ABSTRACT
Chapter 1 will set out the evidence which suggests how and why boys are under-achieving compared to girls. In general, though, the book is intended to be less a diagnosis of the existing situation in schools and more an essay and description of a range of policies and strategies which whole schools and individual teachers can adopt. Chapter 2 explores the reasons why boys underachieve; Chapter 3 investigates the favoured learning styles of boys and their relevance to raising achievement; and Chapters 4 and 5 describe the model which schools may wish to adopt in order to plan a coherent and complementary strategy to raise boys’ achievement, and gives an example of how one secondary school has gone about it. These first five chapters are generic to education and are equally valuable to primary and secondary teachers alike. The rest of the book is organised differently. The first part
of each chapter is an introduction, after which you will find different sections for primary and secondary. We hope and expect that primary colleagues will find the secondary sections of interest and vice versa. At the end of each chapter a summary of key points is given, which could be used as an overhead transparency if leading a discussion with colleagues, or merely as a checklist or reminder of the main arguments or information.
