When the curriculum demands personalisation: adaptive professionalism, pre-packaged plans and the teaching of phonics and spelling

Abstract This paper reports on one teacher’s adoption and adaption of pre-packaged teaching plans when teaching early years literacy. We hone in on Ms Jordan’s (pseudonym) work as an adaptive professional who personalises curriculum enactment for her highly diverse student cohort through continual changes to resource selection, pedagogy and assessment. Qualitative case study data consist of transcripts made during Ms Jordan’s interviews with the researchers, as they discuss the Australian Curric