State of Kuwait Ministry of Education ELT Asema supervision

1. State of Kuwait Ministry of Education ELTAsemasupervision Kuwait National Curriculum Competence and Standards based approach E.L.T Senior Supervisor : Nouria Al Sedra Presented By: E.L.T Supervisor : Fatma Ameen

2. Project Presentation: Curriculum and Standards Component

3. Context of the project • School Education Quality Improvement (SEQI) Partnership Program between the Government of the State of Kuwait and the World Bank Group • SEQIProject has three main components: • Curriculum and standards for grades 1 to 12. • National Education Standards for Teachers, School Leadership and Students . • National Assessments (MESA).

4. II. Short overview of the process: phases • Preparing human resources • Preparing National conceptual Curriculum Documents • Preparing National operational Curriculum Documents • Preparing subject curricula and standards • Preparing the implementation Process

5. How do we exercise these competences ? An initial cascade training model has been designed where each cascade trains the following one: International consultants Master trainers Subject trainers School principals Head teachers Teachers

7. Expected outcomes At the end of the session you will be able to: • Explain the reasons for a new curriculum approach in Kuwait Primary Education. • Describe the concept of competence-based curriculum as a process. • List the main components of the Kuwait National Curriculum. • Explain the main terminology related to competence- and student achievement standards-based approach

8. Watch and reflect !

9. A GOOD CURRICULUM CAN CHANGE THE FACE AND FATE OF A NATION

10. Task (1) • Why a new Curriculum in Kuwait?

11. Why a new Curriculum in Kuwait? National Challenges • New vision of Kuwait as expected by his Highness Sheikh Sabah Al-Ahmad Al-JaberAl-Sabah, Amir of the State of Kuwait • New social, economic, political, cultural and human challenges • New learning needs and expectations of children and youngsters towards school International challenges • Globalization • Knowledge Economy • The Digital Age • (CPD )Continuous Development . • Learning to Live Together • Lifelong learning

12. 21st century skills : Above and Beyond • What are the skills of the 21st century? • Why 21st century skills learning? • How is Teaching in the 21st century ?

13. 21st century Skills .What, Why and How ?

14. 21st Century Skills • Being Creative and Innovative • Undertaking critical thinking, problem solving and decision making • Illustrating meta-cognition, learning to learn and original/meaningful thought.  Ways of Thinking • Citizenship – local and global; • Life and Career capabilities and values; • Information and ICT literacy (learning in digital networks) • Capability to undertake Personal and Social responsibility. 21st Century Skills • Living in the World. • Ways of Working • Communication capabilities. • Collaborative capabilities.

15. Curriculum and Standards:Key Concepts • To develop a quality curriculum and standards, you should have a common understanding regarding the following questions (concepts).

16. Concepts to be approached

17. The Word : Curriculum • Latin: The term, ‘curriculum’ is derived from the  Latin word "Currere" which means to run/to proceed. Currere refers to the ‘course of deeds and experiences through which children grow to become mature adults.’

18. A curriculum will answer • What outcomes do we want? • What content is therefore needed? • How can that best be taught/learned? • How do we best assess that? • How do we evaluate our process? • Cronbleth (1992) defines curriculum as answering three questions: • What knowledge, skills and values are most worthwhile? • Why are they most worthwhile? • How should the young acquire them?

19. What is a Curriculum? • Acurriculum is a system of learning experiences and opportunities that are planned for children and young people through their education. • A curriculum represents a multifunctional, but highly organized system of knowledge, skills and attitudes/values 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. Curriculum is the reality of learning in /outside the classroom which is not shown in books and documents False assumption- Curriculum is the textbook!

20. Difference Between A Syllabus & A Curriculum (Task)

21. Difference Between Syllabus & Curriculum

22. What does a Curriculum give more as compared to a textbook? Task • What do you think? • Please discuss in group • Each group is kindly asked to give a set of answers

23. What does a Curriculum give more as compared to a textbook ? • Inclusiveness. First, assisting every student, regardless of ability, gender or social circumstances, to reach their individual potential as learners. Each student is different. Not all are academically gifted. But all students can be encouraged to do their best development in helping them achieve their potential. • Future-orientation. Secondly , the curriculum will be forward-looking and prepare learners for the future through the development of broad competencies. The curriculum will need to develop student competency in Communication, Collaboration , Critical thinking , problem solving, and Creativity .

24. What does a Curriculum give more as compared to a textbook? • Differentiation. Thirdly, the curriculum will permit curriculum differentiation, it will provide space for teachers to adapt the curriculum to suit the students in their classes. It will not demand that every student learn exactly the same content in exactly the same way and in exactly the same number of hours. • New teacher roles. Finally, the curriculum will promote a new role for the teacher, a new individualized teacher-student relationship and a desire in teachers to encourage inquiry and curiosity. Similarly, the teacher in the role of assessor should use assessment not just to test how well content is learned, but to understand the strengths and weaknesses of individuals.

25. The curriculum offers not only the WHAT but also the • Why? • When? • How? • In which concrete context? • With which expected results? • Connected to what?

26. What is Kuwait National Curriculum (KNC)? • Kuwait National Curriculum covers the overall system of learning experiences offered to children and students of Kuwait in all ordered subjects in terms of knowledge, skills and attitudes/values from ages 3 to 18 by relevant educational institutions. • Therefore, the National Curriculum defines, by necessity, what students should know, be able to do, and how they should behave in terms of values-oriented human beings as a result of their learning process.

27. What is the Kuwait National Curriculum framework (KNCF)? KNCF • Standards • Competences • Teaching plan • T/L Resourses • Rationale • Conceptual foundations • Vision • Mission • philosophy • Principles

28. What is Kuwait Curriculum framework (KNCF)?? processes products prospects "Curriculum Framework" The Story Of Learning

29. What is the Kuwait National Curriculum framework (KNCF)? • The KNCF is the main conceptual document that regulates the Kuwait curriculum system. The KNCFhas a normative, prescriptive and regulatory role. • It presents the conceptual foundation, the vision, the philosophy, as well as the concrete ways in which learning is organized and offered to children and students of Kuwait throughout various education stages, from grades 1 to 12.

30. The roles and functions of the KNCF as an “umbrella” document for curriculum. The Kuwait National Curriculum Framework indicates: • The rationale of the new Kuwait National Curriculum • The conceptual foundations of the new curriculum • The key curriculum statements; the vision, the philosophy, principles and the mission of the curriculum system in Kuwait. • The types of competences student should acquire through schooling. • The type of standards that describe the level of achievement of the competences at different stages of schooling • The way in which the curriculum is organized in a Teaching Plan and in this context in a number of subject matters. The Kuwait National Curriculum Framework clearly guides policy makers, curriculum writers, schools and education administrators in the process of designing, organizing, managing and assessing school activities and their effectiveness

31. key curriculum statements • Vision • Mission • Philosophy • principles • Task • Discuss in groups the meaning of each word and why they are essential in building any curriculum.

32. Understanding the key curriculum statements • The Curriculum Statements have the role of regulating the whole curriculum system, including the subject curricula and standards. They concretely determine - what, why and how, based on what rationale, in which order and – last but not least – with what kind of benefits for learning do children and students in Kuwait get within their education. • The basic Curriculum Statements are: • Vision • Mission • Philosophy • principles

33. Vision statement The future citizens should be:

34. Mission statement • In the light of the Kuwaiti Vision for its future, the Missionof the new Kuwait National Curriculum is to contribute to the education of a new generation fully equipped with the key competences needed for making the country a financial and commercial power in the current world. • On the grounds of preserving Islamic, Arabic and National Kuwait values, in the next twenty – thirty years, we should educate citizens who cherish and respect their country, their traditions and their national identity, being at the same time open to acquiring multiple identities as citizens of Kuwait, the Gulf, the larger Arab World, and the World at large.

35. Philosophy The following key Educational and Curriculum Philosophies of the 21st Century are seen as playing a leading role: • Developing a holistic, complex personality, equipped with a genuine respect for Islamic, National and general human values and fully committed to personal development. • Enhancing Education for All and Inclusiveness as key pillars of the National Curriculum. • Consistently infusing the life-long learning perspective as well as the pre-eminence of learning processes as compared to the teaching processes. • Fully assuming the Philosophy of Globalization, the Knowledge and Learning Economy, the Digital Age and Sustainable Development, while educating students to preserve national values and traditions. • Promoting the real integration of the domains of knowledge as one of the most important current trends in curriculum development and in teaching and learning internationally.

36. Principles • The Kuwait National Curriculum is developed based on a set of principles and criteria aimed at ensuring coherence at the level of its design and development and – at a later stage – of its implementation. These principles, related to different aspects of the National Curriculum, are concise statements that express the characteristics of the new curriculum approach or education improvement in Kuwait A.Principles related to Curriculum as an overall System B. Principles related to the Learning Process C. Principles related to the Teaching Process D. Principles related to the Assessment of Students’ Achievements

37. What type of Curriculum is the Kuwait New National Curriculum? • Kuwait National Curriculum is based on the competenceschildren and students aged 3 to 18 are supposed to acquire and the learning achievement standardsthat indicate to what extent this process effectively happens over the school years and/or at different stages of the process.

38. What is a competence- and standard-based curriculum? A curriculum that emphasizes what the learners are expected to dorather than mainly focusing on what they are expected to learn about. In principle such a curriculum is:Learner-centered and adaptive to the changing needs of students, teachers and society, and Real life needs-centered: implying that learning activities and environments are chosen so that learners can acquire and apply the knowledge, skills and attitudes to situations they encounter in everyday life. In a competence-based curriculum, the aims of education are achieved by gradually developing a coherent system of key, general and specific competences that are measurable by means of the learning achievement standards and their detailed indicators.

39. 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

40. The main idea of competency-based education

41. 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.

42. What are the Competences?

43. The Kuwait National Curriculum operates with three types of competences

44. What are the Key Competences?

45. 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.

46. 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

47. 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.

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

49. 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.

50. Specific competences www.themegallery.com