Presenting Findings

Overview

Lesson 10 of 10 finishes the unit by having students present what they have learned about a chosen continent and a culture, with a focus on how people connect to Country/Place and how different communities share and organise ideas. Students will present findings clearly using subject terms and chosen communication forms.

Learning intentions

WALT: Present ideas and findings effectively, using relevant subject-specific terms and information from sources.

Success criteria

• I can clearly explain my main ideas using evidence from my research.
• I can present information in a way that is easy for others to understand (poster/digital/oral).
• I can use appropriate HASS words (for example: Country/Place, natural resources, trade, exchange, community).
• I can listen to others and respond respectfully with a question or comment.

Curriculum links

• Humanities and Social Sciences — AC9HS4K01: diversity of First Nations Australians and their continuous connection to Country/Place.
• Humanities and Social Sciences — AC9HS4S07: present descriptions and explanations using ideas from sources and relevant subject-specific terms.
• Humanities and Social Sciences — AC9HS4K09: diversity of cultural groups in communities and their importance to identity.
• Humanities and Social Sciences — AC9HS4S03: interpret information and data displayed in different formats (such as diagrams, maps, charts on posters/digital slides).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up and goal. Teacher briefly revisits the unit question on the board and models one sentence opener (“Our findings show that… because…”). Students share (quickly) what they will try to include in their presentation.

2. 5–10 min · Planning check (teacher-led). Teacher displays a simple checklist: main idea, 2 key details, example from research, and respectful closing (question for the class). Students use their notes to fill the checklist on a single page, choosing their communication form (poster, digital, or oral).

3. 10–20 min · Build and rehearse. Teacher circulates to support structure and subject terms, prompting students to link learning to connections with land/water and community practices where appropriate. Students create their final product and do a 30–60 second rehearsal, practising clear speaking and pointing to visuals.

4. 20–38 min · Student presentations (small-group format). Teacher sets a respectful routine: presenter speaks, audience listens, then one question/comment. Students present in turn; audience members use a “Listen–Ask–Appreciate” card to record one question and one positive feedback point.

5. 38–45 min · Reflection and exit ticket. Teacher facilitates a short debrief: “What communication form helped most, and why?” Students complete an exit ticket: one sentence about what they learned from another student, and one improvement they will use next time.

Resources

• Presentation checklist (one per student)
• Listener “Listen–Ask–Appreciate” cards (one per student)
• Project materials: paper, markers, coloured pencils
• Digital option: tablets/laptops, presentation slides template (no internet needed)
• Visual organisers: infographic template and paragraph frame
• Student research notes and any previous maps/images
• Subject-term word bank strip (Country/Place, community, natural resources, trade, exchange, identity)
• Timer or stopwatch for practice and speaking

Assessment

• Teacher observation using the presentation checklist during planning and rehearsing
• Formative check: accurate use of subject-specific terms during the presentation
• Exit ticket to confirm: evidence-based explanation + one learning from peers

Differentiation

• Offer varied presentation formats: poster/infographic, digital slide, or oral presentation with minimal writing for students who work better verbally.
• Provide sentence starters for WALT and Success Criteria, such as:
• “Our main finding is…”
• “This connects to Country/Place because…”
• “One example from our research is…”
• “A question I have for the presenter is…”
• Use a simplified structure card (Main idea → 2 details → Example → Closing question) for support; allow extension by adding a “Because” explanation and an extra example.
• For students who prefer visuals, pre-provide infographic icons (water, land, community, trade/exchange, identity) to reduce cognitive load.

Extension (optional)

• If time allows during presentations: ask students to include one respectful “learned from listening” statement about another culture/community connection to place.