LEANNE LOWE, DEPUTY HEADTEACHER, MESAIEED INTERNATIONAL SCHOOL, QATAR
In recent years, educational thinking around the topic of differentiation has evolved significantly. Most notably, this is evidenced in the initial teacher training and early career framework (DfE, 2024), which outlines the aspects that new teachers need to know and the skills that new teachers need to have with regard to adaptive teaching. The shift is significant, not least because the majority of the current education workforce will have spent a large proportion of their career receiving and giving evidence-based advice to differentiate. This study explores one school’s approach to developing thinking around and practice for providing for differing needs and starting points within the classroom. It examines how Mesaieed International Primary School, a large multi-cultural, multilingual, British-curriculum school, has redefined its teaching practices to align with the evolving discourse on adaptive teaching,
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
