ABSTRACT
Re-organising mathematics classes into all-attainment groups is not on its own enough many mathematics teachers in the United Kingdom who accept the desirability of all-attainment teaching feel ill-prepared for the different pedagogical demands that they judge will be required. The department decided to undertake a radical change in the way that they taught mathematics: they knew that research evidence suggested that all-attainment teaching would support their learners and introduced it into the first two years of secondary school. Having decided to work in this way, Spenser became the subject of a research project focused on interventions with previously low-attaining students. There are two facets to the thinking and practice described that link in with the first learning power focus: what the teachers explicitly value and discuss with the whole class. The case study involves a spacious classroom in which learning power was built by the way in which learning was modelled by the teacher.
