Underpinning this alternative is a belief that, while individuals are at different points in their learning and may be progressing at different rates, every learner is capable of making further progress and
eventually achieving high standards if they can be motivated, engaged and provided with appropriate (well - targeted) learning opportunities.
While every student is expected to
achieve high standards eventually, this approach recognises that, because of their less advanced starting points, some students take longer to reach
high standards than others.