ABSTRACT
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• tracking pupil progress; • giving pupils greater responsibility for their own learning; • mentoring and coaching pupils; • drawing on pupils’ prior experiences in lessons; • high level of pupil participation in learning to learn; • having a focus on utilising different learning styles and thinking
skills; • providing appropriate vocational and alternative flexible curricu-
lum pathways; • establishing strong links with the community to enhance learning
and recreational opportunities; • recognising the ‘personal’ element in teaching and supporting
learning; • effective deployment of teaching assistants, learning mentors and
other practitioners delivering targeted interventions for underachieving pupils.
