From selfie citizen to world citizen

This scenario contains the framework of the course 'POP' of the school Oude Bareel in Antwerp (Stedelijk Onderwijs). The POP course arose from a need to support and teach the personal and social development of our student population. Our students come from another country for different reasons. The adaptation in a new school and in a new country has a major impact on their development and learning evolution. Some pupils have never been to school, other pupils come from a war situation, some pupils are unaccompanied minors, some pupils miss their country of origin enormously. The diversity of students and their baggage is enormous. POP is a course of 2 teaching hours per week in which we strengthen the personal and social resilience of our newcomer students in a stimulating, dynamic and language-oriented learning environment. We make students more resilient and aware of who they are, how they interact with others and how they find a place in Belgium from a broad perspective. POP is an essential subject that aims to grow as a person, as a person in a group, as a person in a school and as a person in a society. The growth and evolution is mapped per student on the basis of the personal development plan. This personal development plan is a rubric that serves as an assessment and feedback document. We use 4 competencies, which are:
1. Empathy
2. self-reliance
3. school attitude
4. cooperate
There are 4 modules throughout the year with a different thematic focus: selfie-citizen, school citizen, eco citizen and world citizen. In all four modules, the 4 competencies are approached from a different perspective.

In the POP course, we do not work with a summative assessment but with permanent feedback throughout the school year. The learning evolution of the student is central. The student gets clear tools to work on his or her challenges on the one hand. On the other hand, the strengths of the student are put in the spotlight. During the POP course, feedback is given very regularly. With each reporting period, each student receives formal feedback on his or her trajectory. The student is actively involved in giving feedback to himself and to classmates. The feedback is given on the basis of the student rubric. The competences are translated at student level.

 

6. TEACHER EVALUATION RUBRIC – BASIC COMPETENCES The POP evaluation section is an instrument to clearly and visually map the growth of pupils, with the central theme: the 4 basic competences. In each learning line, work is done around the same 4 basic competencies, they form the common thread. The rubric on the following pages is for the teacher. So the terminology is a bit different than in the student's rubric. 1. empathy Empathy is the ability to empathize with the feelings and thoughts of other people. Empathy is expressed in a student's relationship with other students, the teacher, and the student's broad context.
STARTER JUNIOR MASTER EXPERT
The student cannot empathize with the feelings and thoughts of others. The student cannot yet name his/her feelings and thoughts. The student can sometimes empathize with the feelings and thoughts of others. The student may occasionally name his/her feelings and thoughts. The student can usually empathize with the feelings and thoughts of others. The student can usually name his/her feelings and thoughts. The student can empathize with the feelings and thoughts of others. The student can name his/her feelings and thoughts.
3. school attitude School attitude is the ability to know and apply the applicable agreements within a classroom and school context.
STARTER JUNIOR MASTER EXPERT
The student is regularly late. The student shows no respect for the material of the school and others. The student does not apply the class and school agreements. The student does not apply the traffic rules. The student shows respect for the environment of the school. The student is sometimes late. The student sometimes shows respect for the material of the school and the material of others. The student sometimes applies the class and school agreements. The student sometimes applies the traffic rules. The student sometimes shows respect for the environment of the school. The student comes to school on time. The student usually shows respect for the material of the school and the material of others. The student usually applies the class and school appointments. The student usually applies the traffic rules. The student usually shows respect for the environment of the school. The student always comes to school on time. The student shows respect for the material of the school and the material of others. The student applies the class and school agreements and can critically reflect on this. The student always applies the traffic rules. The student shows respect for the environment of the school.
4. working together Collaboration is creating an assignment in a group, where each group member takes on a certain role.
STARTER JUNIOR MASTER EXPERT
The student does not feel well in the group. The student cannot work with others. The student is not aware of his/her own position in the group. The student shows no respect for the opinions of others in a group. The student does not listen to others. The student is not actively involved during group activities. The student is not helpful. The student sometimes feels good in the group. The student can sometimes work with others. The student is usually aware of his/her own position in the group. The student shows sufficient respect for the opinions of others in the group. The student sometimes listens to others. The student is sometimes actively involved during a group work. The student is sometimes helpful. The student feels good in the group. The student can usually work with others. The student is aware of his/her own position in the group. The student usually shows respect for the opinions of others in the group. The student usually listens to others. The student usually actively engages during a group work. The student is usually helpful. The student feels very good in the group. The student can work together with others and can reflect on the importance of good cooperation. The student is aware of his/her own position in the group and can reflect on this. The student respects the opinions of others in a group. The student always listens to others. The student is always actively involved during a group work. The student is always helpful.

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