Digital activities

• Content of the follow up digital activity must directly relate to skill and/or content introduced in the video.

• Content needs to build in difficulty, the first question/problem should be identical or close to identical to a problem used as an example in the video.

Example: Spelling tt words

• Students first are asked to complete blanks in tt words. Colour and positioning reinforces which parts are the short vowels and which are double consonants.

• Students then have to spell (taught in video) words without support. Images, sentences and audio instruction reinforce meaning of word. Feedback, if incorrect, points out key rule and any other aspects of word that are difficult to spell. E.g for kettle, feedback could state -remember the word ends in  le.

• Students could be asked to spell tt words that were not explicitly shown in video.

Example: Identifying and naming the core of a pattern

• Students first are asked to drag and drop the name of a pattern next to different examples that were named in the video.

• Students then have to drag an outline around the correct part of a pattern to highlight the core. This is harder because student cannot compare the pattern of the letters in the name to the pattern of shapes.

• Students are then asked to label each part of the pattern with the appropriate letter and finally to use the labelled pattern to identify the name of the patterns from four different answers.

• Questions or problems should be scaffolded to build in difficulty and if they move beyond video content include sufficient additional instruction to allow most students to tackle the problems. For example, if the early questions asked students to choose from 2 possible answers, later questions would include 4 possible answers including ones that represent common mistakes students make.

Extension tasks

• Extension or depth challenges need to be a natural progression that extends students rather than somewhat related content.

• At least one in three Mathematics resources, depth or breadth should be provided with open ended extension activities that stretch students past the content of the video and related activity/s. 

• Extension tasks must be critical or creative thinking tasks that are open ended and have multiple correct answers.

Note: The inclusion of an extension task will push beyond the 15-20 minute time limit for the resource but students who need extension will complete the video and related activity in less than 15 minutes anyway.

• Instructions should be clear and simple.

• The activity must provide audio instructions for all parts of the task so that students can complete independantly. 

• Written instructions should also be included either on the H5P/slide or supplied to the Department. (Preference is for not on the H5P for ES1). 

• For tasks involving use of a virtual manipulative, video and audio instructions may be necessary to ensure students understand how to use the tool. (If video instruction is used, captions must be uploaded into the H5P video element.)

  • Example of H5P that includes video and audio instructions for using a virtual manipulative - Creating patterns

• Provide instructions about how to use the interactive elements in the H5P.

  • Example instructions: "You need to match the sentences to the images. Drag the sentences, which are in grey boxes, to the images. Press the blue check button to see if you were correct."

  • Example of H5P audio instructions that provide support for using the interactive elements - Number bonds to 10

• Use consistent navigation throughout interactives you design. E.g always have 'next' arrow same size, colour and in same position. Have audio button in same position and same colour in each task.

• Ensure images are copyright compliant.

• Use photos wherever possible. If using graphics, make sure they are detailed. This is particularly important if students rely on image to answer question. 

• Do not use colour as the only indication of correct answer.

• Apply colour contrast rules to any text.

• H5P normal font is fine for H5Ps but try to use NSW Foundation font where possible. NSW Foundation font must be used for any handwriting or phonics tasks. 

• Keep text simple. Consider reading comprehension levels and stage you are designing for. Audio and images should support written text wherever possible.

• Provide students with instructional feedback both for correct and incorrect answers. 

• Feedback for a correct answer should reaffirm why the answer chosen was correct.

Example for correct answer:

That's right, the red circle matches this group because all of the images are red.

Feedback for an incorrect answer should provide students with further guidance about how to answer the question. It should not restate or reword the question.

Example for incorrect answer:

Try again! What do all the images have in common? Is it colour, or size?

• Feedback should focus on key skill.

• Feedback in H5P should not rely on written feedback for K-2 students. Where necessary use an additional slide with an image and audio explanation of an answer. (see Making bigger numbers from smaller numbers H5P for an example.)

All content should be AS EN 301 549 compliant. These standards incorporate the Web Content Accessibility Guidelines (WCAG) 2.1. Completing an automated check, such as one in Microsoft Word, does not ensure accessibility.

Content needs to be presented in a way that allows all students to complete activities and engage with the content.

This means:

• Alt text needs to be meaningful for the activity. For example, if students are asked to compare images of a school in the past and the present, each image should have appropriate alt text that allows screen reader users to complete the activity. In this case, it would not be sufficient to simply state what the image is (“Two schools”).

• Alt text should not give away the answer if students are required to interpret an image. For example, if students are asked to determine the type of pattern, describe the elements of the image without revealing the answer (such as “A row of shapes. One square, one circle, one square, one circle” rather than “Shapes showing an AB pattern”).

• Colour should not be the only visual means of conveying information. For example, highlighting verbs in red and adjectives in green.

• The key concept to keep in mind is providing suitable alternatives for students to be able to complete activities, regardless of ability. It is not sufficient to simply pass automated accessibility checks.

1. Identify the outcome and example focussed on in video.

Examples: 

• Students can create noun groups to describe places and things. (Year 2 English)

• Students can sort objects based on shared attributes. (Kindy Maths)

2. Breakdown the skill into key elements.

English example: To create a noun group, students need to:

• know what adjectives, nouns and articles are

• be able to sequence them (article, adjective, noun)

• generate adjective(s) to describe a noun

• select an appropriate article/pointer for a noun.

Maths example: To sort objects by attributes, students need to:

• know what attributes are

• be able to identify attributes of different objects

• understand that the same object can be sorted different ways depending on the attribute chosen.

3. Classify knowledge and skills as 'should know' (revised in video) and new (taught in video):

English example: 

In year 2, students should already know what adjectives, nouns and articles are (these will still be reinforced by H5P to support lower ability learners). They are still working towards creating a noun group using these elements.

Maths example: 

Sorting and identifying attributes are probably new to many kindy students and are taught as a new in the video so best to assume no prior knowledge.

4. Design the interactive to reinforce (or review) prior, relevant knowledge and support practice of new skill.

English example: 

• First question: students drag adjectives to an image that represents a noun. Audio instructions and colour coding highlight which are nouns and which are adjectives.

• Second question: students create noun groups with a word bank of adjectives, nouns and articles. Order is reinforced through design of the drop zone and the design of each word type.

• Third question: students are encouraged to create their own noun groups.

Maths example: 

• First question: students sort objects (bears) that were used in an example in the video by an attribute (colour) used to sort objects more than once in the video.

• Second question: students sort the same group of objects (bears) by the same attribute (colour) but they sort by a different colour. This reinforces that the same group can be sorted in different ways.

• Third question: students progress to counting the same group (bears) by a different attribute (size) and they perform a two way sort.

• Following questions reinforce the same skill with a different set of objects (food) and a different attribute (shape).

• Final question is an open ended extension task that supports students who need more challenge.

5. Provide feedback that reinforces correct answers or provides guidance around mistakes.

6. Ensure there are audio instructions, alt text and clear navigation.