Journal of Curriculum StudiesPublication details, including instructions for authors and subscription information:This paper describes how a group of primary schools in Northern Ireland plan a differentiated curriculum, and the extent to which subject co-ordinators offer guidance to teacher colleagues in planning for English, mathematics and science. The views of headteachers, subject co-ordinators and teachers on the ways in which plans are translated into classroom practice for higher and lower attaining pupils in both classwork and homework were obtained. The curriculum support staff described how far they consider teachers are applying the principles of differentiation, including progression and continuity. The results showed that, although most teachers were said to understand the meaning of differentiation moderately well, help was needed in drawing up schemes of work and providing for the extremes of pupil attainment.Recent educational reform legislation in the UK, with its demand for the provision of a broad, balanced and relevant curriculum, has focused teachers' attention closely on the concept of differentiation. A working de nition of a differentiated curriculum might be one which offers opportunities for progression for all children, regardless of ability. In Northern Ireland, the Education Reform (NI) Order (1989) stated that the curriculum should provide children with continuity of educational experience commensurate with their needs and attainment, in terms of the programmes of study and attainment targets for each subject. The programmes of study outline what is to be taught and are organized for four key stage age ranges (4
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