ABSTRACT
This chapter demonstrates how differentiation is generically threaded through all stages of planning using the key language of 'Support' and 'Challenge'. It looks at how different levels of learning objectives and learning outcomes contribute to the inclusive nature of this Key Stage 3 (KS3) English curriculum model. All pupils must be given the best possible chance from an early stage in their secondary education to achieve their potential by the end of KS4. Another benefit of having clearly differentiated learning objectives in a sequence of learning is the help and support that it can provide to those teachers, higher level teaching assistants (HLTAs) and teaching assistants (TAs) who deliver small group intervention. Challenging the most able KS3 English pupils in any potential curriculum model is often overlooked because of the level of support and intervention that is targeted at those pupils who are less able.
