry essential meaning.
One feature has one fixed effect — Explain the effect in this context and with the surrounding text.
Modes analysed separately only — Show how words, images and sound reinforce, extend or challenge each other.
Accessibility ignored — Captions, labels and clear layout help audiences access meaning.
Guided learning activities
1. Annotate a model example
Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.
2. Compare two versions
Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.
3. Create, justify and revise
Students create a short response or text using the focus skill, justify the key choice and revise one part after feedback.
Identify the exact feature or strategy in identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning. Answer with precise evidence and a short explanation.
Point to the evidence that supports the answer. Answer with precise evidence and a short explanation.
Explain how the choice changes meaning, effect, clarity or audience response. Answer with precise evidence and a short explanation.
Apply the idea in a fresh sentence, text extract, discussion or multimodal example. Answer with precise evidence and a short explanation.
Revise one answer or created text using the success criteria. Answer with precise evidence and a short explanation.
Support, core and extend
Support: provide a short model, limited choices and sentence stems such as “The feature is …”, “The evidence is …”, and “This affects meaning by …”.
Core: use an unseen example and require evidence plus a context-specific explanation.
Extend: compare two texts, modes, audiences or drafts and evaluate which choices are most effective.
AC9E6LA07 Teacher Slides
Project the fixed branded slide deck one slide at a time. Use it with the same evidence-to-effect routine taught in this topic guide.
Learn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Khan Academy — Explain what maps, charts, images and other visual features add to a text.
As you watch: What information can you obtain from the visual feature that the sentences do not state directly?
Load video playerLoads YouTube in this lesson. See the video notice below.
Try it: Choose a diagram or graph in an information text. Explain its contribution and identify a detail that would be harder to understand without it.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for And explain how images, figures, tables, diagrams, maps and graphs...
Mapped skill: identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E6LA07 — AC9E6LA07: Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Learn: how visual representations contribute to meaning
Images, figures, tables, diagrams, maps and graphs do more than decorate a text. Each representation is designed to show particular relationships efficiently. A photograph can provide visual evidence; a diagram can reveal parts and processes; a map shows spatial relationships; a table organises exact values; and a graph makes patterns or comparisons visible.
Read every representation in five steps
Identify its type and purpose.
Read the title, labels, legend, axes, units, scale and caption.
State the important pattern or relationship.
Connect that information to a specific statement in the written text.
Evaluate whether the representation clarifies, extends, qualifies or possibly distorts the message.
Worked example
A report says, “Rainfall increased during summer.” A line graph shows little change in December and January, followed by a steep rise in February. The graph qualifies the general statement by showing when the increase occurred. If the vertical axis begins near the data values rather than zero, the rise may also appear more dramatic, so the scale must be checked.
Choose the best form
Use a table for precise lookup.
Use a bar graph to compare categories.
Use a line graph to show change over time.
Use a map for location, distance or distribution.
Use a labelled diagram for structure, sequence or flow.
Common traps: trusting a visual without checking its scale or source; describing it without connecting it to the text; assuming a caption is neutral; or choosing a decorative image when readers need data.
Mastery check: Explain one contribution using the frame: “The representation shows ___, which clarifies/extends/qualifies the text by ___.”