Exhibit and Present

Year Level

Year 9

Duration

60 minutes

Unit

Experiencing World War 1 Lesson 26 of 30

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Learning Area

Humanities and Social Sciences (HASS) — History (Year 9)

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Australian Curriculum Alignment

Content Descriptions:

• AC9HH9K08: Explain the causes of the First World War and the reasons why Australians enlisted to fight in the war.
• General Capabilities: Literacy (presenting and communicating ideas clearly), Critical and Creative Thinking, Personal and Social capability (collaboration and feedback handling).
• Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures—acknowledging First Nations involvement in WWI.

Achievement Standard Focus:

• Students explain historical causes and motives related to WWI.
• Students communicate historical understanding using relevant evidence, narratives and presentation skills suitable to the audience.

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Lesson Description

Students will hold a class exhibition for their completed projects and narratives on experiences of World War 1 from the unit. They will present their work using a variety of mediums (spoken presentations, posters, digital media, dramatizations etc.) tailored to their strengths and preferences. Students will practice clear, accessible communication, suitable for an audience including peers and teachers. They will engage with audience questions and feedback, reflecting on their presentation skills.

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Lesson Objectives

By the end of this lesson, students will be able to:

• Present project narratives on World War 1 effectively to an audience, demonstrating clear verbal and visual communication.
• Use a variety of presentation mediums (oral, visual, digital, dramatic) to convey historical research.
• Demonstrate sensitivity to audience needs using clear speech and accessible writing.
• Engage constructively with feedback from peers and visitors to the exhibition.
• Reflect on their communication and presentation skills.

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Success Criteria

• I can speak clearly and confidently when presenting my work.
• I can use visuals or digital tools to support my presentation.
• I listen respectfully and respond to questions or feedback from my audience.
• I adapt my presentation style to suit my strengths and the needs of my audience.
• I can explain key historical facts and narratives about World War 1.

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Resources Needed

• Students’ completed World War 1 projects (posters, essays, digital presentations, videos, artefacts etc.)
• Classroom or hall space arranged for exhibition style viewing.
• Audio-visual equipment for digital presentations.
• Feedback forms or digital polling tools for audience engagement.
• Dyslexia-friendly fonts/templates for any written displays.

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Lesson Structure (60 minutes)

1. Introduction and Setup (5 minutes)

• Teacher briefly reminds students of the success criteria.
• Outline flow of exhibition and expected behaviour during presentations.
• Encourage respectful listening and useful feedback.

2. Exhibition and Presentations (40 minutes)

• Students present their projects to small groups or circulate exhibiting work.
• Each student or group has 3-5 minutes to present key points of their project, using varied mediums and aids.
• Peers and teacher listen and engage with prepared questions.
• Encourage clear speech and use of dyslexia-friendly language during presentations.
• Teacher circulates to support students, especially those with speech or literacy difficulties.

3. Feedback and Reflection (10 minutes)

• Visitors (classmates and teacher) provide verbal or written feedback using simple prompts: “Something I learned”, “A strength of the presentation”, “One thing to improve.”
• Advanced learners encouraged to ask challenging questions or provide detailed constructive feedback.
• Teacher facilitates a brief whole-group reflection: What worked well? What was challenging? How did different presentation mediums help communicate?

4. Wrap-up and Next Steps (5 minutes)

• Highlight importance of practising public speaking and clear communication skills.
• Encourage students to consider feedback to improve final project submissions or future presentations.
• Remind of the next lesson’s focus for continuity.

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Differentiation Strategies

• For diverse learners including those with ADHD and dyslexia:

• Allow multimodal presentation options (spoken, visual, digital, dramatic).

• Encourage use of cue cards, notes or speech prompts.

• Provide additional time for individual presentations if needed.

• Use clear, dyslexia-friendly fonts and high-contrast visual materials.

• Model clear speech and pace, allowing pause and repeats if necessary.

• Provide advance organisers or one-page summaries of their own work before presenting to build confidence.

• For gifted or advanced learners:

• Encourage them to integrate creative elements such as role-plays, digital storytelling or visual art.

• Invite them to prepare and lead Q&A sessions with peers.

• Challenge them to incorporate First Nations perspectives or recent historical interpretations in their presentations.

• Suggest extending their narratives by connecting to broader global impacts of WWI.

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Extension Ideas

• Host a gallery walk inviting other classes or parents to view and engage with the exhibition.
• Create a digital exhibition or blog to publish students’ projects for a wider audience.
• Encourage students to record their presentations as video storytelling for inclusion in a school history archive.
• Organise peer mentoring where advanced students support peers in refining their presentation techniques post-lesson.

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Dyslexia-Friendly Considerations

• Use simple, clear language for instructions and presentation prompts.
• Keep sentences short and use active voice.
• Use dyslexia-friendly fonts (e.g., Arial, Comic Sans) and large font sizes in written materials.
• Ensure all visuals have high contrast and are uncluttered.
• Allow oral presentations supported with visuals to reduce reliance on written text.
• Provide printed outlines and checklists to help students prepare.
• Encourage verbal rehearsals to build fluency and confidence before presentations.

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Teacher Notes

• Monitor timing closely to ensure all students have time to present.
• Encourage peer support and positive feedback to build students’ confidence.
• Emphasise that effective communication includes clear speech and engaging visual aids.
• Highlight historical accuracy but focus also on storytelling and connection to audience.
• Use this final exhibition to celebrate learning progress and prepare students for the final lessons of the unit.

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This detailed 60-minute lesson plan ensures Year 9 students present their World War 1 projects clearly and creatively, accommodating diverse learners and closely aligned to the Australian Curriculum Humanities and Social Sciences standards. It fosters skill development in communication, historical understanding, and reflective learning through active engagement and exhibition-style peer interaction.