In this evidence sample, students were using various strategies to consider how they can manipulate narrative structure to establish ideas for script writing. This task was conducted part-way through a script writing unit during term four. This task was presented to the students to get them thinking about how narrative structure is conveyed through a script writing process, and how they can change and create storylines, before having a go at changing a storyline into a script.  McLeod and Reynolds (2007) indicate that one of the main areas of effective quality teaching is to support student learning through the provision of multiple contexts for learning tasks (p.45). This evidence sample demonstrates these multiple contexts by adopting a range of teaching strategies to support all students of all abilities. Further, this evidence sample recognises that different students learn differently and in response to their social and cultural backgrounds (McLeod & Reynolds, 2007, p.46). It also uses these teaching and learning strategies to respond to these learning strengths, needs and differences between students. Using various strategies such as group work and independent work is in important aspect of teaching in the 21st century. Schleicher indicates the importance of teaching students how to work collaboratively and in a team as a necessary skill for working in the 21st century (2012, p. 35). However, it is also suggested that students need opportunities to work independently in order to work ‘at their own pace’ (Clarke & Pittaway, 2014, p. 24). Therefore, this evidence sample can be seen to incorporate a range of teaching strategies that align with graduate teaching standard 3.3, and is also responsive to the diversity to learners and learning needs, which in turn aligns with graduate teaching standard 1.3