Australian Professional Standards for Teachers

Multiple literacy outcomes


About this Illustration of Practice

The teacher is conscious of the ways in which the new Australian Curriculum for English encourages teachers to provide students with opportunities to create, sequence and develop digital stories and communications.  She decides to use a concept map to enable her students to identify options for creative writing about animals. Having decided on their approaches, she supports individual students to achieve a range of literacy outcomes. These outcomes include oral presentations, photo stories, creating and sequencing digital images, design, and word processing.

Standard 2
Know the content and how to teach it
Focus area 2.5
Literacy and numeracy strategies
Career stage
Proficient
Descriptor
Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Other descriptors
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.4
Select and use resources
Career stage
Proficient
Descriptor
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
  1. Which ‘thinking’ tools and strategies do you use in your classroom to support learning?
  2. How many separate resources and or activities do students engage with, or in, within your lessons?
  3. To what extent is ICT transforming your students’ learning?
Learning area
English
Year level
Year 1
Australian Curriculum content descriptions
ACELY1664
School
St Saviour’s Primary School
Queensland
Year level
Year 1
Related subject
English
Stage of schooling
Primary
School type
Non Government
School location
Provincial
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St Saviour’s Primary School in Toowoomba, Queensland caters for over 400 students from Prep to year 7. The teacher of the school’s year 1 class had previously invited a visiting author to the class who had worked with her students to create creatures. She has decided to build on this experience in a literacy project by providing opportunities for her students to create a range of text types appropriate to their own interests and literacy needs. 

Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.