When a pupil works more slowly, the order of a task matters. If they begin with a long run of repeated examples, they may never reach the application or reasoning that best shows understanding. Marking essential work first protects curriculum breadth while keeping additional practice available.

Decide what is essential

Select the questions or sections that together cover the intended learning. This should usually include:

• an initial check of the method or knowledge;

• a different example or context;

• an application, explanation or reasoning task;

• any subject-specific element that must be practised.

Label the remaining items as additional practice. Do not define “essential” as simply the first or easiest questions.

Reduce avoidable output

Provide slides, source text, questions, diagrams or table headings when copying is not the objective. For extended tasks, give the structure but retain the pupil’s responsibility for the ideas, evidence and explanation.

In mathematics, choose examples that sample each important variation. In humanities, reduce source transcription while keeping analysis. In science, provide the method but retain accurate recording and interpretation.

Set a reasonable homework boundary

Mark the essential homework and state an expected duration. If the pupil regularly works much longer than intended, agree with them and their parents or carers what to complete first and when to stop.

Treat uncompleted additional practice as information for review, not automatic evidence of poor effort.

Check learning remains secure

Review accuracy, retention and ability to apply the skill. If the pupil needs more rehearsal, use a focused set or revisit the content through spaced practice. A smaller quantity must still provide enough practice for learning.

Review persistent barriers

If the pupil cannot complete the essential set even with clear priorities, consider the reading, writing, motor and organisational demands. Discuss patterns across subjects with the SENCo.

Keep examination rules separate

Prioritising classroom work is a curriculum-access decision. It is not a formal examination access arrangement. Current JCQ procedures require evidence of need and normal way of working for relevant arrangements.

Further reading

• Time limits and speed of working in assessments (Ofqual)

• Access Arrangements and Reasonable Adjustments (JCQ)