Sharing Fact Files

Lesson Overview

Unit: Anglo-Saxon Fact Files
Lesson Number: 7 of 7
Duration: 60 minutes
Class Size: 30
Age Group: Year 3 (7–8 years old)
National Curriculum Links:

• English – Spoken Language
  • Spoken Language KS2 (Years 3 and 4):
    • Participate in discussions, presentations, performances, role play, improvisations and debates.
    • Speak audibly and fluently with an increasing command of Standard English.
    • Gain, maintain and monitor the interest of the listener(s).
    • Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• English – Reading and Writing (linked objectives)
  • Use relevant strategies to prepare and present spoken presentations.

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WALT (We Are Learning To)

• Present our Anglo-Saxon fact files clearly and confidently to the class.
• Use clear speech, eye contact and expression to engage our audience.
• Listen respectfully and ask relevant questions to our classmates.
• Give and receive positive feedback to help each other improve speaking skills.

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Success Criteria

I can:

• Speak clearly and loudly enough for everyone to hear.
• Show I am interested in my classmates’ presentations by listening carefully.
• Take turns to speak in front of the class.
• Use interesting facts from my fact file to keep my audience engaged.
• Ask and answer questions politely about my classmates’ presentations.
• Share kind and helpful feedback with peers.

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Resources Needed

• Completed Anglo-Saxon fact files (created in previous lessons)
• Display board or projector (optional, if digital presentations are used)
• Feedback forms (simple thumbs-up/thumbs-down or smiley face chart)
• Timer/stopwatch
• ‘Speaker Checklist’ cards (for peer support)
• Seating arranged for audience and presenter space

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Detailed Lesson Plan

1. Starter: Setting the Scene (10 minutes)

• Recap: Briefly revisit what the fact files are about—key features of Anglo-Saxon life, using pupils’ work as examples.
• Explain the WALT and success criteria out loud.
• Introduce the speaking focus: clear voice, eye contact, and enthusiasm.
• Model a short, confident presentation (1-2 minutes) from teacher or a confident pupil, demonstrating good speaking skills.
• Discuss with the class what made the presentation effective.

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2. Main Activity: Presenting Fact Files (40 minutes)

• Organise students into 5 groups of 6. Groups take turns presenting in a rotational format so everyone has a turn as presenter and audience.
• Each pupil has 3-4 minutes to present their fact file.
• Encourage the use of notes, but discourage reading word-for-word to promote natural speech.
• Peers complete a simple 'Speaker Checklist' for each presentation, including:
  • Was their voice clear and loud?
  • Did they make eye contact?
  • Did they share interesting facts?
• After each presentation, allow 1-2 minutes for class Q&A; pupils ask polite questions about the fact file.
• Teacher circulates between groups offering supportive and constructive feedback.

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3. Plenary: Reflect and Celebrate (10 minutes)

• Bring the class together for a whole-group reflection. Ask:
  • What was one thing you did well when presenting?
  • What is one thing you noticed in a classmate’s presentation that was really good?
• Celebrate achievements (e.g., stickers, certificates, applause).
• Highlight how presenting has improved confidence and understanding of Anglo-Saxons.

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Differentiation Strategies

• Support for SEND/Lower Ability:
  • Provide sentence starters for presenting (e.g., “One interesting fact about Anglo-Saxons is…”)
  • Allow small group presentations or paired presentations if speaking alone is challenging.
  • Use visual prompts and fact file bullet points for reference.
• Support for EAL Pupils:
  • Pre-teach key vocabulary to build confidence.
  • Provide bilingual glossaries if available.
  • Allow practise in pairs before group presentation.
• Challenge/Extension for Advanced Learners:
  • Encourage pupils to include rhetorical questions to engage the audience.
  • Ask them to create a short quiz for the audience at the end of their presentation.
  • Suggest using interesting props or pictures from their Anglo-Saxon research.
  • Challenge them to summarise their fact file using persuasive language to ‘sell’ their topic.

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Assessment

• Formative: Teacher observation and notes during presentations focusing on use of appropriate speaking skills linked to success criteria.
• Peer Assessment: Use of ‘Speaker Checklist’ and feedback comments by classmates.
• Self-Assessment: Pupil reflection verbally during plenary on their own speaking progress.

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Cross-Curricular Links

• History: Further understanding of Anglo-Saxon Britain through sharing research.
• PSHE: Building confidence, respect, and positive communication skills within a group setting.
• ICT (optional): If digital or visual presentations are used, pupils apply ICT skills in creating and displaying fact files.

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Teacher Notes / Tips

• Circle seating or a “presentation stage” can help create a formal speaking environment.
• Use a visual timer to support time management for presentations.
• Positively highlight even small improvements in speaking to encourage reluctant pupils.
• Consider recording presentations (audio or video) for later review or sharing with parents.

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This final lesson of the unit aims not only to consolidate historical knowledge but also to build essential spoken language skills, in full alignment with the National Curriculum requirements for Year 3 pupils in England.