Curriculum.nu: the proposals per learning area in one minute
What, according to the proposals, will change in your area of learning - from Dutch and Art & Culture to Gymnastics and Digital literacy? Lecturers from the development teams give their elevator pitch.
Image: Curriculum.nu
Learning area: Dutch
Teacher: Annemarie Regeling, VierTaal College Amsterdam
“In our advice, we mainly stated that students must learn to read properly. That they become readers who can handle all kinds of different texts. From the biography of Max Verstappen to the Allerhande and the Ikea guide. This diversity is important, because in life outside of school, students also come into contact with different types of texts. Then it is quite one-sided to deal with a newspaper report every week in your lesson. ”
Learning area: Art & Culture
Teacher: Tamaar Tôth Varjú, X11 Utrecht
“Our advice is all about making and experiencing. So for example making music yourself and listening to music made by others. We would like these two activities to be offered more equally. Furthermore, every child should already be introduced to theory about art and culture at primary school. We really did our best to lay the foundation for the best art education you can imagine. ”
Learning area: Exercise and sports
Teachers: Kirsten Keij, Het Kompas Voorschoten / Jacob Nienhuis, Stanislas College Delft
“We try to make connections between sport and exercise within the school and outside the school. Gymnastics does not stand alone: you can also do sports in the schoolyard with the neighborhood children, or at sports clubs around the school - such as football, cricket, boot camp or rugby. We also try to let the students discover in which forms of sport and exercise they are good and have fun. This is how we hope that students will continue to exercise later on. Because now we see too often that they stop after secondary education.”
Learning area: Digital literacy
Teacher: Wim Hilberdink, Thorbecke School Community Zwolle
“When drawing up the previous attainment targets and attainment targets, thirteen years ago, it was by no means self-evident that students would walk around with a mobile phone and a laptop. These are now fundamental devices for everyday communication. They are useful, but many things can also go wrong. As an active, independent and responsible participant in society you must therefore be digitally literate - hence this new learning area. We have divided the learning area into four domains: information skills, media literacy, basic ICT skills and computational thinking. New courses do not necessarily have to be developed for this: if certain skills can be integrated into other courses, please. That can be very simple: for example by giving students an English text about the digitization of society. ”
Learning area People & Nature
Teachers: Lilliane Bouwma, Goois Lyceum Bussum / Saskia van der Jagt, Coornhert Gymnasium Gouda
“The core objectives for People & Nature were very thinly defined. One primary school does a lot about it, the other little. So when students enter secondary education, some children are ahead and others are lagging behind. That is not effective, and it is also demotivating. We have now established a continuous learning area for primary and secondary education. And we have harmonized the way the material is presented with five building blocks - such as 'thinking', 'issue' and 'frame of reference'. Moreover, there is much more attention for technology and manufacturing education.”
Learning area: Citizenship:
Teachers: Danique van Wijk, Kentalis Zoetermeer / Sanneke Quist, Kajmunk college Hoofddorp
“The most important thing that has happened in the field of Citizenship is that this learning area now exists. Because it wasn't there yet. We have formulated three pillars: democracy, diversity and global themes. And we have written down as concretely as possible the importance of citizenship, for example in relation to the digital society, sustainability and technology. Without filling it in too much. As a result, schools - depending on their vision and identity - can further develop the subject in a tailor-made way.”
Learning area: Arithmetic & Mathematics
Teacher: Marco ten Hoff, teacher Piter Jelles! Mpulse Leeuwarden
“No bizarre changes have taken place in our field of learning. We are in line with the international development that in education we pay more attention to different methods of arithmetic and mathematics, such as abstraction, logical reasoning and problem solving. There is also more attention for data and data processing. But the basics must remain in order: math is very important, just like reading and writing. Tables and fractions remain in the program and do not disappear - as has sometimes been suggested in the media. In primary education, pupils must still be able to calculate 'one / fourth plus two / thirds'. We only leave out the really complex fractions 'three-two / seventh plus two-four / fifteenth'. We also want to show, for example, that fractions come in all kinds of forms: '30% 'and' 4: 3 'are of course also fractions. The students don't always see that. ”
Learning area: people & society
Teacher: Raymond de Kreek, history teacher Farelcollege Ridderkerk
“The recommendations in our learning area have a higher level of abstraction than in many other learning areas, because our area is very broad. The core goals were therefore very general. In history, for example, the students had to be able to work with 'frames of reference of periods and characteristic aspects'. But what are those characteristic aspects? And are they the same in primary education as in secondary education? We have now really tried to clarify the content of our field. If, as a society, you want students to know something about certain subjects, so that they can participate in society as responsible persons, you must of course also state what those subjects are. ”
Learning area: English / Modern foreign languages
Teacher: Katelijne Leijten, teacher of French at the Catholic School Community Etten-Leur
“In our learning area, we are very committed to language awareness and multilingualism. Language teachers already do this naturally, but it has now really gained a clear place in the learning area. Almost every school has multilingual students – from Flemish to Turkish: take advantage of this and show why it is good to speak several languages. The power of language, how language can be used manipulatively, is also discussed. And we want students to start speaking a foreign language at an early age. Then the fear of this is much less in secondary education. In the globalizing economy, languages are simply very important.”
