Year: 2024
Author: Jeroen Koekoek, Jacob Nienhuis, Corike Van de Merwe
Type of paper: Individual Paper
Abstract:
For several decades, the standards physical education (PE) in the Netherlands are described on a low-detailed and global level. As a consequence, physical educators currently have a considerable freedom in the way they construct the local curriculum in schools. This situation has been resulted in a pluriform and nationwide curriculum consisting of a large variety in lesson plans. Furthermore, the PE curriculum is constructed with relatively little foundations and empirical educational backgrounds. In order to improve this situation, several PETE faculties in the Netherlands collaborated to operationalizing the standards towards clear pedagogical orientated learning trajectories. These so-called learning lines now have been established as the basic grounding of the Dutch PE curriculum standards.
In 2022, the Dutch national government decided to transform the standards of all subjects in primary school and the first two years of secondary school. This process included the assignment in developing a comprehensive, innovative school curriculum that is aligned with all subjects, as well as taking into account the three related functions of education (Biesta, 2009). The goals of these functions consist of a contribution to children’s development in qualification, subjectification and socialization.
The aim of this presentation is to outline the process, results and outcomes of a one-year collaborative journey between PE teachers, pedagogical experts and curriculum experts. Through an intensive cyclic orientated program steered by the government, the group has developed and collected different concept frameworks and concept standards PE. In this study, different sources were analyzed such as discussion reports, member perceptions, and expert workshops. These sources were combined through document analysis and expert reviews and expert meetings.
This study showed the journey of collaboration between different stakeholders. The learning objectives were developed through interaction between practitioners and PE curriculum experts and between designers of other school subjects. Besides, the process was steered by members of an advisory board, including important stakeholders in the field of physical education and sports. The government steered this process as well as the pedagogical content of the standards through monitoring the outcomes in a centralized and orientated curriculum program.
References
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21, 33-46.
Nienhuis, J., & Van de Merwe, C. (in progress). Concept-kerndoelen Bewegen en Sport in Nederland [concept physical education standards in the Netherlands]. SLO.
In 2022, the Dutch national government decided to transform the standards of all subjects in primary school and the first two years of secondary school. This process included the assignment in developing a comprehensive, innovative school curriculum that is aligned with all subjects, as well as taking into account the three related functions of education (Biesta, 2009). The goals of these functions consist of a contribution to children’s development in qualification, subjectification and socialization.
The aim of this presentation is to outline the process, results and outcomes of a one-year collaborative journey between PE teachers, pedagogical experts and curriculum experts. Through an intensive cyclic orientated program steered by the government, the group has developed and collected different concept frameworks and concept standards PE. In this study, different sources were analyzed such as discussion reports, member perceptions, and expert workshops. These sources were combined through document analysis and expert reviews and expert meetings.
This study showed the journey of collaboration between different stakeholders. The learning objectives were developed through interaction between practitioners and PE curriculum experts and between designers of other school subjects. Besides, the process was steered by members of an advisory board, including important stakeholders in the field of physical education and sports. The government steered this process as well as the pedagogical content of the standards through monitoring the outcomes in a centralized and orientated curriculum program.
References
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21, 33-46.
Nienhuis, J., & Van de Merwe, C. (in progress). Concept-kerndoelen Bewegen en Sport in Nederland [concept physical education standards in the Netherlands]. SLO.