Showcase Presentation Preparation

Overview

This is lesson 28 of 30 in Infrastructure Skills Development. Students prepare and rehearse a concise presentation that showcases their mini project to classmates and teachers, using evidence from their brief, planning, design development, testing and stakeholder feedback.

Learning intentions

Students will:

• select and organise evidence that communicates the purpose and development of their mini project
• explain how their outcome addresses the brief and is fit for purpose
• use a planning tool to structure, time and refine their presentation
• respond constructively to feedback from intended stakeholders.

Success criteria

I can:

• clearly explain the issue, need or opportunity my project addresses
• show how my design decisions relate to physical and functional attributes
• use evidence from research, testing and feedback rather than unsupported claims
• deliver a well-structured presentation within the agreed time and improve it after rehearsal.

Curriculum links

• Select and use planning tools to manage the development of an outcome, including setting goals, identifying resources and reviewing progress.
• Undertake brief development to address an issue by communicating the context, stakeholders, outcome and specifications.
• Develop a conceptual design for an outcome by explaining design decisions and potential fitness for purpose.
• Demonstrate understanding of the nature of technological outcomes through physical and functional attributes, design priorities and the intended environment.

Lesson structure (120 minutes)

1. 0–10 min · Hook and purpose. Teacher opens the presentation hook and lesson overview with the question, “What would convince a stakeholder that this outcome is worth supporting?” and explains that today’s presentation is an opportunity to communicate technological practice, not simply display a finished product. Students identify one presentation they found convincing and name a feature that made it effective.

2. 10–25 min · Model and unpack. Teacher uses the model presentation sequence to demonstrate a short presentation structure: context and issue, brief and stakeholders, design development, planning and making, testing and feedback, final outcome, fitness for purpose, and next steps. Teacher highlights the difference between describing what happened and explaining why decisions were made. Students annotate the presentation planning and evidence organiser by matching their own project evidence to each section.

3. 25–45 min · Evidence selection. Teacher explains that each student or project team must select only the most relevant evidence, such as research findings, sketches, planning tools, photographs, test results, stakeholder comments and changes made. Students complete the evidence section of the presentation planning and evidence organiser, identifying what each piece of evidence proves. Teacher conferences with groups, checking that claims are linked to the brief, specifications or fitness for purpose.

4. 45–65 min · Build the presentation. Teacher displays presentation requirements and design prompts and sets the requirements: a clear opening, logical sequencing, readable visuals, contribution from every group member, accurate technological vocabulary and a presentation length of approximately four to five minutes. Students prepare slides, speaking notes, physical demonstrations or annotated photographs. They allocate speaking roles, check equipment and record one specific goal for rehearsal. Teacher reminds students to protect user privacy and acknowledge sources of research or feedback.

5. 65–75 min · Rehearsal criteria briefing. Teacher introduces a peer-review process using the final section of the presentation planning and evidence organiser. The review focuses on clarity of the brief, quality of evidence, explanation of design decisions, connection to physical and functional attributes, communication and timing. Students practise their opening and conclusion with a partner, then use the criteria to give one strength and one actionable improvement.

6. 75–105 min · Full rehearsal and refinement. Teacher organises groups of four or five, with students presenting to peers acting as classmates and teachers or other stakeholders. Students deliver their complete presentation, receive questions and record feedback. Each group then revises at least two aspects, such as removing unnecessary content, improving a visual, strengthening the explanation of testing, clarifying a design priority or adjusting timing. Teacher circulates, conducts formative checks and prompts students to justify changes using evidence.

7. 105–120 min · Final check and exit reflection. Teacher uses the rehearsal debrief and final-check prompts to lead a whole-class review: “What must the audience understand by the end?” and “Which evidence most strongly demonstrates fitness for purpose?” Students complete the final checklist on the presentation planning and evidence organiser, identify their remaining preparation task and submit a short reflection stating one improvement made today and why it improves communication.

Resources

• the presentation hook, model sequence, requirements and debrief
• the presentation planning and evidence organiser
• Student mini projects or prototypes
• Project portfolios, briefs and specifications
• Research notes, stakeholder feedback and testing records
• Existing photographs, sketches, diagrams or design files
• Presentation software and shared devices
• Projector, speakers and timer
• Headphones or quiet workspace for groups requiring focused rehearsal

Assessment

• During evidence selection, check that students connect each chosen item to the brief, specifications, design decisions or testing results.
• During rehearsal, assess clarity, technological understanding, contribution, use of evidence, audience awareness and ability to respond to questions.
• Collect the completed organiser and exit reflection to confirm that students have selected a planning tool, reviewed progress and identified a realistic final action before the presentation lesson.

Differentiation

• Provide a presentation storyboard, sentence starters and a visible time structure for students who need support: “Our issue is…”, “The evidence showed…”, “We changed… because…”, and “This is fit for purpose because…”.
• Allow students to use cue cards, recorded narration, annotated visuals or a live demonstration, while retaining the requirement to explain decisions and evidence.
• Give EAL learners a vocabulary bank with terms such as stakeholder, specification, prototype, testing, feedback, physical attribute, functional attribute and fitness for purpose; allow rehearsal with a supportive partner.
• Extend confident students by requiring them to compare an alternative design, justify prioritised attributes, quantify testing results or answer an unprepared stakeholder question.