Since the introduction of mass schooling educationalists have been concerned that large numbers of able children have underfunctioned. The introduction of grammar school education in 1944 for the top twenty- percent did not overcome this problem. Equally comprehensive education did not resolve it and once again there is pressure to return to selection and 'acceleration'. This book suggests a 'third way'. Whatever the structure used it advocates that the current curriculum needs to be taught differently so also to include all learners and to 'engage their brains' with the curriculum content. Evidence of what is needed and what works with able underachievers, the disaffected and low attainers from a wide range of backgrounds lies in the pedagogy used. It concludes that teaching and learning methods need to be modified to become learning oriented and learner centered rather than subject oriented and teacher centered. Education then will have come to age.
