Presentation Rehearsals

Unit: Celebrating UK Sports Stars

Lesson 8 of 12
Duration: 45 minutes
Class size: 30 students
Year group: 5 (ages 9–10)
Curriculum for Wales Focus:

Expressive Arts Area of Learning and Experience (AoLE)
Languages, Literacy and Communication AoLE

Aim

To enable pupils to confidently rehearse their individual or group presentations on UK sports stars, develop peer feedback skills, and improve speaking and listening techniques, in line with the Curriculum for Wales' emphasis on communication, creativity, and personal and social development.

Learning Objectives

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

Use appropriate voice, tone, and body language to engage an audience during a presentation (Languages, Literacy and Communication, Oracy & Reading, Level 4).
Provide constructive, respectful feedback to peers to support improvements in presentation delivery (Personal and Social Education, Well-being strand, Level 4).
Collaborate effectively in small groups to rehearse and refine presentations (Health and Well-being, Relationships and Identity, Level 4).
Demonstrate self-regulation and reflection on their own confidence and areas for improvement (Cross-curricular Competency: Personal Effectiveness).

Curriculum Connections

Languages, Literacy and Communication AoLE:
- Oracy and Reading, Level 4: Develop and apply spoken language skills to communicate clearly, adapting language and style to suit audience and purpose.
Health and Well-being AoLE:
- Relationships and Identity, Level 4: Collaborate positively with peers and understand how to give and receive feedback.
Expressive Arts AoLE:
- Realisation and Performance, Level 4: Demonstrate skills to perform confidently for an audience, considering expression, clarity, and engagement.

Success Criteria

I confidently rehearse my presentation using clear speech and expressive body language.
I listen carefully to my peers and give kind, helpful feedback.
I can use feedback from others to improve my presentation skills.
I work well with my group, sharing ideas and encouraging each other.

Resources

Presentation notes or cue cards prepared by pupils in previous lessons
Feedback sheets (simple structured template with “What I liked,” “One thing to improve,” and “One question”)
Timer or stopwatch
Whiteboard and markers
“Presentation Tips” poster (voice volume, eye contact, posture, pace)
Optional: digital recorder or tablet for video-recording rehearsals (to support self-reflection)

Lesson Outline

Time	Activity	Details	Differentiation	Assessment Opportunities
0–5 min	Starter: Presentation Warm-up Game

Quick full-class activity: Pupils stand and share their “presentation voice” – loud, clear, and engaging — by reading a single sentence about a chosen UK sports star.
Use a visual signal (e.g., green, amber, red cards) for class to rate volume and engagement from 1–3.
Link warm-up to successful oral communication skills from Curriculum for Wales. |
Support: Provide sentence starters to pupils requiring scaffolding.
Challenge: Advanced learners encouraged to add expression or a gesture. |
Observe participation and confidence during warm-up. |
| 5–10 min | Recap & Group Organisation |
Quick review of success criteria and “Presentation Tips” poster.
Divide class into 6 groups of 5 pupils (or pairs if presentations are individual).
Each group organises order of presentations. |
Use mixed-ability groups so pupils support each other.
Visual schedules for learners who benefit from structure. |
Check understanding of success criteria via thumbs up/down. |
| 10–35 min | Small Group Presentation Rehearsals & Peer Feedback |
Pupils take turns rehearsing their presentations within groups.
Each presenter receives feedback from peers using feedback sheets.
Encourage use of positive language and one suggestion for improvement.
Teacher circulates, modelling feedback phrases, and providing individual support.
Optional: Record presentations for pupils to watch their own delivery. |
Support: Provide sentence frames for peer feedback (e.g., “I liked when you…” “One thing to try next time is…”).
Challenge: Advanced learners encouraged to lead group feedback or focus on integrating rhetorical techniques (e.g., asking a question to the audience). |
Formative assessment through feedback sheets and teacher observation focused on communication skills and teamwork. |
| 35–42 min | Interactive Confidence Boost Activity: ‘Power Poses’ & Vocal Warm-ups |
Teacher leads the class in a short activity using “power poses” (confident standing postures) and vocal exercises to reduce nerves and increase presence.
Discuss the impact of body language on audience engagement (linked to Curriculum for Wales Well-being and Expressive Arts). |
Support: Adapt poses to physical needs of pupils.
Challenge: Pupils create their own “power pose” to share and explain. |
Informal peer and self-assessment on confidence levels before/after activity. |
| 42–45 min | Reflection & Plenary Discussion |
Quick whole-class discussion on what went well and one thing they want to improve for next week’s final presentations.
Pupils complete a short self-reflection prompt:
“Today I felt… about presenting because… One thing I will practise before next time is…” |
Support: Provide sentence starters or allow drawing/alternative expression for those who struggle with writing.
Challenge: Advanced learners reflect on how feedback helped them to grow. |
Collect reflections to inform next lesson planning.

Differentiation Strategies

Visual supports such as posters, cue cards, and feedback templates.
Sentence starters/scaffolded language for giving and receiving feedback.
Mixed-ability groupings for peer support.
Use of technology (e.g., video recording) for self-review for diverse learners.
Allow alternative expression (drawing or oral) during reflection for those with writing difficulties.

Extension Activities

Pupils who finish early can practise presenting to a teacher or TA for further feedback.
Advanced learners prepare a brief Q&A session for their peers to demonstrate mastery of topic and think on their feet.
Pupils may develop a creative prop or visual aid enhancing their presentation skills (linking to Expressive Arts AoLE).

Teacher Notes

Monitor engagement during rehearsals ensuring all pupils have equal opportunity to participate and receive feedback.
Foster a positive and safe learning environment to encourage risk-taking in oral communication.
Use praise specific to effort and improvement rather than solely outcome to support growth mindset.
Use pupil reflections to tailor final preparation lessons towards areas of need (e.g., managing nerves, clear articulation).

This plan aligns closely with the Curriculum for Wales’ holistic vision for communication, well-being, and creativity, preparing pupils to become confident, respectful communicators and collaborators.

Teaching Instructions