Year 4 English · AC9E4LY07

Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument

plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, 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, context, language, vocabulary, sentence, visual.

Learning target: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Build the sentence

Start with “Birds fly.” Add precise information: “Small shorebirds fly quickly across the inlet.” Identify what each added word or group contributes.

Clause relationship

Compare “We stayed inside because it rained” with “It rained, so we stayed inside.” Both connect ideas, but the clause structure foregrounds the relationship differently.

Grammar changes meaning

Compare “The dog chased the ball” with “The ball was chased by the dog.” The event is similar, but the sentence foregrounds different information.

Transfer

Students change one grammatical feature in a new sentence, then explain what changed in meaning, emphasis, time or detail.

Clean visual examplesOne-page board

Clean one-page examples

AC9E4LY07 - Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
Example 1

Build the sentence Start with “Birds fly.” Add precise information: “Small shorebirds fly quickly across the inlet.” Identify what each added word or group contributes.

Example 2

Clause relationship Compare “We stayed inside because it rained” with “It rained, so we stayed inside.” Both connect ideas, but the clause structure foregrounds the relationship differently.

Example 3

Grammar changes meaning Compare “The dog chased the ball” with “The ball was chased by the dog.” The event is similar, but the sentence foregrounds different information.

Example 4

Transfer Students change one grammatical feature in a new sentence, then explain what changed in meaning, emphasis, time or detail.

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: reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
  • E2: exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
  • E3: choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
  • E4: rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
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 structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, 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, context, language, vocabulary, sentence, visual.

Learning target: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume

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