Outcomes and Skills
This unit treats speaking and creating as connected acts. A student who can explain a design choice can make one; a student who can tell a story aloud can hear the rhythm of a written sentence.
The skill map
| Skill | What it looks like | Formative evidence |
|---|---|---|
| Speaking | Shape talk for a purpose, audience and setting. | A one-minute explanation with a clear opening and close. |
| Discussion | Listen, build, question and disagree with reasons. | An annotated discussion map or observer notes. |
| Presentation | Design slides and speak around them. | A three-slide sequence and a rehearsal note. |
| Storytelling | Use pace, repetition, gesture and silence. | A recorded or live two-minute story. |
| Description | Select sensory detail and control sentence rhythm. | A descriptive paragraph with revision marks. |
| Film reading | Analyse shot, movement, editing and sound. | An annotated storyboard or scene notes. |
| Visual text | Read composition, colour, line and page turns. | A designed page and a short rationale. |
| Research | Ask a question, judge sources and attribute. | A source table with a judgement for each source. |
| Collaboration | Plan, share roles and meet commitments. | A group plan and an individual contribution note. |
| Publishing | Choose a format, check access and publish. | A finished multimodal piece and a checklist. |
How the skills connect
Speaking gives students a reason to structure ideas. Discussion tests those ideas against other people. Presentation design teaches selection and emphasis. Storytelling and description build voice and sensory control. Film and picture-book study show how images carry meaning. Research supplies credible material. Group work and publishing turn the material into something another person can experience.
What success looks like
- Students make choices for an audience, not just for the teacher.
- They can explain why a slide, shot, sentence or sound is there.
- They listen long enough to respond to the actual point.
- They revise a draft or a rehearsal rather than stopping at the first attempt.
- They credit other people's words and images.
- They can describe what they want the audience to notice, feel or do.
Prior knowledge
Students should be able to write a complete sentence, take a short note and speak to a partner. They do not need prior experience with film software, design tools or public speaking. The unit starts with low-stakes talk and builds towards a small published piece.
Audience is the through-line. Every skill in this unit improves when students can name the person they are making something for. A real audience changes the quality of the choices.