The frames of reference for language and arithmetic are, in 2017, increasingly visible in primary education. Secondary vocational education and secondary education, in this order, have already been confronted with this set of goals. The idea behind this is to design a clear continuous learning path for language and arithmetic, from primary education to secondary education and secondary vocational education. By using the same learning line, communication about the level of a child becomes clearer during transitions. You can also meet children sooner of whom you know that a certain learning line will never be achieved.
Improve language and math education
The question of unambiguity in the goals has arisen in response to graduates from MBO. It often turned out that these graduates had a language level that left something to be desired, and this also applied in the field of mathematics. The entire school career of a child contributes to the final outflow level and thus the demand for a continuous framework arose. The Meijerink Committee started by establishing a set of goals that people who complete the MBO must meet in the field of language and math. These were introduced in 2009. In order to end there, we thought back: what are the final goals in secondary education (and how does this differentiate at VWO, HAVO and VMBO level) and from 2016 it is also noticeable in primary education that the connection with these set targets is searched. Frames of reference have also been established for primary education. The frames of reference actually reflect what a pupil should know and be able to do at a certain point in his school career in order to be able to complete further education properly.
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Primary Education Act
In 2010 the law was passed stipulating that the reference levels had to be used. It was considered important that there was visibility on a child’s level of mastery, that the language spoken about this was the same in order to eliminate gaps and misconceptions as much as possible. By using the same frameworks, one hopes to obtain clarity within the educational columns, so that a child can be transferred to further education. If the level at which a child is going to graduate is not VMBO-T, HAVO or VWO, you can also adjust the frame of reference for this child by removing goals from the higher line and using the space that has become available to ensure that the baseline will take root. It becomes easier to determine what children should in any case be able to do. Children who can handle more can also be guided more purposefully to a higher reference level using the frames of reference. In addition, pleasant side effects can also be expected. By working with a new goal set, teachers may want to rethink their teaching. Teachers gain insight into what should be done and based on this they can examine their methods to see if everything is really covered. Based on test results in which the reference levels are tested, adjustments can be made to the curriculum.
Different learning lines
The frames of reference consist of various learning objectives that must be achieved at a certain point in the school career. Here we speak of the fundamental level or the target level: the F-line and the S-line.
Language
For language, the real minimum level, end grade 8, is 1F. This is the necessary minimum to be able to save yourself in society and to be able to move on to further education. If it becomes clear that children will graduate at this level, a separate learning line is needed so that this level is certainly achieved. It is also important to contact parents. Because if a child graduates from this level, it will not go to pre-vocational secondary education. This level is equal to what most children master in the normal education program at the end of grade 6. However, most children can be expected to reach 2F level at the end of grade 8. That means that they should master 1F at the end of grade 6.
To calculate
For arithmetic there are actually two learning lines next to each other: an F line, as with language, but also an S line. The S line starts from 2F. Yet 1S is not the same as 2F. The F line contains the operations while the S line requires more insight and abstract thinking. Also for arithmetic, 1F is the absolute minimum that children should be able to do at the end of grade 8. As with language, these are the exceptions and most children should be able to pass the 2F level. At the end of group 8, the 1S level will be achieved earlier by children with a HAVO / VWO advice.
Reference levels and teaching methods
All methods that will come on the market from 2015 onwards work with the reference frameworks. This often means that the work material of the children can be differentiated at 1F, 2F and perhaps 1S level. Nevertheless, the teacher must be alert; in order to master all goals well, they will sometimes have to be practiced more often than is offered in the method.
Reference levels and CITO
It seems easy to link the reference levels to the CITO results, A and B could then be a certain learning line. Yet this doesn’t work that way. The frames of reference are very substantive, the CITO results are quantitative, the more wrong the lower the score. It is not so much about what kind of assignments and what kind of answers have been tested. This does count towards the reference levels.
Reference levels and core objectives
In the Netherlands, it is established by law what primary schools must have offered at the end of grade eight. These are the core goals. However, there is no obligation to ensure that the children also master these goals. The reference targets do provide direction here, they are not supply targets but control targets.
