IDEA: Full Colour


Year of study



Term 3 & 4

Inholland Faculty

Faculty of Education & Innovation

Course Title

IDEA: Full Colour

Course code


Inholland location

Den Haag/The Hague & Haarlem


first cycle

Number of ECTS


Language of instruction


Course content

The Netherlands, due to its small size, is traditionally an internationally oriented country. English is taught at all primary schools in the Netherlands, of which more and more start in grade 1. The population at many schools is diverse, especially in the inner cities. Children originate from many different countries, cultures and religious backgrounds. They all have different abilities, talents and learning styles. Still, they're in one class, at one school.

In this minor you are going to design and organise a 'Full Colour' project on internationalisation and diversity at a primary school in the Netherlands. The big IDEA on which your design is based is:

  • Inclusive
  • Dual-lingual
  • Education and
  • Assessment
  • Inclusive

Your project will focus on diversity. People are different in many ways and children need to learn about these differences. Yet everyone wants to belong and participate, at classroom level, in society and internationally. In Full Colour everyone is included.


In order to participate at an international level, you need to speak more languages than just your mother tongue. The Full Colour project that you will organise will be in English, which for most of the Dutch children is their second (or third) language. Levels of English may vary significantly between pupils, which calls for differentiation to make sure, again, that everyone is included.


A project like Full Colour is hard to assess. What are the goals of your project and how do you know if they have been met? How do you assess cooperation? How do you measure involvement? Formative assessment has proved to have a positive influence on learning. Quality feedback during the learning process turns out to be more effective than getting a grade at the end of it.

Full Colour can take on many forms. You choose an overall topic and the subjects involved in consultation with the school. Use your collective creativity to challenge the children and let them show their true colours!



Ya'acova Nieuwstraten

Learning outcomes

You’re working on the competencies of:

  • Pedagogies
  • Instructional design and research
  • Collaboration and communication

General objectives:

  • You can work with an open interest in personal or national values, standards, ways of life and language of others.
  • You will be working on understanding, respect and empathy for different national, cultural, social, religious and ethnic backgrounds.
  • You are aware of the relativity of your own standards, values, beliefs and the ability to see other cultures from the perspective of those other cultures;
  • You will have the opportunity to grow in ‘global thinking’ and approach issues from different perspectives.
  • You develop international and cross-cultural knowledge, skills and attitudes of students by internationalisation in the field of IDEA (Inclusive, Dual-lingual Education and Assessment).
  • You will do design-oriented research in which you connect theoretical findings about IDEA with practical research data, resulting in an innovative sustainable educational design.
  • You can communicate adequately in English about research and project with your fellow students.
  • You can determine the initial situation of the school and the children with regard to IDEA and set goals within the children’s zone of proximal development.
  • You can give the children adequate language support during the project.
  • You can design and apply formative assessment within the project.

Mode of delivery, planned activities and teaching methods


The minor consists of two parts (both 15 EC), adding up to 30 EC’s in one semester from February until June.

Term A: context analysis, in-depth research and design sketch

Term B: design, implementation and presentation/evaluation


Working on IDEA: Full Colour

In order to design a full colour project adapted to the goals of your school of practice and to the needs of the children, you need to find out what the design requirements would be. Therefore you start with an thoroughly executed context analysis and you will engage in topics like inclusive education, assessments, dual-lingual education and design based research.


Term A.

In groups consisting of Dutch and international students, the three themes of IDEA will be divided. Group 1 explores inclusive education, group 2 researches dual-lingual education and group 3 investigates assessment. The chosen theme will be analysed in the Dutch educational system and will be compared to their European counterparts.

After collecting your data, each group presents their findings to the other two. The design requirements found for each of the three themes are essential for the follow-up: the design of a Full Colour project. This design plan is your product of assessment in term A.


Term B.

In this term you design and carry out the Full Colour project at a Dutch primary school, based on the design requirements found in term A. You write a script in which the initial situation, learning outcomes, content, organisation, assessment and evaluation are described. The results will be presented in a multimedia presentation and are reflected upon in a report.

One day a week there is face-to-face contact with peers and teachers. This will be either in Haarlem or in The Hague.

One day per week you visit a primary school to do research and to teach.

On the other days there will be contact by distance and on demand.

Prerequisites and co-requisites (if applicable)

Propedeuse required of a bachelor of education

Recommended or required reading and/or other learning resources/tools


  • Abram, I. B. H.. The Arena model for intercultural learning. consulted 20062017 from
  • Leeuwen, B. v. (SLO), Thijs, A. (SLO) en Zandbergen, M. (z.d.). Inclusive education in The Netherlands. Consulted 05032017 from
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Consulted 05032017 from
  • Gedge,N.(2016). Inclusion for primary school teachers. Digital book version:

Dual-lingual education

  • Pavesi, M. et al. (2001). Teaching through a foreign language. A guide for teachers and schools to using foreign languages in content teaching. TIE-CLIL Project Publications.
  • Calabrese, I & Rampone, S. (2007). Cross-curricular resources for young learners. Oxford: Oxford University Press.


  • Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. doi: 10.1080/0969595980050102
  • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487
  • OECD/CERI (2008). Assessment for Learning: Formative Assessment.
  • O’Farrell, C. () Enhancing Student Learning through Assessment: A toolkit approach. Dublin Institute of Technology
  • Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189. doi:10.3102/0034654307313795
  • Gardner, J. (2014) Assessment for Learning: a practical guide. The Northern Ireland Curriculum.

Assessment methods and criteria

  • Context analysis (6 EC’s): Written report, 100% Grade [10-100], End of 3rd term
  • Design plan (4 EC’s): Written report, 100% Grade [10-100], End of 3rd term
  • Practice (5 EC’s): Assessment of practice, 100% Grade [10-100], End of 3rd term
  • Educational project design on IDEA (6 EC’s): Script of project, 100% Grade [10-100], Half way 4th term
  • Practice and execution of the designed project (5 EC’s): Assessment of practice and project, 100%        Grade [10-100], End of 4th term
  • Presentation and evaluation (4 EC’s): Presentation and Written evaluation, 100% Grade [10-100], End of 4th term