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Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH 6
Let’s Go Visual Media!

Quarter 1Module2 Week2

Most Essential Learning Competency:
Interpret the meaning suggested in visual media through
a focus on visual elements, for example, line, symbols,
color, gaze, framing and social distance

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 HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of this
module.
2. Write on your notebook the concepts about the lessons. Writing enhances
learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

•Expectations - These are what you will be able to know after completing the
lessons in the module.
•Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
•Looking Back - This section will measure what learnings and skills that you
understand from the previous lesson.
•Brief Introduction- This section will give you an overview of the lesson.
•Activities - These are activities designed to develop critical thinking and other
competencies. This can be done with or without a partner depending on the
nature of the activity.
•Remember - This section summarizes the concepts and applications of the
lessons.
•Checking your Understanding - It will verify how you learned from the lesson.
•Post-test - This will measure how much you have learned from the entire
d l

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LESSON 1
Interpreting the Meaning Suggested in Visual
Media through a Focus on Visual Elements
like Line and Symbols.

EXPECTATIONS
You will interpret the meaning suggested in visual media through a focus on
visual elements for example, line and symbols.
Specifically, this module will help you to:
• Identify the different visual elements.
• Explain the meaning the visual elements suggest.
• Express and develop ideas in visual texts: for example, how meaning about
who, what, where, when, why, can be designed through choices of lines and
symbols.
• Answer related activities provided

PRETEST
Directions: Study the visual text and answer the questions that follow.

QUESTIONS ANSWERS
1. What do I see?
(What do you observe? What else?)
2. What does it remind me of?
(Another image? A personal
experience?)
3. What’s the artist purpose?
(To Analyze, Persuade, Document,
Entertain?)
4. So what?
(Why does it matter? What is the
significance?)

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LOOKING BACK TO YOUR LESSON
Directions: Complete the Real or Make –Believe Chart about your character
profile.

Real or Make-Believe?

CHARACTER PROFILE

IS YOUR CHARACTER REAL OR MAKE-BELIEVE?

APPEARANCE WHAT IS YOUR PERSONALITY

CHARACTER’S NAME?

What does your character Draw your character. What are some of your
look like? character’s personality
traits?

BRIEF INTRODUCTION
Read the story before learning and doing the activities provided.

PREPARING FOR THE VOLCANIC ERUPTION

by Rodelio O. Ritual MT-II

Michael lives near a volcano called "Taal "

in the province of Batangas. Taal Volcano is
known as one of the most wonderful tourist spots
because of its amazing view. He often stares at
the volcano to appreciate its beauty although for
him it is always a puzzle when it will erupt, it is
really unpredictable.

One day morning , Michael just woke up early but the sky was not as
bright as it's supposed to be. His parents were busy tending their vegetable gardens

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and feeding their animals in the backyard but they have already a feeling
that something might happen anytime. Then all of a sudden, his parents called him
"Michael, we would immediately evacuate due to the possible eruption of the
Volcano". “Look! It’s getting dark above its crater”! said, mother. "Yes mother, but
let's prepare our important things and go without panicking ", said Michael.

They prayed that the volcano will not erupt faster as they wait for father who
informed other neighbors that they need to go to a safer place the fastest time
possible. Then, father came and said “Everybody, let us move while it is not too late”.
We will go to the town hall”.

As they rode on a banca, they were guided by the Barangay Disaster Risk
Reduction Management Team, who were very fast and alert with their actions. At
last, evacuation effort became safe and as they were walking to the evacuation
center, Michael turned away and looked at the volcano and he thought of that "
Volcano is magnificent but terrifying at the same time, everyone must
be prepared anytime ”. Hours later the volcano erupted but they were in a safe place
already.

ACTIVITY 1.1
COMPREHENSION CHECK-UP

1. What is known as one of the most wonderful tourist spots based on the story?
_________________________________________________________________
2. Why did Michael often stare at the volcano?____________________________
3. What did they notice one day morning?________________________________
4. What did father do when he went to their neighbors?_____________________
5. What did Michael think of the volcano when he turned way and
looked at it?_______________________________________________________

INTERPRETING THE MEANING SUGGESTED IN VISUAL MEDIA THROUGH

A FOCUS ON VISUAL ELEMENTS, FOR EXAMPLE, LINE AND SYMBOLS

Students learn that authors of images make visual design choices to build
relationships and interactions between the participants in the text. These text
participants are: the author, the audience, and the subject/s (characters in a
literary text, or the main things/objects in a factual text).

Effective creators of visual texts use a range of visual semiotic

(meaning making) choices including symbols, line, color, gaze, framing and
social distance to express actions and ideas, to represent the participants (the
characters, or things/objects seen), the nature of the events (what is
happening), and the circumstances (setting, context).

Visual semiotic resources for expressing and developing ideas in images:

1. Lines 2. Symbols 3. Colors 4. Gaze 5. Framing 6. Social Distance

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 Study the visual text used by the author in the story and answer the
questions so that you can expand your responses, explain reasons why and use
evidence from the image to justify your responses.

ACTIVITIES 1.2
Directions: Read and answer the following questions based on the visual text.

Questions: Answers:
1.What sort of lines do you see in this
image?
2.What information does this use of
straight/curved/intersecting lines give
the audience about the circumstances
of this situation?
3.Where do the lines take your eye?
4.Why has the author chosen to use
these lines like this?
5.How would meaning change if these
straight/curved/intersecting lines were
replaced with a different type of line?

REMEMBER
LINES
Choices about use of line in an image include: straight or curved, length,
angle, intersection of vertical and horizontal lines, and direction.

Lines are used in images to indicate movement and direction. Lines can
be natural, formed by objects in the image, or artificial lines created by the author,
using subject gaze, or pointing for example.

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CHECKING YOUR UNDERSTANDING
Study this visual image about a line graph and answer the questions that
follow. You may ask help from your parent in doing this.

ACTIVITY 1.3
Directions: Read and answer the following questions based on the visual text or line
graph.

Questions Answers
1. What sort of lines do you see in
this image?
2. Are these lines formed by natural
objects in the image or created by the
image maker?
3. What information does this use of
straight/curved/intersecting lines give
the audience about the
circumstances of this situation?
4. Where do the lines take your eye?
5. Why has the author chosen to use
these lines like this?
6. How would meaning change if
these straight/curved/intersecting
lines were replaced with a different
type of line?

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Study the visual image from the story “Preparing for the Volcanic Eruption “again
used by the author before answering the questions below.

ACTIVITIES 1.4
Directions: Read and answer the following questions based on the visual text
above.

Questions Answers
1. What type of text is this image from?

2. What is this image about?

3. What is in this image?

4. Who are the main participants,

characters, or things/objects, seen?

5. What is happening?

6. Where, when and why is this

happening?
7. What information is provided in the
image which tells us about the
circumstances surrounding these
participants and actions?

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REMEMBER
SYMBOLS
Symbols or signs can be used to as short cuts to represent ideas or
concepts. Symbolic aspects can include choice of casting, design of hair and
make-up, choices of costume, props, and objects. It also includes icons.

For example, the Dambana Ng Kagitingan is a symbol used to represent

the heroism of Filipinos who fought for our freedom, heart symbols are used to
represent love, and the color red to symbolize danger, or perhaps romance,
depending on the context. Symbols can also be used to present concepts, and
information in diagrams, graphs, timelines, and other forms of visual information
texts.

CHECKING YOUR UNDERSTANDING

Directions: With the help of your parent, study the visual image from the story
“Ibong Adarna” and do the activity that follow.

1. What things do you see in this image which you recognize from somewhere
else?
Answer:
2. Why has the author chosen to use these symbols?
Answer:

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3. What might this mean for what is happening in the story?
Answer:
4. For this image, Ibong Adana started to __________________________and the
second prince started to become___________________. These symbols might be
used here to signify to the readers that the characters in the image or
story_____________________________________________________________
.
Answer:

POST-TEST
Read the story and be able to do and answer the activities that follow.

PATIENCE FOR SUCCESS

by Rodelio O. Ritual MT-II

Reymar came from a very poor family who

was living in an informal settlement in Tondo. His parents
were both unemployed because they were not able to
finish even the elementary grades. They just collect
usable and recyclable materials every day and sell them
in the junk shop for their living. Sometimes, Reymar’s
family experiences skipping meals but in spite of their
situation, the family has faith in God.

They always pray that someday, their life will change and they never stop
working. Reymar and his two siblings always help their parents in their work and in
the household chores before making their school projects and assignments.
Then, one morning, a social worker came to their place. They were
interviewed and the social worker said they were qualified as a beneficiary of
the Pantawid Pamilya Pilipino Program (4Ps). It is a human development measure of
the national government that provides conditional cash grants to the poorest of the
poor, to improve the health, nutrition, and the education of children aged 0-18.
Since, Reymar was soon to finish Senior High School, he was very happy for the
good news because he thought it’s a big help for them.

After several years of receiving financial help from the government, the family
still continued to work and saved even a little part of their income. Reymar was able
to finish his studies until college and now he was a very successful civil engineer
because of his patience in enduring their situation. Now, their family was able to buy
cars, house and lot and other properties. They already have a construction firm in
their place. All his siblings became successful like him as he always reminded them

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“You know my dear brothers, patience is really a virtue, and there is hope and
success that awaits you when you are patient”.

ACTIVITY 1.5

COMPREHENSION CHECK-UP
1. Where did Reymar’s family live?
_________________________________________________________
2. What did the family do to earn a living?
_________________________________________________________
3. What does the family skip for quite some time?
_________________________________________________________
4. Do the children help their parents in collecting materials to be sold in
the junkshop?
_________________________________________________________
5. What virtue made Reymar finish his studies?
_________________________________________________________

Directions: Study the visual image from the story “Patience for Success” and
answer the questions that follow.
Questions Answers
1. What things do you see in this image
which you recognize from someone
else?
2. Why has the author chosen to use
these symbols?
3. What might this mean for what is
happening in the story?
4. For this image, the old and worn out
shoes and pants reveal that
Reymar_________________________
_______________________________
_______________. Then the shining
black shoes and black pants symbolize
that Reymar _____________________
_______________________________
_______________________________

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 POST-TEST

ACTIVITY 1.6
Directions: Study the following set of symbols. Reflect on each of the following
visual images and write one sentence for each expressing what does each
symbolize and build in you as a student.

Visual Image It symbolizes…

1.

2.

3.

4.

5.

6.

7.

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LESSON 2
Interpret the meaning suggested in visual
media through a focus on color and gaze

BRIEF INTRODUCTION
This list identifies some of the widely shared meanings evoked by different
colors, informed by various sources.

Black
evil, menacing, rebellion, strength, mystery, secrets, depression, grief, night. Black
is the color of death and mourning in almost all western countries. Black is also
used to denote sophistication, power, formality, authority, and style.
White
light, purity, innocence, cleanliness, cold, ice, snow, sterility, new. Western brides
wear white to symbolize chastity.
Blue
peace, tranquility, truth, dignity, power, melancholy, cold, sadness, honor,
calmness, faithfulness, holiness, loyalty, wisdom, seclusion, loneliness, thinking,
distance.
Red
love, rage, fire, anger, heat, passion, warmth, urgency, blood, excitement, power,
danger, warfare, hostility, appetite, health, courage, majesty, aggression. Red is
often used as an accent color to make things stand out.
Yellow
happiness, sunshine, joy, cheerfulness, energy, warmth, hope, intelligence, logical
thinking, innovation, spirituality, life. Dull yellow can signify cowardice, ruin, shame,
illness, decadence
Green
nature, growth, fertility, durability, environment, freshness, relaxation, health,
energy, new life, tranquility, vegetation, money, and jealousy
Purple
wealth, royalty, religion, holiness, power, grandeur, sophistication, intelligence.
Brown
stability, natural, nature, wood, earth, soil, ground, earthy, reliable.
Orange
warmth, strength, autumn, cheerful, stimulating, change, vitality, creativity.
Grey
dull, plain, unassuming, neutrality, coolness.
Chapman (2010), Kress and van Leeuwen (2002)
Painter (2008), van Leeuwen (2010), and Zammitto (2005)

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Study the color examples below of the roses.

Hue refers to basic colors we have names for such as yellow, red,
and blue as shown in the examples above.

Brightness refers to the illumination in the image, or how light or dark the color
is, ranging from fully illuminated to completely dark. See examples below of
degrees of brightness demonstrated with a photograph of the same rose.

Saturation refers to how pure the color. This can range from a vivid bright color
which is fully saturated (100%), to a desaturated color which is less colorful,
more washed out and dull. Fully saturated colors create ‘the visual equivalent of
loudness in sound’ and generate ‘a mood of excitement and energy’

High, then low level of color saturation Bright then dull color hue

Source: Painter 2008

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 Changing the hue, brightness or saturation of a color can change the
meaning of an image very quickly, as demonstrated in the comparative examples
above. The brightly lit, deep red rose in the first image, can evoke feelings of
pleasure and happiness, but if the same rose is shown as the gloomy, shadowed,
dull dark rose in the second image, this can signify quite a different response from
the viewer, perhaps fear or sadness.

ACTIVITIES 1.7

Directions: Complete the table by answering the questions about colors of the
roses.
Questions Answers
1. What colors do you see in this
image?
2. What color do you notice first?
How does this make you feel?
3. In what ways do these choices of
color add to the story telling?
4. Why has the author or artist
chosen to use these colors?
5. How would different choices of
colors change the feelings this
picture evokes?

REMEMBER

COLOR
Use of color can be symbolic and choice of color in an image can be
used to represent feelings and mood. The meaning viewers make depends on
the context and is strongly influenced by historical and cultural conventions.

For example, in Western societies white is usually thought to represent

innocence, purity and cleanliness, and black is the color of death and mourning;
POST-TEST
however, in China and parts of East Asia, white is the color of death and
mourning. Red is commonly used to represent different things depending on the
context, red may represent danger such as in a stop sign, romance, or passion
Directions:
with red roses,Study
andthe pictures taken
it symbolizes from
good theinPenagbenga
luck China. ColorFestival in
has different
BaguioCity and answer the questions that follow.
properties. Three basic properties are the hue, brightness, and saturation.
Source: Kress and van Leeuwen 2002

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POST-TEST
Directions: Study the visual text /Philippine National Flag and answer the activity
about it. Express your answer by completing the passage below.

The three stars stand for the three big islands of the Philippines, namely
Luzon, Visayas, and Mindanao. As of the colors used, white
represents_____________________________, while blue stripe stands for
_____________________,________,___________. Finally, the red stripe
symbolizes _____________________________and ______________________.

SUBJECT GAZE

There are only two options for subject gaze: direct gaze, or no-gaze. The
following general activity intended to develop student knowledge of these options
for choice of gaze from a subject in a visual text, and the possible impact this
might have the viewer.
Students are encouraged to examine the use, or not, of direct subject gaze in
each image, and to consider the impact of this on the nature of the interaction
between the character and the viewer, and how this affects viewer
alignment with, and connection to, characters.
Source: (Kress and van Leeuwen, 2006)

Direct Gaze No Gaze

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ACTIVITIES 1.8

Directions: Study the visual texts as a viewer. Interpret the meaning based on how
each subject gazes.

Questions: Tiger Dog

1. Are the subjects looking directly
at you?
2. How does use of subject gaze,
or no gaze, affect how you feel
about this subject and what is
happening?
3. Why do you think the author
made this choice?
4. If you changed this image so
the subject now gazes directly at
you, or the subject now looks
away ignoring you, how might this
change your feelings about, or
response to, this subject and what
is happening?

REMEMBER
DIRECT GAZE

At the image above, the Tiger is looking directly at the viewer, demands the
viewer’s attention and for us to share the experience. Subject gaze creates a
connection between the subject and the viewer, simulating a powerful personal
connection. This has even more impact on the viewer if combined with a close
social distance such as in this example.

When the subject gazes directly at the viewer, this simulates eye contact and
positions the viewer as a participant in the interaction. Direct subject gaze, such as
seen on the image of the Tiger.

NO GAZE

This is the most common type of image. As seen in the image from the Dog
above the subject’s eyes are turned away from the viewer. This positions us as an
observer to what is happening. The subject does not acknowledge the viewer and
we are kept outside the story world.

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POST-TEST
Directions: Draw a “No Gaze and Direct Gaze” scenario. You may use animals,
stuff toys, and people as subject. Then explain the relevance of your drawing to the
viewer or audience.

No Gaze Direct Gaze

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LESSON 3
Interpret the meaning suggested in visual
media through a focus on visual elements like
framing and social distance

EXPECTATIONS
You will interpret the meaning suggested in visual media through a focus on
visual elements like framing and social distance.
Specifically, this module will help you to:
• Interact and relate with others through visual texts: for example, how meaning
about how we interact and relate with subjects and characters, and how we feel, can
be designed through choices of viewers or ‘who sees’, framing and social distance.
•Answer related activities provided.

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BRIEF INTRODUCTION
SOCIAL DISTANCE
Social distance is the distance between the viewer and subject. How
close or far away is the subject shown? Social distance is measured on a
continuum from extremely close, Close social distance
to extremely remote. This is based on how
comfortable we generally feel with people being close to us, in real life situations.

If the subject is shown to be very close to you, it takes up most of the frame,
and you can only see part of the subject. As seen in the example from above visual
text, a close framing of the subject is created through a close-up. A close-up can
imply a close, intimate, and familiar relationship with the subject. This can be
comfortable if you like the character but might be confronting if the character is a
bully for example.

Mid social distance

This is where the subject is quite close, as seen in the second image
above. It shows at least half of the subject’s body in the frame, and a little bit of the
setting. This is considered a friendly distance as in real life we would be close
enough to touch each other and talk. This framing of the subject is created through
a mid-shot.

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 Group social distance

When you can see the character’s whole body, and perhaps other
characters, and more of the setting, this indicates that the subject is further away
from you. This is group social distance where you are positioned to be part of a
larger group. As evident in the visual image above, we are positioned close enough
to feel involved with these people and in the planting of rice, but it is less personal.
This framing of the subject is created through a mid-long shot.

Public social distance

The further a subject is positioned away from you, the less connection you
feel, and subjects therefore appear like strangers. We are too far away to easily talk
to the subject. In the visual image above the persons in front who will pay at the
MRT station cashier counter are small and distant and the man in black and the
woman in light green T-shirt are even further away at the back side as they observe
social distancing due to COVID 19. As the subjects become further away, and
therefore smaller, the setting becomes more dominant. The framing of the subject
at this distance is created through a long shot.

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 Remote social distance

When the subject is positioned a very long way away from you, the subject is
tiny and hard to recognize in the vast setting. This remote social distance means
there is no opportunity for social interaction. This remote framing of the subject
is created through an extreme long shot. This is shown in the example above. This
image shows the setting in detail, but the subject is tiny and a very long way from
the viewer. There is no social connection possible.

ACTIVITIES 1.9
Directions: With the help of your parent, examine the choice of social distance
between the viewer and the subject in each image and consider how each design
choice affects viewer connection to and alignment with characters. Answer the guide
questions and write your answers on the space provided.

IMAGE OF THE PHILIPPINE EAGLE

A. CLOSE SOCIAL DISTANCE

Questions Answers
1. How are you positioned to see this
image?
2. Is the subject close or far away?
3. How does this choice of social
distance affect how you feel about these
characters or this subject, and what is
happening?

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 IMAGE OF A COW
B. MID SOCIAL DISTANCE

Questions Answers
1. How are you positioned to see this
image?
2. Is the subject close or far away?
3. How does this choice of social
distance affect how you feel about these
characters or this subject, and what is
happening?
4. Why do you think the author made
this choice of social distance here?
4. Why do you think the author made
this choice of social distance here?

IMAGE OF FARMERS
C. GROUP SOCIAL DISTANCE

Questions Answers
1. How are you positioned to see this
image?
2. Is the subject close or far away?
3. How does this choice of social
distance affect how you feel about these
characters or this subject, and what is
happening?
4. Why do you think the author made
this choice of social distance here?

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 IMAGE OF SOCIAL DISTANCING
D. PUBLIC SOCIAL DISTANCE

Questions Answers
1. How are you positioned to see this
image?
2. Is the subject close or far away?
3. How does this choice of social
distance affect how you feel about these
characters or this subject, and what is
happening?
4. Why do you think the author made
this choice of social distance here?

IMAGE OF A JEEPNEY BARKER

E. REMOTE SOCIAL DISTANCE

Questions: Answers
1. How are you positioned to see this
image?
2. Is the subject close or far away?
3. How does this choice of social
distance affect how you feel about these
characters or this subject, and what is
happening?
4. Why do you think the author made
this choice of social distance here?

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REMEMBER
Students learn that authors of images make visual design choices to build
relationships and interactions between the participants in the text. These text
participants are: the author, the audience, and the subject/s (characters in a literary
text, or the main things/objects in a factual text).

The author also makes visual design choices to express knowledge, skills,
trustworthiness, power and status, attitudes, feelings, and opinions. For example, the
author makes visual design choices which can establish a particular attitude or point
of view about the topic or subject and tries to align the audience with this position.

POST-TEST
Directions: Study each of the visual images above. Choose two from the images.
Then change the social distance by drawing what you think is best for you and your
viewers. Tell something about your work in one paragraph for each drawing.

Activity Drawing 1 Drawing 2

If you changed the social
distance in the images,
for example from close
to public, or remote, or
vice versa, how do you
think this might change
your feelings about, or
response to, what is
happening in this
image?Draw it.

______________________ ______________________

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 REFLECTIVE LEARNING SHEET

Name: _______________________ Grade and Sec.______________

Directions: Write a reflective learning on the interpretation of the meaning

suggested in visual media learned by answering the questions inside the box. You
may express your answers in a more critical and creative presentation of your great
learning. Have fun and enjoy!

This lesson What learnings have I What other example

guides me to reflect found from this example can I
on… lesson? contribute to explore
and think more?

What learnings can What good What is my

I share with my character have I conclusion on the
family and peers? developed from this lesson?
lesson?

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References

https://www.k12reader.com/worksheet/color-shows-mood/Fview/

https://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley

https://steemit.com/philippines/@johnpd/ang-misteryo-ng-ibong-adarna

https://theculturetrip.com/asia/philippines/articles/what-does-the-philippine-flag-
symbolise/

https://www.gettyimages.com/videos/philippines-
flag?phrase=philippines%20flag&sort=mostpopular

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/englis
h/literacy/multimodal/Pages/visualmetalanguage.aspx

https://www.sciencemag.org/news/2015/04/how-dogs-stole-our-hearts

https://www.forbes.com/sites/marisagarcia/2020/04/20/might-these-be-the-ideal-
aircraft-seats-in-the-age-of-coronavirus/#5d875fe22a22

https://www.510families.com/covid-19-social-distancing-with-kids-what-to-do-where-
to-go/

https://ph.news.yahoo.com/philippine-lockdown-is-a-34-billion-boost-for-two-telco-
stocks-024452570.html

https://essenceofdream.wordpress.com/2009/07/07/carabao/

https://www.tripsavvy.com/getting-around-manila-philippines-1629568

KEY ANSWER

The answers may vary. Teachers will be asking students to

submit outputs via online platform for checking of their
interpretation and proper recording of outputs. Teacher’s feedback
is needed for every output of the pupils.
Give pupils enough time to do this module because it has so
many competencies. Activities are very interpretative in nature so
there’s a need to express answers in writing or drawing which
consume so much time.

26
 Acknowledgements

Writer: Rodelio O. Ritual MT-II

Editor: Marchel C. Ciocson MT-II

Reviewer: Vicente M. Victorio, Jr., EPS

Validator: Ms. Victoria Santos, PSDS

Management Team: Maria Magdalena M. Lim, CESO V

Schools Division Superintendent-Manila
Aida H. Rondilla-Chief Education Supervisor
Lucky S. Carpio-EPS-LRMS
Lady Hannah C Gillo, Librarian II-LRMS

KEY ANSWER

The answers may vary. Teachers will be asking students to

submit outputs via online platform for checking of their
interpretation and proper recording of outputs. Teacher’s feedback
is needed for every output of the pupils.
Give pupils enough time to do this module because it has
so many competencies. Activities are very interpretative in nature
so there’s a need to express answers in writing or drawing which
consume so much time.

27