Differentiation
In the past, differentiation was achieved by the level of response to the tasks set in term and, in examinations and tests, by questions structured in parts, arranged in order of increasing difficulty. Whilst examinations will continue to be so structured, differentiation by outcome for class and home work did not prove satisfactory: the low end of the ability spectrum had problems understanding what was required of them and may not have been able to use the resources available, resulting in even lower achievement; the high end of the spectrum were not stretched to achieve more than the average. To this end, at least four areas had to be considered:
- Tasks need to be graded
- Resources need to be appropriate
- Extra time may have to be given to Lower Ability for questions and explanations.
- Alternative classroom organisation and teaching styles - e.g. group work; gender mix or ability mix when planning seating arrangements; other media for expressing ideas.
Each year a full list is published of all those pupils who receive help from the Supportive Studies Department. Classroom observation and regular marking of work will help to identify others who need special attention.
- A number of work-guides have now been published for various topics in which tasks are graded so that all may complete the basic work, whereas more able pupils may go on to (for them) more challenging tasks.
- In each Year group we attempt some research-based project and we have assembled boxes of resources (mainly books) which contain materials of different standards. Some will be more suitable for lower ability pupils, others for the more able. Supervision will be necessary to ensure that the resources are used to the best advantage.
- Further, it is possible to experiment with seating arrangements so that pupils do not always sit next to the same person. In addition to friendship patterns, try gender mix and ability mix. These are particularly helpful in paired or group work where more able pupils can help less able pupils - both learn in the process.
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