Differentiation and mixed-ability English classes
Every English class is mixed ability. Some children read chapter books, some are still blending. The old answer was three worksheets for three tables. The evidence now points to something less tiring and more effective: one strong task, with support you adjust as the lesson goes.
The short version
- Do
- Keep the same goal for everyone, and vary the support: models, frames, word banks, time, partners.
- Avoid
- Fixed "top, middle, bottom" tables, easier goals for some children, and a separate worksheet for every level.
- Why
- The EEF finds within-class attainment grouping adds little on average (+2 months, very limited evidence) and no average benefit in literacy studies.
From differentiation to adaptive teaching
In England, the Department for Education's Early Career Framework now uses the term adaptive teaching. It warns that adapting is less likely to be useful if it means artificially creating distinct tasks for different groups, or setting lower expectations for some pupils. The idea is simple: aim high for everyone, find out quickly who is stuck, and adjust the support, not the destination.
What the evidence says
| Approach (EEF Toolkit) | Average impact | Evidence strength |
|---|---|---|
| Within-class attainment grouping | +2 months | Very limited. Literacy studies found no average difference. |
| Individualised instruction (a different task for each child) | +4 months | Limited, with big variation. Hard to manage without losing teaching time. |
| Feedback | +6 months | Extensive |
| Metacognition and self-regulation | +8 months | Extensive |
The pattern is clear: the biggest gains come from good feedback and teaching children how to manage their own learning, not from sorting them. The EEF's guidance on SEND in mainstream schools recommends "five-a-day" for every class: explicit instruction, cognitive and metacognitive strategies, scaffolding, flexible grouping and technology. These help everyone, not only pupils with SEND.
A note on learning styles. Planning separate visual, auditory and kinaesthetic tasks is not a valid form of differentiation. The evidence does not support it. Read why.
One task, three ways
Same topic, same goal, same final product. What changes is how much support each child takes. Let children choose and move up, rather than assigning levels permanently.
| Support | Example (goal: describe an animal in writing) |
|---|---|
| Most support | A frame with gaps and a picture word bank: "It is ___. It has ___. It can ___." |
| Some support | Sentence starters on the board and a word bank. Write four sentences. |
| Stretch | No frame. Write five sentences and use "but" or "because" at least once. Compare it with another animal. |
Ten in-lesson moves
- Model it first. Show a finished example and think aloud as you write it.
- "I do, we do, you do". Do one together before children work alone.
- Pre-teach to a few. Five minutes with three children before the lesson can change their whole hour.
- Word banks and frames on the board, available to anyone, no stigma.
- Check early. Mini whiteboards in the first ten minutes show who needs you.
- Teach at the table. Pull a group of four who made the same error for two minutes.
- Hint cards. Envelopes on a side table with hint 1, hint 2, hint 3.
- Extend by depth, not more of the same: "Now write it from the cat's point of view."
- Remove support on purpose. Take the frame away next lesson for children who no longer need it.
- Mixed pairs for speaking, changed regularly, so stronger speakers model and weaker ones get a patient partner.
Grouping without labels
- Group for a specific skill on a specific day, then regroup.
- Use neutral names: "the 'th' group", not "the red table".
- Let children choose their support level and move up when ready.
- Watch who never leaves the "most support" group, and teach them directly.
Try it tomorrow: "My favourite animal" (45 minutes)
Level: mixed Pre-A1 to A2, ages 7 to 11. You need: board, three versions of the frame copied on the board (no printing needed).
| Minutes | Stage | What happens |
|---|---|---|
| 0 to 8 | Vocabulary | Picture talk: animals, body words (tail, wings, legs), verbs (swim, fly, climb). Choral, then pairs. |
| 8 to 15 | Model | You write about a penguin, thinking aloud. Underline "It can swim but it can't fly." |
| 15 to 20 | We do | Class builds a text about a cat together on the board. |
| 20 to 23 | Choose | Children choose frame, starters or stretch. Say: "Start where you will be successful. You can move up." |
| 23 to 38 | You do | Write. You teach at tables: first to the frame group, then any common error you spot. |
| 38 to 45 | Share | Partners read aloud and guess the animal from the description. Two children share with the class. |
Frequently asked questions
What is the difference between differentiation and adaptive teaching?
Adaptive teaching keeps the same high goal for all and adjusts support in response to what pupils show during the lesson, rather than planning separate tasks for fixed groups.
Is ability grouping effective in primary English?
The EEF finds within-class attainment grouping adds about two months on average, based on very limited evidence, and literacy studies showed no average difference.
How do I differentiate without three worksheets?
Use one task with optional supports: a frame, starters or a word bank on the board, and a stretch challenge.
How do I stretch the most confident pupils?
Extend by depth: a new point of view, a comparison, a reason, or teaching the idea to someone else, rather than more of the same.
Should I differentiate by learning style?
No. There is no good evidence that matching teaching to visual, auditory or kinaesthetic styles improves learning.
Free levels for mixed classes
Our free Level 1, Level 2 and Level 3 programmes overlap, so you can pick the right starting point for each group. Litlings tracks each child's progress, free for up to 40 pupils.
Try Litlings freeRelated
- Within class attainment grouping (EEF Teaching and Learning Toolkit)
- Individualised instruction (EEF Teaching and Learning Toolkit)
- Special Educational Needs in Mainstream Schools (EEF guidance report)
- Initial teacher training and early career framework (Department for Education)