ABSTRACT
In this third part of the book, we open up to examination what is meant by ‘difference’, and the range of ‘differences’ that need to be acknowledged, valued and taken into account in our teaching. The differentiated framework of the National Curriculum tends to encourage an emphasis upon different levels of existing attainment as the foundation upon which new learning must build. However, there are other important differences which have implications for teaching and learning and which need to be recognised, valued and built upon, if individuals are to have the opportunity to use and develop their powers of learning as fully as possible. What are these other important differences, and what are their implications for the organisation of learning and teaching?
