Year 6 English · AC9E6LA07

Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning

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…

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Learning goalsSay it simply

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 conceptTeach from the board

Use the evidence-to-effect routine

What to noticeHow to test itEvidence of mastery
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaningidentify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaningstudent explains the effect or reason
second contextapply the same idea in a new textstudent transfers the idea
checkexplain the effect with evidencestudent justifies with precise evidence
  1. Name the feature, strategy or choice.
  2. Quote, describe or point to the exact evidence.
  3. Explain what the evidence does for meaning, clarity, representation, relationship or audience response.
  4. 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?

Clean visual examplesOne-page board

Clean one-page examples

AC9E6LA07 - Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Example 1

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.

Example 2

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?

Example 3

1. Annotate a model example Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.

Example 4

2. Compare two versions Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.

Curriculum examplesCopied content

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
Questions and answersWith answers

Exam routine: feature or strategy → evidence → effect → context → check.

Important questions

  • 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.
Explicit teaching sequenceResearch aligned

How visuals contribute to meaning

Learning intention: Identify the visual form, read its conventions, connect specific visual evidence to the prose, and explain what the visual adds, clarifies, emphasises or calls into question.

  1. Model one short example and name the feature.
  2. Ask students to point to exact evidence.
  3. Explain its contribution to meaning, purpose or response.
  4. Compare a defensible and misleading interpretation.
  5. Guide one revision, then release students to a fresh example.

Model and guided checks

  • photograph and caption: A wide photograph shows three empty courts; its caption says they were photographed at 6:30 am. Ask: The wide frame and time label limit what the image can prove about daytime use.
  • table: A table lists exact monthly rainfall totals for four towns. Ask: Rows, columns, headings and units let readers retrieve and compare precise values.
  • line graph: A line graph plots creek depth across twelve months. Ask: The connected points make change over time and seasonal patterns visible.
  • bar graph: Separate bars compare recycling totals for five classes. Ask: The equal-width bars make differences between categories easy to compare.
  • process diagram: Arrows show water evaporating, condensing and returning as rain. Ask: The arrows and labels clarify sequence and cyclical relationships.
  • labelled figure: A cutaway drawing labels the shell, mantle and foot of a snail. Ask: The figure locates parts that prose alone would describe less efficiently.

Misconception check: Accurate numbers cannot be displayed misleadingly.

Exit check: Identify, cite, explain and make one justified revision.

Practice and reviewReady for practice
  • 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.

Learn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.

Curriculum alignmentStart here

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
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