Creating Presentations

Overview

This 80-minute lesson is the third of four in the unit Icons of Change: Mandela. It focuses on developing students’ ability to organise and present historical research effectively, specifically on Nelson Mandela’s life, legacy, and impact. Students will select a presentation format that best suits their learning style and begin crafting their work, applying key historical skills aligned with the National Curriculum for England (Year 8).

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National Curriculum Links

History - Key Stage 3 (Years 7-9)

• Pupils should be taught to:
  • understand the complexity of people’s lives, the process of change, the diversity of societies, and relationships between different groups
  • ensure that notes and writing are organised to present knowledge clearly
  • use a range of communication methods, including extended writing and presentation software, to convey ideas and historical understanding
  • construct their own structured accounts, including written narratives and analyses of past events and developments

English (Spoken Language) - Key Stage 3

• Pupils should be taught to:
  • plan and deliver presentations effectively, adapting speech for different audiences and purposes

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Learning Objectives

By the end of this session, students will be able to:

1. Select and justify an appropriate presentation format (PowerPoint, brochure, or essay) to communicate key aspects of Nelson Mandela’s life and legacy.
2. Organise and structure research findings into a coherent outline for their chosen format.
3. Apply historical thinking to highlight Mandela’s significance as an icon of change.
4. Demonstrate effective presentation skills appropriate to their chosen format.
5. Use feedback and teacher guidance to improve clarity and historical accuracy in their presentation.

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Resources

• Student research notes/materials from previous lessons
• Laptops/tablets with PowerPoint or word processing software
• Brochure templates (printed or digital)
• Projector and whiteboard
• Lesson handout: “Checklist for Effective Presentations”
• Peer feedback forms

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Lesson Structure

1. Starter Activity (10 minutes)

Objective: Activate prior learning and set focus.

• Recap key points about Nelson Mandela’s life and legacy through a quick class discussion.
• Display 3 quick questions on the board:
  1. What is the most important thing you’ve learned about Mandela so far?
  2. Which presentation format helps you explain ideas best – writing, slides, or something else?
  3. What do you think makes a presentation impactful?
• Students jot down quick responses and briefly share with the class to promote engagement.

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2. Presentation Format Selection (10 minutes)

Objective: Students select presentation format and set personal targets.

• Teacher briefly explains the pros and cons of each format:
  • PowerPoint: visual, dynamic, good for summarising and images
  • Brochure: creative, concise, audience-focused
  • Essay: detailed analysis, text-based, structured arguments
• Students claim their preferred format and note what they aim to achieve (e.g., clear message, appealing design).
• Teacher circulates to discuss individual choices and align expectations.

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3. Organising Research and Creating Outlines (35 minutes)

Objective: Structure content logically and start drafts/outlines.

• Students work individually or in pairs (if preferred) to:
  • Group their research under three headings: Mandela’s Life, Impact, and Legacy as an Icon.
  • Use a handout scaffold to outline key points and examples under each heading.
  • For PowerPoint: Plan slide titles and main bullet points.
  • For Brochure: Decide sections and key messages for front/back panels.
  • For Essay: Draft a thesis statement and paragraph outlines.
• Teacher guides by offering feedback on clarity, historical depth, and use of evidence.
• Encourage use of timelines, quotes, and images as supporting materials.

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4. Presentation Skills Mini-Workshop (15 minutes)

Objective: Students learn techniques to strengthen their presentations.

• Teacher delivers a short interactive session:
  • Tips for engaging introductions and conclusions
  • Using clear, concise language and avoiding jargon
  • Effective use of visuals (if digital/brochure)
  • Essay writing tips: linking paragraphs and strong topic sentences
  • Practising pacing and voice projection for oral presentations (even if not explicitly required, good to enhance confidence)
• Students add notes to their outlines or plans incorporating these techniques.

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5. Plenary and Reflection (10 minutes)

Objective: Self-assess and set goals for next lesson.

• Using peer feedback forms, partners exchange outlines and provide positive feedback plus one suggestion for improvement.
• Each student shares one key strength and one area to improve before the next lesson (where they will complete and polish their presentation).
• Teacher summarises key takeaways and reminds students of assessment criteria, focusing on historical content accuracy and communication skills.

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Assessment

• Formative assessment through observation while students outline and plan.
• Peer feedback to develop reflective skills.
• Teacher review of outlines/first drafts to ensure depth and organisation.
• Use of “Checklist for Effective Presentations” to self-assess against the learning objectives.

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Differentiation

• Provide sentence starters/scaffolded templates for essay writing or brochure text.
• Extend challenge by encouraging some students to incorporate quotes from Mandela’s speeches or letters.
• Offer extra tech support and one-to-one guidance for students selecting the PowerPoint format.
• Allow oral presentation option for students who find written tasks challenging as a complementary skill.

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Extension Ideas

• Homework: Draft the introduction paragraph or first brochure panel with focus on a compelling hook.
• Creative Challenge: Design a symbolic image or logo representing Mandela’s legacy for inclusion in their presentation.

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Notes for Teachers

• Encourage students to think critically about why Mandela is an icon — beyond dates and facts — to include his values and global influence.
• Reinforce the link between historical understanding and communication: good historians must present clear, supported arguments.
• Use this opportunity to build IT literacy alongside history, reflecting cross-curricular skills in the national curriculum.