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Presentation Rubric
F 1 2 3 4 5 6 H Pre & Primary Essentials Resources English HASS Science Interacting with Others 1 Page

Presentation Rubric

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.

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Learning goals

  • We are learning to create and deliver short oral presentations to peers.
  • We are learning to deliver short oral presentations to peers.
  • We are learning to listen to others when taking part in conversations, take turns, contribute ideas, use appropriate language and interaction skills.
  • We are learning to interact in pair, group and class discussions, taking turns when responding.
  • We are learning to create and deliver short oral and multimodal presentations to peers, which include an opening, middle and concluding statement, appropriate vocabulary, gestures, volume and pace.
  • We are learning to structure and make short presentations on familiar topics.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to structure, rehearse and present short oral presentations on new and familiar topics.
  • We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly with others.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to plan and deliver oral or multimodal short presentations, providing some key details in logical sequence.
  • We are learning to gather ideas and information in spoken texts by making notes, asking questions and seeking assistance and presenting ideas and opinions using appropriate levels of formality.
  • We are learning to use active listening skills, appropriate tone, pace, pitch and volume to communicate and interact clearly and appropriately in a range of situations, discussions and presentations.
  • We are learning to plan, rehearse and deliver presentations in an organised manner with relevant facts and description from reliable sources.
  • We are learning to use appropriate interaction skills, e.g. paraphrasing and to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
  • We are learning to use interaction skills, e.g. paraphrasing, questioning and interpreting non-verbal cues to communicate and interact clearly and appropriately in a range of situations, discussions and presentations.
  • We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner with appropriate features of voice and relevant facts from reliable sources.
  • We are learning to plan, rehearse and deliver presentations for specific audiences and purposes in an organised manner with multimodal elements and relevant facts from reliable sources.
  • We are learning to contribute to discussions and share opinions, use strategies such as paraphrasing, questioning, clarifying and interrogating ideas to develop and support arguments.
  • We are learning to use appropriate language, features of voice and sentence structure adapted to suit the audience and purpose, e.g. welcoming a visitor to a school function.
  • We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner, with appropriate features of voice and relevant information, arguments and facts from reliable sources.
  • We are learning to plan, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.

Curriculum alignment

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 AC9EFLY07 9 Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume 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 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 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 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 AC9E3LY02 9 Use interaction skills to contribute to conversations and discussions to share information and ideas 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 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 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 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 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 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 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 ACELY1677 8.4 Plan and deliver short presentations, providing some key details in logical sequence 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 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 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 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 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 ACELY1700 8.4 Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements ACELY1647 8.4 Deliver short oral presentations to peers 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 ACELY1689 8.4 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences ACELY1667 8.4 Rehearse and deliver short presentations on familiar and new topics
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 ENe-1A old Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction 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 EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features 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-HANDW-02 new Uses digital technologies to create texts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-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-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-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-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts ENE-UARL-01 new Understands and responds to literature read to them EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding 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 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-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-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts 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-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 EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions 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
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 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 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 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 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 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 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 VCELY338 Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements 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 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 VCELY245 Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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