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Curriculum alignment and consistency Building curriculum based vocabularies and learning trajectories. Allard Strijker 2011-05-18 Edrene, Den Haag.

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Presentation on theme: "Curriculum alignment and consistency Building curriculum based vocabularies and learning trajectories. Allard Strijker 2011-05-18 Edrene, Den Haag."— Presentation transcript:

1 Curriculum alignment and consistency Building curriculum based vocabularies and learning trajectories. Allard Strijker Edrene, Den Haag

2 Introduction SLO – Expertise center for Curriculum Design

3 This presentation For you –Ideas for alignment –Approach for consistency –Things to think about –Possibilities tools –Current developments From you –Suggestions –Related projects –Questions

4 Quality in Relevance Alignment –Curriculum framework –Learning objectives –Educational aims –Educational levels Consistency –Within Subjects and themes –Learning materials From publishers, Own material, Open domain –Assessment

5 Education Trends in the Netherlands More attention for individual learners –More or less talented Teacher more in control –More attention for curriculum –Providing mix of learning materials from From publishers Own material Open material Change in finance Schoolbooks

6 Solutions Describe curriculum more specific –Learning Trajectories –Content specification (What should be learned) Provide vocabularies –Terms –Relations Support content development Support in searching learning materials

7 Dutch Curriculum

8 Program structure Dutch curriculum subject-transcending themes (Human and Nature) –Subject (Geography) Core (Water) –Core objectives –Exam programmes –Common European Frame work CoreCore objectives Primary education Core objectives Secondary education Exam program Upper Secondary education WaterKD42KD43Domain E

9 Example Subject Geography Core Water Core objectives Primary education Children learn about the measures to be taken in Netherlands/were occupation of regions threatened by water. Core objectives Secondary education The student learns in own experiences and in their own environment to identify effects of choices in the field of work and care, living and recreation, consume and budgeting, traffic and environment. Exam program Domain E: Environment E1/SubdomainE1: National and regional issues: current issues of flooding and waterlogging in Netherlands.

10 Alignment European curriculum Subject-transcending themes (Language) –Subject (English) Core (Speaking) –Core objectives –Exam programmes –Common European Frame work CoreCore objectives Primary education Core objectives Lower Secondary education Exam program Upper Secondary education SpeakingKD6, KD7KD12, KD14Domain E SpeakingCEF A1CEF B1CEF C1

11 Subject structure subject-transcending themes (Human and Nature) –Subject (Geography) Core (Water) –Sub core »Content »Level »Intermediate goal

12 Geography cores Citizenship, multicultural society Sustainability Population and area Rich and poor Globalisation Borders and identity, Europe Weather and climate Forces of the Earth Sources of energy Water

13 Geography sub cores Water Water Cycle Water issue too much, too little, too dirty Netherlands-Waterland Water in the future

14 Geography (Lower Secondary Education) Water (Core) –Water in the future (Sub Core) Sustainable use of water (Content) –Understanding of sustainable water use and a contribution in their own environment accordingly. (Intermediate objective) Water –Water in the future Issues around availability and price of water problems –Assessing views water-related conflicts.

15 Learning Trajectory Learning Trajectories Core objective Core objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective Intermediate objective Materials and resources Content

16 Inconsistency between subjects (Mapping) Subject specific –Terminology (Core, Task, Skill, Domain, Concepts, Time periods, Keys) -> Mapped to Core –Structure (2 levels, 3 level content description) -> Sub Core = Core Differences in didactics in subjects –Math and languages Competences, knowledge, tasks, skills

17 subjects / themes Examination program Core objectives Intermediate objective Content Educational level Subject sub core Subject core Learning Trajectory Learning objects

18 Possibilities Quality Relations with formal curriculum Use of learning trajectories Overview of curricula, coverage Showing implicit relations between learning materials Show curriculum related items Support in selection based on curriculum

19 Possibilities Relevance Repositories Collections Provide more specific search results Improve searching, discovery Improve content development Tooling

20 Current challenges Stability of curriculum Management –Lifecycle –Versions –Keep consistency –Control complexity vocabularies –Number of items to maintain

21 Current challenges Adoption, implementation –Publishers, Collections, Tools Persistent relations Vocabularies –List of Items –Hierarchical lists –Multiple relations

22 Questions Suggestions


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