1. KNC

2. Rebus
CL 1.1
CS 2.3
CR 3.4
CW 4.2

3. Rebus
CL 1.1
CS 2.3
CR 3.4
CW 4.2

4. Rebus

5. Crafting a curriculum is like………………….
Task
Crafting a curriculum is like………………….

6. “Designing a curriculum is like designing a house; an architect consults his client to find out what the functions of the rooms are to be, how the space is to be used. He will also consider the money available, the character of the site, the climate, and from this a model and design will be drawn up.”
Curriculum Studies in Post-compulsory and Adult Education By Mary Neary
“A curriculum is like a road map; it helps you get where you want to go. It includes goals and objectives for children's learning in all areas of development: social/emotional, physical, cognitive, and language”
“Crafting a curriculum is like writing a lesson plan. It is like making something with the different components and putting them together in a very creative way.”

7. Describe the Structure of the Current Curriculum in Kuwait
Task
Describe the Structure of the Current Curriculum in Kuwait

8. Basically, the curriculum process in schools is led by the textbooks.1
The Teaching Plan consists of twelve subjects at the primary, thirteen at the intermediate and eleven at the secondary stages. 2
The number of weekly periods is one of the highest in the world at all levels. 3
The structure of the current “National Curriculum Documents” varies from subject to subject. 4
Basically, the curriculum process in schools is led by the textbooks. 5
Teachers have a relatively reduced space for personal initiative and creativity as the concrete lesson planning is “the same for all”. 6
The approach in the classroom is heavily textbook-centered and doesn’t depend on the learning needs of the students or the competences supposed to be developed in them.

9. All the facts stated previously as well as the new social, economic, political, cultural, human, international challenges and the new learning needs and expectations of students towards school and life show that sooner, better than later, current and future generations of Kuwait need a brand new curriculum – fully adapted to the most recent challenges of the Nation and the World.

10. National Curriculum Framework is:
the leading, core document of the Kuwait National Curriculum.
the guide for policy makers, curriculum and textbook writers.
the guide for schools and education administrators in the process of designing, organizing, managing and evaluating school activities and their effectiveness.

11. National Curriculum Framework is:
the main reference document for:
the development of the Teaching Plan (TP)
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.

12. National Curriculum Framework Covers:
the concrete ways in which the learning is organized and offered to children and students of Kuwait throughout various education stages, from grades 1 to 12.
the curriculum organizers; external, internal, and connecting organizers.
the conceptual foundations of the new Kuwait National Curriculum

13. Curriculum Organizers
External and internal factors and mechanism according to which the Kuwait National Curriculum Framework structures the curriculum substance (material).
Concretely determine what, (why, how, based on what rationale, in which order and – last but not least – with which kind of benefits for children and students) is learned in the Kuwait education system.
Are “umbrellas” that regulate and support the selection of the learning process and its underlying content

14. Curriculum Organizers
External
Vision
Mission
Underlying Philosophy
Principles
Internal
The psycho-pedagogical characteristics of the learners that are to be developed through the learning process. (Competences)
Connected
curriculum constructs that check to what extent the internal organizers are developed so that they offer good chances to achieve the external organizers. (Standards)

15. Curriculum Organizers concretely determine:
What
Why
How
based on What rationale
In which order
is learned in the Kuwait education system.

16. External Organizers Vision
The Vision of the new Kuwait National Curriculum is built on the Vision on the future of the Nation as expressed by His Highness the Amir of the State of Kuwait. Kuwait needs to prepare citizens who – as His Highness the Amir mentioned recently - are working hard to achieve the national vision by fully acquiring the competences required for the 21st Century as well as for successfully facing the challenges of globalization, a knowledge economy and the digital age while preserving the Islamic and Arabic values cherished by all citizens of Kuwait.

17. " … we have to invest in human and innovative promising  powers of our youth , enhance their gifts and urge  them to participate in building the country. This shall not be realized but through the assessment  and development of our educational entities and their curricula, and updating our educational system to be up to the contemporary requirements. Building the future of our country should be accompanied by the process of building and qualifying the Kuwaiti national. Our students should utilize their gifts and devote their powers and time for academic achievement, studying contempor- ary sciences, and not to give attention to any calls that might keep them from their academic achievement…".
VISION

18. Connected to other people and the environment
Responsible citizens, Confident in their Islamic, national and global identity
VISION
Connected to other people and the environment
VISION
Contributors to the wellbeing of Kuwait socially, culturally, and environmentally
VISION
Lifelong learners
Effective in using digital
communication tools
Critical and creative thinkers
Active seekers, users and
producers of knowledge
VISION

19. Competence in adapting oneself to changes in life.
Competence in collecting, selecting, processing and managing information.
Competence in mastering instruments of knowing and understanding.
Competence in adapting oneself to changes in life.
Developing the faculties of memory, imagination, reasoning, problem-solving, and the ability to think critically
Learning to be human acquiring universally shared human values beneficial to personality development
Learn to
know be do
Learn to
Live
together
life
Strategies
&
Competences
Competence in resolving conflict through peaceful dialogue and negotiation.
Ability to communicate effectively with others; aptitude toward team work; adaptability to change in the world of work; competence in transforming knowledge into innovations and job-creation
Competence in cooperatively working in teams.
Appreciation of the diversity of the human race; respect of other people and their cultures and values; capability of encountering others
and resolving conflicts through dialogue.

20. External Organizers Mission
In the light of the vision Kuwait has for its future, the mission of the new Kuwait National Curriculum is to contribute to the education of a new generation fully assuming the supreme Islamic Values and displaying the key competencies for the 21st Century, needed for making the country a financial and commercial power of the current world. On the ground of preserving Islamic, Arabic and National Kuwait values, schools should educate citizens that love and respect their country, their traditions and national identity being at the same time open towards acquiring multiple identities as citizens of Kuwait, the Gulf, the larger Arab World and the World at large.

21. External Organizers Philosophy
Education for All and Inclusiveness are the key pillars of any National Curriculum (‘Quality education cannot be but inclusive’) 
Philosophy of Globalization, Knowledge and Learning Economy, Digital Age and Sustainable Development while preserving National Values and Traditions should be conducive for a quality National Curriculum

22. External Organizers
Principles
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

23. A. Principles related to Curriculum as an overall System
The curriculum should reflect the vision and mission of the Kuwait educational system.
The curriculum should stimulate the development of the critical and creative thinking of students.
B. Principles related to the Learning Process
Students learn using different learning styles and with different pace levels.
Learning supposes constant inquiry, effort and self- discipline.

24. C. Principles related to the Teaching Process
Teaching does not only mean a transfer of knowledge, it also includes a transfer of behaviors and attitudes.
Teaching must be carried out in contexts which will connect the school activity with real, everyday life.
D. Principles related to the Assessment of Students’ Achievements
Assessment should involve the use of a wide variety of methods.
Assessment should lead students to an appropriate self-appraisal and to a continuous improvement of their performances.
Assessment is based on the student curriculum standards defined by the curriculum and showing what students are expected to achieve at the end of their various educational levels.

25. The Conceptual Foundations
The Concept of Curriculum and Performance Standards
The Concepts of Competences and Competence-based curriculum
The Concept of Curriculum
The Conceptual Foundations

26. What Type of Curriculum?
CBC

27. WHAT IS CBE?
Competence-based education (CBE) emerged in the 1970s in the US. It referred to an educational movement that advocated defining educational goals in terms of precise measurable description of the knowledge, skills, and behaviours students should possess at the end of a course of study. (Guskey, 2005).

28. WHAT IS CBLT?
Docking (1994) summarized what CBLT is: “it is designed not around the notion of subject knowledge but around the notion of competence. The focus moves from what students know about language to what they can do with it.”

29. WHAT IS CBLT? Focuses on the outcomes of language learning.
Emphasises what learners are expected to achieve with the target language.
Starts with a clear picture of what is important for students to be able to do, then organising curriculum, instruction, and assessment to make sure this learning ultimately happens.

30. Curriculum is NOT the textbook
The curriculum is a system of learning experiences and opportuni-ties that are planned for children and young people through their education. A curriculum represents a highly organized system of knowledge, skills and attitudes/values that all individuals are offer-ed by a given education system.
curriculum
Curriculum is the reality of learning in the classroom.
Curriculum is NOT the textbook

31. Textbook
Evaluation
curriculum
Methodology

32. Learner-centered and adaptive to the changing needs of students, teac-hers and society
Emphasizes what the learn-ers are expected to do rather than mainly focusing on what they are expected to learn about.
CBC
Real life needs-centered: learning activities and environments are chosen so that learners can acqui-re and apply the knowledge, skills and attitudes to situations they encounter in everyday life.
Learners develop a coherent system of key, general and specific competences that are measurable by means of the learning achievement standards

33. Attitudes, Values, Beliefs
Knowledge
What to know
Skills
What to do with what you know
Competences
Integrated
System of
allow individuals to become responsible and autonomous persons, able to solve diverse problems and perform in everyday life-settings at the quality level expressed by the standards
Attitudes, Values, Beliefs
How to behave?

34. Knowledge, skills, values, attitudes, beliefs to be acquired by the end of the Secondary Education period. They are cross-curricular.
Key competences
Specialized, topic-based competences students are supposed to display by the end of each grade
Specific competences
CBC
Subject-based knowledge, skills and attitudes/values embedded / integrated in students’ expected outco-mes by the end of Grade 12.
General competences
Curriculum standards
Performance Standards
(The quality Level)
Standards

35. A range of operations (skills and strategies) specific to the
The Key Competences students should master by the end of Grade are:
A range of realities specific to the subject (knowledge, i.e. to know what, when, where etc.)
A range of operations (skills and strategies) specific to the
subject (i.e. to do; to know how)
3. A range of personal and social responses (attitudes, values,
beliefs) mobilized by the knowledge and skills acquired in a certain subject (i.e. to ex-press a value; to behave in a certain way; to take a stand; to have a point of view etc.)
A range of connections with other subjects and domains.
Ranges or Dimensions

36. Even though they are described one after the other, in reality they function simultaneously in the human mind, as competences are – in fact – integrated systems and processes that put into work knowledge – skills – values/attitudes, and connections.

37. They describe to what extent the specific competences should be
achieved by the end of each grade.
As they are relevant for the students’ progress in learning, they are a matter of school- and class-based formative
and summative assessment.
Curriculum Standards

38. Performance Standards
The quality level to be achieved by students in performing their general competences by the end of each of the school stages.
The measurement of the performance standards is a matter of
different forms of national summative assessments or examinations.
They will only be used for the national assessment carried out for four
subjects – Mathematics, English, Science and Arabic – by the National Center for Educational Development under the acronym MESA.

40. Islamic Religious and Ethical Competences
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
7. Life and Work, Economic and Financial Competences
Key Competences

42. The Key Competences are achieved gradually step by step, year by year by means of all that students learn in school. The levels achieved by the Key Competences by the end of grades 5 – 9 – 12 are developed in the Kuwait National Curriculum in order to let teachers, students, parents and society to know what they can expect from their students/children when they graduate a certain stage of the education system.
(for an example, see Annex 9 – that presents the Key Competences as expected to be achieved by the end of grade 5).
Key Competences

43. Curriculum major components
Key Competencies
To be achieved by the end of grade 12
General
Competencies
To be achieved by
the end of grade 12
Performance standards
Level of achievement by the end of each stage
Specific
Competencies
To be achieved by
the end of each grade
Curriculum
standards
Subject level

44. Kuwait National Curriculum and Standards
English Language (Intermediate Stage)
The document is addressed to teachers, students and parents, supervisors, school principals and Heads of departments, as well as to education policy makers, leaders and managers, working at different levels of the educational system.
The Curriculum and Standards document is based on, and starts from the basic curriculum statements (vision, mission, philosophy, and principles) of the Kuwait National Curriculum Framework.

45. The CEFR is an internationally recognised framework that describes 6 levels of language ability from A1 for beginners up to C2 for those who have mastered a language. The CEFR is used by organisations all over the world as a reliable benchmark of language ability.

50. General competencies developed through the study of English
1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension
2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts
3. Reading and viewing a range of texts by means of different strategies in a variety of contexts
4. Writing a range of texts adapted to a variety of communicative purposes
General Competences

59. Preparing Teachers
How should we
prepare
teachers?
Continuous high quality professional development is critical to developing and maintaining high quality teachers.
Ensure that all teachers novice or experienced have the chance to improve their classroom instruction by receiving ongoing training aimed at professional growth and better student outcomes.
Placing greater emphasis on observing and evaluating teachers’ teaching skills and content knowledge in their actual classrooms throughout their careers.

60. Our expectations
How should we
prepare
teachers?
Developing teachers’ different teaching strategies to help them cope with curriculum changes.
Predicting and overcoming difficulties following the implementation of the new curriculum.
With experience, practice, assistance and training, teachers can learn and improve to become better teachers.

61. How should we
prepare
teachers?
Teachers who are aware of the fact that first and foremost, quality teaching is evidenced by producing high levels of student learning.
Teachers with skills that are much larger in scope than those necessary to simply transmit knowledge.
Teachers showing a qualitative improvement towards: “professionalization”, having a better balance between theory and practice, broadening their pedagogical and didactic skills, creating links to research and utilizing new technologies.

62. How should we
prepare
teachers?
Teachers who value each student as a unique person with individual needs who engage students in the learning process with inspiring energy.
Teachers who are creative in teaching technique and willing to explore new approaches.
Teachers who are good listeners to students and to their parents. Teachers who are continuous learners who are organized in presenting lessons, displaying efficient and effective classroom management and enjoying students and the learning environment.

63. What does Competence Based Curriculum require from the Teachers?
Professional Development
Teaching
Planning
Being actively involved in CPD programs to foster his/her teaching competencies in order to operate with the new curriculum
Generating and maintaining students' motivation by supporting each student to discover his/her potentials and providing sufficient opportunities to learn
Participating actively in planning the learning units and the annual plan
Reflecting on his/her performance as a teacher frequently
Adapting the teaching style, methodology and selected activities to cater for learners' needs
Choosing interactive methods of teaching on a daily basis to achieve the desired outcomes
Accessing the experience of other teachers to exchange ideas
Promoting student-centred learning by facilitating shared, cooperative and active learning and problem solving skills
Choosing and designing a wide range of activities that represent best the curricular contents and help to achieve the curriculum standards
Collaborating with other teachers of different subjects, school management and community
Providing opportunities of real life interaction and authentic communicative situations inside and outside the classroom
Planning the teaching-learning-assessment process within a larger period of time

64. THANK YOU