Student Learning Library – resource development

Resource structure

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Standard structure

Reduced structure

Standard structure

1 video
1 digital activity
1 offline activity

Asset details

Video is for explicit teacher instruction.
Activity is for students to apply skills or knowledge from the video. It must contain feedback that adequately supports student learning.
The digital activity and offline activity are generally very similar in content, but provide users with 2 modes to choose between.
The activities are different in design and format (digital design in comparison to offline design), however they may include the same questions or activities.

When to use this structure

This is the default structure. Use this in most cases.

English examples

Maths examples

Reduced structure

Occasionally, a resource will not require all components of a standard resource. For example, some may only require a video and offline activity (no digital activity) e.g. handwriting. This only occurs when the skill being taught cannot be taught or practised in a certain mode. Any reduced structure resources will be identified by DoE during the planning stages.

Expanded structure

1 video
2 digital activities
2 offline activities

Asset details

Video is for explicit teacher instruction.
Activities are for students to apply skills or knowledge from the video.
One activity is generally comprehension-based. The other is an optional challenge, game or open-ended activity.
Digital activity #1 will match offline activity #1. Digital activity #2 will match offline activity #2.
The digital activity and its equivalent offline activitiy remain very similar in content, but provide users with two modes to choose between.

When to use this structure

Three frequent use cases for this structure are described below.

Open-ended activity

Open-ended activities should be included if students are required to create something. It is usually included as a second task after an initial comprehension activity.

e.g. create patterns with 2D shapes
e.g. write a story that includes dialogue.

Open-ended problem solving activities may also be used as a challenge activity (after activity 1), requiring students to apply understanding, think critically or creatively.

Gamified activity

If quick recall is required, or repetition would be useful, a gamified activity should ideally be included.

Gamified activities are also shown to drastically increase student engagement. For example, creating a fun dice game rather than a worksheet about dice is much more engaging. This often leads to students wanting to play again and again, thus increasing repetition which in turn can help students develop skills and increase understanding.

Depending on the activity, it may come before an open-ended activity or after the first comprehension activity.

e.g. subitising dice game, matching numerals to dice patterns
e.g. memory game for spelling, matching words to pictures.

Challenge activity

If the comprehension activity could be completed easily by some students, a second (optional) challenge activity is useful to include.

It may be a more challenging comprehension activity, building on activity 1.
Students may work with more challenging questions, apply skills/knowledge, or be required to think critically.
It could also be an open-ended challenge activity requiring creating or problem solving.