CPD · Teaching

Adapting a lesson for mixed ability

Planning one lesson that works for learners at different levels.

about this course

What you will be able to do

L4 PractitionerAbout 3 hours (180 minutes) of CPDSelf-study plus role-playTeaching

Planning one lesson that works for learners at different levels.

Identify three learner needs, given a class profile, with one support for each.
Modify a task, given a standard task, into easier, same and harder versions with the same outcome.
Group learners, given a list, with a reason for each grouping.
Evaluate the adapted lesson, given a checklist, with two changes for next time.

Task, condition and standard

Task

Adapt one lesson so that learners at different levels reach the same outcome by different routes, with scaffolds, extensions and recorded reasons

Condition

Given a class profile, a standard task, a ten-item worksheet and a checklist, in a 3-hour planning workshop

Standard

Write three levels of one task leading to the same outcome, choose a scaffold for each learner need, and evaluate the lesson against a checklist with two changes

These courses teach process, communication and recording. They give no clinical, legal, tax, financial or engineering sign-off. A named subject expert must review every line, and you must check your own professional body's current CPD rules, before you rely on a certificate.

sessions

8 modules

Module 1 Same outcome, different routes 25 min

The outcome stays the same; the route changes.
Adapting does not lower the standard.
Write the outcome first.

Worked example. Outcome: "Compare two fractions." Level 1: pictures with halves and quarters. Level 2: common denominators with prompts. Level 3: unlike denominators and explain why. All 3 lead to one outcome.

Practise: Practise with a case card or template for "same outcome, different routes": identify three learner needs, given a class profile, with one support for each.

Standard to meet. Show that the outcome stays the same while the route changes, by writing three levels of one task that all lead to that outcome.

Module 2 Scaffolds: prompts, word banks, pictures 35 min

Choose prompts, word banks or pictures from learner needs.
Scaffolds are temporary.
Remove them as skill grows.
Record each change in a short note that links it to the learner need.
The teacher agrees adaptations with the support lead, per policy.

Worked example. Class profile: 2 learners new to the language (word bank), 3 learners who need steps (prompt card). 5 scaffolds for 5 learners, 2 types.

Practise: Practise with a case card or template for "scaffolds: prompts, word banks, pictures": modify a task, given a standard task, into easier, same and harder versions with the same outcome.

Standard to meet. Identify learner needs from a class profile and choose a scaffold for each, such as prompts, a word bank or pictures.

Module 3 Extension for fast learners 25 min

Extend with an open question or a create-a-problem task.
Do not raise the standard for others.
Keep extension optional.

Worked example. Extension: "Write a fraction pair where the larger fraction has the smaller denominator and explain why." Offered after 4 of 5 items are correct.

Practise: Practise with a case card or template for "extension for fast learners": group learners, given a list, with a reason for each grouping.

Standard to meet. Modify a task with an extension for fast learners, such as an open question or asking them to create a problem, without raising the standard for others.

Module 4 Time and environment 25 min

Extra time keeps the standard the same.
Adjust seating, noise and room.
Record the reason for each change.
Record the plan in a short note linked to the learner need.

Worked example. Learner A gets 15 minutes instead of 10 (5 extra) and a seat near the board. Standard: 4 of 5 stays the same for all.

Practise: Practise with a case card or template for "time and environment": evaluate the adapted lesson, given a checklist, with two changes for next time.

Standard to meet. Adjust time and the room for a learner who needs it, such as extra time or seating, while keeping the standard unchanged.

Module 5 Practice: adapt your worksheet 30 min

Turn a ten-item worksheet into three levels.
Write a five-line note on the changes.
Link each change to a learner need.

Worked example. 10 items become Level 1: 6 items with pictures, Level 2: 8 items with prompts, Level 3: 10 items. Note: 5 lines, 3 levels, 3 needs.

Practise: Run one full practice round for "adapting a lesson for mixed ability" on a case card or template: work through each outcome in turn (identify three learner needs; modify a task; group learners; evaluate the adapted lesson).

Standard to meet. Adapt a ten-item worksheet into three levels and write a five-line note explaining each change and the learner need behind it.

Module 6 Assessment 20 min

Score the lesson against a checklist.
Give two changes for next time.
Give a reason for each grouping.

Worked example. Checklist of 8 items: 6 ticked. Two changes: shorten Level 3 instructions, add a word bank to Level 2. Groups of 4 chosen from last check results.

Practise: Practise with a case card or template for "assessment": evaluate the adapted lesson, given a checklist, with two changes for next time. Use a new case this time (round 2).

Standard to meet. Evaluate your adapted lesson against a checklist, giving two changes for next time and one reason for each grouping.

Module 7 Second worked case: the reading task 10 min

Use the second case card.
Create three versions.
Keep one outcome.

Worked example. Reading task, 3 versions: Level 1 with a 10-word bank and pictures, Level 2 with a 5-word bank, Level 3 with an inference question. One outcome, 3 versions.

Practise: Practise with a case card or template for "second worked case: the reading task": evaluate the adapted lesson, given a checklist, with two changes for next time. Use a new case this time (round 2).

Standard to meet. Create three versions of the reading task that all lead to one outcome and justify the scaffold chosen for each.

Module 8 Teach-back and portfolio 10 min

Explain your changes to a partner.
Keep your adapted worksheet and note.
Plan one next step.

Worked example. Teach-back: 2 minutes to explain 3 changes. Partner repeats 3 of 3 back. Portfolio: 1 worksheet, 1 five-line note, 1 checklist.

Practise: Practise with a case card or template for "teach-back and portfolio": evaluate the adapted lesson, given a checklist, with two changes for next time. Use a new case this time (round 2).

Standard to meet. Explain your adaptations to a peer, check the peer can repeat each reason, and file your worksheet and note in a portfolio.

practice

Worked example and case cards

Worked example

same outcome "Compare two fractions". Level 1: pictures and halves/quarters; Level 2: common denominators with prompts; Level 3: unlike denominators and explain why. Time extension for a learner who needs more time; standard unchanged.

Case card

a worksheet with 10 items; learners create three levels and a 5-line note explaining the changes.

Case card 2

A reading task; one learner is new to the language, another reads fluently. Create three versions.

checks

10 check questions with model answers

Does adapting lower the standard?

Model answer: No; the outcome stays the same, the route changes. (Covered in module 1: Same outcome, different routes. To pass that module: Show that the outcome stays the same while the route changes, by writing three levels of one task that all lead to that outcome.)

Name two adaptations.

Model answer: More time, a simpler first step, pictures, a word bank. (Covered in module 2: Scaffolds: prompts, word banks, pictures. To pass that module: Identify learner needs from a class profile and choose a scaffold for each, such as prompts, a word bank or pictures.)

How do you decide who gets which?

Model answer: From recent check results and learner needs. (Covered in module 6: Assessment. To pass that module: Evaluate your adapted lesson against a checklist, giving two changes for next time and one reason for each grouping.)

How do you record it?

Model answer: A short note linking the change to the learner need. (Covered in module 2: Scaffolds: prompts, word banks, pictures. To pass that module: Identify learner needs from a class profile and choose a scaffold for each, such as prompts, a word bank or pictures.)

What is scaffolding?

Model answer: Temporary support that is removed as skill grows. (Covered in module 2: Scaffolds: prompts, word banks, pictures. To pass that module: Identify learner needs from a class profile and choose a scaffold for each, such as prompts, a word bank or pictures.)

Name two ways to extend.

Model answer: Open question, ask them to teach or create a problem. (Covered in module 3: Extension for fast learners. To pass that module: Modify a task with an extension for fast learners, such as an open question or asking them to create a problem, without raising the standard for others.)

Does extra time change the standard?

Model answer: No. (Covered in module 4: Time and environment. To pass that module: Adjust time and the room for a learner who needs it, such as extra time or seating, while keeping the standard unchanged.)

How do you record the plan?

Model answer: A short note linked to the learner need. (Covered in module 4: Time and environment. To pass that module: Adjust time and the room for a learner who needs it, such as extra time or seating, while keeping the standard unchanged.)

Who agrees adaptations?

Model answer: Teacher with the support lead, per policy. (Covered in module 2: Scaffolds: prompts, word banks, pictures. To pass that module: Identify learner needs from a class profile and choose a scaffold for each, such as prompts, a word bank or pictures.)

How do you decide which learner gets which version of a task?

Model answer: Use recent check results and the learner's needs, offer choice where you can, and review the grouping after the next check. (Covered in module 6: Assessment. To pass that module: Evaluate your adapted lesson against a checklist, giving two changes for next time and one reason for each grouping.)

glossary

Words used in this course

scaffold, extension, differentiation, support plan, standard.

marking

How the practice and assessment are marked

Level	Meaning	Marks of 4
Secure	Meets the standard in the outcome every time, no prompts	4
Meeting	Meets the standard with one small slip, corrected when prompted	3
Developing	Meets part of the standard; needs a re-attempt	2
Not yet	Standard not met	1

Pass = average 3 or more, and no outcome at 1. You may re-attempt after feedback. The subject expert sets any stricter pass mark.

where next

Ladder L1 to L7, slide by slide with notes

Slide 1: L1 Basic: Learners differ. Speaker note: Learners in one class know different amounts and need different help. The learner can say why one task does not suit everyone and that adapting is a normal part of teaching.
Slide 2: L2 Awareness: Same outcome, different route. Speaker note: The learner understands that adapting changes the route, not the standard. They can name two supports, such as a word bank and extra time. They see that a word bank or extra time helps one learner reach the same 4 of 5 pass line as everyone else.
Slide 3: L3 Foundation: Simple supports. Speaker note: The learner can add a prompt card, pictures or a word bank to a ready-made task, with help from a checklist, and note why it was added.
Slide 4: L4 Practitioner: Adapt and evaluate. Speaker note: This course sits here. The learner identifies learner needs, writes three levels of one task for the same outcome, adds extensions and scaffolds, and evaluates the lesson against a checklist.
Slide 5: L5 Specialist: Complex needs. Speaker note: The specialist plans for several needs at once, such as a new language learner, a fluent reader and a learner who needs more time, and agrees plans with the support lead.
Slide 6: L6 Advanced: Coach and share. Speaker note: The advanced practitioner shares adapted resources, coaches colleagues on scaffolds that fade, and checks that adaptations still lead to the same standard. They also keep a shared bank of word lists, picture cards and extension tasks so colleagues save planning time.
Slide 7: L7 Super expert: Lead inclusive teaching. Speaker note: The super expert builds a department approach to adapting lessons, trains teachers, audits support notes and measures whether all learners reach the outcome.

This course sits at L4 Practitioner. Credits stack; aligned with, not accredited by, any framework.

jobs this leads to

Where this takes you

Teacher
Teaching assistant
Learning support assistant
Tutor
Trainee teacher

assessment and certificate

How you are checked

Each outcome is checked against its standard with a checklist or a short test. A digital CPD record shows the hours. Keep evidence in My page. Aligned with common CPD practice; not accredited. Learners check their own body's rules.

ten locations and global

Your place

Use your own body's forms, units and currency. Local professional bodies set the rules for CPD hours; check them first.

India (Bengaluru)

Language: English, Hindi, Kannada. Personal data: Digital Personal Data Protection Act 2023. Credit and levels: National Skills Qualifications Framework (NSQF) and the national credit framework.

Netherlands (Eindhoven area)

Language: Dutch, English. Personal data: EU GDPR (Dutch: AVG), supervised by the Autoriteit Persoonsgegevens. Credit and levels: the Dutch qualification framework (NLQF) linked to the European Qualifications Framework.

UAE (Dubai and Abu Dhabi)

Language: Arabic, English. Personal data: Federal Decree-Law No. 45 of 2021 (personal data protection). Credit and levels: the emirate education and training regulators (for example KHDA in Dubai) and the national qualifications framework.

Brazil (Sao Paulo)

Language: Portuguese (Spanish and English support). Personal data: LGPD (Lei Geral de Protecao de Dados). Credit and levels: the national technical-education catalogue and the national S-system training bodies.

Canada (Toronto)

Language: English, French. Personal data: PIPEDA, with provincial rules where they apply. Credit and levels: the provincial colleges framework and the national credential-recognition guidance.

United States

Language: English, Spanish. Personal data: state privacy laws (for example California), and COPPA for children under 13. Credit and levels: state and community-college credit systems.

Singapore

Language: English, Mandarin, Malay, Tamil. Personal data: Personal Data Protection Act (PDPA). Credit and levels: the Singapore national skills frameworks and the national credit system.

Australia

Language: English. Personal data: the Privacy Act 1988 and the Australian Privacy Principles. Credit and levels: the Australian Qualifications Framework (AQF) levels.

Hong Kong (Eastern Asia)

Language: Chinese (Cantonese, Mandarin), English. Personal data: the Personal Data (Privacy) Ordinance. Credit and levels: the Hong Kong Qualifications Framework.

Georgia and Israel (Western Asia)

Language: Georgian, Hebrew, Arabic, English. Personal data: the personal data law of the country where the learner lives. Credit and levels: the national qualifications framework of that country.

Cayman Islands (Caribbean)

Language: English. Personal data: the Data Protection Act. Credit and levels: the local education and training framework.

Mexico

Language: Spanish, English. Personal data: the federal law on personal data held by private parties. Credit and levels: the national competency certification system and the education ministry levels.

Draft

Draft CPD course. It opens only after final checks. No fee is shown.

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