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Curriculum: 

Final objectives of the third grade of mainstream secondary education - TSO

Core Curriculum main page - Third grade mainstream secondary education

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 Using various media and multimedia information carriers, the pupils are able to critically listen to the following types of text intended for an unknown audience:

  • 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 messages leading to action.

3 The pupils are able to use different strategies to ascribe meaning to unknown words. This concerns the use of:

  • the context;
  • advance knowledge of language and the world;
  • the principles of the formation of words (derivation, composition, knowledge foreign languages);
  • the dictionary.

4 In 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;
  • 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 (link looking)
  • assess the use of the language of the speaker;
  • devote attention to the non-verbal behaviour of the discussion partner/speaker.

5 The 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 and while reflecting on the speaking tasks / conversation tasks, 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;
  • advance 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 advance 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;
  • instructions.

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 and when reflecting on their writing tasks, the pupils are able to:

  • determine their writing aim(s);
  • describe the intended audience;
  • determine the type of text;
  • use their advance 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 On the basis of an experience of texts when they read, the pupils are able to recognise formal and content elements in prose, poetry, theatre shows, (TV) drama, film(ing).

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 For the execution of these activities, the pupils are able to make efficient use of data and methods.

27 * The pupils are prepared to:

  • read literary texts;
  • speak and write about their own reading experience;
  • put their reading experience in as social context.

6 Language ideas

28 The 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;
  • mood;
  • non-verbal elements;
  • a number of text structures : evaluation structure, problem structure, measure structure and research structure.

29 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;
  • advance knowledge of language and the world;
  • the principles of forming words (derivation, composition, knowledge of foreign languages);
  • the dictionary.

30 The pupils are able to use strategies to spell a text correctly.

31 The pupils are able to monitor their own language tasks by means of recognising, naming and discussing linguistic characteristics.

32 * 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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