General Framework of A Competence Based Curriculum ( Terminology & New Books) Presented by: H.O.D: Eman AL Enazi Under the supervision of : Mrs. Hana Al Hamad

Some Concepts and Terminologies

What is a Curriculum? The curriculum is a system of learning experiences and opportunities that are planned for children and young people through their education. Curriculum is the reality of learning inside and outside the classroom which is not shown in books and documents Note: (The False assumption- Curriculum is the textbook!)

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

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

Task 1: What does a curriculum give more as compared to a text book? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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.

What are the Key Competences?

What are the Key Competences? key competences(NON-SUBJECT specific / CROSS CURRICULAR ) 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.

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.

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.

What are the 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.”

Task 2: Suggest some activities for the following competences.

New Fun with English (1 A) Grade One Unit (1) Number of teaching periods ( ) Unit title Specific Competences to be developed Standards to be achieved by the end of unit one pupils are expected to Suggested Learning Activities Resources Assessment tools Hello Listening to and recognizing simple words, phrases, sentences as well as oral instructions heard in everyday life situations 1.2.2. Following simple instructions given by the teacher in the classroom Recognize words ,phrases, instructions heard from natural sources (e.g. different persons’ speech,recorded material) 1.2.2. Listen to and follow simple instructions related to classroom routines ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Grouping (individual work, pair work, etc.) - Materials/ Resources (visual and audio aids etc.) Worksheets O Projects O Quizzes O Portfolio O Questions O Observation O

Note: You can take some activities from the text book.

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 assessments.(MESA) 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.