Oral Presentation Skills — Ascentis Other Life Skills Qualification Employability & Work Skills Revision

    This element focuses on preparing and delivering effective oral presentations in the workplace. Learners will develop skills to research, structure, and de

    Topic Synopsis

    This element focuses on preparing and delivering effective oral presentations in the workplace. Learners will develop skills to research, structure, and deliver content tailored to an audience, while handling questions and reflecting on performance.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Oral Presentation Skills

    ASCENTIS
    vocational

    This subtopic develops the essential employability skill of delivering effective oral presentations. Learners focus on structured planning, adapting content and delivery style to suit the audience and purpose, and engaging in constructive feedback to refine communication techniques relevant to workplace meetings, interviews, and team briefings.

    25
    Learning Outcomes
    55
    Assessment Guidance
    56
    Key Skills
    26
    Key Terms
    59
    Assessment Criteria

    Assessment criteria

    Ascentis Level 1 Award in Employability
    Ascentis (AptEd) Level 2 Award In Employability (QCF)
    Ascentis Level 2 Award in Work Preparation
    Ascentis Level 1 Award in Work Preparation
    Ascentis Entry Level Award in Work Preparation (Entry 3)
    Ascentis Level 1 Certificate In Work Preparation
    Ascentis Entry Level Award in Skills for Employment (Entry 2)
    Ascentis Level 1 Award in Skills for Employment
    Ascentis Entry Level Diploma In Work Preparation (Entry 3)
    Ascentis Entry Level Award in Skills for Employment (Entry 3)
    Ascentis Entry Level Certificate In Skills for Employment (Entry 3)
    Ascentis Entry Level Certificate in Work Preparation (Entry 3)
    Ascentis Level 1 Certificate In Employability

    Topic Overview

    The Ascentis (AptEd) Level 2 Award in Employability (QCF) is designed to equip you with the essential skills and knowledge needed to succeed in the workplace. This qualification covers key areas such as self-assessment, job search techniques, application processes, and interview skills. By completing this award, you will develop a strong foundation for entering employment or progressing to further study.

    Employability skills are highly valued by employers across all sectors. This course helps you understand what employers are looking for, how to present yourself effectively, and how to navigate the recruitment process with confidence. You will learn to identify your own strengths and areas for development, set career goals, and create a personal development plan to achieve them.

    This award fits into the wider subject of Employability and Work Skills by providing a structured approach to career planning. It complements other qualifications by focusing on the practical skills needed to secure and maintain employment. Whether you are a school leaver, returning to work, or seeking to change careers, this qualification will give you the tools to take the next step.

    Key Concepts

    Core ideas you must understand for this topic

    • →Self-assessment: Identifying your skills, strengths, weaknesses, and interests to match them with suitable job roles.
    • →Job search techniques: Using various methods such as online job boards, networking, and recruitment agencies to find vacancies.
    • →Application processes: Completing application forms, writing CVs and cover letters that highlight your relevant experience and skills.
    • →Interview skills: Preparing for interviews, including researching the employer, practising common questions, and presenting yourself professionally.
    • →Personal development planning: Setting SMART goals and creating a plan to improve your employability over time.

    Learning Objectives

    What you need to know and understand

    • Be able to plan an oral presentation., Be able to give an oral presentation taking into account purpose and audience., Be able to give and receive feedback on a presentation.
    • Be able to source information for and plan a presentation., Be able to deliver a structured presentation to an audience., Be able to demonstrate an awareness of the audience., Be able to handle questions effectively., Understand the strengths and weaknesses of the presentation.
    • Be able to source information for and plan a presentation., Be able to deliver a structured presentation to an audience., Be able to demonstrate an awareness of the audience., Be able to handle questions effectively., Understand the strengths and weaknesses of the presentation.
    • Understand strategies and techniques for oral presentations., Plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations., Know how to plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations., Plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Identify the purpose and audience for a given oral presentation.
    • Plan a simple presentation structure with a clear beginning, middle, and end.
    • Select appropriate language and examples to suit the audience.
    • Use clear speech, appropriate pace, and body language during delivery.
    • Incorporate a basic visual aid to support key points.
    • Identify the key elements of an effective oral presentation
    • Plan a short oral presentation for a specific audience and purpose
    • Deliver a clear oral presentation using appropriate verbal and non-verbal techniques
    • Evaluate the effectiveness of their own presentation against given criteria
    • Understand strategies and techniques for oral presentations., Know how to plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations, Plan an oral presentation taking into account purpose and audience, Know how to give an oral presentation taking into account purpose and audience
    • Understand strategies and techniques for oral presentations, Plan an oral presentation taking into account purpose and audience, Know how to give an oral presentation taking into account purpose and audience
    • List the key steps in planning a short oral presentation for a specific purpose and audience.
    • Describe how to adapt language, tone, and content for different listeners.
    • Demonstrate clear speech and appropriate body language during a presentation.
    • Identify strategies for managing nerves before and during a talk.
    • Outline the role of visual aids, notes, or cue cards in supporting delivery.
    • Give examples of how to engage an audience and respond to questions.
    • Be able to plan an oral presentation., Be able to give an oral presentation taking into account purpose and audience., Be able to give and receive feedback on a presentation.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a written or verbal plan that outlines key points, logical order, and estimated timings, demonstrating forethought and structure.
    • Award credit for clearly adapting tone, language, and examples to match the stated audience and purpose during the presentation.
    • Award credit for actively listening to feedback, accurately summarising key points received, and proposing at least one specific improvement for their own delivery.
    • Award credit for providing constructive peer feedback that identifies both strengths and areas for development, using specific examples from the presentation.
    • Award credit for demonstrating thorough research from credible sources, evidenced by a plan or notes showing key points and source citations.
    • Expect the presentation to have a clear introduction, main body, and conclusion with logical sequencing.
    • Assess whether the learner maintains eye contact, uses appropriate tone, and adapts content based on audience reactions.
    • Credit for providing clear, concise answers to questions, showing understanding of the topic.
    • Award marks for an honest self-evaluation identifying at least two strengths and two areas for improvement with specific examples.
    • Award credit for demonstrating thorough research by citing credible sources relevant to the presentation topic and logically organizing information into a clear introduction, body, and conclusion with appropriate signposting.
    • Assess delivery by observing clear articulation, appropriate pace, volume, and eye contact, as well as the use of visual aids or notes effectively without reading verbatim.
    • Evidence of audience awareness includes adapting language and content to suit the audience's level of understanding, engaging them through rhetorical questions or interactive elements, and reading their non-verbal cues to adjust delivery as needed.
    • For handling questions, mark the ability to listen carefully, paraphrase questions for clarity, respond thoughtfully and concisely, and admit when an answer is not known while offering to follow up.
    • Expect a reflective evaluation identifying at least two strengths and two areas for improvement, supported by specific examples from the presentation, and suggesting actionable steps for future development.
    • Award credit for demonstrating understanding of presentation techniques (e.g., structuring content, using visual aids, adapting tone) in written explanations or discussions.
    • Evidence of a detailed plan showing clear identification of purpose, audience, key messages, and a logical structure supported by relevant resources.
    • Deliver a presentation that engages the audience, maintains appropriate pace and timing, and uses verbal and non-verbal communication effectively to meet the intended purpose.
    • Award credit for producing a simple plan that identifies the presentation's purpose and target audience.
    • Award credit for selecting and using basic visual aids (e.g., an object, picture, or simple slide) appropriate to the topic.
    • Award credit for delivering the presentation with mostly clear speech, appropriate volume, and some eye contact with the audience.
    • Award credit for responding to simple questions from the audience in a polite manner.
    • Award credit for demonstrating a clear statement of the presentation's purpose at the start of the plan.
    • Look for evidence that the learner has tailored content to a specified audience, e.g., using accessible language or relevant examples.
    • Credit the use of a simple logical structure (e.g., introduction, main points, conclusion) in the planned outline.
    • In the delivery, assess for basic non-verbal communication such as maintaining some eye contact and standing appropriately.
    • Award credit when the learner uses minimal notes effectively, speaking naturally rather than reading verbatim.
    • Check that the learner responds appropriately to a simple question from the audience, showing they understood the topic.
    • Award credit for a planning document that identifies the purpose (e.g., to inform, persuade) and audience (e.g., peers, manager).
    • Credit for structure: introduction stating the topic, main body with 2-3 points, and a concluding summary.
    • Credit for demonstrating eye contact, audible volume, and minimal reliance on written notes.
    • Award credit for a visual aid (e.g., poster, prop, slide) that is relevant and referred to during the presentation.
    • Award credit for correctly identifying the purpose of the presentation and adapting content accordingly
    • Look for evidence of logical structure with a clear introduction, main points, and conclusion
    • Assess delivery for appropriate pace, volume, eye contact, and body language
    • Credit given for effective use of visual aids that enhance rather than distract
    • Check that self-evaluation includes specific strengths and areas for improvement
    • Award credit for clearly identifying the purpose (e.g., to inform, to instruct) and the target audience (e.g., peers, supervisor) in planning documentation.
    • Expect evidence of a basic structure (introduction, main points, conclusion) in both the plan and the actual presentation.
    • Look for use of appropriate tone and volume, with some attempt at eye contact, even if intermittent.
    • Credit simple engagement techniques such as using a prop, a picture, or asking a question relevant to the topic.
    • Assess ability to answer one or two straightforward questions following the presentation.
    • Award credit for demonstrating understanding of how to plan a short presentation by identifying a clear topic, purpose (e.g., inform, describe), and audience (e.g., peers, colleagues).
    • Look for evidence that the learner can select and sequence 2-3 key points relevant to the purpose and audience, using simple planning formats like bullet points or note cards.
    • Assess practical delivery: credit should be given for maintaining some eye contact, speaking audibly, and using basic visual aids (e.g., poster, object) where appropriate to support the message.
    • Check that the learner can identify at least one strategy to manage nerves or engage the audience, such as taking a deep breath or asking a simple question.
    • Award credit for demonstrating a clear plan that identifies purpose, audience, and key points.
    • Award credit for delivering a structured presentation with a distinguishable introduction, body, and conclusion.
    • Award credit for using language and examples that are appropriate for the stated audience.
    • Award credit for maintaining basic eye contact, appropriate volume, and a steady pace during delivery.
    • Award credit for a logical presentation structure (introduction, main points, conclusion).
    • Award credit for demonstrating awareness of the audience's needs or interests in the content.
    • Award credit for clear and audible speech with appropriate pace.
    • Award credit for maintaining eye contact and using open body language.
    • Award credit for using simple visual aids or notes without reading straight from them.
    • Award credit for responding appropriately to audience questions or comments.
    • Award credit for demonstrating a structured plan that includes a clear introduction, logically sequenced main points, and a distinct conclusion.
    • Expect evidence of audience and purpose analysis, such as tailored language, tone, and content to suit the specific context (e.g., informing, persuading).
    • Look for confident delivery techniques including appropriate eye contact, pace, volume, and minimal reliance on notes.
    • Assess the quality of feedback provided to peers, ensuring it is specific, balanced, and constructive, referencing the success criteria.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For planning evidence, use visual organisers like mind maps or storyboards to show idea development, not just a title—this demonstrates thorough preparation.
    • 💡Record a practice run on your phone to self-assess pacing, volume, and body language, then adjust before the assessed presentation.
    • 💡When giving feedback, apply the ‘sandwich’ technique: start with a positive point, follow with a constructive suggestion, and end with encouragement.
    • 💡Rehearse your presentation multiple times, timing each section to ensure you stay within allocated limits.
    • 💡Prepare supplementary materials or examples to address anticipated questions, demonstrating depth of knowledge.
    • 💡Record a practice session to review your body language, pace, and clarity, then adjust accordingly.
    • 💡During the presentation, pause briefly to gauge audience understanding and adapt if necessary.
    • 💡After the presentation, write down immediate reflections on what went well and what could be improved before seeking assessor feedback.
    • 💡Plan your presentation with a clear objective: know your key message and ensure every part supports it. Use a simple structure: introduction (hook and overview), body (3-4 main points with evidence), conclusion (summary and call to action).
    • 💡Rehearse multiple times focusing on timing, transitions, and handling of visual aids. Record yourself to self-assess body language and vocal variety.
    • 💡During delivery, maintain eye contact by scanning the room and pause after key points to let them land. Use gestures naturally to emphasize points.
    • 💡For Q&A, prepare possible questions in advance. If stumped, buy time with 'That's an interesting question...' and relate it back to your material. Always thank the questioner.
    • 💡When evaluating your presentation, be honest but balanced. Use a strengths-weaknesses matrix: what went well, what didn't, and how you would improve. Provide specific examples.
    • 💡Always analyse your audience beforehand—consider their existing knowledge and expectations to shape content and tone.
    • 💡Structure your presentation clearly with an engaging opening, logically sequenced main points, and a strong conclusion that reinforces the key message.
    • 💡Rehearse repeatedly, timing each run to ensure you cover all points without rushing; practice with visual aids if used.
    • 💡Maintain eye contact, use natural gestures, and vary your voice to convey enthusiasm—avoid monotone delivery or reading from a script.
    • 💡Practice your presentation aloud several times to check timing, volume, and fluency before the final assessment.
    • 💡Use a simple structure: say what you're going to talk about, give your main points, then summarise what you said.
    • 💡If you forget something, take a breath and refer to your plan or cue cards—do not panic.
    • 💡Make sure your visual aid is clear, relevant, and easy to see from a distance—avoid cluttered or small images.
    • 💡When planning your presentation, always write down at least two specific characteristics of your intended audience (e.g., their job role, their existing knowledge) and show how your content addresses their needs.
    • 💡In your preparation notes, include a timing schedule showing how many minutes you will spend on each section—this demonstrates you have planned realistically.
    • 💡During the observed delivery, if you lose your place or make a mistake, pause briefly and continue; assessors look for recovery, not perfection.
    • 💡For the reflective account or written task, use phrases like 'I chose to... because...' to explicitly link your planning decisions to audience and purpose.
    • 💡Record yourself practicing to evaluate your pace and clarity.
    • 💡Time your presentation to ensure it fits within any given limits.
    • 💡Use simple, everyday language unless technical terms are necessary for the topic.
    • 💡Make a checklist of key points to cover, and tick them off as you practice.
    • 💡Practice the presentation multiple times to ensure smooth delivery and adherence to time
    • 💡Use cue cards with bullet points rather than full sentences to maintain eye contact
    • 💡Analyse the audience and purpose thoroughly before planning content
    • 💡Record yourself practicing to identify areas for improvement in verbal and non-verbal delivery
    • 💡When planning, always write down a simple outline with a clear beginning, middle, and end, and state it at the start of the presentation.
    • 💡Practice in front of a mirror or a trusted person to build confidence and get feedback on clarity and pace.
    • 💡Ensure your portfolio includes a written plan or a witness statement that links the content to the stated purpose and audience.
    • 💡Remember that assessors value clear speech and a genuine attempt to connect with the audience more than perfect fluency.
    • 💡Practise your short presentation multiple times: time yourself and speak aloud to build confidence and stay within any time limits set by the assessor.
    • 💡Prepare simple, clear visual aids or props that directly support your main points—avoid cluttered slides or too many images.
    • 💡Remember to introduce yourself and state your topic clearly at the start; a strong opening helps both you and the audience settle.
    • 💡Use the plan you created: refer to it discreetly as bullet points rather than a script, and maintain as much eye contact as possible with your audience.
    • 💡Always create a simple written plan or outline before your presentation and submit it as evidence.
    • 💡Practice your presentation multiple times to build confidence and identify areas for improvement.
    • 💡During the presentation, make brief eye contact with assessor and audience to demonstrate engagement.
    • 💡Use visual aids or props if allowed, as they can strengthen your message and show planning.
    • 💡Practise your talk several times aloud before the assessment to build confidence.
    • 💡Use brief notes or cue cards rather than a full script to maintain natural eye contact.
    • 💡Consider the audience's background and what they need to learn from your presentation.
    • 💡Start with a clear introduction of yourself and the topic to set the scene.
    • 💡If you lose your place or make a mistake, pause, take a breath, and continue calmly.
    • 💡End by summarising key points and thanking the audience for their attention.
    • 💡Use a planning template or checklist to ensure all key elements (purpose, audience, structure, visual aids) are addressed before delivery.
    • 💡Record a practice run to self-assess body language, pace, and clarity, making adjustments well ahead of the assessment.
    • 💡When giving feedback, frame it using the ‘sandwich’ method: positive remark, constructive point, positive encouragement to foster a supportive environment.
    • 💡In the presentation, explicitly state the purpose and briefly outline the structure at the start to guide the audience and demonstrate purposeful planning.
    • 💡Use specific examples from your own experience to demonstrate your skills. For instance, when discussing teamwork, describe a project where you collaborated with others and achieved a positive outcome.
    • 💡Make sure your CV and cover letter are tailored to each job application. Generic applications are less likely to succeed. Highlight how your skills match the job description and person specification.
    • 💡In interviews, use the STAR method (Situation, Task, Action, Result) to structure your answers. This helps you provide clear, concise, and relevant responses that showcase your abilities.

    Common Mistakes

    Common errors to avoid in your coursework

    • Relying on a full script instead of brief speaking notes, resulting in reading aloud and losing audience engagement.
    • Using overly complex jargon or failing to maintain eye contact, which ignores the audience's needs and reduces impact.
    • Receiving feedback defensively rather than viewing it as a tool for improvement, thus missing learning opportunities.
    • Failing to tailor content to the audience's level of understanding, resulting in either overly complex or too simplistic language.
    • Reading directly from slides or notes, which reduces engagement and may hinder eye contact.
    • Not anticipating potential questions, leading to hesitation or inability to answer.
    • Overlooking the need to structure the presentation, making it difficult for the audience to follow.
    • Providing vague self-assessments without concrete examples or actionable improvement plans.
    • Reading directly from slides or notes without making eye contact, resulting in a monotonous tone and disengaged audience.
    • Failing to structure the presentation logically, leading to disorganized flow and difficulty for the audience to follow key points.
    • Ignoring audience reactions, such as continuing to deliver content despite visible confusion or disinterest, without adjusting approach.
    • Defensive or dismissive responses during Q&A, instead of treating questions as an opportunity to clarify and engage.
    • In the self-evaluation, being either overly critical without constructive insights or too vague (e.g., 'I did well') without concrete evidence of performance.
    • Preparing too much content and failing to consider time constraints, resulting in rushed delivery or omitted key points.
    • Ignoring the audience's background, leading to inappropriate language, jargon, or level of detail that confuses or patronises.
    • Over-reliance on slides or notes, causing reading aloud rather than speaking naturally and engaging listeners.
    • Insufficient rehearsal, leading to poor pacing, excessive hesitation, or dependence on crutch words like 'um' and 'er'.
    • Failing to identify a clear purpose, leading to unfocused content and confused audience.
    • Reading directly from notes without maintaining audience engagement or eye contact.
    • Rushing through the presentation due to nerves, causing inaudible speech or muffled words.
    • Overcomplicating the language or topic beyond the Entry 3 level, resulting in loss of coherence.
    • Writing out the full script and reading it word-for-word, which leads to poor eye contact and a monotonous delivery.
    • Failing to consider the audience's prior knowledge, resulting in content that is either too technical or too simplistic.
    • Planning a presentation that lacks a clear focus or tries to cover too many ideas without a unifying theme.
    • Neglecting to practise aloud, leading to poor timing, stumbling over words, and missing key points.
    • Overloading slides or visual aids with text, making them difficult to read and distracting from the spoken message.
    • Relying heavily on a script, leading to a monotonous delivery.
    • Neglecting to consider the audience's prior knowledge, resulting in inappropriate content.
    • Speaking too fast due to nerves, making it difficult to follow.
    • Using a visual aid that is too small or hard to read.
    • Reading directly from notes without engaging the audience
    • Failing to consider the time limit, leading to rushed or incomplete delivery
    • Overloading slides with text, making them hard to follow
    • Speaking too quietly or monotonously, reducing audience engagement
    • Treating the presentation like a casual conversation without any structure or key points.
    • Reading directly from notes or slides without looking up, resulting in monotone delivery.
    • Failing to consider the audience’s level of knowledge, leading to use of jargon or overly simplistic language.
    • Rushing through the presentation and speaking too fast due to nerves.
    • Learners often confuse the purpose and audience, resulting in presentations that are too complex, overly personal, or misaligned with the intended listener (e.g., using jargon for a non-expert audience).
    • A frequent error is reading directly from notes or slides without engaging the audience, rather than using notes as prompts for natural speech.
    • Many learners neglect to plan a clear beginning, middle, and end, leading to unstructured talks that miss key information or run over time.
    • Over-reliance on written text (e.g., printing out entire speech and reading it) instead of summarising key talking points is a common pitfall.
    • Reading verbatim from a script rather than using prompt cards or memory.
    • Speaking too quickly or too quietly, making it difficult for the audience to follow.
    • Failing to consider the audience’s prior knowledge, leading to overly complex or simplistic content.
    • Neglecting to practice, resulting in a disorganized or hesitant delivery.
    • Reading word-for-word from a script or slides, losing audience connection.
    • Speaking too quickly or too quietly, making it hard for listeners to follow.
    • Ignoring audience reactions and failing to adapt delivery.
    • Using overly complex language or jargon not suited to the listeners.
    • Overloading visual aids with text, distracting from the speaker.
    • Ending abruptly without a clear conclusion or summary.
    • Reading directly from slides or a script, which disengages the audience and limits natural delivery.
    • Failing to consider the audience’s existing knowledge or interests, leading to presentations that are either too basic or too complex.
    • Giving vague or purely negative feedback without actionable suggestions, which does not support peer development.
    • Ignoring time constraints, resulting in rushed or unfinished presentations that omit key points.
    • Misconception: You only need a CV to apply for jobs. Correction: Many employers require a completed application form or a cover letter alongside your CV. Always check the application instructions carefully.
    • Misconception: Interviews are just about answering questions correctly. Correction: Interviews also assess your body language, enthusiasm, and ability to ask thoughtful questions. Preparation should include practising non-verbal communication and preparing questions to ask the interviewer.
    • Misconception: Once you get a job, you no longer need to develop employability skills. Correction: Employability skills are ongoing. Continuous professional development (CPD) is important for career progression and adapting to changes in the workplace.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills are recommended to complete written tasks and understand job advertisements.
    • •An understanding of different types of employment (full-time, part-time, temporary, voluntary) can be helpful but is not essential.

    Key Terminology

    Essential terms to know

    • Be able to plan an oral presentation., Be able to give an oral presentation taking into account purpose and audience., Be able to give and receive feedback on a presentation.
    • Be able to source information for and plan a presentation., Be able to deliver a structured presentation to an audience., Be able to demonstrate an awareness of the audience., Be able to handle questions effectively., Understand the strengths and weaknesses of the presentation.
    • Be able to source information for and plan a presentation., Be able to deliver a structured presentation to an audience., Be able to demonstrate an awareness of the audience., Be able to handle questions effectively., Understand the strengths and weaknesses of the presentation.
    • Understand strategies and techniques for oral presentations., Plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations., Know how to plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations., Plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Presentation planning
    • Audience analysis
    • Verbal delivery skills
    • Non-verbal communication
    • Visual aid usage
    • Presentation planning and structure
    • Audience and purpose analysis
    • Verbal and non-verbal delivery
    • Use of visual aids
    • Self-evaluation and feedback
    • Understand strategies and techniques for oral presentations., Know how to plan an oral presentation taking into account purpose and audience., Know how to give an oral presentation taking into account purpose and audience.
    • Understand strategies and techniques for oral presentations, Plan an oral presentation taking into account purpose and audience, Know how to give an oral presentation taking into account purpose and audience
    • Understand strategies and techniques for oral presentations, Plan an oral presentation taking into account purpose and audience, Know how to give an oral presentation taking into account purpose and audience
    • Audience awareness
    • Presentation planning and structure
    • Verbal delivery techniques
    • Non-verbal communication
    • Managing nerves
    • Purpose and context
    • Be able to plan an oral presentation., Be able to give an oral presentation taking into account purpose and audience., Be able to give and receive feedback on a presentation.

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