More Biology Education - how to approach?

The Anna van Rijn College in Nieuwegein wanted to expand the number of biology lessons from only years 1 and 2 to years 1, 2, and 3. The department hoped this would create more time to develop students’ skills and better prepare them for exams. It could also help bridge the gap between lower and upper secondary education. How do you approach such a curriculum change? And what about the assessments? Educational Development & Training worked together with the biology department to develop a tailored action plan and training.

We started by evaluating the current situation. We discussed the precise goals of increasing the number of lessons, which skills should be covered, and how the assessments are designed. Of course, we also looked at the challenges the biology department faced and how adding more lessons could help solve them.

Next, we worked with the department in two phases. In the first phase, we reviewed the curriculum and drafted a new program including the PTA (Programma van Toetsing en Afsluiting). This new program covered years 1 through 6, as adding year 3 had consequences for the other years as well.

In phase two, the focus shifted to lesson content: how do you prepare students for the exams? And how do you ensure that research as a skill is sufficiently addressed? Together with the teachers, we worked on these topics in a tailored training. Constructive alignment was central: with the department, we formulated learning goals and developed and evaluated learning activities and assessments to ensure these three elements aligned well.

The approach at Anna van Rijn College is typical of how Educational Advice & Training works in secondary education. We evaluate or investigate the current situation, collaboratively formulate a core question, and then design an action plan tailored to the school’s context. Throughout, we work closely with the school to ensure a shared, effective approach.