Presentation Planning

Unit: Celebrating UK Sports Stars

Lesson 6 of 12

Duration: 45 minutes
Class Size: 30 Year 5 students

Curriculum for Wales Alignment

Curriculum Area:

Expressive Arts: Literacy and Communication – focusing on Oracy and discussions
Health & Well-being: Developing understanding of physical activity and its benefits
Cross Curricular Skills: Literacy (speaking and listening), Digital Competence (organising ideas collaboratively)

Relevant Curriculum for Wales Learning Outcomes and Statements of What Matters (SoW):

Literacy and Communication:
- LIT 5-01a: Listen and respond to others, recognising the purpose and main points, and contribute ideas and information in discussions.
- LIT 5-05c: Plan and organise ideas and information to present a clear and coherent explanation or argument.
Health & Well-being:
- HWB 5-01: Understand the importance of physical activity in daily life and discuss its impact on physical and mental well-being.
Personal and Social Development:
- PSD 5-09a: Work effectively and respectfully with others, sharing ideas, giving feedback, and building on the contributions of others.

Statements of What Matters (SoW):

I can use technology and group collaboration to share ideas and present work.
Physical activity supports health and well-being, and I can explain why it matters.
I can plan and deliver persuasive presentations on important topics.

Learning Objectives

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

Outline key ideas for a persuasive presentation promoting physical activity.
Collaborate in small groups to exchange and develop ideas.
Give and receive constructive peer feedback on presentation outlines.
Demonstrate an understanding of persuasive techniques appropriate for their audience.

Success Criteria

I can create a clear outline with a beginning, middle, and end, showing my reasons for promoting physical activity.
I can share my ideas confidently and listen to others in my group.
I can suggest improvements to my peers’ presentation plans in a respectful way.
I can use persuasive language and connect ideas logically.

Resources Needed

Presentation Planning Template (printed worksheet with sections: Introduction, Main Arguments, Examples, Conclusion)
Large sheets or whiteboards for group brainstorming
Colourful pens and sticky notes
Timer or visible clock
Optional: Tablets or laptops for digital collaboration (if available)

Lesson Structure

1. Starter - Engaging Introduction (5 mins)

Teacher recaps previous lessons on “Celebrating UK Sports Stars” and the importance of physical activity.
Show a brief, energetic video clip (1-2 mins) featuring UK sports stars emphasizing physical fitness. (Can be pre-downloaded to avoid tech delays.)
Quick whole-class discussion: “Why do you think keeping active is important?” Students share 2-3 ideas aloud.

Differentiation: Prompt key vocabulary on the board for students with language needs; allow use of sentence starters.

2. Explanation and Modelling (7 mins)

Teacher models how to plan a persuasive presentation outline using the template.
Highlights structure: introduction with hook, three main arguments with examples (e.g., health benefits, social time, mental well-being), and a strong conclusion.
Introduce persuasive language features: rhetorical questions, emotive words, facts/statistics.

Extension: Advanced students generate two persuasive phrases/examples to include in their presentation.

3. Group Collaborative Brainstorming (15 mins)

Arrange students into groups of 4-5. Each group collaborates using the template to outline a persuasive presentation.
Teacher circulates, scaffolding ideas and prompting them to give reasons and examples.
Each group uses sticky notes to jot main points and stick them onto a large brainstorming sheet to visualise ideas collectively.

Differentiation:

Provide sentence starters/prompts for students with SEND (e.g., “One reason why physical activity is important is...”)
Use peer pairing to support focused students.

Extension: Encourage groups with advanced learners to create one short persuasive opening line or rhetorical question.

4. Peer Feedback and Refinement (10 mins)

Groups exchange outlines with another group.
Use simple feedback frames:
- “One thing I liked was...”
- “One question I have is...”
- “One idea to make it even better is…”
Groups discuss feedback and refine their outlines accordingly.

Differentiation: Support students who struggle with peer feedback by giving clear sentence frames and encouraging positive language.

5. Plenary - Sharing & Reflection (8 mins)

Groups share one key persuasive argument from their outline with the class.
Teacher facilitates a brief reflection on the process of planning and working together.
Ask: “How did working in a group help your ideas develop?” and “What will you focus on when delivering your presentation next time?”

Assessment

Formative assessment through observation of group discussions and participation.
Review of presentation outlines for clarity, structure, and use of persuasive language.
Teacher notes which students require additional support or extension.

Home Learning Extension (Optional)

Students research a UK sports star of their choice and prepare two additional facts to include in their presentations for lesson 7.
Advanced learners create a short persuasive script to practise at home.

Additional Notes for Teachers

Encourage use of positive language during peer feedback to build learner confidence.
Rotate groupings across lessons to diversify collaboration opportunities.
Use digital tools like Padlet or Jamboard if available for virtual brainstorming and to engage digital competence.
Integrate well-being check-ins by reinforcing the mental and social benefits of physical activity alongside physical benefits.

This lesson fosters oracy, collaboration, and literacy skills while reinforcing physical and mental well-being in line with Curriculum for Wales. It supports all learners with scaffolded support and opportunities for challenge, empowering students to communicate persuasively about a vital health topic.

Teaching Instructions