Every classroom contains a wide range of writers. Some pupils are ready to write independently, while others need support with vocabulary, sentence construction, planning, spelling, transcription or simply getting their ideas onto the page.

The challenge isn't creating completely different lessons for different learners. It's finding ways to provide the right level of support while keeping pupils working towards the same learning goal.

That's where Clicker can help. Designed with every learner in mind, Clicker provides flexible scaffolds and support tools that can be adapted for different learners and gradually removed as confidence grows. Rather than replacing your existing approach to teaching writing, it helps more pupils access the learning already happening in your classroom.

Here are seven practical ways teachers use Clicker to support adaptive teaching in everyday writing lessons.

1. Build support into the teaching approaches you're already using

2. Give learners a way into the writing task

For some pupils, the biggest challenge is getting started.

Sentence Sets and Connect Sets provide a supportive pathway into writing while still allowing pupils to engage with the same task as their peers.

Sentence Sets help learners build complete sentences independently, supported by speech feedback and teacher modelling where needed. As confidence develops, Connect Sets introduce more choice, helping pupils take greater ownership of their writing and composition.

For pupils at this stage of their writing journey, the impact can be transformational. They can participate meaningfully in the same lesson as their classmates and produce work they can be proud of.

3. Adapt resources quickly to meet different needs

Every class contains learners who benefit from different levels of support.

Clicker includes thousands of LearningGrids that can be downloaded and adapted in seconds. A teacher might add key vocabulary for one pupil, provide additional sentence support for another, or remove symbols for learners who no longer need them.

Often, it's these small adjustments that make the biggest difference.

Rather than creating multiple versions of a lesson from scratch, teachers can make targeted adaptations that help more learners access the same learning.

4. Help pupils choose the support they need

One of the most powerful aspects of adaptive teaching is helping learners understand what supports them best.

Clicker includes a range of tools that pupils can draw upon whenever they need them:

• Speech feedback to listen back to their writing. As teachers, we're always encouraging pupils to "listen to that sentence back". In Clicker, pressing full stop automatically reads the completed sentence aloud.
  
  
• Voice Notes to rehearse and capture ideas before writing. Pupils can record their thinking, revisit it and keep it alongside their written work.
  
  
• Dictation for pupils who have ideas to share but struggle with transcription. For some learners, being able to speak their ideas first can be a genuine breakthrough.
  
  
• Speech-supported prediction and spelling support, designed specifically for developing writers. These tools support both spelling and decoding in ways that are very different from the predictive text features found on phones and tablets.

In a single classroom, different pupils might use different tools for different reasons. The key is that support is available when it's needed rather than being dictated by the teacher.

Over time, learners become more confident in selecting the strategies that work best for them.

5. Use scaffolds as stepping stones to independence

The goal of any scaffold is to help pupils become more independent, not more reliant.

I often think about a pupil I worked with who joined the school in Year 3 as an emergent writer. He initially used Sentence Sets during writing lessons and later progressed to Connect Sets as his confidence grew.

By Year 6, he was still using Clicker regularly, but rarely needed teacher-prepared resources. Instead, he called on tools such as prediction, speech feedback and teacher-recorded Voice Notes when he needed support.

His support looked very different from when he started, but Clicker remained part of his writing journey throughout.

That's what effective scaffolding should look like: support that evolves as learners grow.

6. Adapt the planning process, not just the writing

For many pupils, the most challenging part of writing happens before they start composing.

They need to generate ideas, organise their thinking, rehearse sentences and collect relevant vocabulary.

Clicker Board makes it easier to adapt the planning process for different learners.

Some pupils may use a planning diagram to organise their ideas before sending them into their document. Others may build a vocabulary bank to refer to while writing. Some learners benefit from recording Voice Notes so they can rehearse and revisit their ideas throughout the writing process.

The destination remains the same, but pupils can take different routes to get there.

7. Make support available when learners need it

Not every pupil needs the same level of support in every lesson.

Some learners may use Clicker for most writing activities, while others only need certain tools at specific points in the writing process.

Providing access to Clicker when learners need it gives them greater ownership over their writing. It also supports a more inclusive classroom, where using scaffolds and support tools becomes a normal part of learning rather than something reserved for a small group of pupils.

Adaptive teaching is about recognising that learners don't all need the same thing at the same time. By offering flexible support that can be adjusted, used independently and gradually removed, Clicker helps teachers meet a wide range of needs while keeping the whole class moving forward together.

The result is not a different curriculum for different learners, but multiple pathways into the same learning, helping every pupil develop as a confident, independent writer.