Frayer diagram

Also known as: Frayer model

The Frayer Model, a visual graphic organiser developed by Dorothy Frayer, supports students in defining vocabulary or concepts. The page is divided into four sections: essential characteristics, non-essential characteristics, examples and non-examples. The outcome can be used as a visual reference and resource for students.

Frayer diagram

ICT templates

How to use with ICT

Use the Frayer Model template to support independent work or groups of students in identifying unfamiliar concepts and vocabulary. A shared template can be used to enable students to collaborate on a unit’s vocabulary.

Single computer

Project the template on a screen to use during instruction. Work through examples as a class.

External resources

Find out more resources
Title Link Description
Frayer Model on Frayer Model (new window) An explanation of the Frayer model with three examples and a link to a template.
How to use the Frayer Model to enhance student vocabulary? by the Professional Learning Board How to use the Frayer Model to enhance student vocabulary? (new window) Understanding the Frayer model and how to use it.


Links to third-party websites:

If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).

The department accepts no responsibility for content on third-party websites.

Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.