What you will be able to do
- Use a shared core outcome whenever possible.
- Differentiate support before lowering the goal.
- Prepare meaningful extension, not extra busywork.
- Change groups according to the task.
Describe the difference you need to respond to
“Mixed ability” can mean different language knowledge, literacy, confidence, speed, prior education or familiarity with the task. Identify the actual barrier before choosing a response.
A learner who speaks slowly may understand the target fully. A fast finisher may be guessing. Use task evidence instead of fixed labels such as “weak” and “strong.”
Four differentiation levers
| Lever | Support example | Challenge example |
|---|---|---|
| Input | Gloss two essential words | Compare two models for nuance |
| Process | Provide ordered planning prompts | Choose and justify a strategy |
| Output | Use a sentence frame | Add a counterargument or follow-up |
| Time and grouping | Rehearse in pairs | Act as summariser, not substitute teacher |
Plan a shared-core lesson
- 1State the outcome all learners will work toward.
- 2Identify the main language and task barriers.
- 3Prepare optional support that can be removed.
- 4Prepare an extension that deepens the same outcome.
- 5Group for a clear reason and change patterns over time.
- 6Use the same final evidence while allowing appropriate support.
Protect participation and dignity
Do not repeatedly ask one learner to translate, model or teach others unless that role is agreed and educationally appropriate. Avoid public ability labels and visibly easier worksheets that remove dignity.
Use think time, private rehearsal and structured turns to broaden participation. Evaluate progress against the task and the learner’s prior evidence.
Adapt speaking activitiesCompare children and adult learners
Explore the complete training pathway
Connect practical teacher development to assessed training
Review the current CVTE® curriculum, live-course format, observed-practice pathway, assessment, fees and enrolment terms on the commercial programme page.
Useful answers
Frequently asked questions
Should I create a different lesson for every level?
Usually no. Start with a shared outcome and vary support, route or extension. Separate goals may be needed when proficiency gaps are very large.
Are mixed-level pairs always useful?
No. Pairing should serve the task and should not make one learner permanently responsible for another.
These answers are visible for readers. FAQ rich-result markup is intentionally not used because Google retired that search feature in 2026.
Sources, scope and accuracy
This guide separates general teacher-development principles from provider-specific claims. Qualification, employer and destination requirements vary, so verify consequential decisions with the relevant employer, awarding organisation or government authority.
Continue the cluster