Writing scaffoldsAlso known as: writing prompts, writing plans
Writing scaffolds support students to plan and effectively structure their writing and, when implemented digitally, allow for increased accessibility, with voice recording, drawing and video options. They:
- provide educators with effective structures for key text-types and support the explicit instruction of long-form writing
- help students focus on a writing task, get started, organise their ideas, and feel more confident
- support the creation of coherent, controlled and complete texts.
Ensure you are logged into your Google account before accessing these templates.
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to:
How to use with ICT
- Set writing tasks for students to complete in Google Docs or Microsoft Word Online so that you can view their work and provide feedback in real-time,
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.
Learn more about the strategy
|NSW Department of Education||Supporting the emerging writer||MyPL||This online session will explore the process of ‘draw, talk, share, write’ for the emergent writer and how this can be supported when learning from home.|
|NSW Department of Education||Focus on creating texts||MyPL||
This online course includes two modules:
Module 1: Understanding writing: An evidence-based approach