What is differentiation? How can it be put into practice in primary science lessons? Is it really possible to provide differentiated learning activities for a class of thirty or more children? Taking a refreshingly pragmatic approach, Anne Qualter addresses these challenging issues in this book. Drawing on her own experience as a classroom teacher combined with research undertaken in a wide range of primary classrooms, the author shows that genuinely differentiated primary science is achievable. Using several classroom examples, she argues that differentiation is not simply about categorising children as more or less able but involves the teacher in complex decisions which take account of the child's understanding and a variety of other factors.