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- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
Low set: worksheet has only one blank space to fill in for each word and the answer boxes arranged in order of filling.
Middle set: Worksheet has a few more blank spaces to be filled in and four blank spaces to hint that the missing word has four letters. The answer box letters are not in order of filling in onto the blank spaces in the above words.
High ability pupils' worksheet with several blank spaces to fill in and the letters in the answer box are not in the order of the words to be filled in. Additionally, there is a word to be filled in full.(EYFS)
- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
Pupil work: The work was done very poorly and after I investigated I found out that the pupil was in a hurry to finish up. I resolved the challenge by encouraging the pupil to pay more attention to his work and also giving worksheets that have some pictures which was more interesting to the pupils.
- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
More challenging work for the pupil with a natural ability to work while encouraging the slow pupil to work faster and effectively.
Journal notes for critical reflection and day-to-day action investigation during my support sessions.
From their work, the pupils have different levels of abilities. I spend more time using more practical explanations with the lower ability pupil as they take longer to grasp things while giving more challenging work to the pupil of high ability.
- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
Engaging in a conversation with a pupil about social development.
Some pupils preferred working in the shop stand while other enjoyed working with mud in the trough.
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