Differentiating a lesson for my whole class with adaptations and

assessments for Jane using SMART outcomes; gifted student who lacks in
social skills.
Lesson Steps
Introduction (15mins):
- Lesson layout and activities
are written on the board.
- T begins by informing students
of the topic and what they will
be learning reminding them
what a Venn diagram is.
- T than creates a mind map on
the board of how and why they
think animals and plants survive
in different environments for
e.g. penguins in Antarctica and
cactus plants in the desert. The
T encourages students to think
about their physical features
- T then puts a short you tube
video showing how certain
plants/animals depend on their
structural features to survive in
its environment
- As a class T and Ss discuss and
put their new found knowledge
into dot points on the board.
Development (35mins):
-T then put Ss into pairs
allocating 2 plants and/or
animals per group and using an
Ipad they are too find
information (at least 5 dot
points per species) on how their
physical features help them to
survive then putting this
information on mini white
boards.
- Once they have found their
information Ss are to draw a
Venn diagram each in their
Science book and record the
similarities and differences of
the two researched species
according to how and why they
are able to survive in their
environment (for e.g. their
colour, fur/hair, skin, storing
food etc)
Conclusion (10mins):
- Once all Ss are finished they
are to form a circle sitting on the
floor, where each group will read
out the 2 species researched

SMART Outcome
SMART outcomes are
a great way to focus
on specific issues that
the teacher wants the
student to progress
in, by first identifying
an objective that best
suits the student
(CYH, 2014).
In Janes case the
SMART outcome which
I think is most suitable
for her within this
lesson is Relevant,
that is is the lesson
relevant in addressing
both boosting her
academic
performance and
social skills.

Adaptations
Any student with
special needs will
require adjustments
made to a normal
lesson in order for
them to be fully
included (Rowley,
2008).

Assessment
It is vital that all
students progress is
being recorded and
monitored to ensure
that they are
moving forward and
not falling behind
(CYH, 2014).

- In Janes case, given

that she is gifted, the
teacher needs to
ensure that lessons
and activities are at
her level, with
extensions if needed
and linked to her
likes.

- Janes main issues

that the teacher
needs to be focusing
on is helping her to
perform
academically and
building on her
social skills.

As said earlier, Janes

issues are to work on
her social skills by
helping her to build
friendships which
should boost her
confidence. This will
ensure she has a
support system within
the classroom and
thus improving her
academic
performance.

- Jane has a high

passion and really
enjoys doing all ART
activities, thus for
this lesson when the
students have been
allocated their
plants/animals Jane
could draw it in her
book and instead of
writing the
information in dot
points on the white
board she could label
the drawing in short
sentences.

- Linking to the
SMART outcome;
relevant, the issue
of academic
progress can best be
addressed by
student sample work
and if through using
ART to show
research, recognise
whether Jane was
able to use higher
order thinking and
make connections
she wouldnt
otherwise have
made.

Therefore, the
lesson/activities need
to be of relevance to
Janes needs through
group/pair work,
linking to her love of
ART, including ICT so
its something
different, using mini
white board and white
board markers than
just pen and paper
and giving the
students a chance to

- Focusing on her
social skills, the
activity chosen
requires the students
to work in pairs not
groups that is to
ensure that Jane isnt
discouraged and
overwhelmed from
her peers; starting
small and then
moving on to groups.
- Thus overtime
helping her to build

- In regards to her
social skills this
could best be
assessed through
teacher observation.
Through informal
observation the
teacher can see if
the lesson was
relevant and
whether she has
participated in the
pair/group work,
enjoyed the lesson,

and one similarity and

difference between the two.
- T then asks Ss what they found
most interesting, what
animal/plant theyd like to look
at next and what they enjoyed
most about the lesson.

socialise and learn

from each other in a
fun, safe and
supervised
environment.

confidence and new

friendships ultimately
leading to her
performing at her
highest ability.

made progress and

if through building
friendships she has
built confidence in
herself.