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Presentation Rubric

Presentation Rubric
View Curriculum Codes   
Description

Created as a resource request from one of our member teachers, this rubric and self-assessment is designed to be used for any student doing any sort of presentation or public speaking. It is best provided to students at the beginning of the unit of work to clearly outline expectations.

Curriculum Codes

AC9E3LY07 9

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

AC9E6LY07 9

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

AC9E1LY02 9

Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions

AC9E4LY02 9

Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

AC9E1LY07 9

Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace

AC9EFLY07 9

Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume

AC9E4LY07 9

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

AC9E2LY02 9

Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

AC9E2LY07 9

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

AC9E5LY02 9

Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea

AC9E3LY02 9

Use interaction skills to contribute to conversations and discussions to share information and ideas

AC9E6LY02 9

Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions

AC9E5LY07 9

Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

ACELY1796 8.4

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

ACELY1700 8.4

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

ACELY1816 8.4

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

ACELY1688 8.4

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently

ACELY1710 8.4

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

ACELY1792 8.4

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

ACELY1667 8.4

Rehearse and deliver short presentations on familiar and new topics

ACELY1689 8.4

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences

ACELY1789 8.4

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

ACELY1657 8.4

Make short presentations using some introduced text structures and language, for example opening statements

ACELY1788 8.4

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

ACELY1677 8.4

Plan and deliver short presentations, providing some key details in logical sequence

ACELY1647 8.4

Deliver short oral presentations to peers

ENe-1A old

Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

EN1-1A old

Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

EN1-6B old

Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts

EN2-6B old

Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

EN2-1A old

Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

EN3-1A old

Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

EN3-8D old

Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

EN3-UARL-02 new

Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

ENE-UARL-01 new

Understands and responds to literature read to them

EN3-UARL-01 new

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-HANDW-02 new

Selects digital technologies to suit audience and purpose to create texts

EN3-HANDW-01 new

Sustains a legible, fluent and automatic handwriting style

EN1-OLC-01 new

Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

EN3-SPELL-01 new

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-CWT-01 new

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language

EN3-VOCAB-01 new

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

EN1-UARL-01 new

Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

EN1-REFLU-01 new

Sustains reading unseen texts with automaticity and prosody and self-corrects errors

EN3-OLC-01 new

Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

EN2-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-HANDW-02 new

Uses digital technologies to create texts

EN2-SPELL-01 new

Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

EN2-CWT-03 new

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02 new

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-01 new

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-VOCAB-01 new

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

VCELY337

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills

VCELY338

Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

VCELY275

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications

VCELY366

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience

VCELY367

Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

VCELY245

Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

VCELY244

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner

VCELY308

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements

VCELY211

Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language

VCELY307

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills

VCELY210

Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others

VCELY175

Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact

VCELY276

Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume

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