Year 3 English · AC9E3LY07

Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories

plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include audience, purpose, vocabulary, visual, multimodal, tone.

Learning target: plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Opinion plus reason

Move from “I liked the story” to “I found the ending effective because the repeated warning built suspense.” The second response gives a judgement and evidence.

Strength of judgement

Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.

Subjective and objective wording

“The brilliant new playground is exciting” evaluates; “the playground opened on Monday” reports a checkable fact. Discuss why a writer may choose either.

Transfer

Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LY07 - Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
Example 1

Opinion plus reason Move from “I liked the story” to “I found the ending effective because the repeated warning built suspense.” The second response gives a judgement and evidence.

Example 2

Strength of judgement Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.

Example 3

Subjective and objective wording “The brilliant new playground is exciting” evaluates; “the playground opened on Monday” reports a checkable fact. Discuss why a writer may choose either.

Example 4

Transfer Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.

Curriculum examplesCopied content

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: researching a topic to prepare an oral or multimodal presentation
  • E2: planning the sequence of ideas and information using techniques such as storyboards
  • E3: adjusting tone and pace to purpose and audience
  • E4: explaining ideas to a peer when planning a presentation
Questions and answersWith answers

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • Feature spotting: Naming a camera angle, colour or sound is not analysis; explain its effect.
  • One fixed effect: Interpret the feature in context and alongside other modes.
  • Separate-mode lists: Explain how image, words and sound reinforce, contradict or qualify one another.
  • Retelling: Analyse how the representation was constructed, not only what it shows.

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Students learn to plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include audience, purpose, vocabulary, visual, multimodal, tone.

Learning target: plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

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