ABSTRACT
This chapter considers how different grouping arrangements have been and are currently used as a means of coping with differences in pupils’ performance. There is evidence that pupil grouping may depend on the subject taught and the philosophy of the school. The chapter also considers how progression for all pupils across the age and ability range can be achieved through teaching and learning approaches that ensure that account is taken of ranges of learning needs. There are a range of ways in which schools can cope with differences in pupil performance, that is through streaming, banding, setting, or by setting work at the appropriate levels for pupils in wide or mixed-ability classes. Planning learning for pupils, choosing learning objectives and learning outcomes based on knowledge of the pupils and of what constitutes progression in particular curriculum areas are critical in ensuring pupils’ acquisition of the knowledge, skills and understanding underpinning progress.
