Delivering Presentations

Unit: Celebrating UK Sports Stars

Lesson: 9 of 12
Duration: 45 minutes
Class size: 30 students
Age: Year 5 (9-10 years old)
Curriculum for Wales Context: Developing skills in Literacy and Communication; Personal and Social Education; and cross-curricular competencies.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Deliver a persuasive speech confidently and clearly, using appropriate tone, pace, gesture, and eye contact.
• Demonstrate understanding of key content about a chosen UK sports star.
• Offer and receive constructive feedback focusing on presentation skills and speech clarity.
• Reflect on their own and peers’ presentations to identify strengths and areas for improvement.

Curriculum for Wales References:

• Literacy and Communication (L&Comm):
  • L&Comm 5-1a: “Express ideas clearly and with increasing confidence using appropriate vocabulary, ways of speaking, and formats.”
  • L&Comm 5-10b: “Deliver presentations to express a point of view to an audience.”
• Personal and Social Education (PSE):
  • PSE 5-3c: “Demonstrate receptive and responsive communication when working with others.”
• Cross-curricular skills: Oracy, Critical Thinking, and Digital Competency

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Success Criteria

• I speak clearly with an appropriate volume and pace.
• I maintain good eye contact and use body language to support my message.
• I keep to my main points and use persuasive language.
• I listen carefully to others’ presentations and give helpful feedback.
• I can identify ways to improve my own presentation skills.

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Resources

• Pupils’ previously prepared persuasive speeches (handwritten or typed draft).
• “Presentation Skills” checklist (prepared by teacher).
• Feedback forms with simple success criteria.
• Timer or stopwatch.
• Visual aids: posters/photos of UK sports stars (optional).
• Whiteboard and markers.

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Lesson Outline

Starter (5 minutes)

• Activity: Quick “Engage and Warm-up”
  • Teacher models a 1-minute mini-presentation about a famous UK sports star, deliberately demonstrating some strengths (clear voice, eye contact) and some areas for improvement (too fast, little gesture).
  • Brief discussion: “What did I do well? What could I do better next time?”
• Purpose: Refresh pupils’ memory on presentation skills and set the tone for self and peer assessment.

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Main Activities (35 minutes)

1. Presentation Delivery (25 minutes)

• Pupils deliver their prepared persuasive speeches to the class (2–3 per group or 5 groups total) or in small groups if time is limited.
• Each pupil has between 2 to 3 minutes.
• Teacher and peers use the “Presentation Skills” checklist to listen actively, making notes on content, volume, clarity, body language, and persuasive language.

Differentiation:

• Support: For pupils with speech anxiety or additional learning needs, provide an option to present to a smaller audience (3-4 peers) with teacher support or use assistive technology (e.g., speech-to-text for reference).
• Visual aids: Support pupils who struggle to remember speeches by allowing use of key prompt cards.
• Language scaffold: Provide sentence starters and phrase banks with persuasive phrases (e.g., “I strongly believe…”, “One key reason is…”) before presentations.

2. Peer and Teacher Feedback (10 minutes)

• After each presentation, 1-2 peers give feedback using positive language and the “Two Stars and a Wish” method (two things done well + one suggestion).
• Teacher provides focused feedback on delivery and content clarity.
• Pupils record at least one positive comment and one constructive suggestion on their feedback forms.

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Plenary (5 minutes)

• Whole-class reflection: Teacher invites volunteers to share what they learned about speaking and feedback today.
• Pupils self-assess their confidence using a simple “traffic light” system (green = confident, amber = OK, red = need more practice).
• Set targets for next lesson: “How will I improve my presentation skills for the final performance in lesson 12?”

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Extension Activities (For Advanced Learners)

• Encourage confident speakers to include rhetorical questions, humour, or short anecdotes about their sports star during their presentation to increase audience engagement.
• Guide pupils to integrate a brief slide or visual aid (digital or poster) to accompany their speech.
• Challenge pupils to evaluate peer presentations more deeply, linking feedback to specific persuasive techniques and language features.

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Assessment

• Formative assessment through observation of presentation skills and peer feedback quality.
• Completed feedback forms as evidence of listening, understanding, and evaluation skills.
• Self-assessment reflection on growth in oracy competence.

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Additional Notes for Teachers

• Create a safe, supportive atmosphere that values effort to build confidence in speaking aloud.
• Use a timer strictly to ensure fairness and keep to schedule.
• Consider video-recording some presentations (if appropriate permissions are in place) for pupils to see their own performance and for later self-reflection.
• Remind pupils of non-verbal communication—encourage smiling, open posture, and natural gestures to increase impact.

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This lesson best supports the Curriculum for Wales goal of enabling learners to develop effective oracy skills and critical, reflective thinking within authentic contexts. The peer feedback process also fosters positive social interaction and responsibility, vital competencies across the curriculum.