Overview

This detailed 6-week lesson plan is designed to guide Year 9 and 10 students through the BTEC Unit DM6: Designing an Interactive Presentation, focusing on esports. It aligns directly with the National Curriculum for England by developing key communication, digital literacy, creativity, and presentation skills pertinent to Key Stage 4 (Years 9 and 10). The lesson plan also incorporates strategies to support SEMH (Social, Emotional, and Mental Health) pupils, ensuring accessibility and wellbeing.

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National Curriculum Links

• Computing Programmes of Study (Key Stage 4):
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Use software to design and create programs, systems, and content.
  • Analyse problems in computational terms through decomposition.
  • Acquire, store, and combine data effectively.
• English Programmes of Study (Key Stage 4):
  • Develop competence in spoken language and formal presentations.
  • Listen and respond appropriately to spoken language.
• Personal, Social and Health Education (PSHE):
  • Develop self-confidence and communication skills.
  • Emotional wellbeing strategies.
• Art & Design / Media Studies (where applicable):
  • Explore design, colour theory, creativity in digital media presentations.

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Weekly Plan Summary

Week	Focus	Duration (mins)	SEMH Adaptations
1	Introduction to esports & assignment briefing	40	Clear step-by-step instructions and visual cues
2	Research & gathering media	40	Flexible options for solo or paired work
3	Drafting presentation; slide structure & design	40	Frequent breaks; one-to-one support available
4	Embedding media & refining slides	40	Scaffolded tasks with checklists
5	Practice presentations & peer feedback	40	Positive reinforcement and small groups
6	Final presentations and self/peer assessment	40	Emotion regulation strategies before public speaking

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Week 1: Introduction & Assignment Briefing

Learning Objectives

• Understand the assignment requirements for the BTEC DM6 unit.
• Explore the esports sector and identify different esports genres or teams.
• Recognise the importance of interactive elements in digital presentations.

Success Criteria

• Can articulate the task goals.
• Identify at least three esports genres or teams.
• Understand what constitutes an interactive presentation.

Activities

1. Starter (10 mins): Group discussion – What is esports? Use video clips/images to engage learners.
2. Teacher Presentation (15 mins): Explain the BTEC Assignment brief. Highlight key requirements, including interactivity and media embedding (video, images, sound).
3. Group Activity (10 mins): Brainstorm possible esports topics for presentations; list ideas on the board.
4. Reflection (5 mins): Students complete a personal goal sheet outlining what they want to achieve in this project.

Assessment

• Formative: Observation of group discussions and completion of goal sheets.

Points to Note for SEMH Pupils

• Provide printed handouts summarising the brief.
• Use clear, simple language.
• Pair students for brainstorming to reduce anxiety.

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Week 2: Research & Media Collection

Learning Objectives

• Conduct focused research on esports topics.
• Begin compiling multimedia resources relevant to chosen esports topic.
• Develop note-taking and referencing skills.

Success Criteria

• Has collected notes and references on the chosen esports topic.
• Identifies and saves at least three different media types for their presentation.

Activities

1. Starter (5 mins): Recap key points from the first session; share any esports news or updates.
2. Research Session (25 mins): Use laptops/tablets to find facts, videos, images, and sound clips linked to their topics.
3. Media Annotation (5 mins): Students list each media asset, its source, and why it’s relevant.
4. Planning Brief (5 mins): Students begin a preliminary slide plan, deciding content flow.

Assessment

• Formative: Review of research notes and annotated media list.

Points to Note for SEMH Pupils

• Offer structured templates for note-taking.
• Allow oral responses for media annotations if writing is challenging.
• Ensure comfortable seating and noise reduction aids.

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Week 3: Presentation Design & Drafting

Learning Objectives

• Draft an interactive presentation outline and slides.
• Apply digital design principles: font size, colour contrast, and slide layout.
• Select media to embed that enhances audience engagement.

Success Criteria

• Produces a draft presentation with an outline of slides.
• Demonstrates initial embedding of media (video, audio, images).
• Uses accessible and clear design elements.

Activities

1. Starter (5 mins): Mini review quiz on design principles.
2. Teacher Demo (10 mins): Show examples of effective interactive presentations emphasising design choices.
3. Workshop (20 mins): Students create slide drafts on PowerPoint or similar tools integrating media.
4. Peer Review (5 mins): Pairs review each other’s drafts and provide positive feedback.

Assessment

• Formative: Draft presentations checked for media integration and design elements.

Points to Note for SEMH Pupils

• Use step-by-step guides for slide creation.
• Build in scheduled breaks.
• Provide one-to-one support for technology use.

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Week 4: Media Embedding & Presentation Refinement

Learning Objectives

• Embed media correctly ensuring no technical errors.
• Refine slide design to enhance interactivity and creativity.
• Practice timing of presentation delivery.

Success Criteria

• Presentation draft contains embedded video, images, and audio with no glitches.
• Design is consistent, creative, and audience-appropriate.
• Presentation can be delivered within 5 minutes.

Activities

1. Starter (5 mins): Brief talk on timing and rehearsing first impressions.
2. Practical (25 mins): Students finalise embedding, adjust timing, and polish slides.
3. Guided Support (10 mins): Teacher addresses technical issues and individual feedback.

Assessment

• Formative: Observation of technical ability embedding media and design refinement.

Points to Note for SEMH Pupils

• Use checklists to track embedding and slide elements.
• Encourage practising in pairs for confidence building.
• Break down timing practice into manageable sections.

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Week 5: Practice Presentation & Peer Feedback

Learning Objectives

• Deliver a rehearsed presentation confidently.
• Demonstrate communication skills appropriate for the audience.
• Receive and provide constructive feedback.

Success Criteria

• Presents slides fluently without reading directly from notes.
• Engages audience using media effectively.
• Gives and receives clear, respectful feedback.

Activities

1. Starter (5 mins): Relaxation and breathing exercises for anxiety.
2. Practice Presentations (25 mins): Students present in small groups; peers and teacher provide feedback.
3. Feedback Session (10 mins): Reflection on feedback and note areas for improvement.

Assessment

• Formative: Observation records of presentation skills and communication.

Points to Note for SEMH Pupils

• Allow options for smaller audience sizes.
• Use positive reinforcement extensively.
• Prepare pupils with visual supports and prompts.

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Week 6: Final Presentation & Assessment

Learning Objectives

• Confidently present the final interactive presentation.
• Communicate clearly and engage the audience throughout.
• Self-assess and reflect on performance.

Success Criteria

• Presentation meets all criteria in the brief, including media embedding and design.
• Demonstrates confident verbal delivery and clear awareness of audience.
• Completes self and peer assessments thoughtfully.

Activities

1. Starter (5 mins): Final rehearsal and calming activities.
2. Final Presentations (30 mins): Each student presents their work to the class.
3. Assessment & Reflection (5 mins): Students complete self-assessment forms, peer reviews, and set future personal goals.

Assessment

• Summative: Teacher observation against BTEC criteria A.P1 to A.D1, B.P2 to B.D2.
• Presentation evidence submitted.
• Observation Record forms completed.

Points to Note for SEMH Pupils

• Allow choice of presenting in pairs if preferred.
• Create a supportive, low-pressure environment.
• Offer written and verbal feedback post-presentation.

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Key Adaptations for SEMH Pupils Throughout

• Use visual timetables and clear lesson objectives displayed.
• Implement mindfulness and emotion-regulation strategies.
• Provide consistent routines and small group work to boost confidence.
• Offer flexibility in work submission formats and presentation styles.
• Assign a buddy system for support during activities.
• Break tasks into smaller, manageable chunks.
• Regular check-ins on wellbeing and progress.

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Resources Needed

• Computers/laptops with presentation software (PowerPoint, Google Slides, etc.)
• Internet access for research and media downloads.
• Headphones for video/audio editing.
• Printed assignment briefs and graphic organisers.
• Video clips/images/audio files related to esports genres.
• Timer for practice presentations.

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Final Notes for Teachers

• This project fosters employability skills aligned with BTEC vocational learning: research, digital content creation, communication, and critical thinking.
• Emphasise creativity and individual expression within the assignment parameters.
• Use live examples of esports to maximise engagement.
• Encourage peer collaboration while respecting individual progress.
• Maintain records for formative and summative assessment aligned with BTEC criteria for tracking student progress effectively.

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This plan provides a structured, creative, and inclusive framework that meets the National Curriculum expectations while supporting diverse learners to succeed in the dynamic field of esports and digital presentation.