Communication
Standards and Progression Points
In Communication, standards for assessing and reporting on student achievement
are introduced at Level 4. The learning focus statements for Level
1, Level 2
and Level 3
provide advice about learning experiences that will assist students to work
towards the achievement of the standards at Level 4.
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Progression point 3.25
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Progression point 3.5
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Progression point 3.75
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At 3.25, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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At 3.5, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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At 3.75, the work of a student progressing towards the standard at Level 4
demonstrates, for example:
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Listening, viewing and responding
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attentiveness to and understanding of ideas and information in peers’ oral
presentations; for example, project reports in Science or the Humanities
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relevance in the framing of questions about presentations
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explication of their interpretation of others’ written or oral presentations
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use of simple criteria and strategies to evaluate others’ presentations; for
example, rubrics and Y-charts (looks like, feels like, sounds like)
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Listening, viewing and responding
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responsiveness to ideas and information in a variety of oral, written and
visual forms, and on a range of topics and ideas
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relevant questioning to improve their own understanding
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recognition that others’ interpretations may be different from their own
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understanding of the non-verbal strategies that presenters use to engage with
audiences; for example, physical positioning, eye contact and gestures
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Listening, viewing and responding
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identification of main ideas and supporting detail in presentations
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relevant questioning to improve understanding and provide feedback on oral and
visual presentations
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interest in and exploration of interpretations that differ from their own
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reflection on their own and others’ presentations, noting features and
strategies that make them effective for different purposes and audiences; for
example, graphic symbols in public signs, and tables presenting survey data
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Presenting
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inclusion of a small number of related ideas in written, visual and oral
presentations
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communication of simple information through, for example, posters and short
oral or written reports
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use of a small range of presentation features to support meaning; for example,
labels in Humanities presentations, and pauses and repetition when speaking to
a group
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awareness of audience by, for example, the use of props to hold the interest
of a small group
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Presenting
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selection and linking of some ideas and information in presentations
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control of a variety of presentation strategies; for example, appropriate pace
of speaking, and use of different formats such as captioned photos
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appropriate comments and questions to give feedback on others’ presentations
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appropriate choices of language features in presentations; for example,
correct naming of scientific instruments used in experiments
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Presenting
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organised structure, including a beginning, middle and end in short, prepared
individual or group oral, written and visual presentations
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use of a variety of formats; for example, pie charts and bar graphs, labelled
diagrams or three-dimensional models in Health and Physical Education
presentations
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reflection on the quality of their own and others’ presentations
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use of specialised language to support effective communication in different
contexts; for example, terms such as ‘add’, ‘subtract’, ‘multiply’, ‘divide’
and ‘decimals’ in Mathematics
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The learning
focus statement provides advice about learning experiences that will
assist students to work towards the achievement of the standards at Level 4.
Level 4 standard
Listening, viewing and responding
At Level 4, students ask clarifying questions about ideas and information they
listen to and view. They develop interpretations of the content and provide
reasons for them. They explain why peers may develop alternative
interpretations. They describe the purpose of a range of communication
strategies, including non-verbal strategies, and evaluate their effectiveness
for different audiences.
Presenting
At Level 4, students summarise and organise ideas and information, logically
and clearly in a range of presentations. They identify the features of an
effective presentation and adapt elements of their own presentations to
reflect them. Using provided criteria, they evaluate the effectiveness of
their own and others’ presentations.
Progressing towards Level 5, Level 6
and Beyond Level 6
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Progression point 4.25
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Progression point 4.5
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Progression point 4.75
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At 4.25, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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At 4.5, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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At 4.75, the work of a student progressing towards the standard at Level 5
demonstrates, for example:
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Listening, viewing and responding
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purposeful verbal and non-verbal responses to ideas and information presented
orally, in writing, and visually; for example, asking a question about an
omission in a presentation to provide useful feedback
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observation and discussion of features of effective presentations that take
account of purpose and audience
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understanding of how graphics and illustrations support meaning; for example,
the use of diagrams and symbols to explain procedures in reports of scientific
investigations
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appropriate use of domain-specific vocabulary in discussions; for example,
terms such as ‘ecosystems’, ‘force’ and ‘energy’ in Science
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Listening, viewing and responding
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interpretation of conventional symbols and language; for example, in
activities relating to place and direction in Mathematics, and map scales in
Geography
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recognition of connections between ideas and information in presentations; for
example, cause and effect in a fishbone diagram, and the central idea and its
components in a concept map
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speculation about reasons for different interpretations of ideas and
information presented in a variety of forms
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use of domain-appropriate language in response to ideas and information
presented orally, visually and in writing
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Listening, viewing and responding
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interpretation of a range of presentations in different forms through
questioning and speculation
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reflection on point of view and interpretation
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regular use of relevant criteria to evaluate effectiveness of communication
strategies used for a variety of purposes
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variation in verbal and non-verbal responses according to context, purpose and
audience
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integration of oral, written and visual language in responses in ways relevant
to the topic; for example, constructing timelines in History, and explaining a
model in Science
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Presenting
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planned sequencing of ideas and information in written, visual and oral
presentations in a variety of forms and contexts
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use of strategies for improving the effectiveness of their presentations; for
example, rehearsing role plays and experimenting with multimedia products to
demonstrate ideas
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participation in discussions identifying strategies used by peers to support
clear communication in different contexts
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use of appropriate key terms in different domains; for example, using
scientific vocabulary instead of everyday language to describe and explain
observations in Science
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Presenting
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selection and clear organisation of relevant ideas and information in written,
visual and oral presentations
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a repertoire of presentation formats, such as dramatic performances, oral
reports, multimedia presentations and written reports, for a variety of topics
or domains
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the provision to peers of feedback based on teacher-provided and/or
class-generated criteria for effective presentations
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use of key terms in different domains to clarify meaning; for example,
‘consumption’ and ‘production’ in Economics
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Presenting
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selection of presentation forms and features, such as colour, two- and
three-dimensional designs, diagrams and models, to clarify meaning for their
audience
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incorporation of feedback from others in presentations; for example, by
including more visual material, revising an introduction for greater clarity
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practical feedback to others about effective communication of meaning; for
example, the need for more detail, use of visual information such as graphs,
and clearer articulation of speech
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wide use and understanding of domain-specific terms and conventions
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The learning
focus statement provides advice about learning experiences that will
assist students to work towards the achievement of the standards at Level 5.
Level 5 standard
Listening, viewing and responding
At Level 5, students modify their verbal and non-verbal responses to suit
particular audiences. They interpret complex information and evaluate the
effectiveness of its presentation. When responding, they use specialised
language and symbols as appropriate to the contexts in which they are working.
They consider their own and others’ points of view, apply prior knowledge to
new situations, challenge assumptions and justify their own interpretations.
Presenting
At Level 5, students use the communication conventions, forms and language
appropriate to the subject to convey a clear message across a range of
presentation forms to meet the needs of the context, purpose and audience.
They provide and use constructive feedback and reflection to develop effective
communication skills.
Progressing towards Level 4, Level 6
and Beyond Level 6
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Progression point 5.25
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Progression point 5.5
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Progression point 5.75
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At 5.25, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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At 5.5, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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At 5.75, the work of a student progressing towards the standard at Level 6
demonstrates, for example:
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Listening, viewing and responding
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recognition of the relationships between the main ideas in presentations in
varied forms
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use of a variety of verbal and non-verbal responses in different contexts; for
example, small-group or whole-class discussions
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understanding of how specialised conventions contribute to precise meaning;
for example, use of conventions such as scale, legend, title and north point
in maps, ICT conventions in emails, and non-verbal gestures in oral
presentations
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Listening, viewing and responding
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engagement in ongoing discussion about factors such as personal experiences
and attitudes that influence interpretation of presentations
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questions and challenges to key ideas in complex presentations in a variety of
forms such as dramatic performances and reports of scientific investigations
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reflection on alternative responses to a variety of communication forms and
consideration of why some are more effective than others in different contexts
and for different audiences
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knowledge of terminology, vocabulary, symbols and codes specific to different
learning domains
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Listening, viewing and responding
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responsiveness to a range of communication forms such as speeches, data
projector presentations, blogs, brochures, meetings, projects, events and
installations
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recognition of factors such as experiences, values and attitudes that
influence different interpretations of information and ideas presented in
oral, written or visual forms
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the use of self-generated criteria for recognising effective communication of
complex ideas and information
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insight into the ways specialised language and symbols, and non-verbal cues
support accurate communication of meaning in different domains
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Presenting
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choice of presentation formats best suited to purpose, audience and context;
for example, data projected slides for an assembled general audience, and a
blog for a special-interest Internet audience
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recognition of ways that presenters engage audiences, and the application of
this knowledge in their own presentations
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revision of their presentations to include appropriate domain-specific language
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Presenting
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experimentation with different presentation content and form; for example, the
use of humour, deletion of detailed information, or the use of audio
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skill in identifying specific aspects of their own and others’ work; for
example, its expressive, technical or aesthetic qualities
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commentary on the effectiveness of strategies used by others in developing
their presentations, and suggestions for alternatives
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choice of appropriate domain-specific vocabulary and conventions for
particular tasks; for example, specialised language and procedures for a
toolbox design brief in Design, Creativity and Technology
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Presenting
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adjustment of presentation mode to suit purpose and audience, and
responsiveness to cues from audiences
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selection of computer software for efficiency and effectiveness; for example,
a program for producing a newspaper, and a program for presenting a report
with tables and diagrams
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participation in discussions with others to evaluate successful communication
of ideas and information to particular audiences, and the application of
identified aspects of successful communication to enhance their own
presentations
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consistent use of domain-specific vocabulary in their own presentations
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The learning
focus statement provides advice about learning experiences that will
assist students to work towards the achievement of the standards at Level 6.
Level 6 standard
Listening, viewing and responding
At Level 6, students identify the ways in which complex messages are
effectively conveyed and apply this knowledge to their communication. When
listening, viewing and responding, they consider alternative views, recognise
multiple possible interpretations and respond with insight. They use complex
verbal and non-verbal cues, subject-specific language, and a wide range of
communication forms. Students use pertinent questions to explore, clarify and
elaborate complex meaning.
Presenting
At Level 6, students demonstrate their understanding of the relationship
between form, content and mode, and select suitable resources and technologies
to effectively communicate. They use subject-specific language and conventions
in accordance with the purpose of their presentation to communicate complex
information. They provide constructive feedback to others and use feedback and
reflection in order to inform their future presentations.
Progressing towards Level 4, Level 5
and Beyond Level 6
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Progression point 6.25
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Progression point 6.5
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Progression point 6.75
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At 6.25, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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At 6.5, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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At 6.75, the work of a student progressing beyond the standard at Level 6
demonstrates, for example:
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Listening, viewing and responding
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synthesis of key ideas to establish understanding of complex meaning in oral,
written, visual and multimedia messages
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recognition of how the contexts in which ideas and information are presented
influence interpretations; for example, a newspaper report and a scientific
report on the same topic
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awareness and use of a wide range of effective communication techniques to
respond to complex ideas and information in different presentation formats
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recognition of how specialist terms may have particular meanings within
particular domains, but different meanings in other, non-specialist contexts
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Listening, viewing and responding
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focused discussion and questioning to establish understanding of central ideas
in a wide range of presentation formats
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use of evidence from within a presentation to challenge alternative
interpretations
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knowledge of strategies that affect the interpretation of complex texts; for
example, humour, irony, rationalisation, comparison and contrast
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selection of the most effective strategies and formats to convey responses to
key ideas in formats appropriate to audience and context; for example, a data
projector to present the results of a research project
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identification of incorrect use of specialist terms in the mass media; for
example, scientific terms
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Listening, viewing and responding
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use of summaries, synthesis and precise questions to explore complex ideas and
issues, and to clarify meaning
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understanding of how interpretations of oral, written, visual and multimedia
presentations are influenced by the style, form and tone of presentations
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critical analysis of strategies and formats used by others to present complex
and challenging ideas and information
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consistently effective communication in their own responses for different
purposes, audiences and contexts
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knowledge, understanding and informed use of a wide range of domain-specific
language, symbols and presentation formats
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Presenting
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use of commonly accepted guidelines for layout and presentation of information
in written, visual and multimedia presentations
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appropriate and timely responses to complex questions and arguments in
different contexts; for example, formal debating, one-to-one discussion and
demonstrations to peers
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use of feedback from teachers and peers on presentations in particular
contexts and formats, and the adaptation of this feedback for other contexts
and formats
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active and effective participation in discussions with peers to critically
evaluate own presentations, and to consider the need to discard or add
material, or take a different direction
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control of domain-specific terminology, and use of tone and forms appropriate
to the communication selected
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Presenting
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coherent ordering and development of complex and challenging arguments, ideas
and information
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decisions about the suitable format, style and tone for presentations designed
to influence and inform a particular audience
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detailed understanding of the impact of form, context and audience on
effective communication, and the consistent use of this understanding in
reflecting on and refining their presentations
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articulation and critical evaluation of alternative strategies others might
select to maximise the impact of their presentations; for example, alternative
layout options for computer-generated presentations in Mathematics, and more
effective display of models in Geography
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inclusion, where appropriate, of symbols and metaphors, both visual and
written, to highlight the meaning of presentations
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Presenting
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well-controlled, sustained and precise communication of a wide range of ideas,
points of view and information in written, visual, oral and multimedia
presentations
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explication of the reasons for the selection of particular presentation
formats and modes for a variety of purposes and contexts; for example, the
choice of a formal report rather than a personal narrative, and a
demonstration of a working model rather than an oral report
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reflection on feedback about the effectiveness of particular structures and
features of their presentations, and revision of such features to increase the
impact of the messages presented
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use of a wide repertoire of strategies to critically evaluate others’
presentations, including use of supporting evidence, and the application of
these strategies in formulating feedback to others
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expertise and fluency in the use of domain-specific language and protocols
such as those for online communication, or in debate
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Progressing towards Level 4, Level 5,
Level 6
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