The core curriculum is scheduled in the timetable as lesson time, with instruction, processing and evaluation time. Teachers also work in pairs for part of these hours, so that individual supervision of the students becomes more possible through co-teaching. During these hours, opportunities are also offered for supervised independent learning (linked to the portfolio ) and students can therefore determine their learning process and learning time themselves. Of course they are also guided in this. This ensures greater well-being and a higher learning level because learning is always tailored to the student.
We give our students the opportunity to taste different basic options in the first year so that they can already make a well-considered first choice in the second year.
We provide ample opportunities to learn in practice, especially for the B-stream and the BSO options, but to a lesser extent also for students in the A-stream and ASO; this is done through time in the lab or studio and through internships and practical assignments. We build this up gradually; the lower years are more likely to receive small and well-defined practical assignments, later in their school career they start working on internships, complex research assignments or in practical projects. In any case, we make sure that the learning in every direction comes close to the reality of the work field. The focus on SODA attitudes (attitudes aimed at professional life) is also part of this.
After working in a timetable for a number of weeks, we insert a project week. In the projects, we further explore a number of key competencies through inquiry-based learning. In the projects we also work on our school mission: to make the world a better place. There is in any case a project on sustainability and ecology, fair trade and a project aimed at humanitarian or 'charity' causes. In this way we realize many key competencies in a creative and effective way that is also fun and meaningful for all involved.
In their portfolio, students mainly work on the key competences related to learning, research, problem-solving and critical thinking, systems thinking and information processing. In the portfolio, students work independently or together on assignments for all subjects. Time is provided in the schedule to work on the portfolio under the guidance of the learning coaches. In this way, independence and learning competences are built up step by step. The remedy and extension modules and 'learning at home' are also included in this.
The PPGO (Pedagogic Project of Community Education) offers a value framework that sets young people on the road to active citizenship and respectful coexistence. We pay extra attention to this in one hour of class time (learning to live together—citizenship) in addition to a number of initiatives that transcend the timetable. For example, every month there are values that are in the spotlight and around which we work with the entire school, the student council takes various initiatives and the projects also give extra opportunities for PPGO learning. PPGO learning also has a strong focus on improving the world.