Transcript Curriculum alignment and consistency

Curriculum alignment and
consistency
Building curriculum based vocabularies and
learning trajectories.
Allard Strijker 2011-05-18
Edrene, Den Haag
Introduction
• SLO – Expertise
center for
Curriculum Design
This presentation
• For you
– Ideas for
alignment
– Approach for
consistency
– Things to think
about
– Possibilities tools
– Current
developments
• From you
– Suggestions
– Related projects
– Questions
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
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
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
Dutch Curriculum
Years
4-12
12-15
15-18
Level
Primary
education
Lower
Secondary
education
Upper
Secondary
education exam
Objectives
Core objectives
Primary
education (58)
Core objectives
Secondary
education (58)
Secondary
exam standards
Program structure Dutch curriculum
•
subject-transcending themes (Human and Nature)
– Subject (Geography)
• Core (Water)
– Core objectives
– Exam programmes
– Common European Frame work
Core
Core objectives
Primary education
Core objectives
Secondary
education
Exam program
Upper Secondary
education
Water
KD42
KD43
Domain E
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.
Alignment European curriculum
•
Subject-transcending themes (Language)
– Subject (English)
• Core (Speaking)
– Core objectives
– Exam programmes
– Common European Frame work
Core
Core objectives
Primary education
Core objectives
Lower Secondary
education
Exam program
Upper Secondary
education
Speaking
KD6, KD7
KD12, KD14
Domain E
Speaking
CEF A1
CEF B1
CEF C1
Subject structure
•
subject-transcending themes (Human and Nature)
– Subject (Geography)
• Core (Water)
– Sub core
» Content
» Level
» Intermediate goal
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
Geography sub cores Water
•
•
•
•
Water Cycle
Water issue too much, too little, too dirty
Netherlands-Waterland
Water in the future
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.
Learning Trajectories
Learning Trajectory
Core
objective
Intermediate
objective
Intermediate
objective
Intermediate
objective
Intermediate
objective
Content
Content
Materials and
resources
Content
Materials and
resources
Content
Content
Materials and
resources
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
subjects / themes
Learning Trajectory
Subject core
Core objectives
Subject sub core
Examination
program
Content
Educational level
Intermediate
objective
Learning objects
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
Possibilities Relevance
•
•
•
•
•
•
Repositories
Collections
Provide more specific search results
Improve searching, discovery
Improve content development
Tooling
Current challenges
• Stability of curriculum
• Management
– Lifecycle
– Versions
– Keep consistency
– Control complexity vocabularies
– Number of items to maintain
Current challenges
• Adoption, implementation
– Publishers, Collections, Tools
• Persistent relations
• Vocabularies
– List of Items
– Hierarchical lists
– Multiple relations
Questions Suggestions
•
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