Debbie Morgan and Emma Gregory in conversation about differentiation in mathematics.


Within the context of teaching for
mastery there is no explicit differentiation, this is a huge change
for primary teachers. What does Ofsted have to say about
differentiation? Inspectors will not advocate the use of a blanket policy for
differentiation. A blanket policy of always differentiating at least four
ways can be unhelpful. Firstly because it drives unnecessary workload and also
because it can lead to a mechanistic approach
so rather than, teachers focusing on pupils’ needs, the differentiation is
driven by always having to provide a level of apparent challenge.