Also known as: KWL, KWHL

KWLH is a comprehension strategy where students record what they already know (K), what they want to know (W), what they learnt from the activity (L), and how they can learn more (H). It:

  • is a valuable tool for educators to develop students' comprehension skills
  • supports students to gather new information and make links to what they already know
  • is often used as a collaborative group activity.


ICT templates

Learning activity templates

Google templates 

Ensure you are logged into your Google account before accessing these templates.

Microsoft templates

Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to:
File > Download a Copy.

How to use with ICT

  • Explore the Brainstorming templates to complement this activity and generate a broad range of ideas.

External resources

Find out more resources
Title Link Description
KWL webpage on The Teacher Toolkit website KWL on The Teacher Toolkit website (new window) Models a three-step process to activate students’ background knowledge, develop a purpose for learning and be able to summarise. Provides information on how to use, when to use, variations to use and downloadable templates to use.
Creating question and answer books through guided research by Renee Goularte Creating question and answer books (new window) This lesson plan develops a series of reading and writing activities designed to teach research strategies. The process uses KWL charts and interactive writing as key components of organising information.
Free KWL templates for Word, PowerPoint and PDF as part of the Edraw software platform KWL templates (new window) KWL templates to download and use within free drawing software.


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

Students with disability

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.


To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students


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. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


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.