1. Implications for written curricula
Working Table 1, Thessaloniki
Jonathan Winterton
Jenne van der Velde

2. Questions 0. Starting points for a written curriculum?
What are the characteristics and features of written curricula that are intended to reflect an outcome-approach?
What are the strengths of a competence-based/outcome-oriented curriculum?
What are the weaknesses of a competence-based/outcome-oriented curriculum?
Jenne van der Velde

3. Curriculum Experienced
Curriculum Process
Curriculum Developed
Curriculum Content
Curriculum Assessed
Curriculum
Terms
Curriculum Intended
Curriculum Enacted
Curriculum Experienced
Curriculum Learned
Hidden Curriculum

4. Resulting learning outcomes of learners Goodlad, Van den Akker, Kuiper
Intended
Ideal
Formal written
Vision (rationale or basic philosophy underlying a curriculum)
Intentions as specified in curriculum
(documents and/or materials)
Implemented
Perceived
Operational
Curriculum as interpreted by its users
(especially teachers)
Actual process of teaching and
learning (also: curriculum-in-action)
Curriculum
Attained
Experiental
Learned
Learning experiences as perceived by learners
Resulting learning outcomes of learners
Goodlad, Van den Akker, Kuiper

5. Process Feedforward Output Input Evaluation Process 1 Feedforward
Environment
Feedback

6. Quality aspects of a process
Input
Output (Smart)
Feedforward
Time
Money
Quality
Information
Organisation
Specific Measurable Acceptable Reasonable Time related
Process
Evaluation
Process
Set up
Feedforward
Environment
Measured reality
Comparison
Desirable
Feedback
Quality aspects of a process

7. What did you say, sometimes agreed and sometimes disagreed?

8. I am very competence based

9. Starting points for a written curriculum
What is a curriculum for? ( Participation as a responsible citizen, employable etc.)
How does input and process relate to outcome?
At what stage are the outcome defined?
Who designs the curriculum, how are stakeholders involved?
How do you write learning outcomes?
Can we find something in common when we look to written curricula in different countries?
What is the unit for defining outcomes and what is the point of reference and how defined?

10. Educational levels
supra
Macro
Meso
Micro
Nano
CDEC-SBCD

11. Outcome based
seems to
be difficult

12. Characteristics and features of written curricula
Outcome based, what is it not? It is not academic, not a demotivating route, not irrelevant and boring, not teacher oriented, not in a traditional class, not fragmented, not traditional pedagogy and not traditional assessment.
Outcomes expressed in knowledge, skills, attitudes (competences) integrated or not, holistic? Interdisciplinary?
Active verb in the statement of a learning outcome
What the learner should to know and to be able to do
Pedagogic guidelines are included, in some countries
Holistic approach, no starting from the subjects( disciplinary approach) but from modules and units based on occupational task for example
Labour market relevance
Policy driven and relevant for students
Jenne van der Velde

13. Our strong point is that we cooperate very well
Jenne van der Velde

14. The strengths of a competence-based/outcome-oriented curriculum
Learning outcomes are holistic (integrated) rather than fragmented.
Learning outcomes are more long term, flexible for future skills needs/ labour market needs
Individual learners benefit
Because learning outcomes are more application based learners are more motivated, understanding the purpose
Benefits all and particularly for disadvantaged students
Benefits for teacher in new ways of working (inclusing teamworking)
Benefits for the system by involvement of practitioners from the labour market
Involvement of different stakeholders is beneficial for inclusion
Jenne van der Velde

15. My weakness is that I don’t want to be an adult
Jenne van der Velde

16. The weaknesses of a competence-based/outcome-oriented curriculum
A risk of neglecting inputs and processes ( a need for balance)
Teacher have to deal with it, and be properly trained (team effort)
Competences can be over-specified (bureaucratic tick boxes)
Knowledge, skills and competencies can remain separated
Risk of atomized approach of formulating outcomes, can’t cope with complex situations.
Confusion around terminology ( outcome based, competence based learning) leads to different approaches
May detract from general academic excellence
Tendency to generate inequity
A risk that it is not flexible enough for further education or to switch to other professions
Jenne van der Velde

17. The spiderweb Van den Akker Time Assessment Location Aims & Objectives
Rationale
Subject matter and target group analysis: see Smith & Ragan
Grouping
Content
Materials & Resources
Learning activities
Teacher role
Van den Akker

18. The answer my friend is blowing in the wind
CDEC-SBCD
Jenne van der Velde

19. See video available in a separate file
Jenne van der Velde

20. Thank you for your attention
wish you a nice conference
CDEC-SBCD
Jenne van der Velde