Creating Digital Stories

Overview

Today students will work in pairs to design and create a short digital presentation about a topic they choose, using simple digital tools to organise information and communicate ideas. They will practise planning, creating, presenting, and reflecting in ways that suit hands-on learning and support early language development.

Learning intentions

• WALT plan a simple digital presentation with a clear purpose and audience.
• WALT use digital tools to create slides with text, images, and (if available) audio or captions.
• WALT work effectively in pairs by sharing tasks and listening to each other’s ideas.
• WALT present our work and explain what we learned and how we made choices.

Success criteria

• I can tell what my presentation is about and who it is for.
• I can create slides that include key information and visuals that match my ideas.
• I can use a simple structure (title, main points, ending) across my slides.
• I can present clearly with my partner and answer one question about my choices.

Curriculum links

• PĀNGARAU Taumata 4 — interdependent: collaboration, communication, and shared responsibility during making and presenting.
• NZ-TMOA-PANG-T4-64 — designing/creating: students use processes to develop a digital outcome and communicate ideas.
• NZ-TMOA-PANG-T4-64 — using knowledge and skills: students select and use appropriate digital features (text, images, sound/captions) to support meaning.
• Te Marautanga o Aotearoa technology learning: students engage with making, testing (checking), and presenting outcomes to others.

Lesson structure (120 minutes)

1. 0–10 min · Welcome & hook. Teacher shows 2 quick examples of simple student-style digital slides (one strong, one messy) and asks: “What helps us understand quickly?” Students do turn-and-talk with a partner and share one idea.
2. 10–25 min · Te reo routines & success checklist. Teacher models a slide structure on the board using prompts (mihi/intro, 2–3 points, closing) and introduces paired roles (Kaiwhakahaere, Kaihanga/Recorder). Students practise saying their role lines and choose a topic from a provided shortlist (or teacher-approved) relevant to Years 4–6 (e.g., “My favourite animal”, “How to look after a plant”, “A place in my community”).
3. 25–45 min · Plan on paper (hands-on). Teacher gives each pair a planning template (topic, audience, 3 key points, slide-by-slide notes, image plan). Students fill it in together: one writes key words, the other sketches image ideas or finds a picture plan from a provided folder.
4. 45–60 min · Digital launch & set-up. Teacher demonstrates how to open the presentation template, add a title slide, and insert images/text; reminds students to save often. Students create their first 2 slides using the template, with teacher circulating to check purpose and structure.
5. 60–75 min · Add main points with checks. Teacher introduces a “Check it” routine: does each slide answer the topic? Is there one clear idea per slide? Students add slide 3 and 4 (if needed), then use peer/pair “thumbs check” (1–2 minutes each) to confirm key information and visual match.
6. 75–95 min · Audio/captions (optional based on device). Teacher shows how to add short recorded voice or captions; models a 10–15 second explanation for one slide. Students record or type a short caption for at least one slide, keeping text readable and simple.
7. 95–110 min · Rehearse presentation. Teacher provides question stems and a simple confidence strategy (rehearse with a whisper voice, then normal voice). Students rehearse in their pair, swapping turns: partner A presents slides 1–2, partner B presents remaining slides.
8. 110–120 min · Present & exit. Teacher sets up quick round-robin sharing: 1–2 pairs present, others watch for one “growth star” and one “wonder”. Students complete a quick exit ticket: “My topic was… / One thing I made well was… / Next time I will…”

Resources

• Presentation devices (Chromebooks/tablets) with access to a simple slide tool
• Pair planning template (paper or printable)
• Image bank folder (teacher-prepared) appropriate for Years 4–6
• Headphones (optional) and microphone capability (if available)
• Slide template with pre-set structure (title, 3–4 content slides, ending)
• Teacher demonstration device + projector/TV
• Sentence starters for te reo-supported explanation (teacher-provided)
• Timer or visible countdown for each stage

Assessment

• Teacher observation during planning and building: whether pairs include a clear purpose, audience, and slide structure.
• Formative checks using the “Check it” routine and quick pair “thumbs check” for clarity of each slide.
• Exit ticket to confirm learning: purpose, structure, and one choice they made.

Differentiation

• Support for language needs (51%–80% te reo expectation): use sentence starters in te reo and allow key-word note planning; teacher provides model phrases for intro and closing.
• Support for learning difficulties and behavioural needs: clear roles in each pair, step-by-step slide template, frequent check-ins, and short timed tasks with visible countdowns.
• Scaffold collaboration: provide a “How we work together” mini-card (take turns, share devices, one person speaks at a time).
• Extension: pairs add a fifth slide that answers a question (e.g., “Why is this important?”) or include a brief “my learning” reflection slide; or they improve readability by reducing text and adding one stronger visual.

Extension (optional)

• None.