Page 32 - SoW Form 4

You have 5 minutes. You must do 5 questions – you can choose any 5. If you have time you can do more.’ This will allow pupils to do more
or less and also to choose the questions they find easiest.
ii. Remember and share
If pupils are asked to remember and share, they have to tell you 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). This task
allows all pupils to make successful contributions.
iii. Add on
Monitor during tasks, e.g. reading or listening questions. Where pupils have done well, have a few extension questions to hand and ask
them. Alternatively ask them to rewrite sentences or think of their own additional questions to ask other more proficient pupils.
iv. Project outcome
If pupils are doing project work, encourage more proficient pupils to do more – either produce a greater quantity of output or produce more
complex outcomes. For example, if pupils are doing a project on the environment, more proficient pupils can research and produce a written
report and do a class presentation; less proficient pupils can be given materials to use for ideas and produce a short illustrated summary
only.

Strategy 5: 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’s appropriate, these pupils should be given
a little more time to finish. Extension tasks for pupils who complete the task early should also be provided (e.g. Write three more sentences
using the same new words; Label the picture in the textbook and check any you don’t know in the dictionary; Talk with your friend in English:
You choose what to talk about).
If pupils are doing group work, match fast finishers with other fast finishers to do additional work, e.g. Think of three more questions and ask
your new partner.

Rewarding fast finishers with something ‘fun’ to do (such as playing a game or using digital applications) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extension tasks should extend and enrich learning.

Strategy 6: Differentiate by supporting individual learning preferences and needs
When appropriate, you can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for
example, pupils decide for themselves which tasks they want to do (e.g. the type of writing task they complete or a revision game), depending
on the ways they prefer to learn or topics they find interesting.

Secondary Form 4 Scheme of Work 16