As we all know, every child has his or her own likes or dislikes. For example, some children like reading aloud while others may prefer silent reading. Indeed, people have innate individual differences in terms of their talents, aptitudes, physical characteristics, abilities and intelligence. Such differences, together with environmental influences - such as those of society, family and culture - will lead to differences in their learning interests, abilities and styles.

The aim of the reform in basic and senior secondary education is to ensure that there are opportunities for every student to have a broad, balanced and all-round development , including ethics, intellect, physique, social skills and aesthetics, so that they can fully develop their potential and be equipped for further studies, work and their future lives. This diversity in learning means that we have to provide diversified learning opportunities to achieve the purpose of education.

Broad, balanced curriculum

The new senior secondary curriculum builds on the foundation of basic education, comprising eight key learning areas that encapsulate all the important knowledge domains and cross-curricular learning. The core studies of Chinese language, English language, mathematics and liberal studies enhance the development of language proficiency, mathematical literacy, thinking skills and essential knowledge of students.

Breaking the barrier of arts and science streaming and allowing diverse subject combinations, the new senior secondary elective subjects, including applied learning courses and other foreign languages, seek to cater for students' varied needs. In fact, many of today's professions require knowledge of different disciplines such as science, design, history, humanities, arts and other languages.

Moreover, other learning experiences such as community services, physical and aesthetic experiences and moral and civic education can broaden the horizons of students and help them to develop their communication, interpersonal as well as problem-solving skills.

Catering for students' needs

To ensure the new senior secondary subjects maintain high and internationally recognised standards and meet the expectation of contemporary society, it is necessary to retain the core elements of all these subjects. However, there is a need to achieve a balance in the curriculum by broadening it to cater for the interests and aptitudes of all students.

While some parents may worry about whether the new senior secondary subjects are genuinely suitable for the students, it should be noted that these subjects have different elective parts which enable students to choose themes that they are interested in. Take Chinese language as an example. The elective modules include fiction and culture, news and reporting, selected texts of simple scientific reading materials.

The applied learning courses, such as in the learning areas of creative studies, applied science, and courses in other languages such as French, Japanese and Spanish, provide students with more subject choices and combinations beyond the 20 elective subjects.

Appropriate means to suit circumstances

It is said that learning and teaching is as much an art as a science. Teaching strategies, however well-practised, cannot be applied rigidly. Teachers need to understand the characteristics and prior knowledge of their students and consider the themes and learning targets of respective subjects before choosing the most appropriate teaching strategies.

For example, while mixed-ability grouping may enhance collaborative learning and the development of values, same- or similar-ability grouping may better suit students with differences of learning. Both ways of grouping can be applied to the same students at different times to achieve different learning targets.

Assessment for learning

For the whole-person development of students, assessment should be suitably adjusted. Traditional pen and paper examinations, which is still an important mode of assessment, should encompass the assessment of critical thinking and problem-solving skills as well as creativity.

Assessment activities such as discussion or project learning conducted inside or outside the classrooms should be diversified to truly reflect the performance of students and their potential in different areas.

Ongoing research studies have indicated that one of the most effective ways to enhance learning effectiveness is to provide students with meaningful and constructive verbal/written feedback, so that both teachers and students may have a better understanding of the learning process and how they can work together to improve learning.

Concerted community efforts

Like other members of the community, the Education Bureau fully appreciates the responsibility that teachers undertake in helping students reach their full potential. We will continue to support schools and teachers by providing a variety of professional development programmes in terms of modes, times and themes to suit their professional needs as well as encourage active participation and sharing.

Measures such as improving the teacher-to-class ratios and providing grants to support the new senior secondary curriculum have been put in place to allow flexible grouping of students and deployment of teachers in schools and enable purchase of learning and teaching resources to suit student needs.

Ultimately, it is parents who know their children best. Close communication between parents, schools and the Education Bureau is the key to the successful implementation of the new senior secondary academic structure from 2009.

The change will only be successful if we can join hands together to provide diversified learning opportunities to cater for the unique learning interests, abilities and aptitude of every student in our diverse society.

This article originally appeared on the Education Bureau's website.