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PRODUCE APPLY FIND
SUCCESS
CRITERIA
PRINCIPLES VALUES
KEY
COMPETENCIES
LEARNING AREAS WORD BANK
RESOURCES
REQUIRED
Investigating styles of language for a real world purpose
HAZARD MANAGEMENT ON SITE AT WAIRAKEI
ESSENTIAL QUESTION
How do you make something dangerous safe?
WHAT ARE WE LEARNING?

TRY THIS WITH

WHAT ARE WE LEARNING?
Creating and understanding conventions of visual language
Creating and understanding conventions of persuasive language
Understanding methodologies created by Contact Energy to keep the site and the staff safe
Show students advertisements from the
AdCouncil such as Dummies Game Show,
Financial Literacy and School Attendance.
Use Storyboarder or Directr to storyboard
one video.
Identify the problem that the ad is trying
to address and the suggested solution.
Introduce the term persuasive
visual language.
Vote on which video the students believe
to be the most persuasive.
Watch the two Contact Energy
Safety Messages
Stay Safe Mate
Life Saving Rules
Introduce the term imperative sentence
and identify examples in the messages.
Make a list of the on-site hazards that Tana
mentions in the videos.
Distribute Life Saving Rules and a Hazard
Observation Card to each student.
Have students fll in the Hazard Observation
Card for their classroom.
Make the connection between the hazard
and the problem in the ads.
Have students try on some of the safety
gear that every Contact Energy employee
must wear on site.
Discuss what students think each piece
is for.
Explain that Contact Energy needs fve
30 second safety messages to show new
staff at Wairakei.
Every new staff member will be shown
the messages from local Taupo kids.
Select and research one Life Saving rule.
Identify the problem, the goal and one fact
about the problem, and the solution.
Set the parameters for each safety
message. They must:
be no more than 30 seconds; and
show the Hazard Register; and
show any person in the message wearing
safety gear.
Support students, in groups, to Storyboard
their messages.
Encourage students to make their language
as persuasive as possible and to use
imperatives in the script.
Review both script and storyboard before
the message goes into production.
Use iMovie to transform storyboards into
safety messages.
Encourage the use of a variety of
camera angles.
Submit your results to the Contact Safety
Offcers for judging.
Identify
List
Recognise
Interpret
Summarise
Select
Choose
Link
Research
Cause and Effect
Reason
Correlate
Construct
Create
Infuence
Persuade
Innovate
Visualise
TRY THIS WITH
Years 5 - 9
Students who have strong problem
solving skills
Students who love flm
making technologies
Students can check they have completed the task successfully by:
Identifying possible solutions for hazards
in the Tana Umaga Life Saving video
Storyboarding a Wairakei safety
message persuasively
Executing an safety message within
the set parameters (30 second, hazard
sheet and safety clothing)
High expectations
Community engagement
Community and
participation
Integrity
Using language, symbols
and text
Participating and
contributing
English
Health
Hazard
Persuasive
Imperative
Storyboard
Hazard Observation Card
Life Saving Rules
Safety Gear and
Equipment