Year 8 English · AC9E8LY07

Plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes

Learn spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

We are learning spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical and explaining how specific choices affect meaning, purpose and audience response.

Australian Curriculum target: plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical

Core concepts

  • plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical
  • evidence → context → effect reasoning

Success criteria

  • Identify a precise language or text choice.
  • Use the surrounding context as evidence.
  • Explain the effect on audience, relationship, purpose or reader response.
  • Transfer the explanation to a new example.

Useful prior knowledge

  • Read a short text closely.
  • Locate a phrase, structural choice or visual/text feature.
  • Use a complete sentence to explain an effect.
Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Choice → context → effect

Teacher model: Do not stop at naming a technique. Show the evidence, place it in context and explain the effect.

  1. Choice: Identify the exact word, structure or text feature connected to plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical.
  2. Context: Explain who is speaking or writing, for whom, and what the text is doing.
  3. Effect: Explain how the choice shapes meaning, relationship, purpose or reader response.

E1: Connect purpose to meaning and audience effect

This example focuses on integrating multimodal features in a spoken presentation to support the audience’s understanding. Students identify the relevant purpose, cite the exact evidence, and explain how it shapes meaning or audience response.

Teacher move: Highlight the exact wording that shows purpose. Ask students to connect that evidence to integrating multimodal features in a spoken presentation to support the audience’s understanding and then name the audience effect.

Ask: Which choice is evidence, and what effect does it create for the audience?

E2: Connect structure to meaning and audience effect

This example focuses on choosing vocabulary and sentence structures, and using literary devices such as similes, metaphors and personification to meet perceived audience needs. Students identify the relevant structure, cite the exact evidence, and explain how it shapes meaning or audience response.

Teacher move: Highlight the exact wording that shows structure. Ask students to connect that evidence to choosing vocabulary and sentence structures, and using literary devices such as similes, metaphors and personification to meet perceived audience needs and then name the audience effect.

Ask: Which choice is evidence, and what effect does it create for the audience?

E3: Connect evidence to meaning and audience effect

This example focuses on selecting features of voice. Students identify the relevant evidence, cite the exact evidence, and explain how it shapes meaning or audience response.

Teacher move: Highlight the exact wording that shows evidence. Ask students to connect that evidence to selecting features of voice and then name the audience effect.

Ask: Which choice is evidence, and what effect does it create for the audience?

Worked examplesWe do

Worked examples

AC9E8LY07 - Plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical
Example 1

Step 1: Explicit Teaching & Modelling Highlight one phrase, structure or image. Students: Name the exact choice and describe what it makes the reader notice.

Example 2

Step 2: Guided Analysis Place two versions side by side. Students: Identify what changes and explain why the change matters.

Example 3

Step 3: Collaborative / Independent Practice Model choice → context → effect. Students: Build a complete analytical sentence.

Example 4

Step 4: Formative Assessment Remove the worked example. Students: Apply the frame independently. Check: Explain how one deliberate choice shapes meaning in plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical.

Curriculum examplesCopied content

Curriculum Coverage & Elaborations

The content description is the required target. Elaborations are useful examples and contexts, not a disconnected checklist.

  • E1: integrating multimodal features in a spoken presentation to support the audience’s understanding
  • E2: choosing vocabulary and sentence structures, and using literary devices such as similes, metaphors and personification to meet perceived audience needs; for example, when debating a topic or creating a voiceover for a media presentation
  • E3: selecting features of voice, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented
  • E4: collaborating with peers to develop a persuasive advertising campaign about a contemporary issue
Questions and answersWith answers

Practice Thought & Formative Assessment

Explain how one deliberate choice helps a reader understand spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical.

What a strong response should show: The response identifies a precise language or text choice, places it in context and explains its effect on audience, relationship, purpose or reader response.

Students should transfer the idea to a fresh text or composition rather than reproduce the worked example.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • A feature name is enough to prove an interpretation: Use the frame: ‘The choice ___ suggests/positions ___ because ___.’
  • Effect means whether the student personally likes the text: Replace preference with an audience effect supported by the exact wording or structure.

Do not overteach

  • Do not require university-level terminology or theory.
  • Do not treat one interpretation as valid without evidence.
  • Do not replace close reading with plot summary or personal preference.

Practice Thought & Formative Assessment

Explain how one deliberate choice helps a reader understand spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical.

What a strong response should show: The response identifies a precise language or text choice, places it in context and explains its effect on audience, relationship, purpose or reader response.

Students should transfer the idea to a fresh text or composition rather than reproduce the worked example.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

We are learning spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical and explaining how specific choices affect meaning, purpose and audience response.

Australian Curriculum target: plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical

Core concepts

  • plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical
  • evidence → context → effect reasoning

Success criteria

  • Identify a precise language or text choice.
  • Use the surrounding context as evidence.
  • Explain the effect on audience, relationship, purpose or reader response.
  • Transfer the explanation to a new example.

Useful prior knowledge

  • Read a short text closely.
  • Locate a phrase, structural choice or visual/text feature.
  • Use a complete sentence to explain an effect.

5. Accurate International Curriculum Mapping

The Australian Curriculum code is exact. International entries are current closest alignments for planning and discovery, not one-to-one code equivalents.

RegionEnglish / ELA curriculumClosest alignment
AustraliaAustralian Curriculum v9.0AC9E8LY07 — plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical
VictoriaVictorian Curriculum F–10 Version 2.0 EnglishLevel 8 English — closest Language, Literature or Literacy alignment; use the Victorian outcome wording when planning local assessment.
NSWEnglish K–10 Syllabus (2022)Stage 4 — closest NSW English outcome alignment; use as a planning comparison rather than a one-to-one code conversion.
United StatesCommon Core State Standards for ELA/LiteracyGrade 8 closest alignment across Reading, Writing, Speaking and Listening, or Language according to the outcome focus.
EnglandNational curriculum in England: EnglishKey Stage 3 — closest reading, writing, spoken-language, grammar or literary-analysis programme-of-study alignment.
CanadaProvincial English Language Arts curriculaGrade 8 broad English Language Arts alignment; exact outcomes vary by province or territory.
New ZealandThe New Zealand Curriculum – English Years 0–10 (2025 statement)Phase 3 (Years 7–8) — closest oral language, reading/writing or Text Studies/Language Studies alignment; in effect from 1 January 2026.
IndiaNCERT / CBSE English Language and LiteratureClass 8 broad language, reading, writing or literature alignment; verify the current local course specification.
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