Best for
The 20-minute drafting phase and the 10-minute self-audit in Lesson 8.
Drafting • Years 7–8 • Unit 10 Week 8
Poster Layout Template
Draft all four elements here before you make anything look good. A poster with a beautiful layout and no evaluation element does not meet the criteria; a rough draft with all four does.
Free to teach tomorrow, adaptable to your rohe
The template is ready to print. Te Wānanga is useful when you want a version with sentence starters for each element.
- Generate a scaffolded version with a sentence starter for each of the four elements.
- Add a digital-poster variant if your class is submitting slides.
- Save your adapted Unit 10 drafting pack in My Kete.
Kaiako planning snapshot
- Use length: 20 minutes drafting, 10 minutes self-audit.
- Grouping: Individual, with one pair read-aloud of the cause element.
- Prep: One per student. Decide whether posters will be A3 paper or digital.
- Teaching move: For the pair read-aloud, use the prompt “does this say why it happens, or only that it happens?”
What this sheet already gives you
- A drafting box for each of the four elements
- A suggested layout sketch
- The six-box completeness self-audit
- A pair feedback prompt for the cause element
- A source list for the poster's references
The self-audit is the handover to Lesson 9. Students who tick all six start production immediately; students who do not know exactly what to fix.
Ngā Whāinga Ako / Learning Intentions
- We are learning to draft all four poster elements using evidence from real sources.
- We are learning to check our own work against the criteria before we finish it.
- We are learning to explain a structural cause rather than describe an event.
Ngā Paearu Angitū / Success Criteria
- I have drafted all four elements with two to four sentences each.
- At least one element includes a specific fact from a named source.
- I have used at least one unit vocabulary word in my draft.
Draft the four elements
| Element | Your draft — two to four sentences |
|---|---|
| 1. The problem What is the challenge? Include one specific fact. | |
| 2. The cause Why does the system keep producing this problem? | |
| 3. The response Who is responding, and what do they actually do? | |
| 4. The evaluation What does it achieve? What can it not solve? |
Plan your layout
Sketch where each element goes. All four must be visible at once — a reader should not have to turn a page or open an attachment.
| Top left | Top right |
|---|---|
| Bottom left | Bottom right |
|---|---|
Leave room for your title and your source references.
Pair check — the cause element
Read your cause element aloud to a partner. Their question: does this explain why the problem happens, or only that it happens?
| My partner said | What I will change |
|---|---|
Self-audit — tick every box before Lesson 9
- ☐ I have described the food-security problem with at least one specific fact from a source.
- ☐ I have explained a structural cause — not just “bad things happened”, but why the system made this problem possible.
- ☐ I have named a real community or organisation that is responding, and described what they actually do.
- ☐ I have evaluated the response — what it achieves and what it cannot solve.
- ☐ I have used at least one unit vocabulary word: scarcity, trade-off, structural cause, interdependence, collective action, opportunity cost.
- ☐ I have noted at least two sources — who wrote them, and when.
Six ticks means you start Lesson 9 on production. Fewer means you start on the missing box.
My sources — for the poster references
| Source | Author or organisation | Date |
|---|---|---|
| 1 | ______ | |
| 2 | ______ | |
| 3 | ______ |