Hogeschool Rotterdam
English language curriculum
analysis and redevelopment
Name: Olesya Lutsenko
Student number: 0881228
Learning arrangement: LA2: challenging development
First request: 19-05-2014
Document name: LA2_olesyalutsenko_12052014
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The table of content
1.0
Context and motive................................................................................................................... 4
1.1 International and national education reforms ........................................................................ 4
1.2 Policies ........................................................................................................................................ 4
1.2.1 Scalda ....................................................................................................................................... 4
1.2.2 MLCDR ..................................................................................................................................... 4
2. General Analysis of the English Curriculum MBO-4 level.......................................................... 5
2.1 Visions ......................................................................................................................................... 5
2.1.1 Visions analysis................................................................................................................... 6
2.1.2 Intendant and implemented curriculum ........................................................................... 7
2.1.3 Personal vision .................................................................................................................... 8
2.2 Strong-weak analysis ................................................................................................................ 8
2.3 Allocation of the change curriculum ...................................................................................... 10
Attachment 1. Examination development planning. ........................................................................ 0
Attachment 2. Leernetwerkbijeenkolst Engels ................................... Error! Bookmark not defined.
Attachment 3. Studiedag leernetwerk Engels .................................... Error! Bookmark not defined.
Attachment 4. 21st Century Students Outcomes and Support Systems ..... Error! Bookmark not
defined.
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Abstract
The 21st century educator requires effective curriculum development skills due to constantly renewing
education. These skills enable to incorporate modern educational theories, trends and instructional
designs into everyday teaching practice. Thoughtful curriculum analysis raises awareness of factors
which contribute to effective learning and teaching in own practice.
The aim of this paper is to provide a systematic analysis and redevelopment of the current English
language curriculum of the 4-level MBO students at the Maritime and Logistics College De Ruyter,
Scalda (MLCDR) which will apply to the new international and national demands in English language
examination.
During the analysis of an existing curriculum a number of steps will be completed by means of the
Spider web model (Van de Akker, 2006) such as determining vision, objectives, appropriate teaching
roles, suitable assessment methods, etc. Spider web model serves as a problem analysis tool to
allocate necessary interventions. Then, the content of the curriculum change will be defined, outlined,
designed and implemented by means of the Systematic design of instruction (Dick, Carey & Carey,
2009).
Design and integration of the Cultural Awareness (CAW) lessons and formative assessments into
General English lessons will be carried out by means of the ARCS model of motivational design of
Keller. This intervention contributes to the integration of the 21st century education in curriculum of the
future seafarers to prepare them to the context of today’s global society.
Anticipation of students’ outcomes and motivation to learn will be central in each stage of curriculum
analysis in order to create a favourable learning climate.
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1.0 Context and motive
1.1 International and national education reforms
According to the new national requirements, General English became a compulsory part of the
examination for all MBO-4 level students who was enrolled since August 2012. The Pilot phase for the
General English state exams starts in 2014-2015. The General English central exams for reading and
listening will come into force since 2017-2018.
Furthermore, the content of the Maritime English requirements at the international level has been
altered and the maritime English bar has been raised for students enrolled since 2012. (STCW, 2011,
pp. 21). Moreover, it is strongly recommended to give Cultural Awareness courses for seafarers in
order to improve safe communication on board. (STCW, 2011).
These two educational reforms at the Supra and Macro levels led to significant additions in the content
of the learning plans at the MLCDR. As a result, maritime students have to be trained in ten different
English skills in order to take ten English exams.
1.2 Policies
The higher Supra and Macro curriculum levels affected the lower Meso and Micro levels because they
had a mandatory states. Reforms in education at the national and international levels led to the new
policies to redevelop English language curriculums. Integration of the General and Professional
English exams at the MBO is a national trend instigated by CINOP. (Steunpunt Taal & Rekenen MBO,
2013).
1.2.1 Scalda
Scalda combines fourteen ROC colleges in Zeeland and Westerschelde. The urgency of the
redevelopment of the English language curriculums, examination plans and design of English exams
is a hot subject at Scalda. Learning net meetings and Study day are organized by Scalda in 2014. The
goal is to increase teacher’s competences and skills in examination and lesson plans redevelopment
by means of a knowledge creation dialogues. (Attachments 1,2). It is expected that English
departments will renew curriculums and design exams by 2015.
1.2.2 MLCDR
International maritime education reform instigated redevelopment of the curriculums at the MLCDR in
2012. Improving qualities of the examination process became a key policy at the MLCDR since 2013.
(Jaarverslag examinering, 2014, p.3). Examination design training was carried out by CINOP at the
MLCDR in 2013-2014. Training on design of the English language exams was given by CINOP in
March 2014. As a result of the CINOP examination training, was introduced a plan proposal to
redevelop English language curriculum and design integrated Maritime and General English exams of
the 4-level students by July 2014. This plan was approved by the team leader in April 2014.
(Attachment 3).
Due to the renewal role of English at the MBO education, redevelopment of the current English
curriculum is an urgent policy at the Macro, Meso and Micro levels.
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2. General Analysis of the English Curriculum MBO-4 level
In this chapter will be performed an analysis of the English language curriculum of the Maritime
Officers education. The Spider net model (Akker, et al., 2009) serves as a tool to make a general
analysis in order to define strong and weak points of the current curriculum.
Visual image of the Spider net model illustrates that vision (rationale) takes a central place in a
curriculum. The goal of this analysis is to evaluate the effect of the educational reforms and policies on
the different parts of the curriculum. Based on this analysis, goals and objectives will be determined
and a change curriculum will be allocated.
Figure 1. Spider net model van Akker. Source: http://edrene.org/seminars/seminar2Lisbon.html
2.1 Visions
Analysis of visions and trends at Supra, Macro, regional and Meso levels is a determining factor in
forming a long-term personal vision to initiate an up-to-date redevelopment of the current English
curriculum of the Maritime Officers. In order to form a personal vision, the trends, relations and gaps
between visions at the different levels will be taken into account.
Figure 2. Forming personal vision.
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2.1.1 Visions analysis
Hereunder is presented an overview of visions at different educational levels. Vision statements were
scanned on the related to the English curriculum issues such as “effective communication”,
“intercultural communication” and “high quality education”.
Table 1. Visions analysis at different levels.
Level
Analysis of visions
Supra
Nowadays, the final statements for most of the accidents at sea have been termed as “human
factor”, reveal recent researches. (Radwanska, 2009; Cahyana, 2007; Lutsenko & Stok-Knol,
2009).
The International Maritime Organization (IMO) updated the resolution on the Human Factor
Vision in 2003. (IMO, 2014). IMO states the following vision principle: “Consideration of human
element matters should aim at decreasing the possibility of human error as far as possible.”
(IMO, 2014). IMO Human factor vision lays accent on effective communication. Cultural factor is
named as an important element of the human factor.
Much attention to the human factor is given by the International Maritime English Conference
(IMEC) which is held annually under the motor: “Communication and culture matters”. (IMEC,
2014).
Radwansks (2009) devides human factor into three main groups: individual, group and
organizational factors.
Human
factor
Individual
Group
unintentional
communication
English in written
and oral form
inaccurate
communication
Organisational
language
barriers
cultural
awareness
Figure 3. Human factors in relation to the Maritime English curriculum. Adopted from
Radwanska (2009, p. 26).
Figure shows that professional maritime communication and cultural awareness are interrelated
factors. Incompetence of both may lead to the accident.
Macro
National education reforms focus on improvement of the match between the MBO 1 and HBO2
educations. The focus is laid on the general subjects such as Dutch and English. This shall lead
to increase and ease of the admission possibilities from the vocational education into higher
education.
Regional
Scalda combines 14 ROC colleges in Zeeland and Westerschelde. Scalda orients on
economical, demographical and social development in the region in order to develop futureprove and market-oriented organization with the high quality education. (Scalda, 2014). Student
may expect personal attention, high quality of coaching and teaching.
1
2
MBO= Middelbaar beroepsonderwijs
HBO=Dutch Hoger Beroeps Onderwijs, abbreviated as HBO
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Meso
The vision and mission of the MLCDR are described in the Multi-annual plan 2012-2015 of the
MLCDR. It is stated that the MLCDR strives to offer a quality distinguishing, challenging and
practice-based education. The facilitation of the individual learning processes of students takes
a central place at the MLCDR. In order to fulfill this long-term vision, it is important to have a
clear and up-to-date curriculum. The education is carried out by the enthusiastic, approachable
and professional teachers in a safe and student-friendly environment. Orientation on
international and national developments. Beside cognitive and social skills, the MLCDR
supports in students their personality-development in order to prepare them to function
professionally in the intercultural and international environment.
“Voor ons staat de student en het faciliteren van het individuele leerprocessen centraal.”
(Meerjarenplan 2012-2013, p. 1).
Involvement and interconnections are the key words which stimulate development of talents.
Mission. Graduated students are independent, self-aware and have high professional
competence. Maritime students are prepared for future independent, social, intercultural and
international work. They are able to function in situations full of risks at sea.
21st
century
The Partnership of the 21st century teaching has developed a collective vision for learning
known as the Framework for 21st Century learning. (Attachment 4). This Framework describes
the skills, knowledge and expertise necessary to function effectively in today’s intercultural
world. Students must learn such essential skills as critical thinking, problem solving, intercultural
communication.
The necessary support systems to teach 21 century skills are curriculum, assessments,
professional development and learning environments. (P21, 2014).
2.1.2 Intendant and implemented curriculum
The intended3 maritime curriculum vision has features of the social-constructive education such as
“student-friendly environment”, ‘involvement and interconnection”, “attention to individual learning
process”. It also has elements of the 21st century teaching such as giving attention to the development
of the competences needed to function professionally in the intercultural and international
environment. Focus on international and national trends in education and high teaching quality is
central.
Implemented4 maritime curriculum has characteristics of the behavioristic maritime working
environment such as hierarchy and discipline.
“The basic idea of the behaviourist perspective is that learning consists of a change in behaviour,
based on the acquisition, strengthening and application of associations between stimuli from the
environment and observable responses of the individual.” (Dumont et al., 2010, p. 36).
In the maritime education behavioristic teaching approach is frequently used to instigate motivation by
rewards and punishments, so called extrinsic motivation (Valcke, 2010 p. 606). Marzano, Pickering
and Pollock (2009) in their mega-research “What works in the class” indicated that intrinsic motivation
of students is crucial in learning process. Self-determination theory of Deci and Ryan (2001) stresses
the importance of the motivational evaluation from the extrinsic “must” motivation to the intrinsic “will”
motivation. (as cited in Valcke, 2010, p.606).
According to Martens and Boekaerts (2007, p.15) knowledge cannot be transferred only via
instructions but through personal experiences and authentic contexts. Knowledge is understood as
situated where social interactions and interactive activities between students and situation improve
learning processes. (Dumont et al., 2010, p. 41). Martens and Boekaerts (2007, pp. 11-12) conclude
that social-constructivism in education stimulates intrinsic motivation of students. Desirable lifelearning study behaviour of students is directed by curiosity, explorations, self-steering and active cooperation.
3
4
Intended = formal, ideal
Implemented = operational, perceived
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The long-term intended maritime curriculum vision at the MLCDR strives to make a challenging shift
from the operational behavioristic teaching environment to the social-constructive educational
approach. Providing challenging, inspirational and student-central education is primary aim of the
MLCDR.
2.1.3 Personal vision
The personal vision considers the international trends, regional needs and the maritime behavioristic
working context of seafarers. Personal vision matches with the intended maritime curriculum vision at
the MLCDR.
The long-term vision at the MLCDR corresponds with the Supra vision and stimulates a shift from the
existing behavioristic teaching approach to a social-constructivism teaching theory. Social-constructive
vision assists in development of intrinsic motivation and life-learning competences. This learning
theory fits in the 21st century education and is possible to apply within the maritime context. Moreover,
it relates to the Human Factor vision of the IMO and recommendations in intercultural competences.
(STCW, 2011).
2.2 Strong-weak analysis
Nine parts of the curriculum relate and directly link to the vision. Moving one part of the spider’s web
(Akker, 2009) will influence the other parts. Inefficient quality of one part of the spiders web will affect
the quality of the whole curriculum. Strong- weak analysis of the current English language curriculum
will determine weaknesses and problem areas.
Parts of the
spider’s web
Description
Aims and
objectives
 The formal aims and objectives of the
maritime officers education are described in
a competence-based qualification dossier
per cohort.
 The MLCDR wants to improve horizontal
and vertical interconnections of the maritime
curriculum.
 Horizontal integration and interconnection
between syllabus (learning plans) of the
maritime disciplines.
 Benefits: increase of time efficiency; shows
connections; increase meaningfulness
(mathematics in navigation or stability) and
motivation to learn.
 Vertical (sequential) integration is
integration between different years.
 Benefits: It connects to the past and
prepares for future.
Content
 The content of the education is written in
the qualification dossiers under the “core
task” (kerntaak).
 Horizontal relation between the maritime
content of the core tasks and selection of
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BRM=Bridge resource management
Strong and weak points
“+” implementation of the
horizontal and vertical
integration contribute to the
improvement of the curriculum
quality, and motivation to
learn.
“-“There are needs in
integration of English and
BRM5. BRM is given in English
to the third year students. It is
reported by the teacher that
students have difficulty to
understand vocabulary.
“-“ Sequential integration of
English curriculum is
insufficient. Maritime English
has priority. Not much
attention is given to the
general English during the
second year of study.
“+” Strong horizontal
interconnection between
Maritime English and such
disciplines as navigation, ship
construction, engineering,
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Learning
activities
Teacher role
the maritime English material.
 Taalblokken method determines the content
of the general English.
 During the English lessons student train five
skills determined in CERF6: listening,
reading, speaking, conversations and
writing on the level B1.
 Primary lesson activities: active cooperative
learning, group and individual projects
assignments, presentations, listening,
reading; context oriented learning;
apprenticeship
Professional teacher carries out different roles:
 facilitation of knowledge, asking questions,
tutoring, advisor;
 motivator to learn (intrinsic and extrinsic);
 coach of the learning process;
 knowledge distribution;
 trust person; role model;
 coaching of colleagues; initiator; innovator.
Materials and
resources
 The Maritime English materials and
resources are renewed in 2013. Six readers
are published on the n@tschool.
 Third year students use Taalblokken
method. Positive evaluation.
cargo etc.
It leads to involvement,
curiosity, future usefulness.
“-“ to integrate more active
cooperative learning tasks
which are more popular
among students than classical
lessons.
“-“Behavioristic way of giving
lessons (knowledge
distribution) is still present.
“-“21 century teaching skills
such as stimulation of critical
thinking and improving cultural
awareness are not integrated
in English curriculum.
“+”Availability of the renewed
Maritime English materials
give possibility for
differentiated learning in big
size groups.
“-”Lack of General English
materials in the syllabus of the
1st and 2nd year students.
“-“Classes consist out of
different-ability level students.
This decreases lessons
tempo.
“-“Big size classes ask for
more attention and time.
“+”Renovation
Grouping
 The general size of the maritime officers
classes is 30 students.
 Heterogeneous-ability grouping. Most of the
classes are combined from students with
different curriculums. (Level-3 and Level-4).
Location
 Renovation and rebuilding in 2014-2015.
 The MLCDR is located on the Boulevard.
Time
 240 English lesson hours are planned
during the four years.
“-“Only 30 lessons are
reserved for General English.
Assessment
 Formative and summative testing.
 6 summative exams on SMCP7 (second
year).
 10 summative exams from February 2014
till January 2015.
“-“Difficult planning of the
summative 10 exams;
“-“ Time consuming
administration for teachers;
“-“ Amount of contact lessons
is reduced due to the
increased number of exams.
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7
CERF= Common European Framework of Reference for Languages
SMCP= Standard Marine Communication Frases
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Strong pints analysis.
The English curriculum has clear vision, objectives and structure. The renewed Maritime English
materials give possibility for differentiated teaching in big-size heterogeneous-ability groups. Horizontal
integration and interconnection with maritime disciplines shows meaningfulness and future usefulness.
This has a positive effect on motivational learning. Active cooperative learning activities are integrated
in lessons and improve students extrinsic motivation and cooperation skills. Social-constructive
teaching approach creates save learning climate.
Weak points analysis
The current curriculum gives clear priority to the maritime English. It gets transparent from the
availability of the recently developed maritime English materials and the time reserved for the Maritime
English lessons. Due to the fact that national requirements on general English have been raised, the
renewed English curriculum have to be better balanced in regards to the maritime and general
English.
There is a lack of sequential (vertical) interconnection of the general English syllabuses (learning
plans) between the second and the third years. As result, it reduced the quality of the nautical
discipline (BRM) which is given in English language to the third year students. The BRM discipline is
focused on the effective communication on the bridge in order to reduce risks of the human factor.
This communication is mainly performed in intercultural working environment in English language.
Unfamiliar general English vocabulary which is used in the reader reduces the understanding of the
discipline, therefore, affects the outcomes.
Up to now, the English department has paid little attention to the development of the 21st century skills
such as critical thinking and intercultural communication. The nature of the English language discipline
makes it possible to integrate development of the 4Cs8 21 century skills in English curriculum.
(Attachment 4). Moreover, it corresponds with the MLCDR vision and the IMO human element vision.
The area of the assessment in the spider’s web is another weak point. The examination time is
doubled due to the new national requirements and, consequently, time left for the general English
lessons is reduced. The general English program “Taalblokken” is planned for the third year students.
Doubled amount of the examinations resulted in less time to practice with the “Taalblokken”. This
situation led to the decrease of learning outcomes during the examination in 2014.
2.3 Allocation of the change curriculum
During the redevelopment of the English language curriculum special attention will be given to the 21st
century learning (4Cs) and teaching skills to increase motivation of students to learn General English.
It will also improve the pedagogical climate due to social-constructive teaching.
The study outcomes of students will increase, firstly, due to the increased number of the English
lessons and, secondly, due to the better vertical and horizontal interconnections of the general English
in curriculum. The first step is possible by means of the integration of the general and maritime English
exams. It is seen as an urgency issue by the management team at the MLCDR. Furthermore, clear
examination planning ensures improvement of the pedagogical climate.
Second intervention is possible by means of the integration of the Cultural Awareness lessons during
English lessons. It will improve vertical interconnection of the general English lessons between the
second and third years. Horizontal interconnection will be strengthened due to the link to the BRM
course and to the LLB9. Students will get familiar with the new vocabulary which relates to the BRM.
CAW lessons closely relate to the LLB discipline and the first apprenticeship on board of the shipping
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4Cs= critical thinking, communication, creativity, collaboration
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LLB= Leren, Loopbaan, Burgerschap
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companies. CAW discipline is meaningful for future seafarers who used to work in intercultural
environment.
Figure 4. Relations of the 2nd intervention to Horizontal and Vertical interconnections and visions.
The second intervention is in line with the MLCDR vision, Scalda vision, the IMO Human Factor vision
and development of the 21st century skills trend.
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Attachment 1. Examination development planning.
Safety: ROB - advise about the text
July 2014
Team leader - meeting 2 April (14:15-15:00)
April /June
May/ June
Watch keeping: Marlous; Henk- mp3
July 2014
Bouke; Bertha; Raymond -onderwerp watch keepingt
June (test week); December (test week)
Technical team SLIM meetings+Louisa
May-14
Study day English 23 May (9:00-17:00)
Sep.-dec.
Test development MLI; Blog self-study
May 2014
Leernetwerkbijeenkomst - 14 April (17:00-20:00)
Oct.-dec.
Examination commision - feedback Willem
May 2014