Learning route 3
Students in route 3 are divided into three outflow profiles.
Each outflow profile has its own learning line.
Each learning line contains:
- Outline of the curriculum and class schedule
- Didactic approach
- Examples, features and insights into lessons
- Targets NT2 (levels ERK/CEF).
Outflow mbo 3 - 4, hbo (-schakel), vavo
Pupils can enter different forms of regular education, depending on their age, the number of years of secondary education in their country of origin, and the possibilities and agreements made with secondary education in the city or region. They already have (some) knowledge of English, are intrinsically motivated and can work independently. The starting point for these students is a diploma in regular education, whereby it is important to outline a route that takes them to a suitable place in regular education that matches their capabilities with as little loss of time as possible.
The students must learn Dutch as a second language at a rapid pace, soon supplemented by other preparatory subjects.
- In the first phase a lot of NT2, with attention to independent language learning. Attention to math and arithmetic, English and life in the Netherlands (man & society/citizenship).
- In the second phase NT2, with attention to reading and writing skills and grammar. Attention to further education and career choice and knowledge of the Dutch labor market, study skills, preparing for Staatsexamen NT2 program I and/or II.
Outflow vmbo framework/gl/tl
Pupils are prepared for entry into the lower secondary level of vmbo (framework, mixed or theoretical). Sometimes the choice is made to enter the student in the upper secondary school, which also depends on the age of the student and the knowledge of other subjects, such as English and mathematics.
- In the first phase a lot of NT2, coupled with practical and recognizable content, which allows students to use the
can easily apply the Dutch language inside and outside school and make much use of their environment. Attention to math (and mathematics) and living in the Netherlands (man & society/citizenship). - In the second phase NT2, among other things linked to the practical situations to which the student is going to graduate, e.g. be able to read a textbook text, listen and take notes, learn words independently. Attention for avo-subjects such as biology, man & society (or geography and history) and English, French or German. Attention for profession-oriented profile with practical sector orientation: getting acquainted with the different profiles and an internship. Having students already take one or more subjects (a trimester or as a taster visit) at regular vmbo.
Outflow havo/vwo
Pupils can enter different stages of regular education: in the junior grades (of havo or vwo) or in the senior grades (havo 4 or vwo 4). This depends on age, years of secondary education in the country of origin and possibilities and agreements made with regular education in the city or region. The starting point for these students is a diploma in regular education, whereby it is important to outline a route that takes them to a suitable place in regular education, with possibly extra attention for NT2.
This means that the pupils are first offered a basic NT2 at a high pace and then quickly move on to a second phase. Depending on the graduation profile, in this second phase an appropriate subject content (subject package) is composed in accordance with the class in which the student will enter.
- In the first phase a lot of NT2, with attention to working independently on learning Dutch. Attention to math (and arithmetic), English and life in the Netherlands (man & society/citizenship).
- In the second phase NT2, with attention to reading and writing skills and grammar. Attention to avo-subjects (in lower secondary education), such as biology, geography and history. Attention to MVT: English. No other MVT, such as French or German, unless a student has a background in that language. Attention to profile choice (LOB) (when entering upper secondary school). Subdivision, so that pupils can be introduced to subjects in regular education.
