Project Presentations

WALT

We Are Learning To:

Confidently present our final project on Samoan heritage to an audience of peers.
Provide and receive constructive feedback to improve communication skills.

Curriculum Alignment

This lesson directly aligns with the New Zealand Curriculum Refresh in the "Learning Languages" learning area, particularly focusing on Year 12 language competencies around oral communication, interpersonal skills, and cultural understanding. Specifically:

Communicate effectively for a range of purposes and audiences by delivering structured presentations (Learning Languages – Communicating, Years 11-13).
Show understanding of and respect for cultural identities through language use and presentation content.
Develop critical listening and feedback skills as part of interpersonal communication competencies (Relating to Others and Participating and Contributing).

Learning Objectives

By the end of the lesson, students will:

Deliver a clear, engaging, and well-structured oral presentation about their chosen aspect of Samoan heritage.
Adapt their presentation style to suit their audience (peers) and setting.
Demonstrate effective verbal and non-verbal communication techniques (tone, volume, pace, body language).
Provide constructive, respectful feedback to others using agreed criteria.
Reflect on feedback received and identify next steps for improvement.

Success Criteria

Presents with clear introduction, body, and conclusion.
Uses evidence and examples relevant to Samoan heritage to support points.
Maintains appropriate eye contact, voice projection, and body language.
Listens actively to peers and offers thoughtful, specific feedback using sentence stems.
Shows respect and openness when receiving feedback.

Class Profile

Year 12, mixed-ability, approximately 20 students.
Includes multilingual learners and culturally diverse backgrounds, including Pasifika students.

Lesson Structure (60 minutes)

Time	Activity	Detail and Notes
0-5 min	Introduction and Warm-up	- Recap the unit’s key themes about Samoan heritage. - Set the WALT and success criteria together. - Discuss respectful feedback norms and language. Use co-created discussion guidelines as shared success criteria.
5-25 min	Student Presentations Round 1 (5 presentations)	- Each student has approx. 4 minutes to present. - Encourage use of voice modulation, gestures, and visual aids if used. - Peers listen actively using provided feedback templates focusing on content, clarity, engagement, and cultural respect.
25-30 min	Break & Prepare for Feedback	- Short break/changeover. - Students prepare brief, constructive feedback comments using sentence stems like: “I liked… because…”, “I wondered…” or "Can you tell me more about…?"
30-45 min	Feedback Exchange and Reflection	- Structured peer feedback in pairs or small groups. - Teach and model how to give and receive feedback sensitively. - Students fill in a reflection sheet on feedback received and set personal goals.
45-55 min	Student Presentations Round 2 (remaining presentations)	- Continue presentations with same format. - Peers again provide feedback using the same methods. - Teacher circulates to support and scaffold.
55-60 min	Plenary and Next Steps	- Group discussion on presentation challenges and successes. - Students share one strength and one area to improve. - Teacher gives oral feedback and outlines extension opportunities.

Differentiation Strategies

For Diverse Learners:
Provide visual scaffolds such as presentation outlines or mind maps for those needing organisational support.
Allow use of bilingual resources or key vocabulary aids for multilingual learners.
Seat multilingual or shy students with supportive peers for encouragement.
Provide alternative presentation formats (e.g., a digital presentation or story-telling) if needed.
Ensure clear instructions and allow extra preparation time if required.
For Advanced Learners:
Encourage inclusion of critical reflections or comparisons of viewpoints regarding Samoan heritage.
Challenge them to use direct quotations or historical evidence to support arguments within their presentations.
Support them to pose insightful questions during feedback sessions to deepen discussion.

Assessment and Feedback

Formative assessment during presentations based on success criteria.
Peer feedback using structured sentence stems and reflection sheets.
Teacher observes communication effectiveness, cultural insight, and engagement.
Reflection sheets collected to inform next teaching steps.

Extension Activities

Create a digital multimedia presentation or a short documentary incorporating interviews or family oral histories on Samoan heritage.
Organise a cultural sharing event with the community where students present findings to a wider audience.
Write a reflective essay or personal response connecting the project to their own cultural identity.

Teaching Considerations from the NZ Curriculum Refresh

Emphasise the Māori and Pasifika cultural contexts and encourage language use related to identity and heritage.
Model and teach effective verbal reasoning, including the use of intonation, volume, and expressive body language to engage audiences.
Actively foster a safe environment for sharing and receiving diverse perspectives, respectful discussion, and constructive criticism.
Use the English Language Learning Progressions (ELLP) for supporting multilingual learners' oral language development, integrating scaffolding and feedback strategies.
Plan for cultural inclusiveness and neurodiversity awareness around communication preferences and non-verbal cues.

This lesson plan promotes high engagement, cultural respect, communication skill mastery, and critical thinking aligned to the 2023 New Zealand Curriculum Refresh, supporting Year 12 learners in Languages to showcase their understanding of Samoan heritage and build confident presentation skills.

For more detailed guidance on teaching presentations and interpersonal communication skills, the Te Mātaiaho English resource outlines effective strategies including scaffolding, modelling non-verbal communication, and progressive practice across years 0-6, which can be scaled for Year 12 learners in complexity and depth.

Teaching Instructions