Differentiating for Success: How Primary Teachers Meet Students' Diverse Academic Needs

In any primary school classroom, one thing is certain: no two students are the same. With varying learning styles, academic abilities, interests, and cultural backgrounds, teachers must find ways to meet the individual needs of all their students. This approach is known as differentiated instruction, and it is a powerful tool that helps create a supportive and inclusive learning environment where every child can thrive.

What Is Differentiation?

 Differentiated learning happens when students are given opportunities to learn that are appropriate for their individual needs and abilities. Differentiation can focus on:

• Content (what students learn)
• Process (how students learn)
• Product (how students demonstrate their learning)
• The physical learning environment

It involves adapting the content, delivery, and learning methods to ensure that every child can learn in a way that suits them. The goal is to provide each student with the best possible opportunity to learn, regardless of their starting point. In a primary school classroom, this could mean adjusting the pace of lessons, offering different types of activities, or providing various levels of challenge to ensure every child feels supported and engaged.

What does Differentiation look like at Alkimos Primary school

A differentiated classroom is flexible.  There are many classroom elements that can be used to promote individual and whole class success.  Examples of differentiation include the following:

• Using reading materials at varying readability levels;
• Using spelling or vocabulary lists at readiness levels of students;
• Presenting ideas through both auditory and visual means;
• Using reading buddies;
• Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

• Giving students options of how to express required learning
• Using rubrics that match and extend students' varied skills levels;
• Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;
• Providing materials that reflect a variety of cultures and home settings;
• Setting out clear guidelines for independent work that matches individual needs;
• Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately;
• Helping students understand that some learners need to move around to learn, while others do better sitting quietly

Some students may have a more formalised documented plan (IEP – Individual Education Plan) that identifies more specific and individualised goals.  These may be for academic support in English or Maths, Personal and Social Capabilities, behaviour or attendance.  The Department of Education WA has clear guidelines on when a documented plan is required.  Parents will be contacted if this is the case for their child.