AC9E2LY07: Create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

1. Outcome Overview & Core Concepts

Effective presentations have a clear structure, accurate topic words, useful visual support and delivery choices that help the audience follow the message.

Learning target: create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

Big idea: Present ideas clearly using structure, vocabulary, tone, volume and pace

Learning routine: Plan → Create support → Rehearse → Deliver → Reflect

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Use a four-part presentation planner and select one purposeful visual.
2. Build or improve — Rehearse twice, changing pace, volume or pause after peer feedback.
3. Explain your choice — Use the words rehearse, delivery, audience to explain what you changed and why.

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

• E1: preparing and delivering oral presentations using more formal language and specific vocabulary about content area topics
• E2: sequencing ideas, points or events appropriately
• E3: adjusting volume and tone when speaking in more formal situations

3. Common Student Misconceptions

• Reading slides word for word: Use short prompts and speak to the audience.
• Loud equals clear: Use suitable volume plus steady pace and precise articulation.
• Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

• Why rehearse?
• What should an opening do?
• How can pace help?
• When is a visual useful?

Mastery evidence

• Plan presentation structure
• Use topic vocabulary
• Choose visual support
• Vary delivery

Revision Notes

• Remember: Present ideas clearly using structure, vocabulary, tone, volume and pace
• Use the routine: Plan → Create support → Rehearse → Deliver → Reflect
• Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
• Self-check: change the example slightly and see whether the same reasoning still works.

Curriculum equivalents for Create, rehearse and deliver short oral and/or multimodal presentations for...

Mapped skill: create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E2LA01: Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
• AC9E2LA02: Explore how language can be used for appreciating texts and providing reasons for preferences
• AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LA04: Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
• AC9E2LA06: Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07: Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA08: Understand that images add to or multiply the meanings of a text