How Does Differentiation Support Or Hinder Pupils Progress In Writing

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How does differentiation support or hinder pupils’ progress in writing? A study examining a school in Brent.
“We used to teach subjects and classes – now we teach students (Petty, 2004).”
Differentiation is recognised as a key part of effective teaching in writing but there seems to be a little general agreement about what it implies, or what it might look like in the classroom. Experienced teachers too can find it difficult to cater for the needs of a class which is likely to include pupils across a wide spectrum of abilities, from students with learning difficulties through to gifted children.
The intention of this research project is to remain practical and focused upon investigating a school in Brent and examine how teachers’

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