How to differentiate a task for mixed-ability classes (without tripling your workload)

Differentiation is one of those words in education that means something genuinely important and gets used to mean approximately everything. In the most useful sense, it means making sure that every pupil in your class can access the learning — not the same task at the same level, but the right challenge for the right child at the right time.

In the less useful sense, it means three different worksheets, three different sets of instructions, and three hours on a Sunday afternoon that you will never get back.

Here is a practical approach that splits the difference.

Start with the objective, not the task

The most efficient form of differentiation starts at the planning stage: being clear about what every pupil needs to understand or be able to do by the end of the lesson, and then asking what different pupils will need to get there.

Some pupils will need more scaffolding (sentence frames, word banks, visual support, practical resources). Some will be ready to apply the same concept in a more complex context. A few will be ready to extend their thinking in a different direction.

This is different from producing three entirely different tasks. It is more like one task with different entry points.

Same task, different support

The most workload-efficient approach is a single core task with differentiated support rather than differentiated content. Every pupil writes a persuasive letter. But some pupils have a word bank and a sentence opener. Some have the structure on the page. Some work from a blank page.

The learning objective is the same. The scaffolding is different.

Provide challenge through extension, not replacement

Rather than a harder version of the same task, consider an extension that deepens thinking: “Now you've done that, can you explain why...?” or “Can you find an example where this rule doesn't work?” This rewards pupils who work quickly without creating a second set of planning.

Group flexibly, not permanently

Fixed ability groups send messages to pupils about where they are and where they're expected to stay. Flexible grouping — changing groups based on the specific topic or task — is both more accurate and better for pupils' self-perception as learners.

Differentiation is not just about ability

Not every adjustment is about academic level. Some pupils need differentiated support because of SEND, EAL, or specific learning needs that have nothing to do with their general ability. A pupil with dyslexia may be highly capable and still need a different format. Keep the two things separate in your mind.