Presenting Youth Justice Findings

Overview

This is the final lesson in the four-lesson unit Exploring Youth Justice Issues. Students synthesise their analysis of source materials into a concise multimodal presentation, rehearse for a defined audience, and present findings supported by data, evidence and clear reasoning.

Learning intentions

• WALT present group findings on a selected youth justice issue.
• Students will organise ideas for a purpose and audience.
• Students will use data, source evidence and persuasive language to support a viewpoint.
• Students will make deliberate choices about visual design and features of voice, including volume, tone, pitch and pace.
• Students will give and use constructive feedback.

Success criteria

• I can explain our group’s issue and viewpoint clearly.
• I can support findings with relevant evidence or data from our sources.
• I can use visuals and spoken language that suit our audience and purpose.
• I can speak clearly, share responsibility with my group and respond to feedback.
• I can include a clear call to action if extending our presentation.

Curriculum links

• Spoken and multimodal presentations: planning, creating, rehearsing and delivering texts for purpose and audience.
• Analysis of language features used to represent perspectives on issues, events, individuals and groups.
• Comparing and contrasting ideas and opinions in and between source texts using comprehension strategies.
• Planning, editing and publishing multimodal texts, selecting appropriate structures, language features and visual elements.

Lesson structure (40 minutes)

1. 0–4 min · Reconnect and focus. Teacher opens the hook and learning intention slides with the question “How can the way an issue is presented influence what an audience believes?” and revisits the unit’s focus on youth justice issues. Students identify their group’s issue, intended audience and main viewpoint.

2. 4–9 min · Model effective presentation choices. Teacher uses the presentation features slides to model a short presentation structure: opening and contention, explanation of the issue, evidence from sources, interpretation of data, conclusion and optional call to action. Teacher briefly demonstrates how changing pace, volume and tone can alter impact. Students annotate the presentation planner and feedback sheet with two features they will use.

3. 9–17 min · Finalise and rehearse. Teacher distributes the presentation planner and feedback sheet and conferences with groups of two to four students, checking that claims are supported by source evidence and that visuals communicate rather than duplicate spoken text. Students complete or refine their poster or digital slideshow, allocate speaking roles, rehearse once and check timing, readability and pronunciation.

4. 17–32 min · Group presentations. Teacher displays the presentation instructions and audience checklist slides, reminds students to listen respectfully, and invites groups to present for up to two minutes each, allowing approximately 30 seconds for one audience question or feedback comment. Students deliver their multimodal presentations, using clear voice features and visuals; listening students record one effective choice and one evidence-based question on the worksheet. With 30 students, aim for 8–10 presentations, grouping very brief presentations where necessary.

5. 32–37 min · Peer feedback and evaluation. Teacher displays the peer-feedback prompts and success-criteria slides and models specific, respectful feedback: “Your evidence was convincing because…” and “A next step could be…”. Students exchange worksheet feedback within presentation groups or pairs, identifying one strength in reasoning, evidence, multimodal design or delivery and one practical next step.

6. 37–40 min · Plenary and exit response. Teacher uses the reflection and exit-question slide to revisit the WALT. Students complete the final section of the worksheet: “The most convincing presentation choice was… because…” and “One way a source represented a youth justice perspective was…”. Invite two or three students to share responses before collecting the sheets.

Resources

• the complete presentation and reflection slide deck
• the presentation planner and feedback sheet
• Students’ previously analysed youth justice source materials and data
• Students’ completed research notes
• A3 paper, markers and coloured pens
• Devices with presentation software, if available
• Projector, speakers and timer
• Headphones or quiet rehearsal space, where available

Assessment

• During planning and rehearsal, check that each group has a clear viewpoint, logically sequenced ideas and evidence or data accurately linked to its claim.
• Use the success criteria to observe delivery, including clarity, volume, pace, audience awareness, visual design and shared participation.
• Collect the worksheet and exit response to assess students’ understanding of representation, perspective, evidence and effective multimodal communication.

Differentiation

• Provide the worksheet as a dyslexia-friendly template with clear headings, generous spacing, a sans-serif font, short instructions and a presentation example. Permit students to use a printed script, cue cards, speech-to-text or text-to-speech.
• Offer varied formats, including poster presentation, digital slideshow, recorded voiceover or a supported co-presentation. Allow students to rehearse privately or present from a seated position if this reduces anxiety.
• Provide sentence starters such as “Our sources suggest…”, “This data indicates…”, “The perspective is represented through…” and “Therefore, our audience should…”. Pre-teach or display key terms such as perspective, representation, evidence, reliable and contention.
• Support EAL learners with visual examples, paired rehearsal, vocabulary banks and permission to draft ideas in their strongest language before converting them into English. Challenge confident speakers to vary tone and pace deliberately and justify how their choices influence the audience.

Extension

• Add a concise call to action that identifies a realistic audience, proposed response and reason it matters.
• Include a comparison between two sources, explaining how their language, visuals or data represent the issue differently.
• Respond to an audience question by acknowledging an alternative perspective and defending the group’s interpretation with evidence.