First Published in 1998. All learners and in particular lower attainers need to have a curriculum which is cognitively challenging, motivating and enriching. This book aims to help teachers adapt their teaching strategies so that they can offer such a curriculum, especially to lower attainers. The nature of lower attainment is examined in its various forms in the highly able, the slower learner, the dyslexic and disaffected. The origins of these problems and how they may be identified are also discussed. An evaluation of the different curriculum models and methos of differentiation is provided and the author outlines the general principles and practices of good teaching with reference to a wide range of curriculum areas.

part Section One|48 pages

The nature, origins and indentification of lower attainment

chapter Chapter 2|10 pages

Lower attainment and specific learning difficulties

chapter Chapter 3|12 pages

Lower attainment, disaffection and demotivation

chapter Chapter 4|13 pages

Differentiation: curriculum models and methods

part Section Two|119 pages

The nature of effective learning and teaching

chapter Chapter 5|15 pages

Speaking and listening

chapter Chapter 6|15 pages


chapter Chapter 7|18 pages


chapter Chapter 8|15 pages


chapter Chapter 9|10 pages

Study skills

chapter Chapter 10|11 pages


chapter Chapter 11|14 pages

Thinking and problem solving

chapter Chapter 12|9 pages

Number and mathematical difficulties

chapter Chapter 13|10 pages

Behaviour and social skills management

chapter |1 pages