From learning targets to implemented curriculum: a new challenge for the Dutch secondary education program International Seminar on Designing and Implementing Curriculae for Multilingual Education Amsterdam, 31st Januari

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From learning targets to implemented curriculum
a new challenge for the Dutch secondary
education programInternational Seminar on
Designing and Implementing Curriculae for
Multilingual EducationAmsterdam, 31st Januari
1st February, 2008Hetty Mulder, program manager
Upper Secondary Education SLODaniela Fasoglio,
project manager Upper Secondary Education SLO
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2005 - 2007

• Revision of learning targets for upper secondary
  education
• Synthetized standards for all subjects
• Further implications for modern foreign
  languages
• Relating standards to the levels of the CEFR
  (SLO)
• Relating language examinations to the CEFR (CITO)
• August, 2007 new learning targets become
  operative for all subjects (FL 2008)

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Relating FL learning targets for secondary
education to the CEFR (SLO)

• Look for the match between existing targets and
  the CEFR
• Assign CEFR levels to learning targets according
  to language and ability
• New FL examination programs
• One global standard for each ability same for
  all foreign languages (English, Arabic, French,
  Italian, German, Russian, Spanish, Turkish)
• Differentiation in programs determined by the
  CEFR levels to be attained in each language and
  ability.

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One example of a learning target

• Oral production
• Global learning target
• The candidate is able to tailor subject
  information to a target group and goal and
  present it adequately. He is able to describe
  people and objects and to illustrate points of
  view and arguments.
• Workout
• English vwo B2
• French vwo a very good B1
• Russian vwo A2

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Relating language examinations to the CEFR (CITO)

• Attributing CEFR level to assignments contained
  in past examinations
• Developing examinations calibrated to the levels
  of the CEFR
• New FL examinations
• Provided with a CEFR label
• Old targets are in fact replaced by CEFR
  descriptors
• School certificate reports CEFR levels attained

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The process so far alignment with Common
European Framework

• Learning targets as frameworks
• for systematic curriculum development
• targets attainment
• learning standards material
• established taught
• 
  curriculum
• 
  assessed
• A design-down process approach

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Next challenges

• Educational purpose
• Base FL curriculum on levels of communicative
  competence and provide criteria for planning and
  assessment of language learning in order to reach
  such levels.

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Agents national education office school
teacher teachers team class learner
parents society (applied) linguist
curriculum developer
Actions unpack/work out negotiate teach
(strategy/methodology) assess
evaluate support develop curriculum plan
organize manage
Objects learning targets goals needs
content materials tests time
location (teachers) skills
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• Spider web

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Objectives

• Agents
• Ensure that the teacher
• is willing to change
• feels directly involved (? ownership)
• feels co-responsible (? leadership)
• Ensure that the learner
• participates in curriculum design
• A bottom-up approach

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Objectives

• Objects and Actions
• Ensure
• Suitable teaching materials
• Worked-out intermediate levels or targets
• Adequate assessment tools

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CEFR master plan

• Co-ordinate and synchronize actions by all
  important actors in the implementation process
  provide for all partners involvement
• Synchronize design of materials and tools and
  organize teacher training
• Calibrate assessment tools and integrate in
  curriculum
• Develop adequate communication plan

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Quality criteria for curriculum development

• Rational and relational
• A strong problem analysis widely supported
  able to generate need for change
• Teachers key rol must not be underestimated
• Small-scale pilots from early phase
• Design phase can last several years
• Core team includes experts (curriculum
  development, assessment, evaluation) and users
• Constant attention to formative/summative
  evaluation, information, network, evidence-based
  research.