Abstract

Increasing learner diversity has become a defining feature of contemporary classrooms, demanding pedagogical approaches that go beyond uniform curriculum transfer. In this context, curriculum differentiation has emerged as a core teaching competency rather than an additional instructional strategy, enabling facilitators to respond effectively to variations in learner readiness, abilities, interests, learning styles, linguistic backgrounds, and socio-cultural contexts. In the Indian context, particularly within CBSE and State Board schools’ settings in India, this chapter critically examines curriculum differentiation as an essential professional competency. Drawing evidence explore the role of pre-service teacher preparation, subject-specific differentiation strategies in Mathematics, Language, and Science, and key instructional practices such as flexible grouping, tiered tasks, and learner choice. The chapter further highlights that assessment and documentation practices that support differentiated teacher education and classroom practice are essential for promoting equity, inclusion and improved learning outcomes.