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My understanding of intensive is higher level intervention supporting student at their level in order to access the curriculum. More individualised and more supports in places. This involves reasonable adjustments to ensure a student is successful.

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1. Differentiated & Explicit Teaching
Across all three levels of planning.
Level 3 - within classroom approach to remove barriers within context to access curriculum

2. Focused
Across all three levels of planning
Level 3 - Can be used intermittently within teaching and learning sequence with differentiation as well as intensive
Small group, targeted aspects, focused curriculum based on data and needs for access at level

3. Intensive
Across three levels of planning
Can be used with focused and differentiated depending on class, group or student
Individualised or specialised targeted teaching and learning based on data and needs for access at level

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Planned and data driven support …..
Tier 1  Instruction at a classroom level to meet the needs of students
Tier 2 Support for students who require further learning beyond whole class instruction
Tier 3 Intensive, highly individualised support

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Differentiated & explicit teaching can be whole group or small group delivered to the entire class, multi-levelled groups or targeted students.
Focussed teaching is targeted teaching delivered to an identified group of students who require specific intervention eg reading. Ths group is determined through consistent data collection.
Intensive teaching is targeted teaching to a small group determined through consistent data collection. Sometimes with the teacher delivering the English/maths curriculum to this group.

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1. Should be occurring in every teaching setting continuously based on the individual needs of students.  Resources provided to teachers both human example TA and physical example concrete materials/ assistive tech.
2. More focussed small group work as above resources based on needs of students from data collected. Inclusion teachers add to staffing capability.
3. Individualised more narrow instruction/ more Human Resources and specialised equipment/ resourcing.

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My understanding of focused is that students are provided learning opportunities within smaller group activities within the classroom. Their learning is adjusted to their level providing appropriate scaffolding to support their access to the curriculum. They have access to teacher aides, peer mentoring and the classroom teacher.

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Differentiated and explicit teaching happens for all children in every KLA. Focused teaching is for a small group of students that may require extra support and intensive teaching is individualised. It may be an extra program or focusing on micro skills.

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Throughout all the tiers the use and timing of formative assessment is pivotal to the success of the next steps of learning. Having the knowledge of varied teaching approaches/strategies or the support network of knowledgeable others is important in planning within the tiers.

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Use the curriculum to ensure that all students have access and the opportunity to succeed. Complete each stage of moderation and use data for focussed teaching. Vary effective pedagogy strategies based on individual needs, learning styles and provide feedback to improve student outcomes.

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QDT happens at all times catering for all students within the classroom. It is fluid and responsive to data.
Focused teaching occurs regularly for some students and is often in small groups. Focused teaching is responsive to student need.
Intensive teaching is for a small percentage of students who require intensive teaching to access curriculum. This can be in small groups but can be 1-1. Adjusted to student need and reviewed regularly.

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Differentiated teaching is good classroom teaching in which teachers, with a knowledge of students in their class, tailor their pedagogy to best meet those needs. Focussed teaching is a second tier approach where identified targets cannot be met by good differentiated instruction. An example may be targeted reading groups where students with similar needs are catered for within a small group. Targets need to be explicit and monitored. Intensive teaching addressed students with more significant needs. A student working at a different juncture may require intensive support. So too May a student with specific speech language needs I. Order to more effectively engage with the curriculum.

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Differentiated & Explicit teaching - what teachers do every day, adjustments, modifications, timetabled, recorded.
Focussed teaching - targeted teaching in small groups, personalised learning recorded, specific goal. In class with T/A support.
Intensive teaching - 1 on 1 or small group, specific area, support staff as case managers, min 3 times a week.

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Catering for all. Knowing some students will need additional teaching. Adjustments can be made for all students to be successful learners.

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My understanding of differentiated and explicit teaching is that it is at a classroom level where teachers are making adjustments to delivery of curriculum to meet the needs of students. This involves whole class activities, scaffolds, effectively modeling and GR etc . The learning intention and success criteria is clear where students have access to supports in order to be successful in their learning ie learning walls, access to teacher aides, desk charts etc. the are provided with collective feedback and individual feedback opportunities.

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T1- whole class with teacher, group, whole class how they cater to all learners day to day

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T1- whole class with teacher, group, whole class how they cater to all learners day to day

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T2- may be extra TA support depending on the needs of student additional to class support
T3- a particular program of intensive intervention with additional teaching staff for a particular area of concern to help close the student’s gap.

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An whole school approach to DT& L means every student is able to access the Australian Curriculum at their level.

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Understanding your learner and knowing what they need to achieve. Providing the supports needed to assist the learner to achieve. Recognising that all learners have differing needs.