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Kuwait National Curriculum (KNC)

State of Kuwait Ministry of Education ELT General Supervision School Year: 2017-2018. Kuwait National Curriculum (KNC). What is Curriculum?

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Kuwait National Curriculum (KNC)

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  1. State of Kuwait Ministry of Education ELT General Supervision School Year: 2017-2018 Kuwait National Curriculum (KNC)

  2. What is Curriculum? Curriculum is the system of learning experiences and opportunities that are planned for children and young people through their education, wherever they are educated. Curriculum represents a multifunctional but highly organized system of knowledge, skills and attitudes that all individuals are offered by a given education system (and society) – and that is useful for personal fulfillment and development, inclusion and employment in a well-functioning society.

  3. The main idea of competency-based curriculum illustrates: Instead of objectives, think “competences” Instead of content, think outcomes Learner activities will be based on performance of learners. Teaching activities are learner centered 5.Formative evaluation is necessary

  4. What are the Competences? • Competences are integrated systems of knowledge, skills, attitudes, values and beliefs developed through formal (and non-formal) education that allow individuals to become responsible and autonomous persons, able to solve a diversity of problems and perform in everyday life-settings at the quality level expressed by the standards. • The Kuwait National Curriculum operates with three types of competences: • key competences • general competences • specific competences.

  5. What are the Competences?

  6. What are the Key Competences?

  7. What are the Key Competences? key competences(NON-SUBJECT )specific • represent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal/social attributes that all individuals need to acquire for their personal development, inclusion and employment (i.e. for being successful in their personal and social life, as well as in their professional career). • key competencesare supposed to be achieved by the end of the Secondary Education period. They are cross-curricular (i.e. non-subject specific), transferable and multifunctional competences – so that, in principle, all subjects can/should contribute to their development.

  8. Key Competences by the end of Grade 12 The Key Competences students should master by the end of Grade 12 are: • Islamic Religious and Ethical Competences • Communicative Competences in Arabic Language • Communicative Competences in English and other Foreign Languages • Mathematical Competences • Social and Civic Competences • Scientific, Technological and Digital Competences • Personal Development and Learning to Learn Competences • Life and Work, Economic and Financial Competences

  9. What are the General Competences? • As compared to the key competences General competencesare subject-specific. They define the most general subject-based knowledge, skills and attitudes/values embedded/integrated in students’ expected outcomes by the end of Grade 12.

  10. Examples of general competencies General competencies developed through the study of English • Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension • Speaking by using strategies of individual and interactive speech in a variety of communicative contexts • Reading and viewing a range of texts by means of different strategies in a variety of contexts • Writing a range of texts adapted to a variety of communicative purposes www.themegallery.com

  11. What are the Specific Competences? Specific Competences The specific competences are structured and developed in students during a school year. As compared to the General Competences: Specific Competences define more specific systems of integrated knowledge, skills and attitudes/values. They can even cover specialized, topic-based competences students are supposed to display by the end of each grade. The specific competences are clustered in the following four dimensions: • A range of realities specific to the subject (knowledge); • A range of operations (skills and strategies) • A range of personal and social responses (attitudes, values) • A range of connections with other subjects and domains.

  12. Specific competences www.themegallery.com

  13. Overview of the specific competences for English – Grades 1 to 5

  14. Specific Competences

  15. What are the Standards? All competence-based curricula – including the new Kuwait National Curriculum – introduce and largely use the concept of standards.

  16. Standards • Standards are statements about what is valued IN LEARNING. • They describe expectations and are used to judge the level of performance in a field or domain. • An operational decision, requirement or regulation related to the quality level to be achieved by a certain aspect of the education system”, (in our case, student’s learning) • Standards are the WHAT of education while curriculum and instruction are the HOW.” • There are two types of stanards : • Performance Standards • Curriculum Standards

  17. What types of standards in KNC • Performance standards They refer to the quality level to be achieved by students’ in performing their general competences by the end of each of the school stages – i.e. Primary, Intermediary, and Secondary. The measurement of the performance standards is a matter of different forms of national summative assessments or examinations. • Curriculum standards They refer to the quality level to be achieved by students in attaining the specific competences. Curriculum standards describe to what extent the specific competences should be achieved by the end of each grade. In the Kuwait Curriculum, curriculum standards are related to specific competences defined in the subject curriculum. Curriculum standards are a matter of school- and class-based formative and summative assessment.

  18. Key Competencies To be achieved by the end of grade 12- cross curricular General Competencies To be achieved by the end of grade 12 subject specific Performance standards Level of achievement by the end of each stage 5,9,12 Specific Competencies To be achieved by the end of each grade Curriculum standards

  19. Performance Standards

  20. Measurement Process

  21. Grade 1/ curriculum standards

  22. New curricula

  23. Thanks for your positive participation & Wishing you a fruitful year .

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