Cover teacher — you need no subject knowledge
Print: this sheet and the stimulus sheet "Presentation to review: Our Solar System", one of each per pupil. No computers needed — the whole presentation is printed out, and the facts pupils need to check it against are printed at the end of the stimulus sheet. If computers are available, pupils may type up their rewritten slide at the end.
Run: 5 min read all six slides right through · 15 min fill in the review grid, one row per slide · 8 min choose and rank the three most important fixes · 15 min rewrite slide 3 properly in the frame · 7 min read a partner's review: did they find the same three factual errors?
Collect: this sheet only. There are three definite factual errors on the slides (Jupiter's position, Saturn's moons, Pluto being a planet) plus several spelling and design problems — the correct figures are on the stimulus sheet, so you can check the work without knowing any astronomy.
What you are doing
You are the reviewer, not the author. Read the printed presentation, then write feedback another pupil could actually use: what works, what does not, and exactly what to change. Vague comments like "add more detail" are worth nothing — say which slide, what is wrong and what to put instead.
Step by step
- 5 min — Read all six slides without writing anything. Get the whole picture first.
- 15 min — Fill in the review grid: one thing that works, one thing that does not, and the fix. Use the fact table on the stimulus sheet to check every number.
- 8 min — Pick the three fixes that would improve the presentation most and rank them 1, 2, 3. A factual error beats a font choice.
- 15 min — Redraft slide 3 in the frame below, following your own advice.
- 7 min — Swap with a partner. Did you both find the same three factual errors? Add anything you missed in a different colour.
Review grid
| Slide |
What works (be specific) |
What does not work |
Exactly what I would change |
| 1 | | | |
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| 2 | | | |
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| 3 | | | |
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| 4 | | | |
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| 5 | | | |
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| 6 | | | |
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Things to look for
- Facts: is every number and position right? Check against the table on the stimulus sheet.
- Amount of text: could an audience read the slide while listening to someone talk?
- Readability: would that text colour be readable from the back of a room?
- Images: is the picture the right shape, captioned, and is it clear where it came from?
- Spelling and consistency: same font, same style, capital letters where they belong.
- Sources: can the audience tell where the information came from?
My top three fixes, in order
| 1 | |
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| 2 | |
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| 3 | |
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| Why number 1 matters most | |
|---|
My redraft of slide 3
Write the title, no more than four short bullet points, and a source line. Note in the margin what colours you would use.
Success criteria
- I found all three factual errors and corrected them with the right figures.
- Every comment I wrote names the slide and says what to change, not just what is wrong.
- I commented on how the presentation looks and on what it says.
- I ranked my three fixes and justified why the top one matters most.
- My redrafted slide is shorter than the original, is factually correct and names its source.
If you finish early
- Write the two sentences the presenter should say out loud while slide 3 is on screen. They should add to the slide, not read it out.
- Design slide 7: a summary slide with the three things the audience should remember.
- Slide 4 uses a photograph with nothing to say where it came from. Write the caption it should have had, including who took the picture and whether it may be reused.