Teachers should aim to give every pupil the opportunity to experience
success in learning and to achieve as high a standard as possible. The
National Curriculum programmes of study set out what most pupils should
be taught at each key stage - but teachers should teach the knowledge,
skills and understanding in ways that suit their pupils' abilities. This
may mean choosing knowledge, skills and understanding from earlier or
later key stages so that individual pupils can make progress and show
what they can achieve. Where it is appropriate for pupils to make extensive
use of content from an earlier key stage, there may not be time to teach
all aspects of the age-related programmes of study. A similarly flexible
approach will be needed to take account of any gaps in pupils' learning
resulting from missed or interrupted schooling [for example, that may
be experienced by travellers, refugees, those in care or those with long-term
medical conditions, including pupils with neurological problems, such
as head injuries, and those with degenerative conditions].
For pupils whose attainments fall significantly below the expected levels
at a particular key stage, a much greater degree of differentiation will
be necessary. In these circumstances, teachers may need to use the content
of the programmes of study as a resource or to provide a context, in planning
learning appropriate to the age and requirements of their pupils.
For pupils whose attainments significantly exceed the expected level
of attainment within one or more subjects during a particular key stage,
teachers will need to plan suitably challenging work. As well as drawing
on materials from later key stages or higher levels of study, teachers
may plan further differentiation by extending the breadth and depth of
study within individual subjects or by planning work which draws on the
content of different subjects.
