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Competences at the end of compulsory education

Competences at the end of compulsory education. Prague November 2007 Laila Aase. Comparative perspectives: four curricula. Counties: Norway, England, Romania, Germany The most striking outcome: similarities of ideology, structures and content. Similarities.

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Competences at the end of compulsory education

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  1. Competences at the end of compulsory education Prague November 2007 Laila Aase

  2. Comparative perspectives: four curricula Counties: Norway, England, Romania, Germany The most striking outcome: similarities of ideology, structures and content

  3. Similarities • A holistic view: reading, writing, speaking, discussing and reflecting upon texts are generally described as interacting activities, not as separate skills

  4. Similarities • A communicative perspective as well as perspectives on thinking and understanding • Example: “ pupils should be taught to use writing for thinking and learning”( England)

  5. Similarities • Competence based curricula Still differences in descriptions of domains for knowledge and skills • No specific demands of methodology, but all four have implicit demands of activities

  6. Similarities • A broad notion of text ( written, oral, multimodal) Unclear in the German Bildungstandards(?) • Emphasis on media including new digital media forms • Critical as well as aesthetic perspectives on understanding and discussing texts

  7. Variations • Perspectives on self assessment, meta-cognition and process learning have had an impact, but are more explicitly expressed in some of the curricula than in others

  8. Variations • Intercultural and international perspectives are more prominent in some curricula. • All four have an international perspective on reading literature, but perspectives on language and literature of minority groups are not always there.

  9. Variations Knowledge: • Variations of details of content • Comparative perspectives on language within the country and across borders( Norway, Germany) • Grammar ( Romania, Germany. England)

  10. Requirements at the end of compulsory school Writing: • Students should master many genres and understand how they are used for different purposes • Master different writing strategies • Write correct and be able to construct texts • Express personal thoughts, knowledge and imagination

  11. Requirements at the end of compulsory school Reading and literature: • Master variations of reading strategies • Read long texts in different genres with understanding and reflections on content and form

  12. Requirements at the end of compulsory school Oral competences: • Master different oral genres, formal and informal • Examples: discussion on general topics, literature, presentations, speeches, drama activities • Standard language( not Norway)

  13. Requirements at the end of compulsory school Knowledge: • Ingrediences in texts (Metaphor, symbol, contrast, irony etc) • Grammar • The literary canon ( Notice: systematic diachronic perspectives on literature are not a strong issue) • Knowledge on language, comparative perspectives( Norway, Germany)

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