This document outlines an à la carte differentiation model for 6th form chemistry students. It allows students choice in activities tailored to their ability level, promoting independent learning. Benefits include customized instruction, increased student ownership over learning, and freeing teacher time for assistance. Challenges include more difficult monitoring and requiring a broad range of materials. Students may initially struggle with choice but adapt after exposure to the model. Codes are provided to categorize activity types for a lesson on acids, bases and pH.

1. À la carte Differentiation for 6th form
Calderstones School Chemistry Department
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2. Rationale
Increasing 6th form group sizes
Increasing spread of ability
Provides Supported Independent Learning
Most appropriate for topics that involve a large range
of ability and prior experience, such as calculations.

3. Advantages
 offers pupils choice and variety
 tailor-made delivery
 can provide an effective use of resources
 promotes independent learning
 pupils have ownership of their learning
 frees up teacher time to assist learning

4. Disadvantages
 monitoring more difficult
 Requires a wider ‘bank’ of materials
 some pupils struggle with choice but after a short
period ‘know’ the most appropriate choice

5. À la carte
STARTER(S)
MAINS
DESSERTS
“WAFER THIN MINT”

6. Codes
 S = STARTER
 R = REINFORCEMENT ACTIVITY
 E = EXAM Qs
 M = MODELLING ACTIVITY
 I = ICT ACTIVITY
 (P = PRACTICAL)
 S = SYNTHESIS ACTIVITY

7. Acids / Bases and pH Lesson 3
STARTER(S)
MAIN COURSE
DESSERT
WAFER THIN
MINT
M
S1
E2
E1
(S2)
S
I
R