Public speaking can be the source of significant anxiety for 
 children and for adults. Many adults can relate to the sweaty 
 palms, rapid heartbeat, dry-cotton mouth, shaky knees, and 
 nervous stomach associated with public speaking. Surveys of 
 adult fears have ranked public speaking among the most feared 
 experiences, in some instances above death, heights, and flying 
 (Wallechinsky, Wallace, & Wallace). Public speaking can also be 
 problematic for children. "Having to talk in front of my class" is in 
 the school/ social stress fears components of the American Fear 
 Survey Schedule for Children.
 How do we, as parents/caregivers help students overcome 
               this fear? 
 Early Stage 1 Stage statements
 By the end of Early Stage 1 students respond to a range of 
 spoken written and multi-modal texts from familiar 
 contexts. They communicate clearly and purposefully 
 when engaging in pair, group or class discussions. They 
 demonstrate an emerging awareness of how people use 
 spoken language for different purposes. They deliver short 
 presentations using familiar and learned vocabulary. they 
 explore the way familiar texts are constructed and the 
 features of these texts.
 Stage 1 Stage Statements
 By the end of stage 1 students communicate with a wide 
 range of audiences on familiar and structured topics to 
 achieve a variety of purposes. They interact effectively, 
 adopting new communication skills and select vocabulary 
 to enhance meaning in order to give confident 
 presentations. They recognise that spoken language has a 
 range of purposes and audiences and they use this 
 knowledge when attempting to communicate effectively 
 with others. Students create imaginative, informative and 
 persuasive spoken texts drawing on their own experiences 
 their imagination and ideas they have learned.
 Stage 2 Stage Statements
 By the end of stage 2 students communicate 
 expressively and clearly with growing proficiency 
 about ideas and information, in classroom, school 
 and social situations for a range of purposes. They 
 identify the effect of purpose, audience and culture 
 on spoken texts and shape and present them 
 accordingly.
 Stage 3 Stage Statements
 By the end of Stage 3 students communicate effectively, 
 using considered language to
 entertain, inform and persuade audiences for an 
 increasing range of purposes. They work
 productively and independently in pairs or groups to 
 deliver effective presentations using
 various skills and strategies. Students collaborate with 
 others to share and evaluate ideas and opinions and to 
 develop different points of view. They express well-
 developed and well organised ideas about literary texts 
 and respond constructively to different opinions. They
 demonstrate active listening behaviours in order to gather 
 specific information and ideas,
 recognising and exploring how spoken and written 
 language differ and how spoken language varies 
 according to context. Students evaluate characteristic 
 language features and organisational patterns of 
 challenging spoken texts.
   Choosing the correct speaker for regional 
                 representation
   Focus on adjudication requirements which are underpinned by:
              ·Classroom/Home Preparation
                 ·Presentation Skills
                      ·Topic
              Choosing the correct speaker
                           Classroom preparation
 · Explicit teacher and class input into skills and requirements based on adjudication criteria and good 
 talking and listening. Teaching the skills. Explain the purpose.
 ·Opportunity to present in small groups first. It is good for students to critique each other in a positive way 
 using specific criteria. That way students are focusing on skills needed and using the appropriate meta-
 language. It is also good for those who lack confidence.
                              Home preparation
 ·Encourage your child. Praise them for efforts.
 ·Assist your child to develop the skills of Public Speaking.
 ·Listen to your child's speech and give advise.
                                Presentation
 ·A natural speaking presentation is more effective than a performance. It engages the audience whether 
 young or old. Skills such as facial and vocal inflexions, eye contact     and appropriate pauses can be 
 teaching points.
 ·A relaxed stance and a natural presentation scores far higher than a stilted performance. What the child 
 should be doing is taking the listener with them on a journey – engaging audience members in his/her 
 speech so that the listener wants to hear more. 
 ·Students must therefore, have ownership of their speech. Support may be given by parents.Speech must 
 be age appropriate and relevant to the speaker. It is very obvious to an adjudicator when a student is 
 passionate about a topic in a realistic way.