Page 13 - Year 1 SOW 2020

3. Differentiation strategies for Primary Year 1

Strategy 1: Differentiate by the task pupils are given
If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me the food
words you know, or What will happen next?) allow more proficient pupils to contribute more unusual
words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and
interests: see strategy 5 for more on this.

Strategy 2: Differentiate by the type and amount of support provided
The teacher can support pupils to understand and use language with:
 their own teacher talk (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).

Different types and amount of support can be given to less proficient pupils, depending on their
needs, and extra challenge can be provided for more proficient pupils.

Strategy 3: Differentiate by the outcome expected from pupils
The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
 compulsory plus optional
 remember and share.

i) Compulsory plus optional
Here, the teacher sets pupils targets such as With your partner, write two sentences or more, or
In your group, say three colours or more. The minimum target (two sentences, three colours) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is optional,
and gives a chance for more proficient language pupils to challenge themselves. Some pupils
will stop at the minimum target at first, but with more practice, they will soon get the idea of going
beyond the minimum target.

ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the classroom objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember and then tell me).
Sometimes, less proficient pupils have good memories, and so this task also allows different
pupils to make successful contributions.

Strategy 4: Differentiate by the time pupils are given to complete a task
Some pupils need longer than others to complete tasks, especially when writing is involved. When it
is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who
complete the task early should be provided (e.g. Write as many animal words as you can; Name the
things in the picture in the textbook; Talk with your friend in English: You choose what to talk about).
Rewarding fast finishers with something ‘fun’ to do (such as playing with toys or drawing a picture)
should be avoided, as this will encourage pupils to work quickly, rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.

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Primary Year 1 Scheme of Work