When planning the differentiation for the lessons I decided to adopt the strategy of ‘Differentiation by Outcome’ suggested by (Pollard, 2008). This strategy involved students being differentiated based on the level of understanding/knowledge they demonstrated when completing set tasks, contributing to class discussions and answering directed questions. This links to my previous recommendations relating to student progress being limited to attainment of the required level prior to moving on. It did not require separate tasks to be created for particular individuals or groups of students. This method of differentiation compliments vocational education as 16 to 19 year olds are not enthusiastic about being identified as different to their peers.More able pupils would display a good understanding of the concepts and be able to provide detailed answers to the worksheets, class discussions and directed questions. Their answers will demonstrate clear examples and links to real-world scenarios.Less able pupils would show less understanding of the concepts and might not be able to word their answers, verbally or written, to a standard appropriate to level two. Their answers may lack detail and students may not be able to compare the concepts to real-world scenarios.