Many teachers are faced with GCSE classes which contain students of widely varying linguistic ability. In order that all students can fully participate and achieve their target grade, activities in the lesson may have to be differentiated. In this case study the teacher uses ICT and a music video with three separate worksheets to enable him to support students of varying abilities.

Most GCSE courses have differentiated textbooks and accompanying resources for students aiming at Foundation or Higher tier. These are helpful to teachers as they provide materials aimed at C-G candidates and A*-C candidates. Where schools have the opportunity to set pupils rigidly according to ability, these materials may provide almost all that teachers need to differentiate effectively. However, many schools have GCSE language groups which contain students aiming for the full range of GCSE grades. In this case, the selection of suitable materials may prove more problematic.

Visit the resources page to see the current list of published GCSE courses and details of publishers. Teachers often offer self-access materials to support and extend GCSE students. The CILT library holds an extensive collection of language learning materials and welcome visits or can answer enquiries by phone or e-mail.

Use should also be made of foreign language assistants or other native speakers if available to work with small groups of GCSE students or with individuals. Groupings could be differentiated by ability to enable the less able linguists to receive additional support and more able and gifted and talented students to be extended to their full potential. For more advice on inclusion, read the inclusion theme (to follow soon).

Differentiation by offering a range of courses in KS4
Some schools offer a range of courses to suit the abilities and interests of their KS4 students. Some models which have been successful are shown below.

School A (Offering Languages to all students in KS4). 

School B  (Languages offered as an option choice, adopted by 60%)

School C  (Languages offered as an option choice, adopted by 50%)

Linking Language courses to the specialisms of the school
In addition to the suggestions above, some specialist schools try to link the language courses offered with the specialism of the school and offer different opportunities to appeal to students who are interested in work-related language learning.
  
Heles School has three specialisms; Languages, Maths and Computing and Vocational.  Heles is teaching the GCSE in Applied French in KS4 and has good business links meaning that two of the specialist areas are being addressed. Read the case study.

Torquay Boys Grammar School has a joint Language College and Business and Enterprise specialist status. Read the case study on how they linked these specialisms:

Differentiation in AS and A2 classes
AS and A2 classes may also contain students of widely differing linguistic ability.  Students may have embarked upon AS study with GCSE grades ranging between A* and C and typically groups may contain native speakers of the language. This offers a great challenge to the teacher to differentiate to cater for the individual needs of each student. Use can be made of materials which students access independently and it is to be hoped at this stage that a foreign language assistant or other native speaker can be used to work with individuals or small groups or to offer in-class support. 

For a case study of an AS Italian class with video clips where the teacher makes good use of a native speaker as a differentiation strategy.

For case studies of Advanced Level teaching in French, Spanish and Italian including materials and differentiated lesson plans.

Where numbers are small, use can be made of e-learning and video-conferencing to enable the students to have access to classes containing students of different abilities than might exist in their own school or college and support from foreign language assistants where none are available. Read a case study about blended learning.