Lee Gras​
Understanding through Design Principles
My teaching approach is grounded in structure and clarity. I want students to understand how meaning is made across language, images and media. The framework I use grew out of my design background and now aligns with English and Media. It gives students simple ways to look closely at texts and break interpretation into clear, manageable steps.
Meaning Lenses
This structure helps students analyse texts with confidence and see how different elements work together to create meaning.
Symbol and Representation
Structure and Form
Narrative and Sequence
Style and Technique
Composition and Design
Point of View and Framing
Identity and Positioning
How objects and images point to ideas beyond themselves. Symbols help students see that texts communicate on more than one level. When they learn to recognise visual or verbal cues and link them to larger ideas, they begin to read with more depth. This skill connects directly to visual literacy and conceptual understanding in English and Media. Students learn to ask why a symbol was chosen, how it guides interpretation and what meanings it opens or closes. This builds stronger analytical habits and helps them read both texts and media with more clarity.
Structure gives students a framework for prediction, comprehension and interpretation. When they understand how texts are organised, they start to see why certain choices are made and how they influence meaning. This relates to narrative structure, text forms and genre in the curriculum. Students learn to follow shifts in tension, pacing and organisation, and to recognise how these choices shape the reader’s experience. It encourages more deliberate reading and clearer writing.
How events are arranged to create meaning and perspective. Narrative teaches students that order matters. The way a story is arranged shapes what we notice, what we feel and how we interpret events. This links directly to narrative conventions and sequencing in English and Media. Students learn to understand flashbacks, framing, tension and perspective shifts. They begin to see how authors control time and focus to guide the reader. This strengthens their ability to analyse stories and to create their own with intention.
How choices in language influence tone and effect. Style invites students to look closely at the small details that give writing its voice. They learn to recognise how sentence patterns, word choice and literary techniques shape tone, mood and meaning. This aligns with language features and authorial craft in the curriculum. By paying attention to these elements, students develop sharper reading skills and stronger writing habits. They learn to use technique purposefully rather than by imitation.
How visual elements are arranged to shape attention. Composition teaches students that images are constructed, not accidental. They learn how layout, balance, focus and contrast guide the viewer’s eye and influence interpretation. This relates to visual literacy and multimodal analysis in English and Media. Students begin to understand how images persuade, inform or position the viewer. This builds confidence when analysing media and helps them create visual work with clearer intention.
How a text positions the reader or viewer and what it draws attention to. Point of view helps students understand that all texts are selective. They learn to ask who is speaking, who is being addressed and what perspective shapes the message. This connects to audience, viewpoint and representation in the curriculum. Students start to recognise how framing influences what feels important or true. It encourages more independent thinking and reduces passive consumption of media.
How a text invites us to see ourselves or others in particular ways. This lens guides students to notice how texts shape identity. They learn how characters, stories and media images present versions of people and groups, and how these choices encourage certain responses. This links to representation, characterisation and critical literacy. Students begin to question whose voices are centred and whose are limited or absent. It supports more thoughtful engagement with culture and strengthens personal awareness.
Values and Ideology
Omission and Silence
Language Systems
What a text promotes or normalises. This helps students recognise that texts carry beliefs, assumptions and priorities. They learn to identify what is being valued, what is being challenged and what is taken for granted. This is central to critical literacy in English and Media. Students begin to see how texts shape social attitudes and why certain ideas feel natural or familiar. It supports deeper discussions and encourages responsible interpretation.
What is left out and why it matters. Silence teaches students that meaning also comes from what is missing. They learn to ask why certain details, perspectives or voices are not included and how these omissions influence interpretation. This relates to viewpoint, context and critical analysis. Students become more attentive readers and more thoughtful creators. They learn that absence is a choice and that it shapes understanding just as strongly as what appears on the surface.
How grammar and vocabulary shape meaning at a detailed level. Language systems give students the tools to read and write with greater precision. They learn how syntax, vocabulary and grammar influence clarity and tone. This aligns with language conventions and literacy development. Students begin to see how small shifts in structure change the meaning of a sentence. It strengthens both comprehension and expression, building confidence across all forms of communication.