Differentiation

Choice of Task

Choice• This strategy gives students a choice of tasks

to complete.• Tasks can be differentiated by level, method

of learning, resource and/or content.• Only direction given is that students must

choose tasks at or above their target level.

Bones and Muscles Example• Stage 1 learners.• Six tasks available. • Students must complete at least two tasks.• Tasks matched to learning outcomes and levelled,

PPass, Pass, Merit and Distinction.• Range of activities; labelling diagram, solving

anagrams, closed exercise, rearranging information, answering questions, card sort.

• Short achievable tasks.• Other resources available for support.

Learning Outcomes for LessonDistinction• Be able to justify the importance of the structure

of a synovial joint.Merit• Be able to explain the difference between joints,

tendons, ligaments and cartilage and how muscles work antagonistically.

Pass• Understand and describe the movement of

muscles and the different types of joint.P-Pass• Know the main bones of the skeleton and its

three functions.

Bones and Muscles ExampleExamples of Tasks.

Students’ workMerit and Distinction tasks complete.

More than two tasks complete.

Self assessment of level.

Students’ workDistinction task complete.

Student’s 4 levels progress target is a Merit.

Self assessment with justification.

Students’ workStudent completed 4 tasks ranging from Pass to Distinction.

Student’s 4 levels progress target is a Merit.

Students’ workCompletion of Merit and Distinction tasks.

Student’s 4 level progress target is a Merit.

Self assessment.

Students’ work

Outcomes• Students will choose tasks above their target

grade/level.• Students are actively engaged in the learning and

remain on task.• Students can work at their own pace.• Students will complete more tasks than suggested.• Students know what grade/level they have been

working at by the completion of specific tasks and understand how to progress.