ABSTRACT
This chapter aims to provide a coherent general view of those factors necessary for ‘successful’ mixed ability teaching to take place, and several assumptions characterise both its content and approach. Basic is the assumption that, following the decision to introduce mixed ability teaching, a great deal of staff discussion and background reading has been done. The quality of a school’s teaching staff is a sensitive issue, but one which does need to be considered. The chapter identifies some of the general principles which underlie successful mixed ability teaching in terms of changing attitudes and practices, school organisation and the provision of physical resources. It shows that it is not easy to indicate what additional skills, knowledge and resources are required of, and for, the teacher when a school introduces mixed ability grouping, and much depends on the range of qualities already available.
