TS 5: Adapt teaching to respond to the strengths and needs of all 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.

Now that I have improved my subject knowledge, I am able to frame questions which guide students to learn and really develop their thinking. This has not been easy, and for me going to my six week placement school was a challenge as these students were higher achieving and I knew that I would need to stretch further at the top, which demanded more depth in my own subject knowledge. However, in doing this, I have been able to understand the importance of using Blooms, carefully planning questions I will ask, and anticipating those that may be asked of me.

The contrast between my two placements meant that on return to my block placement school, I found I was still pitching my lessons too high. Likewise, teaching the GCSE content to Year 9 and Year 10, and having to make the content more accessible. These have been really valuable lessons to learn, as I continue to improve my level of differentiation. I have produced differentiated work books, EPQ frames and cloze tasks which assist lower ability students in accessing the learning material.

Relationships & Families – differentiated work book SEN & EAL-22bd0a1