PRESENTING
How can I present this information? Students: identify requirements of different forms of presentation, consider audience &
purpose
Cross curriculum: Programming ideas Stage 3 COGs (D): Making informed choices
Curriculum focus &
outcomes
Stage 3 COGs unit (D):
Making informed
choices
Connection focus:
understanding roles and
responsibilities in the
decision making process
as it affects all aspects of
our lives. By analysing
and valuing different
perspectives, we are able
to make informed choices
and contribute to the
democratic process.
SciTech
DMS3.8 Develops and resolves a
design task by planning,
implementing, managing and
evaluating design processes
generates design concepts
that reflect the consideration
of aesthetic, cultural, safety
and functional requirements
• methodically evaluates design
concepts and uses the results
to further develop and improve
ideas
• plans processes of design and
production, adjusting the
process as necessary to
improve efficiency.
English
RS3.7 Critically analyses
techniques used by writers to
create certain effects, to use
language creatively, to position
the reader in various ways and to
construct different interpretations
of experience.
RS3.8 Identifies the text structure
of a wider range of more complex
text types and discusses how the
characteristic grammatical
features work to influence
readers’ and viewers’
understanding of texts.
Information literacy
skills
Students will
 plan and present
oral
presentations
 understand that
font, layout and
colour decisions
can persuade
audience
 demonstrate oral
presentation
skills e.g. look at
audience, speak
clearly in
sentences, keep
to the topic,
sequence
content.
ICT Skills
Students will
 set up data
projector,
screen and
computer
 open and
navigate
prepared
SMART
Notebook
 open
PowerPoint
program and
view slide
show.
Possible Quality
Teaching focuses
Intellectual quality
 The task requires
sustained focus
on key concepts
and ideas, and
requires clear
articulation.
Quality learning
environment
 Students
determine many
significant
aspects of the
task either
independent of, or
dependent on,
teacher approval.
Significance
 The task requires
students to
recognise and
explore
connections
between
classroom
knowledge and
situations outside
the classroom in
ways that create
personal meaning
and highlight the
significance of the
knowledge.
Suggested teaching
learning strategies
Students and
teachers
 set up tables in
hall/ library
 hand out
prepared
brochures and
electoral material
to class voters
 encourage voters
to inspect their
materials
 (students, in
pairs), present
PowerPoint (or
use other
presentation tool)
 observe audience
etiquette
 vote for favourite
candidate
 votes counted,
winner
announced
 trophy and
certificate
presented
Possible resources
&
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds
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data projector,
screen, computer
furniture,
brochures,
handouts,
badges, how to
vote
paraphernalia
trophy
student prepared
SMART Notebook
IWB
See Technology tips
for digital authoring
tools, e.g. kizoa,
PhotoPeach
See also COGs
resource lists.
See the Sample
programming
proforma for
expanded teaching
and assessment
ideas to support the
presenting phase,
e.g. SMART
Notebooks.