The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a "pedagogy of poverty" at the expense of a "pedagogy of plenty". Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in the narrowing of the curriculum in response to the "No Child Left Behind" initiative in the USA and the centrally imposed National Strategies and Standards agenda in the UK. Bernstein's theory is still a means of clarifying the relationships between social class, family income and the education process. It introduced the concept of "restricted and elaborated codes", which has been labelled by its critics as a deficit model for the working-class population. The authors contest that expectations for this new meritocracy have failed to materialise and the expectations for equity have been reduced by the prevailing metric. This "pedagogy of poverty" is now practised in the current "one size fits all" model of teaching and learning operating within narrow accountability based on a "testocracy". This case study demonstrates one teacher using guided group work as a potential strategy for a "pedagogy of plenty".