1. What is the meaning of catering for individual differences?

Catering for individual differences is not intended to even out abilities and performances, but to enable all students to develop their talents and perform to the best of their abilities. The ultimate goal is to stretch the potential of all students whether they are gifted or among the low achievers. Hence, catering for individual differences should involve finding out why students do not learn well and why some learn better than others, and using appropriate strategies to help individual students learn better through building on their strengths and coping with their weaknesses.

2. What strategies can be used to cater for individual differences?

Catering for individual differences is intended neither to narrow the gap between individuals nor to even out their abilities and performance. The actions taken to cater for student differences should involve trying to understand why certain students are unable to learn well and find appropriate ways to help them learn better. Teachers should employ different strategies to address students' needs at an early stage including using co-operative learning, adopting cross-level subject setting, varying teaching from the viewpoint of the students, pacing learning and teaching according to the abilities of students and using information technology as a learning tool. Otherwise, the gap between the able students and the less able students will widen as they move through progressive stages of schooling.

3. How can students' performance be fairly assessed when addressing the specific needs of individual students?

Teachers are encouraged to use a variety of curricula, teaching approaches and assessment practices to accommodate different learning targets and focuses in order that students of diversified abilities can have the opportunities to stretch their potential. In this connection, teachers should consider assessing students on both the learning process and the learning outcomes. Teachers are suggested to adjust assessment practices by:

1. using different modes of assessment to find out the strengths and weaknesses of students, and then decide on the appropriate learning and teaching strategies for them;
2. modifying the assignments so that students with different abilities are assessed differently.

1. to set clear targets for school assessment policy;
2. to develop a fair assessment system;
3. to agree on appropriate assessment criteria;
4. to provide quality feedback to students.

4. How does EMB support schools in catering for individual differences?

EMB conducted a 3-year research and development project on 'catering for individual differences' from September 2000 to August 2003. It aimed at developing a variety of strategies to cater for individual differences and generating useful experience from practices for teachers' reference. Other supports from EMB include:

1. co-operating with schools in carrying out the relevant project;
2. providing 'on-site support' services to schools to assist teachers in curriculum planning;
3. promoting experience sharing of successful practice by means of school/teacher networking
4. encouraging partnership among schools, teachers and parents;
5. developing web-based supporting materials on learning and teaching for students who have difficulty in acquiring the basic competency.

5. What sort of support can school provide in catering for individual differences?

Schools should adapt the curriculum to meet students' needs and provide more learning opportunities for them. Schools should also know that the aims of assessment for learning are many folds. Apart from offering opportunities for students with diverse abilities to exhibit their learning outcome, the assessment data will help to diagnose student strengths and weaknesses and to inform learning and teaching.