Reddam House’s differentiation strategy is based on the premise that a wide range of variance exists as to students’ ability, learning preferences and individual interests. Our methodology strives to cater to all students irrespective of these variances. This is achieved by providing learners with a range of avenues and strategies which facilitate their understanding and processing of new information with the focus on acquiring content and distilling information and ideas.
Developing specific teaching materials and assessment measures is an important factor in support of Reddam’s core belief that all students within a classroom can learn effectively, regardless of differences in culture, language, gender, motivation and personal interests, unique talents or aptitudes. Therefore, to achieve our goal of academic excellence and producing well rounded students, we interpret and plan the curriculum in a way which facilitates these differences. In so doing our teachers are encouraged to develop personalised instruction so that all students are catered for.
Furthermore, to respond to variance in readiness levels, interests and learning profiles, our teachers endeavour to set different expectations regarding task completion based on individual needs of students. Our delivery of instruction is a process that varies in pace and scaffolding and is specific to the needs of the individual without undermining the content and which ensures that our teaching environment is inclusive and sets all students up for success.
We strongly believe that to gauge how our students learn and what they know, pre-assessment and ongoing assessments are essential and provide feedback for both teacher and student. This approach, using tools that are fair, flexible, challenging, and which engage students in the curriculum in meaningful ways not only aims to encourage the student’s participation, but focuses on appropriate instruction and assessment, specific to individual needs.
In conclusion our underlying philosophy regarding differentiation is an organised, yet flexible way of proactively adjusting teaching and learning methods which accommodates each child's learning needs and preferences in order that our students fulfil their maximum potential.