Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features | Year 6 English

What students learn in AC9E6LY07

Students learn to plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.

Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.

Success looks like

identify the relevant feature, strategy or text choice
use precise English metalanguage
support the answer with specific evidence
explain the effect in context
apply or revise the choice for a new audience and purpose

Key vocabulary

mode: a channel of meaning such as words, image, sound, gesture, layout or movement
salience: how strongly an element attracts attention
sequence: the order in which ideas or images are presented

Use these terms only when they help explain the actual example. Avoid dropping metalanguage into an answer without showing the evidence.

Concept model and worked thinking

Use the evidence-to-effect routine

What to notice	How to test it	Evidence of mastery
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features	plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features	student explains the effect or reason
second context	apply the same idea in a new text	student transfers the idea
check	explain the effect with evidence	student justifies with precise evidence

Name the feature, strategy or choice.
Quote, describe or point to the exact evidence.
Explain what the evidence does for meaning, clarity, representation, relationship or audience response.
Check the explanation against the purpose of the whole text or task.

Worked transfer

Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised.

Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?

Curriculum coverage and elaborations

Content description: plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

Descriptor focus: plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

Common misconceptions

Visuals are decoration — Images, layout, sound and sequence can carry essential meaning.
One feature has one fixed effect — Explain the effect in this context and with the surrounding text.
Modes analysed separately only — Show how words, images and sound reinforce, extend or challenge each other.
Accessibility ignored — Captions, labels and clear layout help audiences access meaning.

Guided learning activities

1. Annotate a model example

Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.

2. Compare two versions

Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.

3. Create, justify and revise

Students create a short response or text using the focus skill, justify the key choice and revise one part after feedback.

Revision Notes

Exam routine: feature or strategy → evidence → effect → context → check.

Important questions

Identify the exact feature or strategy in plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features. Answer with precise evidence and a short explanation.
Point to the evidence that supports the answer. Answer with precise evidence and a short explanation.
Explain how the choice changes meaning, effect, clarity or audience response. Answer with precise evidence and a short explanation.
Apply the idea in a fresh sentence, text extract, discussion or multimodal example. Answer with precise evidence and a short explanation.
Revise one answer or created text using the success criteria. Answer with precise evidence and a short explanation.

Support, core and extend

Support: provide a short model, limited choices and sentence stems such as “The feature is …”, “The evidence is …”, and “This affects meaning by …”.
Core: use an unseen example and require evidence plus a context-specific explanation.
Extend: compare two texts, modes, audiences or drafts and evaluate which choices are most effective.

AC9E6LY07 Teacher Slides

Project the fixed branded slide deck one slide at a time. Use it with the same evidence-to-effect routine taught in this topic guide.

Open Classroom View

How to use this unit

Learn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.

🎥 Optional Video Lesson

The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.

Back to the lesson

Before you watch:

Pause after each worked example.
Try the examples yourself.
Return to the SkillrHub lesson before continuing.

Recommended: Using Examples to Make a Point

Khan Academy — Develop a presentation’s main idea with clear reasons and relevant examples.

As you watch: Which example makes the main point clearer for a listener?

Load video player Loads YouTube in this lesson. See the video notice below.

Try it: Plan and rehearse a one-minute talk on a school issue. Include a claim, supporting example and one visual; vary your pace to emphasise the main idea.

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Curriculum equivalents: Victoria, NSW and international

Curriculum equivalents for Plan, create, rehearse and deliver spoken and multimodal presentations that...

Mapped skill: plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

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.

Region	Curriculum framework	Closest level or code
Australia	Australian Curriculum v9.0	AC9E6LY07 · Year 6
Victoria	Victorian Curriculum F–10 Version 2.0 — English	VC2E6LY07 · Level 6
New South Wales	NSW English K–10 Syllabus (2022)	EN3-OLC-01 · Stage 3
United States (USA)	Common Core State Standards for English Language Arts	Grade 6
Canada (Ontario)	Ontario Curriculum — English	Grade 6
United Kingdom (England)	National Curriculum in England — English	Year 7, Key Stage 3
India	NCERT / CBSE — English	Class 6

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.

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Topic reference: AC9E6LY07 — AC9E6LY07: Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

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Official curriculum references

Related Year 6 English topics

Learn: Spoken and multimodal presentations

Learning intention: Plan, create, rehearse and deliver for a defined audience and purpose, coordinating structure, spoken language, voice, gesture, timing and visual or digital elements so each mode contributes meaning.

How to think

Name the precise strategy or choice.
Point to exact evidence.
Explain how it serves meaning, audience or purpose.
Check the claim against the whole task.
Apply or revise deliberately.

Strategy	Original example	Why it works
audience and purpose	A science presentation for families defines technical terms and demonstrates one safe experiment.	Content and explanation are adapted to what the audience needs and knows.
spoken structure	The speaker previews three points, signals each transition and synthesises them at the end.	Verbal signposts help listeners follow information they cannot reread instantly.
opening	A brief question—“Where does our lunch waste go?”—introduces the investigation.	The relevant question activates curiosity and establishes purpose.
evidence explanation	The speaker shows a graph, names the trend and explains its relevance to the proposal.	Spoken interpretation connects visual evidence to the central claim.
voice projection	The presenter uses clear volume without shouting and faces the whole room.	Controlled projection makes speech audible and respectful.
pace and pause	The speaker slows before a key statistic and pauses afterwards.	Pacing gives listeners time to process and signals importance.
intonation	The voice rises on the genuine question and falls on the final recommendation.	Pitch movement distinguishes inquiry from confident closure.
gesture and eye contact	A gesture traces the process diagram while the speaker explains each stage.	The movement directs attention and coordinates spoken and visual information.
slide design	One slide shows a labelled diagram and six key words rather than a full script.	Low text density supports listening and makes the visual readable.
multimodal coordination	A short audio clip demonstrates frog calls before a map identifies habitats.	Each mode contributes different evidence in a planned sequence.
rehearsal	The group times transitions, tests media and practises recovery if a video fails.	Rehearsal improves fluency, timing, coordination and resilience.
question response	The presenter paraphrases an audience question, answers with evidence and admits one limit.	The response confirms understanding and maintains credibility.

Common mistakes

Slides should contain every word the speaker says. Replace the absolute rule with an evidence-based explanation.
Adding more media automatically improves meaning. Replace the absolute rule with an evidence-based explanation.
Rehearsal means memorising every word exactly. Replace the absolute rule with an evidence-based explanation.
A confident presenter should pretend to know every answer. Replace the absolute rule with an evidence-based explanation.

Check your understanding

Apply the strategy to an unfamiliar text or communication task. Name the choice, cite evidence, explain its effect and justify one improvement.