EDUC3023 - Prepare a Video Narrated Digital Presentation Assignment

Assignment Task

Task Description

You will create a narrated digital presentation that includes visuals and audio to further discuss the case study you created in Assignment 2, now a specific focus on instructional strategies and collaboration.

Your intended audience is comprised of school/centre teaching staff in a professional learning environment. For example, you are in the role of the room/classroom/homeroom teacher of the student, sharing information in a staff meeting with other teachers. You will be sharing information that:

1. Demonstrates your knowledge of the needs of the student in relation to learning , as well as
2. Provides insight for your audience in relation to broader strategies and procedures in place to help ensure that the student with disability (i.e. your selected case study student) can access and participate in education on the same basis as other students

• Your narrated presentation will be created using Voice Thread. You can use Voice Thread directly or upload a video to

Note: video = your slides; audio = your voice, no requirement to have yourself on the camera.

• Refer to the document on the Assessment 3 tab ‘How to Create a Narrated Presentation’

and instructions for Voice Thread.

The Narrated Presentation

Your Narrated Presentation should include the following sections.

a. A very brief introduction to the student and relevant information about their disability in regards to their learning

• Assume the teachers in your audience know the student – but not as well as you

b. An explanation of your holistic approach (think Universal Design) to effectively manage the classroom/program so that the student can participate on the same basis as

• You might mention approaches to you implement to support engagement, participation and inclusion, and/or how you organise classroom activities and resources – and/or the physical.

c. A more specific focus on strategies you implement to help ensure that the student can access and participate in classroom learning activities on the same basis as other

• Be very specific – describe strategies you implement in a particular session/lesson/topic
• Such strategies or approaches might include instructional approaches, and/or behaviour support, and/or teacher communication strategies, and/or formative assessment, and/or use of digital technologies, etc.
• Consider the learning context, environment, and resources. Prioritise some of the most important or relevant strategies for your student.
• Don’t generalise – give precise examples, a ‘glimpse’ of what you do in the classroom

d. A summary table that succinctly records the reasonable adjustments you provide for the

Refer to the Nationally Consistent Collection of Data (NCCD) document ‘Selecting the level of adjustment’, and include information for your case study relevant to:

• Level of adjustment descriptors (for your student)
• Typical adjustments (for your student) ‘laguage’ of the NCCD)

e. A discussion of the collaboration and consultation you undertake to help ensure that the student (i.e. your selected case study student) can access and participate in education on the same basis as other students.

• Why you consult and collaborate, and who you consult and collaborate with? I suggest using diagrams to show this clearly and

Question 1

Have a look at the following prompt.

1. Now, look back at the bottom half of the Cultural Iceberg diagram. Think about all the (invisible cultural) behaviours that form part of a cultural perspective or way of being and knowing that may differ from your own. Think about a student being their normal self in the classroom.
2. Is it possible for some student behaviour to seem different to you? A lot of the time, as teachers in schools, we talk to students about respect. What behaviours do we expect? Who determines what respect means?

Question 2

IQ2 Racism Debate: Stan Grant, a powerful comment on Racism from his speech with The Ethics Centre.

Write a word Reflection on his speech, please?

Question 3

History is perceived as a record of past events. However, whatever is recounted could be a fact or could be fiction depending on the writer. So, what is History? Who agrees on what is written?

History should be a ‘totality’ of past events, a “Known past”. Aziz (2017) states that the written record of human lives and societies of the past, with an attempt to interpret it, is historiography. By its very nature, history perhaps is most difficult to be defined with precision. Any attempt to uncover past events and thence to formulate an intelligible account of it, is almost impossible without the adulteration of personal view of things, people, places and events [1].

We must ask the question Who writes history? The victor or the conquered? In Australia the victor has written the version of history for many years as Aboriginal and Torres Strait Islander peoples spoke only oral traditional languages for much of the time of colonisation. Hence, we have got to read History, as described by the victors. Aboriginal and Torres Strait Islander people’s stories, lives and cultures were ignored and erased by the English historian’s accounts of Australian history. Even the declaration of Terra Nullius immediately wiped out the truth that this land, Australia, belonged to Indigenous people. This legal lie, and historical non-representation or misrepresentation of Indigenous people in history books and media has contributed to the general population having little knowledge and understanding of the oldest living surviving peoples in their country today. False representations, stereotypes, prejudices and ignorance are constructed when a whole group of people are omitted or misrepresented in history books and the media.

Check out this recent article in The Conversation, The National Curriculum should not be used and abused as election issue. Is history not about the facts?

Share with us your views?

Question 4

Idenitify three strategies that you will employ to engage your school's Aboriginal community as a classroom teacher in your future role.

Question 5

After considering the diagram above

How has deep reflection about your world view or perspective enabled (will enable) you to embed other perspectives into your teaching and leaning practice?

Question 6

Think about Aboriginal student wellbeing in your school. What do you think you could do as a teacher to support Aboriginal students:

1. Sense of belonging in your classroom?
2. Sense that they have someone advocating for them in your classroom / school?

Question 7

Centre for Education Statistics and Evaluation (2021), Supporting Aboriginal students to attain the HSC, NSW Department of Education, education.nsw.gov.au/ceseeducation.cese

After completing the reading, post your comments on the discussion board. Think about this outcome or goal, and what it means to teach in your (eg, primary/high school etc) school setting, does what you do contribute to overall long term outcomes like school completion?

Question 8

Familiarise yourself with the CSIRO Indigenous STEM project

• What are the benefits of programs like these?
• What are the key learnings from the project?
• What was the most exciting Indigenous STEM resource you found? Why?
• What Indigenous STEM ideas do you have that can be taught in the classroom?

You do not have to address all of these questions individually. Instead, you should consider them as prompt to develop your comment on STEM and how your see it in your role as a future teacher.

Question 9

Find an illustration of a quality practice (or quality teaching program etc) in Aboriginal Education and share it with the group. This is NOT a resource (as per Assessment 1), and NOT a pedagogical framework (like 8Ways). It is where people are doing great work in the feild, so other can see it happening and what it looks like.

What makes it quality? What do you like about it?

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