TS 5:
Adapt teaching to respond to the strengths and needs of all pupils
Responsive, differentiated teaching that meets every learner where they are — from pupils with SEND to high-ability students, EAL learners, and those with disabilities.
Embedded Files
TS 5.1 — Know when and how to differentiate appropriately
My Practice
Differentiation that raises the floor without lowering the ceiling
Differentiation is woven into every aspect of my planning. I use four key strategies: tiered tasks (three versions of the same problem at different levels of complexity), pre/post-teaching for students with identified gaps, structured choice in extended tasks, and scaffolded writing frames that are gradually removed as confidence grows. The academic data markbooks I developed at BGR flag students underperforming in their expected overall and subject-based VA, prompting targeted differentiation. I avoid low-expectation differentiation: all students access the same core concepts; what differs is the level of scaffolding and the pace of transition to independence.
Charles Ocholla · Head of Faculty, Science · BGR · Feb 2026
"Classroom differentiation" — key area for development.
Key development area recorded in both formal observation reports
David Otukhu · Computer Science Teacher · BGR · March 2026
"Differentiation needs to be planned in the lesson."
Key development area recorded in both formal observation reports
Liz Borwell · Headteacher · Braeburn Senior School, Gitanga Road
"There is an opportunity to make sure no student feels 'invisible,' particularly those with EAL needs. Consider pairing struggling students with strong mentors, use the 'Three Before Me' rule, and provide a CS visual cheatsheet."
Implemented: Three Before Me rule and CS visual cheatsheet adopted in subsequent lessons
Creating Elevator Jam music. In this worksheet, I have provided an image of the final expected work. (Year 9 Computer Science, BGR, Mar 2026)
📄Algebraic Fractions lesson plan — tiered Core/Support/Challenge objectives (uploaded) (Year 10, BGR, 2026)
TS 5.2 — Secure understanding of factors that inhibit pupils' ability to learn
My Practice
Understanding the whole child, not just the mark
I hold a certificate in Understanding Anxiety & Stress in Children & Young People, which deepened my awareness of how emotional states, home circumstances, neurodivergence, and socioeconomic pressures affect learning. I work closely with the pastoral team and SEND Coordinator to understand each student's context, attending relevant pastoral briefings and reading the SEND register carefully at the start of each academic year. My Equality, Diversity & Inclusion certificate ensures ongoing awareness of cultural and social barriers to learning.
Understanding Anxiety & Stress in Children & Young People (The National College, 2025 - 2026)
a formal pastoral role confirmed in writing by Susan Wanjiru, Teacher Mentor, CC'd to Esther Mokaya (Deputy HT Pastoral & Safeguarding Lead) (BLV, Mar 2025)
TS 5.3 — Demonstrate awareness of the physical, social and intellectual development of children
My Practice
Teaching the age, not just the subject
Teaching across KS3, KS4, and KS5 gives me a live understanding of how learners' intellectual and social needs change with age. KS3 students need active, tactile, and collaborative learning experiences; they respond to games, group tasks, and role-play. KS4 students are developing metacognitive awareness and benefit from being shown the 'why' behind exam technique. KS5 students require university-preparatory autonomy. I give them reading lists, independent research tasks, and seminar-style discussions. I am also attentive to the social developmental pressures of adolescence: peer dynamics, identity formation, and motivation. The Debate club provided a structured, safe space for adolescent self-expression, and my mentoring sessions at breaktime explicitly support students navigating social challenges.
Creating Elevator Jam music. In this worksheet, I have provided an image of the final expected work. (Year 9 Computer Science, BGR, Mar 2026)
TS 5.4 — Clear understanding of SEND, high ability, EAL, and disability needs
My Practice
Every learner seen, every learner served
I hold a Child Protection certificate and have trained in safeguarding, both of which underpin my awareness of vulnerability across all pupil groups. For students with SEND, I consult Education, Health and Care Plan (EHCP) summaries and coordinate with the SENCo to implement specific adaptations: enlarged print, preferential seating, additional processing time, and simplified task instructions alongside standard versions. For my highest attaining students, I provide UK Maths Trust (UKMT) preparation, A-level bridging materials for Year 11, and stretch project briefs in Computer Science. For EAL students, I use visual representations heavily in Physics, Computer Science and Mathematics, provide bilingual vocabulary cards where possible, and use think-pair-share structures that reduce the anxiety of solo public responses. I have students with visual processing differences for whom I use high-contrast slides and uncluttered board layouts.
Reflection & Next Steps
Differentiating effectively for pupils with an Education, Health and Care Plan (EHCP) is the area where I am most actively seeking to improve. I want to develop a stronger, evidence-based understanding of specific learning differences, dyslexia, dyscalculia, ADHD, EAL, and the accommodations that genuinely support these learners in a STEM context.
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