Standard 5

Adapt teaching to respond to the strengths and needs of all pupils

We have put together a series of resources, research documents, CPD and literature to support you as a teacher in meeting Standard five of the Department of Education's Teachers' Standards.


These cover:

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these 
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development 
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Print your evidence checklist


The guide to differentiation is a great starting point for resources supporting this Standard. For more useful resources on this Standard, take a look at our hand-selected resources below.


General principles and strategies 


    A useful video on how to use choice boards to differentiate, with plenty of science specific examples.

  • examples of tiering

    A good video explaining tiering and plenty examples of tiered assignments and lesson plans.


    These printable sheets can be used to differentiate the thinking skills and strategies employed. 

  • GUIDE TO differentiation

    Introduces some of the key principles of effective differentiated learning and provides a range of practical ideas.

  • science differentiation in action

    This resource pack includes worksheets, activities and ideas that teachers can use directly in the classroom.


    Resources, ideas, scaffolds and teaching ideas to support students in developing their thinking skills.

  • word banks

    Word lists can be given out to students. New words in a lesson can be marked off on the list, ensuring the students understand their meanings.

Differentiating for SEND students 

Supporting EAL students 


    Each strategy is explained and accompanied by an illustration to aid memory.


    What does Ofsted define as good practice in EAL teaching?


    QCA document providing advice on assessing progress and attainment in English as an Additional Language.

 Differentiating for high ability students