Sorry but this form will not work without cookies enabled. Please adjust your browser settings to enable cookies to continue. For more information on how to do this please see our.

  • A Warm Welcome

    Situated in the heart of a thriving expat community, our school is home to families from all over the world

    Secondary students in ICT lesson

  • Academic Success

    Delivering oustanding results at every level in our school

    IB students in media class

  • Helping Others Thrive

    We believe passionately in learning, and our modern approach to education continues to help our students shine

  • Be Ambitious

    Inspiring academic success & developing social, intellectual and confident children

    Three primary students in class working together

  • Support & Guidance

    We look forward to seeing you at the British International School, Puxi and welcoming you and your family to our special community

    Secondary students in English class

  • News & Views

    Stay in touch with all that is taking place in our school and our community

    IB student reading

  • Get in Touch

    We like talking about education and children. You can get in touch with our admissions team by phone,skype or e-mail, or by calling in to see us

    IB students in Chemistry lab

5. Differentiation

Identifying and responding to the needs of students is a skill that teachers explore daily under the broad-brush term, ‘differentiation’. 

  • differentiation
  • differentiation

Different teaching styles and different lessons may suit different methods of differentiation but the standard approach is to differentiate content, process, product and environment.

Secondary teachers will use different forms of differentiation depending on the nature of the sequence of learning within the SOW, the Key Stage and the nature of the group of students within the class.

Both student and teacher mindsets have an impact on differentiation because perceptions about intelligence affect both willingness to learn and on-going performance. Fixed mindsets see ability as static and inflexible, whereas growth mindsets see ability as something that can be increased with time and effort.

Differentiation should reflect a teacher’s growth mindset and promote the students’ growth mindset. A teacher with a growth mindset understands that each student, regardless of perceived ability, can succeed if their effort is matched with high goals, high support and suitable learning opportunities. They ensure that their differentiation reflects this philosophy. Where possible differentiation should allow students having the most difficulties to make progress in catching up and so achieving the highest expected outcomes.