re is no one definition of differentiation. However, all current definitions are underpinned by considering learners as individuals and learning as a personalised process. (Bartlett, J. 2016) This definition of differentiation is consistent in many research papers: The Training and Development Agency for Schools described differentiation quite succinctly as ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’ (Bartlett, J 2016) Visser (1993) is troubled about the lack of understanding around the term differentiation, regardless of its popularity. ‘Differentiation has become one of the educational jargon words of the mid 1990s-used by many, understood by some, and put fully into practice by a few’

Kerry and Kerry (1997) explain that differentiation rose to prominence after the 1988 Education Act. The Schools Examination and Assessment Council (SEAC) identified two methods of differentiation: by task and by outcome (Ivett, N.2007)

There is a strong emphasis on pupils’ progress in learning and a key feature of an outstanding lesson assessed by the teacher standards is that ‘all pupils make progress. When pupils can access learning, we begin to see outstanding progress (Bartlett, J 2016). It is a fundamental entitlement of all pupils in our schools to receive an education which is appropriate to their needs (South Gloucestershire education service). Talked about in government official papers as the key principal on which the National curriculum should be based; The curriculum should be, “differentiated: what is taught and how it is taught need to be matched to pupils\’ abilities and aptitudes.’’ (DES, 1985)
Effective differentiation provides appropriate challenge and support for all pupils, ensuring that every young person makes progress and that each individual develops a sense of becoming a successful and increasingly independent learner (South Gloucestershire education service) Although dated research by Bennett et al (1984) suggests teachers were not always utilising this approach. He found that sixty percent of year 2 children and seventy percent of year 3 children in a range of settings were seen to be working at tasks that were either much to easy or much too hard for them.
There are diverse ways in which we differentiate in the classroom: by support, tas