Embedded Files
Purpose
Purpose
A small collection of offline activities are included as downloadable files in each Student Learning Library (SLL) resource. The offline activities serve the same purpose as the digital activities; they allow students to actively apply skills and knowledge learnt from the video. Offline activities provide a printable, editable alternative to the digital activities. They are usually in a Word document format.
The offline activities:
develop the same competencies as the digital activity
may be similar or different in design to achieve the same outcomes (due to being different modes)
may provide the opportunity for types of tasks that are not possible using available technology
allow teachers to edit the task for their students and context (which is why they are provided in an editable format).
Structure
Structure
The offline activity should include at least three pages of distinct, differentiated tasks. They should be suitable for students working below, at and above grade expectations.
Below – page 1
Level of difficulty: Designed for students working slightly below grade expectations.
Intent: Provides an opportunity for consolidation of knowledge from the video.
Content: Reiterate and review content from video. Use an example directly from the video, where possible. Include substantial prompts, scaffolding and a worked example.
At – page 2
Level of difficulty: Designed for students working at grade expectations.
Intent: Provides an opportunity for consolidation and application of knowledge from the video.
Content: Start from video level and build in difficulty from there. Use at least one example included in the video. Include some prompts, scaffolding and/or a worked example.
Above – page 3
Level of difficulty: Designed for students working slightly above grade expectations.
Intent: Allows for further exploration, analytical thinking or creative application of the skills taught.
Content: Include tasks that use more challenging examples, require application of knowledge, or require critical or creative thinking. This may include an open-ended task with multiple possible answers.
Inbuilt support
Inbuilt support
The offline activities should provide support for the task to be completed. They should include some or all of the following features to scaffold learning and support students.
Student-friendly language
Use simple words that are easy to decode when writing student instructions or examples that students need to be able to read.
Hint: Refer to the GPC sequence to identify words that are considered appropriate for each grade (i.e. words they should be able to read independently).
Example of using clear, succinct, simple language for students.
Worked examples
When the task is repetitive, start with a worked example that shows students how to complete the activity.
Example of including a worked example to demonstrate the task.
Using hints and tips
Include key knowledge in the form of hints and tips for students. These may be a rule, a hint for success or a key learning from the video.
They can be presented in a visually interesting way, such as in a speech bubble, thought bubble or call-out box.
E.g. "Don't forget to start your sentence with a capital letter!"
Example of using a call-out box that provides extra information, to support students complete this task.
Open-ended tasks
For tasks that do not have one single correct answer, include checklists or sample answers. This scaffolds learning and helps students self-reflect.
Checklist: Include a list that helps them check they have met the requirements of the task, or guides them to create a 'good' response. Use 'I have...' statements.
Sample answers: Provide students with a sufficient number of sample answers or an explanation so they can determine if their answer is correct. E.g. different example patterns.
Example of including a checklist to guide students with an open-ended task.
Sequencing of instructions
Instructions that require students to complete more than one step should be sequenced using numbered lists.
Hint: Use numbered lists when there are 'steps' that must be followed in order. Use bullet point lists when they are notes or reminders, and are not sequential.
Example of a numbered list to scaffold learning.
Answer sheet
Answer sheet
All offlines must include answer sheets. These answer sheets should:
replicate the look of the worksheet, but incorporate the answers
provide multiple example answers in the case of questions that have more than one correct answer
give any further explanation that an adult marker may need to support their assessment of the child's work.
Example answer sheet.
Design considerations
Design considerations
Printing
Most schools print in black and white. As such:
the design should not make unnecessary demands on ink such as including dark or coloured boxes.
images should not be difficult to see properly when printed in black and white, such as photos with complicated backgrounds or images that rely on small changes in shading.
students should not be asked to use the colour of an image or word to answer a question or understand the task.
Essential imagery
For some activities, images will be essential to the completion of the task (e.g. matching patterns). Images should be as detailed and clear as necessary to answer the question.
Supporting imagery
Use supporting imagery where appropriate, but where possible, include other prompts that show what the image conveys. For example, if students were asked to spell a word based on an image, and the image could be interpreted in multiple ways, you could provide part of the word to provide clearer directions.
Accessibility
Alt text should be provided for any images that are not decorative. Although the offlines may be printed, they may also be used on devices.
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”).
Text
Although the primary audience for the offline activities is students, they will also be viewed by adults. Simple, short instructions as to how to complete the task should be included, even if the resource is for a pre-reader. These can be used by an adult to support the completion of the task. For student-facing content, all text should be in NSW Foundation Font.
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