Information by subject area

Group 3: Line 3
Group 4 to 7: Method Karakter
Karakter's lessons are based on the following three curricula:
1. Curriculum in technical reading
2. Learning line fluent reading
The method works with four different levels, *star (below group level), **star (at group level), ***star (one AVI level above group level) and +plus (two AVI levels or more above group level).
Each reading workbook and plus book focuses on a character. Each character has a preference for a particular genre, a favorite author and a favorite reading place.
The children receive three to four technical reading lessons a week.
Reading comprehension
Comprehensive reading will be changed from this year onwards. If you want to learn to understand what you read, the texts will have to be challenging and stimulating. So we will gradually say goodbye to our current methods that mainly teach strategies and start working with texts that fit the children's world of experience. The texts will also be more in line with subjects already taught in class, and reading comprehension will increasingly be integrated into subjects such as language or world orientation. Strategies will no longer be used as an end but as a means. Reading comprehension starts with listening comprehension and increasing a child's vocabulary. This is why we start with this from the very beginning of kindergarten, and as the children get better and better at reading, this will turn into reading comprehension.
Group 3: method Semsom
Semsom is a maths method where pupils work in two workbooks. A workbook belonging to the given lesson and another workbook, a so-called “Rekenmuur” workbook. This contains all the tasks that practice automatization. The method consists of 9 blocks. The method is mainly based on moving learning. There is also a lot of acting calculation. Children have their own arithmetic box with arithmetic material.
Group 4-8: method Pluspunt
Groups 4 and 5 process the lessons in workbooks and can also continue working digitally afterwards, groups 6 to 8 do this all digitally. However, these children are taught to continue doing the maths on paper. The method consists of 10 blocks. With this method, each block is followed by a test, but that test tests the objectives of the block before. This gives them ample time to practice the objectives.
Group 4 to 8: method STAAL
In each theme, Staal lays a strong knowledge foundation. The children gain knowledge in the first two weeks, which they then apply in Week 3. In that week, each child creates their own final product in the form of a paper, publication or presentation. Work is done in eight blocks of four weeks. Each theme is structured in the same way, from impression to expression. The structure: Impression: theme film, vocabulary, exploring language, speaking and listening and writing.

Groups 3 to 8: method STAAL (group 3 from February)
Each lesson has a fixed structure: refresher, instruction, practice dictation and discussion of this, followed by independent work. All categories have a rule and a gesture. The teacher says the rule and does the gesture. There are also animations for all categories that are offered via the IWB. In this way, the rule is offered aurally, visually and motorically. The method consists of three parts: spelling of unchangeable words, verb spelling and grammar (types of words, phrases and punctuation), depending on the grade.
Groups 1 to 8: method
Pop music forms the basis of the teaching method. All skills are covered: listening, reading, speaking and writing. From group 5 onwards, the children continue working on assignments on the computer after instruction.
Groups 5 to 8: method Brandaan
Brandaan is a history method based on the 'now'. The children learn that the world we live in now has been influenced by how it was in the past. Every lesson therefore always starts with a picture from the present. From that photo, you dive into the past with the children. Brandaan introduces children to historical reasoning. As mini-historians they investigate sources from the past, but they also learn to critically examine and assess contemporary sources.
Group 5 to 8: method Meander. Meander not only shows children the world, but also teaches them to recognize, explain and appreciate phenomena: where did I see it more, why, what do I think of it? The learning line topography links up with the children's ever-expanding world view (the Netherlands in group 5-6, Europe and the world in group 7-8). The topography lessons pay a lot of attention to map skills, but of course Meander also covers other subject skills such as perspective thinking
Nature and technology
Group 5-8: method Naut
Method Naut covers the three traditional subjects of biology, physics and technology. But Naut goes a step further. The children also learn the basics of chemistry, understanding about the earth and the universe, as well as being encouraged to think about the environment and sustainability and their role in it.
Digital literacy
Groups 1 to 8: method Delta the Dragon
As our pupils grow up in a world where digital skills are increasingly a requirement, we will work on four different domains. ICT basic skills, Computational thinking, Media literacy and Information skills. There is a lesson once every fortnight. They also have a workbook for this and will regularly use the Chromebooks. In addition, the lessons are supported with videos and materials such as the beebot, but there are also lessons that do not involve the computer at all!

Group 1-8: method - Veilig Verkeer Nederland (VVN)
In groups 1 to 3, this is offered thematically via the IWB. In groups 4-8, the lessons are offered digitally and the children work in a workbook. The aim of traffic education is to reinforce safety-oriented behavior in traffic. In group 7, the children have a theoretical traffic exam followed by a practical cycling exam.
Group 3 to 6: Klinkers method
With this method, we practice connected writing. The number of lessons varies per year from 2 to 5 times a week.  Groups 7 and 8 do not work with a method. However, we do work on writing legibly at speed. Writing is linked to texts from business subjects and language assignments. Children learn to be critical of their own writing.
Every day after the walk-in, we pay attention to philosophy of life. We work with the method ''What a story!'' This is a method for philosophical education. The method consists of Bible stories. The objective of "What a story!" is twofold: To familiarize pupils with important stories from the Christian tradition and the cultural legacy of those stories. To search with them for meanings in the stories that they can connect to their personal experiences, in dialogue with others, within the context of our times. This provides pupils with a basis from which they can develop their own philosophical vision. When developing "What a Story!", use is made of the concept of "Exploratory philosophical learning".
Respectful interaction is very important to us. This means having space and respect for other views. Our school is therefore happy to extend hospitality to anyone who feels at home with us. We attach great importance to safeguarding our Christian identity. We also pay structural attention to other world religions within our education.
In the school guide, you can read how we believe we can contribute to promoting the social-emotional development of every child. To promote the social-emotional development of every child, we use Kanjertraining at school. The aim of Kanjertraining is for a child to learn to think positively about himself and others. The aim of Kanjertraining is to give children more self-confidence. As a result, they treat themselves and their environment more respectfully. The children feel safer and more involved. They also learn to put their feelings into words. Kanjertraining involves talking about 4 types that become visible through caps. Each type is associated with a certain behavior. This gives the children a quick insight into their own and others' behavior.

The aim is for the children to see the distinction between the person and the behavior. For example, by asking the question, "Which cap fits the behavior you are showing now?", you disconnect the behavior. Nor do we say, "You are a bully." We do say, "You are behaving like a bully." In this way, we correct the behavior without making the child feel rejected. From Kanjertraining, we make agreements with each other about how we treat each other in the group.
The agreements in Kanjertraining:
1. We trust each other
2. We help each other
3. No one plays the boss
4. You are not pathetic
5. We don't laugh at each other
At the beginning of the year, these agreements are again highlighted. Would you like to know more about Kanjertraining? Then take a look at the website:
Movement education
The children have gym class twice a week. The children should bring easy sports clothes and sturdy shoes for gym class. If your child does not bring gym equipment, the PE teacher will have extra gym clothes and sneakers in the gym. If your child is injured or can really not participate in the gym class for any other reason, a note from parents has been handed in (or reported) to the teacher. When in doubt, the child can always try to participate in gym class and if he/she is not able to do so, he/she can be given another assignment. Often, there is always something that will work! Please inform us by mail/phone/letter, if your child cannot join the gym?
The children receive music lessons every week from the 123Zing method. The 123Zing method also includes a kid's page. With login details, the children can log in to this themselves (login details are available from the teacher).
Being able to express yourself is important at our school. This is not just about a child doing a play, but can be very diverse, e.g. conducting an interview, acting out a language task, an Energizer (an exercise) or an exercise from Kanjertraining.
Creative forms of work
Weekly attention is paid to 'creative work forms'. This includes drawing. Attention is paid to working with different materials and techniques.