The concept of quality of learning experience is a complex notion made up of many facets. Qualitative differences in learning experiences may refer to the content of material learned, the organisation and ambience of the social setting, the structure and sequence of the curriculum materials or to the types of intellectual demands made on children. The child who learns German and the child who learns French receive qualitatively different learning experiences. This is not to say that learning German is superior or inferior to learning French: it is merely different. And just as curriculum content can differ, so can the social organisation of the learning experience. Children may be seated in rows or in groups for example and each of these organisations presents different opportunities and problems for the learner.