Prepared and presented by Reda Saad El-Mahdy

1. Ahmed Bin Hanbal Independent Secondary School for Boys And “SEC Curriculum Standards” Prepared and presented by Reda Saad El-Mahdy

2. Grade 10 study the advanced level of the main four subjects: Arabic, English, Science and Mathematics Structure of the School Principal of the School Administrative Vice Principal Academic Vice Principal Coordinators and Teachers Students and Resources Grade 11 has two levels: Foundation and advanced, and three pathways: Medicine, Engineering and Business Administration. Grade 12 use the same books of the Ministry of Education, but teaching should follow the same techniques used in Grades 10 and 11

3. Change SEC standards into curriculum Write model lesson plans Create content material based on SEC standards Set diagnostic, experimental and final exams Prepare remedial work for at-risk students Design programs or plans to enhance strengths and encourage creativity Books, Internet, ICT Worksheets, handouts PowerPoint presentations Flashes Audio/ video recordings Online resources Magazines Others Coordinators and Teachers Textbooks and other resources

4. Model Examinations for Formative and Summative Assessment On-going assessment Presentations and Projects Class activities Home assignments National common exams International exams and competitions like "PISA" Self and peers assessment Diagnostic tests to identify strengths & weaknesses Identify elites, good, average and at-risk students Encourage students to take part in school activities Engage students in social, environmental and military services Motivate students to take part in international exams like: "PISA" Evaluation and Assessment tools and techniques Students' progress and achievements

5. School Main Target To improve learning through improving the quality of teaching

6. Are goals and expectations for students' learning Provide a framework for designing the curriculum Focus on content preparing students to be engaged and productive citizens Emphasise critical thinking, enquiry and reasoning in all grades Must be put into a context where students can understand what is being learnt and apply that knowledge to everyday tasks and problems Is the whole teaching programme – all the subjects and activities that students experience in timetabled time, in after-school clubs, on visits, ... Textbooks are just one of the many resources that can support the curriculum SEC Standards Curriculum

7. Provide an overview Help teachers to identify in which grade topics are introduced Help teachers to see the progression in the standards and how they develop from one grade to the next Do not provide detail - for this, you need to look at the standards themselves In each grade, the standards need to be grouped into units: groups with an identified number of teaching hours The units should then be sequenced in the order that they will be taught throughout the school year Each unit then needs to be translated into an appropriate number of lesson plans Scope and Sequence charts Schemes of Work

8. Supreme Education Council Standards • Are based on international expectations of students' learning • Are based on current best practices in Qatar public schools • Focus on content essential for preparing students to be engaged and productive citizens • Emphasise critical thinking, enquiry and reasoning to: • Develop students’ creativity • Get students to think analytically and to, • Solve problems • Reflect Qatari values and culture • Are relevant to Qatari students' needs and interests • Are an excellent resource for planning, teaching and assessment

9. Include revision and consolidation of standards for earlier grades as well as some new material Include foundation standards as well as more complex skills and knowledge More in-depth study of foundation level material More challenging problems More demanding critiques of texts Two streams or pathways for the main subjects: Arabic, English, Mathematics and Science Foundation Standards Advanced Standards

10. Are numbered in shaded rectangles Should be taught to all students All students should master them National tests are based on them Are an extension or enrichment for the more able Are consolidation objectives for slow learners Should not necessarily be taught to all students Some are key standards in earlier or higher grades Performance Standards Key Standards Non-key Standards

11. The shaded panels The shaded panels at the start of each strand are summaries of the key standards for that strand. They are useful for teachers in: • Making informal assessments of students' progress • Reporting to parents

12. The standards aim to provide enough detail to give teachers a clear understanding of What students should learn by the end of each grade in each of the four subjects The emphasis to be placed on higher order skills, such as critical thinking, enquiry, and reasoning and assessment material Illustrations of the Standards

13. Notes on the margin • Help teachers to interpret the standards • Might add further detail about what to include or not include in the teaching of a standard • Might refer to a linked standard

14. Can use the standards to: Plan, resource, monitor and evaluate school curriculum Support the development of school policies for teaching and learning Can use the standards to develop: Schemes of work Programs of study Classroom resources Assessment materials Ways of using the standards in schools (1) • Principals and • Senior managers • Subject leaders and • teams of teachers

15. Can use the standards to: Develop integrated programs for the grade Can use the standards to: Plan lessons for a class Set learning objectives for students Assess and monitor students' progress Report to parents Ways of using the standards in schools (2) • Teams of teachers teaching the same grade • Individual teachers

16. Teaching Methods • No prescribed teaching methods • Schools decide how individual teachers might best teach the standards • Teachers should choose appropriate methods in line with their school's policies • Teachers may use: • Direct instruction and explicit teaching • May guide students to learn through experimentation and discovery • Might use traditional methods but students will need to learn through a much wider range of active experiences if they are to solve problems, think creatively, enquire, criticise and evaluate

17. Textbooks • No prescribed textbooks or other teaching and learning resources • Schools can select a variety of support materials • No single set of textbooks could address the standards adequately • Teachers should use their creativity in developing their own resources or: • Find and introduce published resources • Choose those that are currently relevant and interesting to students

18. Students' differences • Not all students are at the same level of achievement • Teachers should: • Exercise flexibility and imagination when planning lessons based on the standards • Move high-achieving students forward • Give extra support to students who are experiencing difficulty with more basic content • Make their own professional judgements about these matters, based on their knowledge of the students in their classes (Non-Arab students – at-risk students – gifted and talented students and students with special educational needs)

19. Methods of assessment and recording students' progress • No prescribed methods of assessment and recording students' progress • The only requirement on Independent Schools is that: • Every student participates in the national tests based on the standards • Each school can design and implement its own assessment policy to help teachers to plan and improve teaching and learning