Videos

In the Student Learning Library (SLL), we use videos at the beginning of each resource. See the resource structure page for further context, if required.

These introductory, explicit instruction videos will always feature an educator who will:

• explain a concept

• model a task or skill, and/or

• explain the activity. 

Duration

On average, videos should be approximately 2-3 minutes long for students in Years K-2. 

Aim for:

• between 1:30 and 2:30 for direct instruction, where you demonstrate a task or explain a concept.

• between 2:00 to 4:30 for videos that involve participation (such as call and response, singing or movement) and demonstrating an activity.

Note: Evidence shows adult users avoid playing (or will prematurely end) videos that are longer than 5 minutes long. For young learners, the attention span is even shorter. For this reason, we require all SLL videos to be short, sharp and engaging.

Video features

Videos should include:

• accurate subtitles

• a NSW accredited teacher's face or actions (for most of the video)

• engaging audio and visuals.

Note: See the style guide for more information on videos (including size, quality and orientation).

Manner

• Ensure videos are targeted to a single, specific learning goal. 

• Show and tell. Always model activities rather than just explaining them.

• The teacher's manner should be upbeat and engaging.

• The teacher's language should be clear, concise and inclusive.

• Terminology used must match NSW syllabus and guidelines.

It is important that videos published on the SLL are of the highest possible production quality.

Always ensure that:

• audio is crystal clear

• visuals are crisp

• video is high quality

• graphics, audio, animations and transitions look polished and professional.

The above elements are integral in maximising student engagement and should be utilised to support learning.

Note: Audio and visual elements should also be cohesive and complement each other.

Post-production

Notice how in the example video (opposite), the post-production elements engage the audience and add educational value.

• The video uses animations (movement) to support learning. For example, showing how the letters blend together when reading a word aloud.

• The inclusion of imagery helps users understand the words on screen. It also makes the video more engaging.

• The use of intro, transition and outro slides helps segment the video, making it easy to digest and interesting to watch.

You should also read the information about post-production accessibility on the Web Accessibility Initiative website.