Differentiation Framework: Writing a Persuasive Argument

Audience: Secondary school, Year 9, mixed ability | Assessment: Written output, teacher-evaluated

Differentiation Framework

All learners work toward the same goal — constructing a persuasive argument on a given topic — but the degree of structure, cognitive demand, and expected output varies by tier. The framework uses three levers: how much scaffolding is provided, how open-ended the task is, and what form the response takes.

Strategies

• Scaffold reduction: Foundation tier receives sentence starters, a paragraph template, and a pre-selected argument. Core tier receives a structure guide only. Extension tier receives the prompt alone.
• Cognitive demand: Foundation focuses on constructing one clear point with evidence. Core constructs multiple points and addresses one counterargument. Extension evaluates the strength of competing arguments and takes a nuanced position.
• Output flexibility: Foundation may produce a structured paragraph. Core produces a short essay. Extension produces an essay that acknowledges complexity and qualifies its own claims.

Examples Applied to This Topic

• Foundation: “Should school uniforms be compulsory? Complete the paragraph using the frame provided: I believe… because… This is supported by… Some people disagree and say… however…”
• Core: “Write three paragraphs arguing for or against school uniforms. Include evidence and respond to one opposing view.”
• Extension: “Is the debate about school uniforms really about uniforms — or about something else? Argue a position that goes beyond the surface question.”

Usage Notes

• Avoid labelling tiers visibly on learner copies — use symbols or colours only, and brief the class neutrally.
• Tiers are entry points, not ceilings. A learner who completes Foundation quickly should be able to attempt Core without being redirected back.
• The same marking criteria apply across tiers, weighted by what each tier makes possible — do not penalise Foundation learners for not doing what they were not asked to do.
• Review tier placement after each major task. Differentiation should be responsive, not fixed.

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