1. Kuwait National Curriculum Competence and Standards based
State of Kuwait
Ministry of Education
ELT Asema supervision
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. Curriculum and Standards Component
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
SEQI Project 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. II.1. Preparing human resources
Preparing human resources for:
The National conceptual Curriculum Documents
The National operational Curriculum Documents
The Subject curricula and standards
The implementation Process

6. International consultants
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

8. 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

9. Watch and reflect !

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

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

12. Why a new Curriculum in Kuwait?
National Challenges
New vision of Kuwait as expected by his Highness Sheikh Sabah Al-Ahmad Al-Jaber Al-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

13. 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 ?

14. 21st century Skills . What, Why and How ?

15. Video : What are 21st century skills?

16. Video : Why 21st century skills learning?

17. How is Teaching in the 21st century ?Why ?

18. 21st Century Skills 21st Century Skills Ways of Thinking
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.

19. Components of the Curriculum Modernization Process
The Conceptual Component -educational vision and general policy
The Institutional Component - institutional structures, arrangements, mechanisms human resources needed
The Strategic Component - strategic choices and decisions including the procedures, timelines and responsibilities

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

22. Concepts to be approached
Curriculum
Kuwait National Curriculum
Kuwait National Curriculum Framework
Competence-based curriculum
CompetenceS
Key-competenceS
General competenceS
Specific competenceS
Standards
Making Kuwait the financial and economic center of the World and the World’s oil capital is the new vision for the country, as envisaged by His Highness Sheikh Sabah Al-Ahmad Al-Sabah, Amir of the State of Kuwait. This vision takes into consideration Kuwait’s most recent national and international challenges – all looking for highly developed human resources fully aware of their national and global identity and capable to fully contribute to the prosperity of the Nation and their own individual growth and fulfillment

23. 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.’
Origin

24. 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?
Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process
Hass (1987) provides a broader definition, stating that “a curriculum includes all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice.”
The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).

25. What is a Curriculum? False assumption- Curriculum is the textbook!
A curriculum 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!

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

27. Difference Between Syllabus & Curriculum
Functionally a “Syllabus” is generally a uni-dimensional document. It merely presents the content or the subject matter to be studied.
Curriculum
A curriculum is three dimensional , because it takes into account: the needs of the students, the content of different subjects and instructional methodology

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

29. 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 .

30. 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.

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

32. What is Curriculum? Curriculum as a set of documents
includes the whole system of central and school- based official and specialized regulations, instructions etc. that describe what is learned and how in the Kuwait education system.
Documents developed at the national level
Kuwait National Curriculum Framework
Subject curricula
Teaching plan
Documents developed at the school level
Lesson plans
Methodologies
TLM .

33. 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.

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

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

36. What is the Kuwait National Curriculum framework (KNCF)?
The KNCF is the main conceptual document that regulates the Kuwait curriculum system. The KNCF has 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.

37. The conceptual foundations of the new curriculum
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

38. The development of the Teaching Plan
The Kuwait National Curriculum Framework is the main reference document for:
The development of the Teaching Plan
The development of the subject curricula
The development of the teaching and learning resources for students and their teachers.
Other types of support materials for the school principals and the teachers for implementing the new curriculum as well as for improving their continuous professional development.
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.

39. How does the KNC function?
KNC functions
as the whole system of curriculum documents that describe the why, what, how and how well one can learn in the framework of the Kuwait Education .
as the system of central, school- and classroom-based documented processes that make children and students’ learning happen.

40. How is a curriculum structured?
The Conceptual Component
The Kuwait National Curriculum Framework
The Kuwait Teaching Plan for Grades 1 to 12.
2. Operational Component
The subject curricula
Other types of operational documents:
Operational guidelines for curriculum and standards developers.
Teaching and learning materials (TLM) for students and teachers, including textbooks for students and guidelines for teachers, e-books, educational software, CD-ROMs and other digital aids and students’ workbooks.
Assessment and examination regulations, guides and instruments.
Official curriculum-related instructions.
Implementation guidelines and guidelines for teacher mentoring.

41. Task 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.

42. key curriculum statements
One of the most critical responsibilities of a nonprofit board is to establish the mission, vision and philosophy of the organization. These are the entity’s guiding principles and affect every aspect of the business.
These statements are important for the following reasons:
The organization is able to move forward and change without experiencing chaos because its overall direction is clear.
Mission, vision and philosophy communicate the purpose of the organization to the community.
They are the foundation of sound strategic planning and good management. They should be used as yard stick and governance tool against which the major decisions should be evaluated.

43. Vision Mission Philosophy principles
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

44. Vision statement
The Vision of the new Kuwait National Curriculum is based on the vision for the future of the Nation.
The new Curriculum has to assure through education the development of a new type of human resources, fully equipped for converting Kuwait into a leading international finance and business center and an attractive Oil Capital of the World. This Vision guarantees sustainable wellbeing for the people of Kuwait.
Therefore, the new National Curriculum needs to prepare citizens to work hard to achieve the national vision by fully acquiring the competences required to satisfy the needs of the Kuwait State, as well as the challenges of globalization, the knowledge economy and the digital age.

45. Vision statement The future citizens should be:
Confident in their Islamic, national and global identity
Actively involved in social and individual growth
Connected to other people and the environment
Lifelong learners

46. Mission statement
In the light of the Kuwaiti Vision for its future, the Mission of 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.

47. 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.

48. 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

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

50. What is a competence- and standard-based curriculum?
A curriculum that emphasizes what the learners are expected
to do rather 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.

51. 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

52. The main idea of competency-based education

53. 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.

54. What are the Competences?

55. The Kuwait National Curriculum operates with three types of competences
Key competences
General competences
Specific competences

56. What are the Key Competences?

57. 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 competences are 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.

58. 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

59. What are the General Competences?
As compared to the key competences
General competences are 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.

60. 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

61. What are the 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.

62. Specific competences
2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts
A range of language realities
2.1. Using simple words, expressions and
sentences to express themselves about self, family, food and other items in small conversations or individual speech
A range of operations
2.2. Responding to simple communicative situations in mini dialogues related to everyday topics
A range of attitudes
2.3. Building up positive personal motivation to speak with peers and adults using simple phrases and sentences
A range of connections
2.4.Using the knowledge and abilities acquired in other subjects when producing sounds of English or speaking about their family or school

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

64. Group Work Task What do you think are the differences
between competences and
learning objectives ?

65. The difference between competences and learning objectives
Competences define the applied skills , attitudes and knowledge that enable people to successfully perform their work
learning objectives are specific to a course of instruction.
Competences are relevant to an individual’s job responsibilities, roles and capabilities. They are a way to verify that a learner has in fact learned what was intended in the learning objectives.
Learning objectives describe what the learner should be able to achieve at the end of a learning period. Learning objectives should be specific, measurable statements and written in behavioral terms.

66. The difference between competences and learning objectives
Competences say how we can be certain they know it.
Objectives say what we want the learners to know

67. Learning objectives from a course that relate to the above competency
Here is an example of competencies and learning objectives relating to the competency:
Competency:
 Utilizes appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse cultural, educational, and professional backgrounds, and persons of all ages and lifestyle preferences.
Learning objectives from a course that relate to the above competency
 Describe the demographic trends related to diverse populations in the United States and abroad
 Compare and contrast diversity and cultural competency in the public health context
 Identify a framework to design culturally competent public health care services for diverse populations

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

69. 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.”

70. What types of standards in KNC?
Performance Standards
Curriculum standards

71. 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.

72. Performance standards for MESA
Measurement Process
By the end of grade 5
By the end of grade 9
By the end of grade 12
Performance standards for MESA

73. 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.

74. curriculum standards for school exams
Measurement Process
By the end of each grade
curriculum standards for school exams

75. Performance Standards
General Competences
Performance Standards
1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension
By the end of grade 5, students who have fully developed their competence to listen to oral messages by means of different strategies in a variety of contexts for effective comprehension, as described in the primary curriculum, are able to:
Understand simple, standard speech when spoken slowly, clearly and carefully articulated;
Understand everyday English language expressions and recognize familiar words, basic phrases concerning themselves, their family, and school, simple facts about their country and immediate concrete surroundings or needs when people speak slowly and clearly and include pauses to allow them to get the meaning;
Identify the topic of discussion when it is conducted slowly and clearly and catch the main point in short, clear, simple messages and announcements;
Understand simple directions and instructions to fulfill a variety of tasks.

76. Performance standards
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
Level of achievement by the end of each grade

77. Grade 1/ curriculum standards

78. What is Subject Curricula?
Are official documents that define why, what, how and with which kind of final expected results students learn in a certain subject from Grades 1 to 12. They fully reflect the conceptual foundation and the provision of the key curriculum statements as defined by the Kuwait National Curriculum Framework.

79. Why Subject Curricula and Standards are important?
Subject Curricula and Standards are an essential part of the curriculum for all those interested in education: students, parents, teachers, school principals, supervisors and curriculum and standards developers, Education.
They offer a clear vision for the knowledge, skills and attitudes/values to be achieved by a student by means of the concrete learning process (textbooks included).
Well-structured curricula generate efficient teaching learning materials as well as a learning process that inspires extends and motivates students for achieving the competences and the standards mentioned in the curriculum.

80. Task
Curriculum Concepts

81. Task : Group work
Developing learning activities corresponding to the following SC and CS

82. Specific Competences/ Examples of Learning activities
General Competences/
strands
Specific Competences/
Sub-strands
Examples of Learning activities
Curriculum standards 1 2 3 4
1. Listening to oral
messages in a
variety of contexts
1. A range of language realities
Listening to and reproducing simple English WORDS heard in short oral messages - related to self, family and school
Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects
2. A range of operations
2.1 Focusing attention before and while
listening
Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts ..etc..
3. A range of personal responses
3.1 Listening respectfully to other
speakers
-Can listen attentively and respond politely
to speakers in different situations
4. A range of connections
Arabic : Listening to the sounds of
letters which have similar sounds in
Arabic
Can identify the sounds of letters which have similar sounds in Arabic
Math :Listening and counting numbers from one to twenty
Can identify numbers and count from 1-20
Music :listening and repeating
songs
Can sing and recite songs in groups and individually

83. Specific Competences/ Examples of Learning activities
General Competences/
strands
Specific Competences/
Sub-strands
Examples of Learning activities
Curriculum standards 1 2 3 4
1. Listening to oral
messages in a
variety of contexts
1. A range of language realities
Listening to and reproducing simple English WORDS heard in short oral messages - related to self, family and school
- listen to and repeat simple words pronounced by the teacher or produced through recorded materials.
-Listen to the teacher and point at / match words pronounced with images of the body, family members – school objects
Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects
2. A range of operations
2.1 Focusing attention before and while
listening
Listen and draw simple pictures
- Listen and tick the correct corresponding picture
- Listen and number pictures
Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts ..etc..
3. A range of personal responses
3.1 Listening respectfully to other
speakers
-Listen and respond to situations expressing interest (through nonverbal) and respect (through short verbal messages: Thank you, excuse me )
-Can listen attentively and respond politely
to speakers in different situations
4. A range of connections
Arabic : Listening to the sounds of
letters which have similar sounds in
Arabic
Circle the correct sounds of letters they hear from the teacher
Can identify the sounds of letters which have similar sounds in Arabic
Math :Listening and counting numbers from one to twenty
-listen and draw the right number of objects.
- listen and circle the correct number
Can identify numbers and count from 1-20
Music :listening and repeating
songs
Repeat and recite a variety of simple songs and rhymes
Can sing and recite songs in groups and individually

84. New curricula To Moving from Competency and standard based
1.Content /skill/ based curriculum
Skills/performance focus
2. Knowledge / skills /performance
focus
Student’s centered class
( PPP)
3. Teacher’s/student centered
class ( PPP )
Formative & summative evaluation
) Ps and teachers)
4. Summative / evaluation

85. To Moving from Parents are involved and know the standards
5.Parents are not much involved and are not aware of standards
A range of language realities
A range of operations
6. Cognitive Domain
7.Proficiency Domain
A Range of attitudes
8. Affective domain
A range of connection
9. Transfer Domain
Integration of school subjects
Progression of skills is clearer , organized , and a good guide for teachers
10.Progression of skills from one grade to another was not among teachers priorities
Activities designed made standards more applicable
11.Ambitious,hard to achieve standards/objectives

87. What does a competence-based curriculum require from teachers?
Roughly:
To plan the teaching-learning-assessment process within a larger period of time
To choose/produce and use a wide range of TLM that represents best the curricular content and helps to achieve the performance standards
To choose and use interactive methods of teaching on a daily basis
To adapt the teaching style, methodology and TLM to every classroom needs
To use creatively all the assessment methods and tools
To systematically study the innovations in the relevant area of science
To focus the learning process on competence gain (instead of memorizing the information)
To constantly work at self-improvement, to be methodologically creative
To acquire educational skills by involving in various CPD activities
To demonstrate openness, collaborating with other teachers of different subjects, school management and community

88. Considering the requirements, they should:
How could the teachers be able to implement the new curriculum at classroom level?
Considering the requirements, they should:
Be automatically involved in CPD programs to foster their teaching competencies in order to operate with the new curriculum
Be encouraged and supported by the supervisors and school principals to apply the new curriculum at classroom level
Have time to reflect on the new procedures with other people
Have the guidance of their Head Teacher and access to examples of best practices in subject teaching
Be active participants in their own CPD
Be motivated, promoted for the outstanding work reflected in the students’ achievements

89. Thank You!

90. What is the Teaching Plan?
As the second conceptual component of the Kuwait National Curriculum, the Teaching Plan plays a key role in the Kuwait Education system. It presents, in a concise table, the whole National Curriculum, i.e. the subject matter taught at each stage of the education system, including also the number of weekly periods they are offered.
The Teaching Plan is based on the formal stages of education (Primary, Intermediate and Secondary) and grades (1, 2, 3 etc.)

91. Curriculum for Primary Education: Specific features
The Primary stage in children’s learning is built upon and has connections with previous early childhood learning and experiences.
Teaching and learning are supported by a wide range of experiences across a number of subject matters, with a focus on the key competences to be achieved at the end of Grade 12 as a result of structuring subject- related general and specific competences.
During this level, basic learning habits are established, and cognitive, social-emotional and motor development is being nurtured with special attention to building up positive attitudes towards learning, so that children become aware of their potential and have a chance to fully develop different dimensions of their personality.

92. Why Subject Curricula and Standards are important?
Subject Curricula and Standards are an essential part of the curriculum for students, parents, teachers, school principals, supervisors, curriculum and standards developers in the Ministry of Education.
They offer a clear vision for the knowledge, skills and attitudes/values to be achieved by a student by means of the concrete learning process (textbooks included).
Well-structured curricula generate efficient teaching learning materials as well as a learning process that inspires, extends and motivates students for achieving the competencies and the standards mentioned in the curriculum.

93. How is the Subject Curricula structured?
A Rationale for the subject curriculum.
General competences to be developed by the subject curriculum from Grade 1 to 12.
Performance standards that show the level of achievement of the general competences by the end of each formal stage of education (Primary, Intermediate, and Secondary).
Specific competences (for each of the general competences).
Examples of learning activities and curriculum standards corresponding to each specific competence.
The learning contents for each grade.
Suggestions for implementing the new curriculum.

94. Why professional development of teachers when implementing a new curriculum?
Curriculum change happens in the classroom, and such a change cannot happen without well trained and up-dated teachers.

95. What a competence-based curriculum requires from teachers?
Roughly:
To plan the teaching-learning-assessment process within a larger period of time
To choose/produce and use a wide range of TLM that represents best the curricular contents and helps to achieve the performance standards
To choose and use interactive methods of teaching on a daily basis
To adapt the teaching style, methodology and TLM to every classroom needs
To use creatively all the assessment methods and tools
To systematically study the innovations in the relevant area of science
To focus the learning process on competence gain (in stead of memorizing the information)
To constantly work at self-improvement, to be methodologically creative
To acquire educational skills by involving in various CPD activities
To demonstrate openness collaborating with other teachers of different subjects, school management and community

96. Considering the requirements, they should:
How could the teachers be able to implement the new curriculum at classroom level?
Considering the requirements, they should:
Be automatically involved in CPD programs to foster their teaching competencies in order to operate with the new curriculum
Be encouraged and supported by the supervisors and school principals to apply the new curriculum at classroom level
Have time to reflect on the new procedures
Access the experience of other teachers with whom they can identify
Have the guidance of their Head Teacher and access to examples of best practices in subject teaching
Be active participants in their own CPD
Be motivated, promoted and recompensed for the outstanding work reflected in the students’ achievements

97. Why Continuous Professional Development and not “training”?
Training is just one type of activity from CPD’s arsenal. Trainings are designed to solve punctual and specific issues related to a professional’s competency. But in terms of sustainability and optimum use of a competence gained, more actions are needed to verify or strengthen that competence.
CPD for teachers consists of any educational activity which helps them to maintain or improve professional performance with the goal to provide better education in classroom.
CPD activities include:
Formal activities/Structured learning events- e.g. courses, seminars, conferences, workshops, exams, official counseling sessions, etc.
Informal activities/Self-directed activities- e.g. readings, research, extra roles or duties, mentoring, sharing knowledge, visiting exhibitions, use of professional forums, etc.
- Some authors include CPD in the wider concept of Lifelong Learning

98. What is the current situation that needs to be changed in teacher’s professional development?
„ TRAINING”
Desirable situation
CONTINUOUS PROFESSIONAL DEVELOPMENT
Optional, addresed mainly to beginners/low performers (they see it as punishment)
Compulsory for all teachers, structured and self-directed based on teachers’ needs, rewarding
Subject-based, methodical guidance
Profession based, all range of experiences
Performed by supervisors, university professors
Performed by professional trainers
Closed circle, district based
Open system, equal chances in access
Low frequency in organization of events
High frequency in organization of events
Unattractive, low interest for teachers
Very attractive, high interest for teachers
Instructor focused, based on lecturing
Teacher focused, based on interactive methods and individual reflection
Theoretical, supervisor’s model
Practical, best practices in classroom
Low feedback
High feedback on all aspects
Knowledge transfer
Competence aquisition
Linked to supervision processes
Linked to Human Resource Development
Managed at supervision level with unclear procedures
Managed by a Central Institution with a long term strategy, clear objectives and procedures
No data base to track teachers’ training personal record
Individual CPD recorded and data used in performance evaluation

99. How de we support Continuous Professional Development for curriculum implementation?
A series of concrete activities have been designed and carried out until now:
Where we are in terms of PD in Kuwait? PD system diagnosis.
• PD Policy Analysis
•Trainers &Training Curricula- Current practices Analysis
The findings and results allowed us to have a clear view and a starting point in designing the optimum solutions for curriculum implementation
How do we prepare the system and the teachers for curriculum implementation?
• Professional Development Framework for Primary Education
•PD Curriculum Framework and training curricula for Primary Education
•Guide for Trainers’ Selection

100. What is our approach and main directions?
Approach: CPD Framework and Plan of activities targets all subjects taught in Primary Education, especially teachers that will teach in grade 1, (the first year of implementation). All calculations are based on this approach. Directions: 1. To raise awareness of the MOE staff on the importance of a policy shift towards a competence based approach in CPD area 2. To prepare human, structural and support resources for primary teachers’ professional development (September-December 2013) 3. To train school principals, head teachers and teachers for curriculum implementation according to PD Framework, Plan of activities and its calendar (January- September 2014). 4. To design and put into practice a solid system of school-based professional development to ensure sustainability and on-going support for teachers.