Profileringsopdracht M&W herkansing › uploads › 3 › 1 › 5 › 8 › ... ·...
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Oriëntatie op jezelf en de wereld
Tijd Kerndoel 52 De leerlingen leren over kenmerkende aspecten van de volgende tijdvakken: jagers en boeren; Grieken en Romeinen; monniken en ridders; steden en staten; ontdekkers en hervormers; regenten en vorsten; pruiken en revoluties; burgers en stoommachines; wereldoorlogen en holocaust; televisie en computer. De vensters van de canon van Nederland dienen als uitgangspunt ter illustratie van de tijdvakken. !
Kunstzinnige oriëntatie
Kerndoel 54 De leerlingen leren beelden, muziek, taal, spel en beweging te gebruiken, om er gevoelens en ervaringen mee uit te drukken en om er mee te communiceren. B E T E K E N I S V O L L E O N D E R W E R P E N E N T H E M A ' S
• de onderwerpen uit de vorige groepen komen weer aan de orde, maar de kinderen komen ook in aanraking met nieuwe elementen waar beelden een specifieke rol hebben: Thema: mode
B E E L D A S P E C T E N komen binnen de context van betekenisvolle onderwerpen aan de orde. Ruimtesuggestie op het vlak
• overlapping van objecten en figuren Kleur
• kleur en sfeer Vorm
• karakteristieke houding van mensen en dieren Compositie
• opbouw, ordening, evenwicht en betekenis M A T E R I A A L / T E C H N I E K de mogelijkheden van materiaal en techniek komen binnen de context van betekenisvolle onderwerpen aan de orde en hierbij is aandacht voor goed en veilig gebruik van materiaal en gereedschap Collages maken
• in collages gebruik maken van verschillende materialen
Nederlands Schriftelijk onderwijs
Kerndoel 8 De leerlingen leren informatie en meningen te ordenen bij het schrijven van een brief, een verslag, een formulier of een werkstuk. Zij besteden daarbij aandacht aan zinsbouw, correcte spelling, een leesbaar handschrift, bladspiegel, eventueel beeldende elementen en kleur. GEBRUIK - soorten teksten
• werkstukken, bij andere vakken (Oriëntatie op jezelf en de wereld) 2
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Oriëntatie op jezelf en de wereld
Ruimte
Kerndoel 47 De leerlingen leren de ruimtelijke inrichting van de eigen omgeving te vergelijken met die in omgevingen elders, in binnen- en buitenland, vanuit de perspectieven landschap, wonen, werken, bestuur, verkeer, recreatie, welvaart, cultuur en levensbeschouwing. In ieder geval wordt daarbij aandacht besteed aan twee lidstaten van de Europese Unie en twee landen die in 2004 lid werden, de Verenigde Staten en een land in Azië, Afrika en Zuid-Amerika. W O N E N verschillen tussen wijken bereikbaarheid voorzieningen bebouwing (laag-/hoogbouw) groen H O E I S W E L V A A R T Z I C H T B A A R ? in Nederland: wijze van vervoer mate van en soort bestrating van wegen onderhoud van huizen en gebouwen aanleg (en onderhoud) van openbaar groen aanbod van producten in winkels en op markten
Nederlands Mondeling onderwijs Kerndoel 5 De leerlingen leren naar inhoud en vorm teksten te schrijven met verschillende functies, zoals: informeren, instrueren, overtuigen of plezier verschaffen. G E B R U I K - soorten teksten verhalende teksten (bijv. verhalen, gedichten, brieven, e-mails) (zie kerndoel 9)
Nederlands Schriftelijk onderwijs Kerndoel 92De leerlingen krijgen plezier in het lezen en schrijven van voor hen bestemde verhalen, gedichten en informatieve teksten.
Kunstzinnige oriëntatie Kerndoel 54 De leerlingen leren beelden, muziek, taal, spel en beweging te gebruiken, om er gevoelens en ervaringen mee uit te drukken en om er mee te communiceren. M U Z I E K M A K E N begeleidingen maken bij rapteksten !2
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Oriëntatie op jezelf en de wereld
Mens en samenleving
Kerndoel 34 De leerlingen leren zorg te dragen voor de lichamelijke en psychische gezondheid van henzelf en anderen. S O C I A A L - E M O T I O N E L E O N T W I K K E L I N G O P K O M E N V O O R J E Z E L F • zelfbewuste houding R E K E N I N G H O U D E N M E T A N D E R E N • rekening houden met en openstaan voor anderen
Kerndoel 37 De leerlingen leren zich te gedragen vanuit respect voor algemeen aanvaarde waarden en normen. S A M E N L E V E N , W A A R D E N E N N O R M E N • bij een groepje horen • pesten in groepsverband • respect • vooroordelen, stereotypen en tolerantie • vrijheid van meningsuiting • waarden en normen
Bewegingsonderwijs
Kerndoel 58 De leerlingen leren samen met anderen op een respectvolle manier aan bewegingsactiviteiten deel nemen, afspraken maken over het reguleren daarvan, de eigen bewegingsmogelijkheden inschatten en daarmee bij activiteiten rekening te houden. R E G E L I N G E N • handelen volgens afgesproken regels • afspraken maken over team- en groepsindeling • verdelen en wisselen van taken en functies • hulpverlenen bij een activiteit
Nederlands Mondeling onderwijs
Kerndoel 3 De leerlingen leren informatie te beoordelen in discussies en in een gesprek dat informatief of opiniërend van karakter is en leren met argumenten te reageren. I N H O U D kritisch luisteren naar informatie • kritische houding ten aanzien van informatie in mondelinge teksten informatie beoordelen en een reactie geven • argumenten ter ondersteuning van de eigen mening geven kritisch luisteren naar meningen en opvattingen • open staan voor de mening en argumentatie van anderen meningen beoordelen en een reactie geven • tot een afweging van argumenten in een discussie komen • evalueren van meningen en argumentaties
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!D(%)$P0$%!60-%!&<()$F?(&!O$P0)!Z(&!6$<!K$<!<K$6(!I)_:<$%(/$%!O$)(\!0F!60-!B#?!)#$'$!6#$'!%((/!K$<!D??(/'!R0$/&#%!6.&$.6!Z((/!$$%!<$%<##%&<$??0%)!0&!#B$/!I)_:<$4!d$?\&!#:!$$%!P(<$/'()60''()!#6!aa%!../!Z(&!K$<!K0$/!.0<)$&<#/B$%4!8.&&$%!$$%!6.660$!B(%!$$%!O(B0((%!$%!$$%!P$&<0$%-(/0)$!$)_:<$%((/!B#$?'$!0F!60-!O$K##/?0-F!$$%P((64!NF!)0%)!#:!P#$F!%((/!$XK0OO0<&4!I%!-(!K##/*!'((/!Z(&!$/!(?!$$%4!I$%!6(t.$<<$!B(%!'$!R0/(60'$!$%!'$!;\0%X!B(%!G0P$K!F#%!-$!'##/60''$?!B(%!K$<!'/.FF$%!#:!$$%!F%#:-$!'$!P#%!#:!?(<$%!F#6$%4!^$P$!$XK0O0<!Z(&!$/)!#%'.0'$?0-F!$%!$$%P0-'0)!'.&!0F!O$&?##<!B$/'$/!<$!P#$F$%4!^##/!'$!?$)$!P(?$%!K$$%*!'$!$CK#!B(%!60-%!B#$<&<(::$%!(CK<$/%(!&:#F$%'*!FZ(6!0F!%#)!0$<&!&:(%%$%'&!<$)$%4!NL:('&m!"#Zm!^0<!Z#/'!K$<!'(CK<!0F4!NF!B$/Z(CK<<$!O0%%$%!%#L<06$!'/#66$%!B(%!F0%'$/$%!'0$!P0CK!(?!$??$O#)$%'!$$%!Z$)!P#.'$%!O(%$%!#6!$$%!B(%!'$!NL:('&!<$!O$6(CK<0)$%4!]((/!'$!)$$&<!#\!Z$'$/)$O##/<$!B(%!8#$<b(%CK(6#%c!P#.!$$/'$/!B##/!60-%!#O&$/B(<0$?0-&<!B$/&CK$%$%!P0-%4!I$%!'##'&$!&<0?<$!#6)(\!60-4!"(<!'$$'!'$P$!$XK0O0<!%#.!$0)$%?0-Ff!NF!K('!K$6!%0$<!((%!K#/$%!F#6$%*!0%$$%&!Z(&!K0-!'((/4!I$%!F?$0%$l!$$%!F?$0%$!6$%$$/4!Ti0-!p?$#:(</(m!"((/!P0-%!(?!'0$!F0%'$/$%mU!!
! @M!
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!NF!O$%!##F!&(6$%!6$<!60-%!&<()$F?(&!%((/!K$<!D??(/'!R0$/&#%!)$Z$$&<4!^$!?$$/?0%)$%!F/$)$%!$$%!/#%'?$0'0%)!$%!K$OO$%!%0$<!F.%%$%!$X:$/06$%<$/$%!6$<!'$!$XK0O0<&4!NF!O$%!$/!##F!6$<!$$%!?$$/?0%)!B(%!60-%!B#/0)$!&<()$&CK##?!)$Z$$&<4!E0-!0&!O$P0)!6$<!$$%!Z$/F&<.F!#B$/!I)_:<$!$%!K$$\<!(??$!$XK0O0<&!.0<)$:/#O$$/'4!E$<!$XK0O0<!'(<!%((/!60-%!6$%0%)!K$<!O$&<$!&C##/<!K$$<!T/$?0o\!0%!F?$./U4!!^#$?!B(%!K$<!$XK0O0<7!6$%&$%!P0-%!P0CK!%0$<!O$Z.&<!B(%!K$<!\$0<!'(<!'$!#B$/O?0-\&$?$%!B(%!'$!#.'$!I)_:<0&CK$!C.?<../!P#(?&!'$!:0/(60'$&*!O$$?'$%!$%!(%'$/!F.&<#O-$C<$%!Z$?!'$)$?0-F!O$&CK0?'$/'!Z(/$%!6$<!B$??$!F?$./$%4!^$!F?$./$%!P0-%!'##/!K$<!Z#$&<0-%P(%'!$%!'$!Z0%'!Z$))$&CK../'4!!"$/F0%)!B(%!K$<!$XK0O0<7!'##/!K$<!Z0-P$!B(%!-$!B0%)$/!O#B$%!$$%!?(&$/!#:!$$%!/$?0o\*!F/0-)!-$!$$%!F?$0%!C0/F$?B#/60)!
P#$F?0CK<!Z((/6$$!-$!#B$/!K$<!/$?0o\!F(%!O$Z$)$%4!E$<!P#$F?0CK<!)$'$$?<$!B$/<##%<!B$??$!F?$./$%*!$/#6K$$%!'$!O$F$%'$!TP(%'F?$./$%U4!
!E0$/O#B$%!K$<!0%)$B.?'$!#O&$/B(<0$\#/6.?0$/!O0-!$XK0O0<!+4!
! @V!
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^#$?!B(%!K$<!$XK0O0<7!$X</(!0%\#/6(<0$!B$/&</$FF$%!O0-!B$/&CK0??$%'$!6.&$.6!&<.FF$%!64O4B4!$$%!NL:('4!!"$/F0%)!B(%!K$<!$XK0O0<7!-$!?$$&<!'$!O0-O$K#/$%'$!0%&</.C<0$&!$%!B$/B#?)$%&!?##:!-$!6$<!'$!NL:('!?(%)&!'$!!B$/&CK0??$%'$!!6.&$.6!&<.FF$%4!!^$!'.0'$?0-F$!
K(%'?$0'0%)!Z$/'!B?.CK<0)!<#<!%0$<!O$F$F$%4!^$!?$$/?0%)!)0%)!#%)$'.?'0)!6$<!'$!NL:('!((%!'$!K((?4!8#$%!K0-!'##/!K('!K#$!K$<!Z$/F<$*!Z(&!##F!6$<$$%!P0-%!0%<$/$&&$!B$/?#/$%4!^$!?$$/?0%)!?$)'$!'$!NL:('!<$/.)!$%!P$07!T;((0!'0<mU!
!!E0$/O#B$%!K$<!0%)$B.?'$!#O&$/B(<0$\#/6.?0$/!O0-!$XK0O0<!14!!I$%!$XK0O0<!0&!T)#$'U!Z(%%$$/!K$<7!.0<'()$%'*!0%<$/(C<0$\!$%!0%\#/6(<0$\!0&4!E$<!0&!O$?(%)/0-F!'(<!$$%!$XK0O0<!0%&:$$?<!#:!'$!B##/F$%%0&!$%!B$/O$$?'0%)!B(%!F0%'$/$%4!E0$/!Z0?!0F!((%!<#$B#$)$%!'(<!$/!$$%!)$B#$?!<$Z$$)!)$O/(CK<!6#$<!Z#/'$%!Z((/O0-!0'$%<0\0C(<0$!6$<!:$/&#%$%!$%!K$<!B#/6$%!B(%!$$%!6$%0%)!$$%!/#?!)((<!&:$?$%4!!NF!&?.0<!K0$/6$$!((%!#:!Z(<!>?(6$/!b122Wc!O$&CK/0-\<7!gj(%(\!K$<!W$!-((/!:/#O$$/<!K$<!F0%'!)/$$:!<$!F/0-)$%!#:!'$!Z$/$?'!'##/!\$0<$%!#B$/!'$!#6)$B0%)!<$!B$/P(6$?$%4!E$<!
! @W!
/$'$%$/0%)&B$/6#)$%!'(<!P0CK!%.!#%<Z0FF$?<!&<$?<!K$<!F0%'!0%!&<((<!FZ$&<0$&!<$!#%'$/P#$F$%!$%!%(!<$!'$%F$%!#B$/!(O&</(C<$!'0%)$%!Z((/B(%!K$<!K0$/B##/!%#)!)$$%!Z$$<!K('h!b:4!+2Mc4!NF!B$/)$?0-F!K$<!6$<!F.%&<7!-$!B(<!K$<!%0$<!6$<$$%*!6((/!?(<$/!'$%F!-$!$/!Z$?!((%!<$/.)4!!
WX/%L%0*1S1)'9#++'&,1--(1&''"&%Q('(7!!IXK0O0<!Tp$%</.6!B(%!'$!Z$/$?'U7!
!b<.?$4&?#4%?c!Oriëntatie op jezelf en de wereld - Tijd - Kerndoel 52 De leerlingen leren over kenmerkende aspecten van de volgende tijdvakken: jagers en boeren; Grieken en Romeinen; monniken en ridders; steden en staten; ontdekkers en hervormers; regenten en vorsten; pruiken en revoluties; burgers en stoommachines; wereldoorlogen en holocaust; televisie en computer. De vensters van de canon van Nederland dienen als uitgangspunt ter illustratie van de tijdvakken. T I J D V A N R E G E N T E N E N V O R S T E N (1600 - 1700)
• ontstaan van handelskapitalisme en het begin van een wereldeconomie o ontstaan van handelscompagnieën: lange reizen, veel risico, veel geld nodig, lange duur tussen
investering en opbrengst o ontstaan van handel op wereldschaal
• C | VOC o opgericht om onderlinge concurrentie van Nederlanders tegen te gaan en om geld te genereren o drijft handel in Zuid-Oost Azie (Nederlands-Indië) !IXK0O0<&!T`$?0o\!0%!F?$./U!$%!T8#$)$B#$)'$!/$(?0<$0<U7!!
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! 32!
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! 3+!
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!
