1. Differentiation for the Lowest Ability: a few easy wins.

2. Repetition of tasks and learning – give them the chance to overlearn tasks.

3. Get the students to repeat back the task in their own words
Get the students to repeat back the task in their own words. This will clear up understanding.

4. Make sure there is a visual element to the tasks – picture prompts or visual accompaniment to the work.

5. A realistic lesson outcome which produces an achievable amount of work.

6. Cloze procedure for extended writing tasks.

7. Have mini whiteboards on hand. This allows T. A
Have mini whiteboards on hand. This allows T.A.s to give subtle differentiation and gives students chance to practise skills. It can also form dialogue with children who don’t readily talk.

8. Give a short starter task, if appropriate, which can be achievable and the student can work on independently at the start of lesson.