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Below you will find a powerpoint presentation (text only) on the big change my school in undergoing. Note that we have no more subjects! I leave it here for others to read and hopefully comment! Why so limited information you ask? Well that is the whole idea of STIP! The student has to go look for the information himself.

More than happy to answer any questions that might arise!

STIP

Team work Samenwerken

Themes thema’s

Individual individueel

Achievements prestaties

Achievements:

Useful

Meaningful

Tasks

Realistic/ Real

Achievements

(international examples)

The program of an exchange week

Introduction / promotional film

Informative site

Information booklet

Photo book

Meals

INDIVIDUAL

Learn lines

Development lines

Portfolio

Reflection

Repetitional knowledge tests

Critical (professional) situations

Files

THEMES

short periods

EXAMPLES:

Health

Safety

Seasons

Holiday

Adverts / Media

Food

Tourism

Environment

Communication

Life surroundings

SCHEDULE THEME

Choose an achievement

Planning

Workshops / Courses

Achievement

Repetitional knowledge test

WEEK SCHEDULE

Monday

Group meeting

Achievement within a theme

Repetitional knowledge test (possible)

Workshops

WEEK SCHEDULE

Tuesday

Group meeting

Achievement within a theme

Workshops

Achievement outside a theme

WEEK SCHEDULE

Wednesday

Group meeting

Achievement within a theme

Repetitional knowledge test (possible)

Workshops

WEEK SCHEDULE

Thursday

Physical Education

Achievement within a theme

Workshops

WEEK SCHEDULE

Friday

Group meeting

Achievement within a theme

Workshops

PERIOD

Number of themes

Reflection week

Critical (professional) situation

QUESTIONS?

Harm Bosgraaf bsg@veurs.nl

Marco Koene kne@veurs.nl

Visit our website www.veurs.nl/veurs3

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Guest ChristineS

You mentioned this on another thread too. It sounds interesting, and stimulating for the teachers as well as the students.

I am not 100% sure what it all means but I am curious about a few things things:

  • What is the age range of your students?
  • Why did your school decide to make these changes?
  • What is the role of the teachers and how will they fulfil it in practical terms?
  • you mentioned on the other thread that news ways of assessing the courses are required. How ill this affect students ability to 'prove' achievement or the acquisition of skills to future employers or places of further education?

I don't mean to sound as if I am interrogating you! ;)

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I don't mean to sound as if I am interrogating you! :D

Not at all! Plase do! That is the basis of this concept. :D

  • What is the age range of your students?
    At the moment 14-16, but we are expanding in the future to 12-16 age range
  • Why did your school decide to make these changes?
    We felt we did not reach the students in the traditional system. Lot of things were for them useless and went over there heads.
  • What is the role of the teachers and how will they fulfil it in practical terms?
    We have two kind of teachers:
    Leermeester and werkmeester.(sorry for the dutch words)
    Leermeester = the teacher who guids the students and keeps track of their developments.Also responsible for their learning development
    Werkmeester= teacher where the students can go to with specific questions related to their achievement.
  • you mentioned on the other thread that news ways of assessing the courses are required. How ill this affect students ability to 'prove' achievement or the acquisition of skills to future employers or places of further education?
    The students have a portfolio in which they assemble 'prove' of what they have achieved/accomplished. Eg leaflets they made. But also the assesments of the leermeester and the persons for who they did the achievement. The achievement is real, that means if they make a leaflet for eg a doctor it will be used in his practice. This way they get a sense of reality and if not good it will not be used and approved. The students learn to be much more assertive in a good way. They have to do a lot of reflecting on their own work and that of others.

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Guest ChristineS

Hmmn. It certainly sounds interesting - but a bit risky with younger students and you plan to go even younger. I don't mean that the students won't remain motivated as it does sound a very motivating way of going about learning, but that they may not have the skills and techniques necessary or undertake the tasks meaningfully and develop on further.

I have no experience of that type of education so am not really fit to judge, but I do wonder how they will develop their skills if no-one is there to demonstrate that skills for them. And will they be given more traditional lessons in study skills first?

Is your education system in Holland more open and flexible than ours anyway or are you an independent school, privately financed?

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I have no experience of that type of education so am not really fit to judge, but I do wonder how they will develop their skills if no-one is there to demonstrate that skills for them. And will they be given more traditional lessons in study skills first?

Is your education system in Holland more open and flexible than ours anyway or are you an independent school, privately financed?

But there are persons around to teach them the necassary skills, the so-called werkmeesters. They can be teacher but also professionals from outside education. The students just need to ask and he/she will get.

we are not an independently funded school. The system is perhaps more flexible here but we also have rules we need to follow who hasnt B) ) But yes we can organize our education very free without an inspector breathing down our necks. The important thing is to have the inspectors approval...which we have.

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Is this a national programme or is it only available in your school? What kind of skills are you trying to develop? Are these life skills or work skills? Are they skills that help them to become active citizens. Do you deal with political issues?

You say your course has the approval of your inspectorate. What has been the reaction of local employers? Have you had any feedback from them about the quality of education you are providing?

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John wrote, answers in between.

Is this a national programme or is it only available in your school?

We are one of the first secondary schools doing it this way. However in the follow-up education (called ROC) it is becoming more common. But it is not yet the national standard.

What kind of skills are you trying to develop?

In general the skills they need in life and work.

Below you find soem examples of the skills we are trying to develop:

Gegevens verzamelen Collecting data/information

Gegevens bewerken Ordering data

Gegevens gebruiken Using data

Eenvoudig onderzoek doen Doing simple research

Basisrekenvaardigheden Basic calculating skills

Communicatie Communication

Plannen Planning

Kiezen Choosing

Presenteren making a presentation

Onderzoeken reseach

Praktisch lezen Practical reading

ICT vaardigheden ICT skills

Schrijfvaardigheid Writing

These are only some of the skills, a more thorough list can be found on our website. However not yet availble in english.

Are they skills that help them to become active citizens. Do you deal with political issues?

Yes they should help them to become active citizens but we do not deal with political issues as such.

You say your course has the approval of your inspectorate.

What has been the reaction of local employers?

We only started two years ago and the first group is almost finished, however during their work practice we get very good feedback from the local employers. They find the students more independent and quicker students.

Have you had any feedback from them about the quality of education you are providing? See above

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This all sounds intriguing... difficult to imagine being so free to work like this in our bureacratic system...

Just a quick question from a personal point of view - where do foreign languages fit in?

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This all sounds very interesting, though I don't think I'm getting completely to grips with the concept due to the language issue. I have a few more questions which I would really appreciate your answering.

Firstly, as part of the students education do they learn about moral/ social issues. The kind of things that might normally be discussed in a social studies class. Would they need to specifically ask about this in order to 'study'it.

Secondly, Is the plan to keep the students in same age classes or to mix the ages groups?

Thridly is the goal to help students become more able to cope with the work place or are you aiming to make your students generally more well rounded human beings. What is the ethos behind your college?

Thanks, I look forward to reading your replies,

Rowena Hopkins

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Would they need to specifically ask about this in order to 'study'it

Yes

Is the plan to keep the students in same age classes or to mix the ages groups?

We want to mix the age groups, we are already doing it with small groups but as soon we get more different yeargroups we mix them. Now they are only one year apart, so not big a difference

Thridly is the goal to help students become more able to cope with the work place or are you aiming to make your students generally more well rounded human beings. What is the ethos behind your college?

We are aiming at both things you mentioned. Personally i feel that when they are more well rounded humans the work place also becomes easier to deal with.

But the main object is making our students better prepared for a fast changing society

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  • 4 weeks later...

This style of education is beginning to take hold all over Australia, particularly in government schools. In Queensland it is called The New Basics. Here in Tasmania it is called The Essential Learnings. It incorporates all the elements mentioned above, as well as interdisciplinary learning using "Big Questions" or "Rich Tasks".

There are mixed responses to it here. If you happen to be one of the management team who is driving it, then you probably believe it is the irrefutable way of the future. If you are an older, experienced teacher, you may well have some questions about academic rigour, skills teaching, preparation for tertiary courses and so on.

Some secondary teachers are concerned that they are being compelled to become "generalists" and will be de-skilled. Some are concerned that it is basically untried and untested over any length of time and may not deliver what it promises.

Further info could be found if you do a search for Queensland or Tasmania Departments of Education websites and go to their curriculum areas. I think Victoria also has their version on line now.

I would be really interested to discuss this further with people as I have some reservations about it.

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Is anything similar to the above happening in Britain or are you still completely hemmed by the National Curriculum? Are there any other European countries doing it?

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I was really referring to the new curriculum we have here. I have some reservationas about the way we are doing it. Time is being cut from basic subjects and in fact discrete subjects may disappear altogether, in order to do a series of units of transdisciplinary topics which are based on a "big question" or "big issue". The idea is to develop high level, critical thinking skills and "transferrable skills", rather than teach information/facts. This is going to be done right through from K-12 While this has some merit, I have some reservations about how it will fit with college and uni subjects - will students have sufficient knowledge or will they be forming opinions and coming to conclusions based on insufficient knowledge? Where will special needs students fit in when high level thinking skills are impossible for them? Will teachers lose their specialist knowledge and become generalists? How can we be sure it will have better outcomes as it hasn't been tried before?

Perhaps your new curriculum in the Netherlands is not quite the same as this?

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