Writing scaffolds
Also known as: writing prompt, narrative, informative, persuasive planning
Planning is a critical part of creating a coherent, controlled and complete text. It is critical that we teach our students how to do it. Using digital writing scaffolds allows students to plan in many different ways including recording their voice, drawing images and inserting video. Digital writing scaffolds allow all students to engage in planning to write.
Planning writing helps students to put pen to paper and get started, feel more confident, organise their ideas and stay on track and avoid tangents.
Writing scaffolds allow student to plan their writing and can help students to:
- get started
- get focused on a writing task
- feel increased levels of self-confidence
- make the transition from guided writing to independent writing
- generate ideas
- organise their ideas and
- keep track of their ideas.
However, writing scaffolds can limit creativity and encourage a formulaic approach to writing. Students can become overly dependent on a particular scaffold and struggle to create a text without it. It is important for teachers to balance the use of writing scaffolds.
ICT templates
Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
How to use with ICT
Select the scaffold that best suits the online learning platform utilised by the class. Complete a guided writing example with the class using the digital writing scaffold prior to assigning as a task on Teams, Google classroom or similar with all class members. Ask each student to complete a digital writing scaffold to be submitted through Google Classroom or Teams.
Single computer
Projecting writing scaffold to a class is a method of supporting student independent writing. Consider the text size when projecting to the class.
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.
Learn more about the strategy
Professional learning
| Provider | Course name | Link | Description |
|---|---|---|---|
| NSW Department of Education | Supporting the emerging writer | Supporting the emerging writer on MyPL (new window) | 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 | Focus on creating texts on MyPL (new window) |
This online course includes two modules: Module 1: Understanding writing: An evidence-based approach |