Abstract Amid concerns about declining engagement in writing and a persistent focus on skills-based instruction, this study explores how multimodal texts can support both curriculum-aligned and serendipitous writing experiences in early years and primary classrooms. Drawing on a qualitative case study design, semi-structured interviews were conducted with eight early years and primary teachers across diverse geographical contexts in Queensland, Australia. Findings reveal that while multimodal texts were effective in supporting the teaching of writing knowledge and skills aligned with curriculum outcomes, the most powerful learning occurred when teachers created space for unexpected, child-initiated writing. These unexpected learning opportunities often led to rich, cross-curricular engagement and creative expression. In a policy climate shaped by standardised testing, this study underscores the importance of making pedagogical space for the unexpected, preserving opportunities for spontaneity, creativity, and child-led agency. It affirms the potential of multimodal texts, when combined with responsive teaching, to reframe writing instruction, positioning children not only as learners, but as confident, engaged writers who enjoy writing.
Brosseuk et al. (Sat,) studied this question.