Final objectives of the third grade of mainstream
secondary education - ASO
DUTCH
1 Listening
1 The pupils are able to listen to explanations
and the statement of a problem by an adult they know at a structural level,
related to part of the curriculum intended for their contemporaries and are
able to write them down (cf. writing).
2 By using various media and multimedia information
carriers, the pupils are able to critically listen to types of text intended
for adults they know. This concerns types of texts intended for an unknown
audience such as
- entertainment texts such as talk shows;
- informative texts, reports of facts and experiences;
- persuasive texts, such as points of view and
opinions in problem solving discussions;
- texts giving instructions, such as advertising
messages.
3The pupils are able to use different strategies
to ascribe meaning to unknown words. This concerns the use of:
- the context;
- a prior knowledge of language and the world;
- the principles of the formation of words (derivation,
composition, knowledge of foreign languages);
- the dictionary.
4In planning, carrying out and reflecting on
the listening tasks, pupils are able to:
- determine their listening aim(s);
- decide on the aim(s) of the text;
- make use of their prior knowledge;
- identify the subject and main idea(s);
- select and arrange information in a targeted
way;
- ask for additional information;
- determine the relations between parts of the
text in terms of content and function;
- determine the function of additional visual
information that is provided (linking looking)
- assess the use of the language of the speaker;
- devote attention to the non-verbal behaviour
of the discussion partner/ speaker.
5The pupils are able to choose a listening
strategy depending on the listening aim(s) and the types of text which are
used (orientational, searching, general or intensive).
6 * The pupils are prepared to
- listen;
- adopt an unprejudiced listening attitude;
- allow another to speak;
- reflect on their own listening behaviour;
- test what they hear against their own knowledge
and their understanding.
2 Speaking/conducting
conversations
7 At a structural level, pupils are able to
ask an adult they know some questions and formulate answers with regard to parts of
the curriculum in school subjects.
8 At a structural level and for an unknown audience,
pupils are able to:
- give instructions;
- present well-documented information;
- have an interview for a job.
9 For an unknown audience, pupils are able to
critically:
- ask for information, make requests, formulate
complaints/objections (directly or on the telephone);
- explain and motivate views/opinions or solutions
for problems in an exchange of ideas, discussion , meeting;
- express their feelings in an appropriate register
and present their personal experiences;
- formulate messages intended to lead to action.
10 For the planning and execution of speaking
tasks/conversation tasks and while reflecting on them, pupils are able to:
- determine
their speaking and conversation aim(s)
- describe
their audience;
- use their prior knowledge;
- depending on their speaking and conversation aim(s):
- select targeted information and formulate it in a clear way;
- ask for additional information;
- adapt their use of language;
- determine relationships between parts of texts in terms of content and function , and
express these;
- make use of visual information;
- observe and formulate non-verbal behaviour.
- use conversation conventions to start, interrupt, continue and conclude conversations;
- recognise and put forward arguments;
- respond appropriately to the contribution of the discussion partner(s).
11
* Within suitable communication situations,
pupils are prepared to:
- speak;
- speak generally received Dutch;
- adopt a critical attitude to their own speaking
and conversational behaviour.
3 Reading
12 At a structural level, the pupils are able
to read forms and administrative texts for an unknown audience;
13 The pupils are able to critically read texts
for study purposes for unknown contemporaries.
14 The pupils are able to critically read the
following texts for an unknown audience:
- Non-fictional texts:
- informative texts, including information sources such as diagrams and tables, hypertexts
and explanations;
- persuasive texts: such as a column, a debate;
- texts intended to lead to action: such as publicity texts and advertisements,
instructions.
- Fictional texts (cf. literature).
15 The pupils are able to use different strategies
to ascribe meaning to unknown words. This concerns the use of:
- the context;
- a prior knowledge;
- the principles of the formation of words (derivation, composition, knowledge of foreign language);
- the dictionary.
16 In planning, carrying out and while reflecting
on their tasks , pupils are able to:
- determine their reading aim(s);
- determine the aim(s) of the texts;
- determine the type of text;
- use their prior knowledge;
- recognise the function of the image and lay-out
of the text;
- determine the relationships between parts
of the text in terms of content and function;
- indicate the structure of a text;
- indicate and summarise the subject and main
idea of the text to come to a better understanding of the text;
- briefly summarise the texts they have read;
- discern facts from opinions;
- assess the arguments in a text in terms of
their value and relevance;
- select and use the information by making use
of different information channels.
17 The pupils are able to choose and use a reading
strategy depending on the reading aim and the types of text which are used
(orientational, searching, general and intensive).
18
* The pupils are prepared to:
- read;
- collect information about a particular subject
by reading;
- compare the information they have obtained
with their own knowledge and compare it with information from other sources;
- reflect on both content and structure of texts;
- formulate, question and , if needed, review their personal opinion on particular texts.
4 Writing
19 The pupils are able to write types of texts
at a structural level intended for an unknown audience. This concerns types of
texts such as:
- diagrams and summaries of information which
they have listened to or read and study texts;
- instructions;
- invitations.
20 The pupils are able to write types of texts
in a critical way intended for an unknown audience:
- reports;
- letters of application and cvs;
- business letters;
- well-documented and well-argued texts.
21 In the planning and execution of writing tasks
and when reflecting on them, the pupils are able to:
- determine their writing aim(s);
- describe the intended audience;
- determine the type of text;
- use their prior knowledge;
- find, arrange and process information in a
targeted way;
- create a logical text structure devoting attention
to relations in terms of content and function;
- revise their own text;
- follow language conventions in terms of content
and form;
- pay attention to the lay-out;
- quote correctly (acknowledgement of sources);
- make use of ICT.
22
* The pupils are prepared to:
- write;
- provide written information;
- reflect on their own writing process and the
content and form of their written product;
- take responsibility for language, structure,
spelling, handwriting and lay-out.
5 Literature
23 based on an experience of texts and the
study of texts when they read, the pupils are able to:
- interpret, analyse and evaluate literary texts from the past and present. They can find
connections:
- in the text itself;
- between texts;
- between the text and the broad socio-cultural field;
- between the text and the author;
- between the text and its multimedia design;
- describe their reading experiences in literary texts from the past and the present and compare these with other interpretations and value judgements of texts.
The abovementioned activities concern
:
- poetry, prose;
- theatre show.
24 The pupils are able to describe, evaluate
and document their choice of text and reading experience in a reading file.
25 The pupils can collect and use information on literature. To do this
they know about the provisions of information channels such as: library,
newspapers and magazines, radio and TV programmes, internet and cd-rom.
26 The pupils are able to make use of the appropriate
reading strategies for these activities (cf. final objective 17).
27 For the execution of these activities, the
pupils are able to make efficient use of data, concepts and methods.
28 * The pupils are prepared to:
- read literary texts;
- speak and write about their own reading experience;
- put their reading experience in a social context;
- compare their own reading experience with
the reading experience of others.
6 Language consideration
29 Pupils are able to recognise and name the
following phenomena in their use of language and discuss their occurrence:
- language register, socially determined variants,
regional variants, terminology;
- non-verbal elements;
- a number of text structures : evaluation
structure, problem structure, measure structure and research structure.
30 The pupils are able to evaluate an argument in terms of its control and
cohesion and identify false arguments.
31 The pupils are able to identify, name and discuss the interrelationship between important components (morphology, syntax, semantics) of
the language system.
32 The pupils are able to recognise and discuss the influence of society,
history and politics on the use of language and the language system.
33 The pupils are familiar with the
different strategies to find the meaning of words they do not know. This involves
making use of
- the context;
- prior knowledge of language and the world;
- the principles of forming words (derivation,
composition, knowledge of foreign languages);
- the dictionary.
34 The pupils are familiar with the
principles of our spelling system;
35 The pupils are able to monitor
their own language tasks by means of recognising, naming and discussing linguistic
characteristics;
36 * The pupils are prepared
to think about their own use of language and language system.
Attitudes have been indicated by * in the margin, for checking by
the inspectorate.
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