Here you can learn about differentiation; what it is and isn’t, when and how it is best applied and its relationship with adaptive teaching. Differentiation means the provision of different types or levels of teaching strategies/support/resources for different pupils or groups of pupils; it may be thought of as a subset of adaptive teaching rather than as something different.

What does the SEND Code of Practice (2015) state about differentiation?

What is differentiation?

What is adaptive teaching?

What is the relationship between adaptive teaching and differentiation?

What are the common misconceptions about differentiation?

Can you give an example of what appropriate differentiation might include?

How does differentiation fit with mastery teaching?

What does research tell us about pupil experiences of differentiation?

What are some of the key differentiation strategies and how could they be applied to support particular types of needs?

The Individualised Instruction study by the Education Endowment Foundation provides an evidence summary.

Read the study here.


The Education Endowment Foundation Teaching and Learning Toolkit provides a useful summary of various evidence, including on some types of differentiation. 

View the toolkit here. 


Wooff, David (2018) Differentiation and planning for diversity. 
In: Invited Talk for Primary School Direct Trainee Teachers within the University of Sunderland Partnership., 19th October 2018, David Goldman Lecture Theatre, The University of Sunderland, UK. (Unpublished) 

View the presentation here.


Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools

View the article here.

Differentiation: Information