Strand: Sharing findings
The Sharing Findings stage of taking action requires that teachers and students advocate for the action that they have taken. At this stage, teachers focus on fine tuning the skills needed to have the students’ message reach a larger audience. Additionally, students are now experts in their understandings and identify multiple avenues for application.
Sub-strand: Presentation Skills
PHASE 1-Students will learn how to take turns when sharing information with each other.
-Students will be encouraged to engage in drama, performance, as well as voice modulation through reader’s theater, performances, and recordings. -Students will explore body language, facial expressions, and actions in order to give others a lot of information. |
PHASE 2-Students will focus on choosing the most important information to share when communicating with others.
-Students will begin to learn about and develop oral presentation skills (e.g. pronunciation, clarity, volume). -Students will begin to develop non-verbal communication skills (e.g. body language and facial expressions). |
PHASE 3-Students will focus on communicating their findings with clarity and in a succinct manner.
-Students will build oral presentation skills to enhance their presentations (e.g. pronunciation, clarity, volume, tone, pauses). -Students will use non-verbal communication skills to enhance their presentations (e.g. body language, facial expressions). |
PHASE 4-Students will be able to confidently present and communicate their findings to others.
-Students will independently apply the use of effective oral presentation skills to enhance their presentations (e.g. pronunciation, clarity, volume, tone, emphasis, pauses). -Students will independently choose advanced non-verbal communication skills to enhance their presentations (e.g. body language, facial expressions, movement, use of space, actions). |
Sub-strand: Design
PHASE 1-Students will be introduced to the concepts of “audience” and “purpose”.
-Students will explore color and design through play. |
PHASE 2-Students will begin to use the planning process when writing and continue to develop their understanding of “audience” and “purpose”.
-Students will begin to choose particular colors, photos and layout for a particular purpose. |
PHASE 3-With guidance, students will use the planning process to prepare to create a visual representation (e.g. purpose, audience).
-With guidance, students will use design and persuasive techniques to create a visual representation (e.g. choice of illustrations/photos, layout, colors). |
PHASE 1-Students will independently use the planning process to effectively prepare to create a visual representation (e.g. purpose, audience).
-Students will independently use design and persuasive techniques to create an effective visual representation (e.g. choice of illustrations/photos, layout, colors, advertising techniques). |
Sub-strand: Sharing
PHASE 1-Teachers will model and use www.actiontracker.org.uk for action that students take during the year.
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PHASE 2-Students will begin to use www.actiontracker.org.uk.
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PHASE 3-Students will use a variety of online action hubs, and with guidance, students will choose an appropriate online resource where they can share their action.
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PHASE 4-Students will independently choose the most appropriate venue to share their findings.
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