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EDUC5013 Assessment 3 (T1, 2025): Narrated Presentation
Length: 5-8 minutes
Weighting: 50%
Due: Thursday, 17
th April, 2025, 11:55pm AEDT
Learning outcomes specifically addressed in this assessment:
LO 3 – demonstrate knowledge and understanding of a range of teaching strategies including differentiation
and providing reasonable adjustments to meet the specific learning needs of students with a disability or other
learning and support needs
LO 4 – demonstrate skills in working collaboratively with other professionals, including learning support
teachers, teacher assistants, specialist and advisory teachers, external professionals and community
representatives; also in consulting and collaborating with parents/careers and community
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:
A. Demonstrates your knowledge of the needs of the student in relation to learning, as well as
B. 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 VT.
o 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 needs.
o Assume the teachers in your audience know the student – but not as well as you do.
o Duration suggestion – less than one minute
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 others.
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Assessment Brief
o 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
environment.
o Duration suggestion – around 2 minutes
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 students.
o Be very specific – describe strategies you implement in a particular session/lesson/topic
i. 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.
ii. Consider the learning context, environment, and resources. Prioritise some of the most
important or relevant strategies for your student.
iii. Don’t generalise – give precise examples, a ‘glimpse’ of what you do in the classroom
o Duration suggestion – around 2 minutes
D. A summary table that succinctly records the reasonable adjustments you provide for the student.
Refer to the Nationally Consistent Collection of Data (NCCD) document ‘Selecting the level of
adjustment’, and include information for your case study relevant to:
o Level of adjustment descriptors (for your student)
o Typical adjustments (for your student)
o Duration suggestion – less than one minute (it is a summary of point B in the ‘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.
o Why you consult and collaborate, and who you consult and collaborate with I suggest using
diagrams to show this clearly and succinctly.
o Duration suggestion – around 2 minutes
F. References list (not included in the time allocation) – one slide
Academic Integrity
Use of GenAI is acceptable within defined limits
In this assessment task, the use of GenAI is allowed but limited.
You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a
tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to
help guide your research, research, ask questions to help to clarify your understanding, brainstorm preliminary
ideas, get feedback on your ideas and clarify concepts.
Remember, just as if you Googled something, you still need to evaluate the information to determine its
accuracy and relevance. GenAI can produce biased and false information. You must find scholarly sources to
support any of the ideas generated. This is a requirement for this assessment.
You cannot include content generated by in your assessment (even if you have paraphrased, summarised or
quoted the output).
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Assessment Brief
You are also encouraged to use Grammarly Premium to help edit and improve the quality of your written
work.
If you do, use GenAI as defined as acceptable for this assessment. In that case, you must keep evidence of how
it was used and acknowledge how you used it in the process of completing your assessment appropriately. To
help understand what to do, consult the Learning Zone’s resources.
Quick Guide Acknowledging and Referencing GenAI Use
Build your skills using GenAI – PAIR Framework
The SCU Library Guide- GenAI can also help you develop your AI literacy
skills. https://libguides.scu.edu.au/genAI
If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules,
Section 3.