ABSTRACT
Each new article or set of guidelines that becomes available on the topic of ‘differentiation’ seems to offer its own definition of the term. However, so far little attention has been paid to the effect that differences in philosophy, organisation and approach at primary and secondary level might have upon how differentiation is interpreted in practice in the two situations. The exchange of ideas between primary and secondary teachers on our course highlighted significant differences. Teachers in both phases felt that there was scope for learning from one another by sharing interpretations and examining the different opportunities and constraints.
