What does good differentiation look like? As Tamsin Page and Sue Gelder recently explored with our Teaching and Learning Group, the best differentiation isn’t bolted on. Rather, good differentiation is at the heart of the planning process and should be considered at the start of our thinking, not the end. What is that we want pupils to learn and think about? How can this be deconstructed in ways that give everyone in the room access to the challenge? The attached pdf offers a range of creative strategies – which is the right strategy for what you want pupils to learn?