Curriculum GUIDELINES - Seventh Guideline
IMPLEMENT THE CURRICULUM ON THE BASIS OF INDIVIDUAL STUDENT´S NEEDS VIA REGULAR ANALYSIS, TAKING INTO CONSIDERATION THE SOCIO-CULTURAL BACKGROUND, AGE, AND GENDER ASPECTS.
CHAGAL students’ backgrounds differ considerably and have an influence throughout the students’ learning process.
The setting up and implementation of course curricula should be based on a thorough analysis of the individual student’s background and needs and take into account that the needs of female and male students might differ. The analysis should be repeated during a course as students’ individual needs may change over time.
An objective needs analysis can provide a framework for defining possible aims and goals in the courses. Students at preparatory courses are diverse in terms of ethnicity, age, prior experience of gender role models and the socio-economic as well as cultural and educational backgrounds. Consequently, they have very different subjective needs. It is necessary, therefore, to collect data about those needs and set goals and objectives which are based on these data. As competences and needs change, these data should be collected during the whole course. By doing so teaching and learning will become more productive.
Teachers should use the appropriate apparatus to detect and gauge the students’ subjective needs. They should be aware of the fact that the student-centred approach and methods of direct needs analysis (questionnaires) in itself might, as such, be unusual for CHAGAL students, and they should, therefore, subject themselves to intercultural learning.
- There should be methods of finding out about the students’ backgrounds
in regard to
- General cognitive competence;
- Social competence;
- Intercultural competence;
- Linguistic competence;
- Strategic competence - learning strategies, learning styles;
- Financial situation.
- Organisational structures should react to these findings.
- Grouping should react to the findings.
- Course curricula should react to the findings.
- Teachers should have adequate instruments to detect the students’ subjective needs (Pilot Projects 1, 2, 14, and 16).