As soon as the students were assigned with an individual task, the majority of them (7 out of 10) were able to perform with no challenges due to their prior knowledge and vocabulary. On the other hand, the ‘ripe’ students were not able to follow the critical task unaided. Therefore, they were paired with more able students to practise analysis, finding evidence, explaining and evaluating. The less able students were doing it correctly till the point when more criticality needed. With a little aid from a more competent peer, they developed conceptual learning. In future lessons, given a similar task, students will be able to perform with more confidence; and once it is internalised, scaffolding might be removed. I think as a conceptual tool for teachers the ZPD is very helpful in developing a curriculum which will challenge students’ learning and enable them to enquire; it also helps teachers in effective grouping of students where less able students can achieve with some guidance and support from more competent students. Finally, the ZPD might be helpful in assessing students’ abilities in order to decide their year group distribution.