ABSTRACT
Every school in the survey showed some degree of ability-specialisation in the form of their grouping of pupils for teaching purposes. This chapter examines the variety of teaching/learning groups found in schools, and relates these to levels of ability-specialisation of both instrumental and expressive activities, and the ability-specialisation of knowledge. For all types of school ability-specialisation increased with age. A simple scale to measure the extent of the ability-specialisation of instrumental activities was derived from the addition of the incidence of the different possible differences for years one to five. The structural variables referring to ability-specialisation have been related to types of school. Ability-specialisation is often mediated through the external examination system. Many different forms and degrees of ability-specialisation were justified in terms of the needs of individual pupils. The purpose and legitimacy of ability-specialisation, as expressed in academic learning groups, may be studied through the comments made by headteachers and the operation of the system.
