Australian Professional Standards for Teachers

Engaging readers

About this Illustration of Practice

The teacher has developed a literacy unit based on the 2011 Childrens’ Book Council of Australia (CBCA) shortlisted books as a means of engaging students in written and oral language. Due to the diversity of student needs, the teacher uses differentiated activities to ensure all students can access the tasks and achieve appropriate learning goals.

Standard 1
Know students and how they learn
Focus area 1.1
Physical, social and intellectual development and characteristics of students
Career stage
Highly Accomplished
Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
  1. What are some key considerations when adapting teaching strategies to suit a variety of student needs?
  2. What classroom strategies can be implemented as a means of differentiating a classroom program?
Ainslie School
Australian Capital Territory
Year level
Year 2
Stage of schooling
School type
School location
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This Year 2 class has 24 students, eight of these having English as an additional language or dialect (EAL/D).  One of the EAL/D students has been at the school for two weeks from the Intensive English Centre and has very limited use of English at the beginning of the unit. Due to her students’ diverse socio-economic, cultural and achievement backgrounds, the teacher integrates Information and Communication Technology (ICT), differentiated learning and a strong oral language focus into her classroom programs.
Content provider
Australian Literacy Educators’ Association (ALEA)

© 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 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.