1. School Education Quality Improvement Project (II) Kuwait National Curriculum and Standards برنامج تحسين جودة التعليم (II) المنهج الوطني الكويتي و المعايير TEACHER’S CURRICULUM GUIDE FOR INTERMEDIATE EDUCATION الدليل الإرشادي للمعلم في المرحلة المتوسطة Supplementary Portfolio for Teacher Trainers (MT/ST) الحقيبة الإضافية لمدربي المعلمين © The World Bank. Kuwait International Curriculum TA Team فريق البنك الدولي لتطبيق المنهج الكويتي مدينة الكويت
Kuwait City, 2016

2. To whom are these supplementary materials addressed?
First, to MASTER TRAINERS … who will train … SUBJECT TRAINERS TEACHERS … who will use the NEW CURRICULUM in the Kuwait schools … WITH THE STUDENTS

3. Content Module 3: How can you plan your teaching and learning for the
Module 1: The new Kuwait National Curriculum. What is it? And how is it likely to change your current way of teaching?
Module 2: The new subject curricula and standards for primary education as part of the Kuwait National Curriculum
Module 3: How can you plan your teaching and learning for the
future ?
Module 4: Teaching/learning strategies and classroom management in a learner-centered curriculum environment
Module 5: Using ICT for learning in all subjects
Module 6: Classroom assessment -Attaining curriculum standards
Module 7: School-based professional development

4. الوحدة الأولى: المنهج الوطني الكويتي الجديد: ما هو؟ و كيف يمكن أن يغير طريقة تعليمك؟

5. Salam alecum!
الkey

6. Task 1 What is a curriculum why is it necessary to have a curriculum
What does the curriculum do that the textbook does not do

7. The curriculum is the system of learning experiences and opportunities that are planned for children and young people through their education as well as the ways by which all these will be applied in concrete setting all over their lives

8. The curriculum represents a multifunctional, highly organized and integrated system of knowledge, skills and attitudes/values that all individuals are offered by a given education system (and society) and that are useful for personal fulfillment and development, inclusion and employment in a well-functioning society.

9. . Why do we need a Curriculum?
The curriculum offers not only the WHAT ? but also the:
Why?
When?
How?
In which concrete context?
With which expected results?
Connected to what?
Etc.

10. What more does a Curriculum provide as compared to a textbook?
What do you think?
Please discuss in groups
Each group is kindly asked to give a set of differentiating components

11. What more does a Curriculum provide as compared to a textbook?
Collaborating and customizing: Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Critical thinking: Students are learning how to effectively find content and to discern reliable sources.
Emphasizing skills over facts : Curriculum incorporates skill-building.

12. What more does a Curriculum provide as compared to a textbook?
Democratizing education: With Internet access becoming more ubiquitous, the children of the poorest people are able to get access to the same quality education as the wealthiest.
Changing the textbook industry : Textbook publishers are finding ways to make themselves relevant to their digital audience.

13. What is the Kuwait National Curriculum?
The Kuwait National Curriculum is an educational reality that covers the overall system of learning experiences offered to students of Kuwait in terms of knowledge, skills and attitudes/values from ages 3 to 18 by relevant educational institutions.

14. What is the Kuwait National Curriculum?
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.

15. What are the Functions of the Kuwait National Curriculum Framework?
The KNCF is the main conceptual document that regulates the Kuwait curriculum system. The KNCF has a normative, prescriptive and regulatory role.

16. Kuwait National Curriculum Framework
conceptual foundation
the vision
the philosophy
concrete ways

17. Kuwait National Curriculum Framework
It presents the conceptual foundation, the vision, the philosophy, as well as 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.

18. Kuwait National Curriculum Framework
External Organizers/ curriculum
Vision
Responsible citizens
Respectful individuals
Pro- active personalities
Diligent Lifelong learners
Mission
Young people fully equipped with the values of Islam & the 21st century competences
Philosophy
Competence – based curriculum
Inclusiveness
Life long Learners
Integration of
Knowledge
Globalization
Principles
Holistic curriculum
Student - centered
Teaching & learning assessment for quality learning

19. Internal Organizers/ curriculum statements
Key competences by the end of grade 12
General competences as achieved by the end of Primary, Intermediate and Secondary Education
Learning areas / Teaching plan
Subject curricula
* General competences * Performance standards
* Specific competences * Curriculum standard

20. Structure of the Curriculum ( KNC )
Curriculum Documents
Curriculum Framework
Teaching Plan
Subject Curriculum & Standard
Teaching / Learning Recourses & Materials
School & Classroom Planning
Curriculum Process
Ministry of Education
District Educational Department
School
Classroom

21. Development & Implementation Support
Guidelines
CPD
Curriculum & standards developers
Implementing the curriculum teacher’s guide
Textbooks Developers
Students assessments
Supervisors
Trainers
Principals
Head teachers
Teachers
* Textbooks
* Teacher Guide
* Digital learning Materials
* Reading Materials
* Assessment Materials
* Tools
Teaching & Learning Resources

22. Structure of the Curriculum ( KNC )
Happening
Leadership / Management
Continuous Professional Development
CPD
Teaching / Learning Recourses and Materials
Assessment
Parents / Community Involvement

23. Essential Concepts and Terms
competences
Standards
Types of competences

24. “Competences” as defined in the Kuwait National Curriculum Framework (2013)
“Competences” are defined – at the simplest possible level – as 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 diverse problems and perform in everyday life-settings at the quality level expressed by the standards.

25. The Kuwait National Curriculum is based on ??????
Types of Competences
The Kuwait National Curriculum is based on ??????
Key competences
General Competences
Specific Competences

26. A. Key Competences
values
skills
knowledge
attitudes

27. What are the Key Competences?
The “ key competences ” are non-subject specific competences. They represent transferable, multifunctional packages (systems) of knowledge, skills, and values, attitudes, beliefs, and personal attributes that all individuals need to acquire for their personal fulfillment and development, inclusion and employment.

28. What are the General Competences?
As compared to the Key Competences, the 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 the last grade when a certain subject is taught, in some cases by the end of Grade 12.

29. What are the Specific Competences?
Are sub-divisions of the General Competences representing stages in their acquisition.
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

30. The Standards

31. All competence-based curricula – including the new Kuwait National Curriculum - introduce and largely use the concept of “standards”. According to the UNESCO –, the standards cover “ an operational decision, requirement or regulation that is expected to be implemented or applied related to the quality level to be achieved by a certain aspect of the education system”, in our case, student’s learning

32. Performance Standards
Types of “Standards”
Curriculum Standards
They refer to the quality level to be achieved by students in attaining the specific competences.
describe to what extent the specific competences should be achieved by the end of each grade.
Performance Standards

33. What are the “curriculum standards”?
The “Curriculum Standards” 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 National Curriculum, “Curriculum Standards” are related to specific competences defined in the subject curriculum.

34. What are the “Performance Standards”?
* The “Performance Standards” 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, Intermediate, and Secondary. * Therefore, in the Kuwait National Curriculum, “Performance Standards” are defined at the level of each stage of education and are related to the general competences to be attained through each stage.

35. What is a Competence-Based and Standards-Based Curriculum?

36. A curriculum that emphasizes what the learners are expected
to do rather than mainly focusing on what they are expected
to learn about.
Learner-centered and adaptive to the changing needs of students, teachers and society.
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.

37. the competences students ( 3 to 18 ) are supposed to acquire.
Why the Kuwait National Curriculum is a competence-based and standard-based curriculum
The KNC is based on
the competences students
( 3 to 18 ) are supposed to acquire.
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.

38. Why the Kuwait National Curriculum is a competence-based and standard-based curriculum
Therefore, in the new KNC, 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/ descriptors.

39. The new subject curricula and standards for INTERMEDIATE education as part of the Kuwait National Curriculum

40. Subject Curricula and Standards
Subject curricula and standards are being developed for:
Primary
Intermediate
Secondary levels

41. The Subject Curricula and Standards are developed based on a set of
Operational Guidelines

42. Operational Guidelines

43. What does “a guideline” mean?
is a statement by which to determine a course of action. 
aims to streamline particular processes according to a set routine
a rule or instruction that shows or tells how something should be done
Source: Merriam-Webster's Learner's Dictionary

44. Task
What are the differences between the teacher’s Guide and the KNC guideline
Teacher’s Guide
KNC Guideline

45. Structure of the Operational Guidelines
What should you know when developing the curriculum and standards?
Curriculum and Standards: Key Concepts (C&S; CBC)
Kuwait National Curriculum
Conceptual Component:
The Kuwait National Curriculum Framework
The Teaching Plan
Operational Component:
Subject Curricula
Other Operational Documents

46. Structure of the new Subject Curricula and Standards
Part I: Introduction to the curriculum and standards of
English for Intermediate Education
Curriculum and Curriculum Standards – as part of the Kuwait National Curriculum
Kuwait National Curriculum
Kuwait National Curriculum Framework
Key Curriculum Statements
Vision - Mission
Philosophy - Principles
Key Operational Concepts
Competences
Standards
Intermediate Education: Key Features
Brief Outcomes of students in Intermediate Education

47. Part II: Curriculum and Standards for Intermediate
Education: Scope and Sequencing
Per Grades:
General competences (What they are?)
Specific competences (What they are?)
Examples learning activities (What they are?)
Curriculum Standards (What they are?)
Learning Content (“Essential learning”)(What they are?)
By the end of Grade 9
Performance Standards (What they are?)

48. Part III. Ccurriculum and Standards for intermediate
Education: Recommendations for implementation
Recommendations to teachers
Recommendations for assessment
Recommendations to school principals
Recommendations for T/L Materials

49. What is the Rationale about?
What is the subject about?
Why study this subject?
How is the subject curriculum organized?
What is the focus of the study at different educational stages?

50. What is the Rationale about?
The “Rational” is about providing teachers with concise and consistent answers to the previous questions

51. ‘Scope and Sequencing’ Useful?
Why is the Section
‘Scope and Sequencing’ Useful?
‘Scope and Sequencing’ provides the core for the entire curriculum through two different tables:
The first table offers an overview of the general competences of the subject, with their corresponding specific competences, presented in progression from Grade 1 to 5 in a synthetic form.
The second table, structured grade by grade, covers all key elements (general competences, specific competences, examples of learning activities and curriculum standards) that are important for the curriculum to be understood by all.

52. How are the Specific Competences organized within the Subject Curriculum?
The specific competences are developed based on:
a range of realities specific to the subject (knowledge);
a range of operations (skills and strategies) specific to the subject;
a range of personal and social responses (attitudes, values, beliefs) mobilized by the acquired knowledge and skills;
a range of connections with other subjects and domains.

53. Why are the Examples of Learning Activities important within the Curriculum?
Examples of Learning Activities: these support the teacher to find answers to questions such as:
What are the students expected to do?
With what kind of teacher support?
How well?
In which context?

54. What does “good quality learning activities” mean?
Good learning activities should:
describe what students can do to support achievement of a specific competence
be activities that students can actually do (not ones that the teacher only demonstrates!)
be formulated as realistic tasks for students
include, as much as possible, games, pair and group work activities.

55. Why is the learning content meaningful?
It represents means and opportunities for developing specific competences.
It includes the knowledge of the domain selected for a particular grade.
Dominant topics:
Grade 1 – Me, my home and my school
Grade 2 – Me and my neighborhood
Grade 3 – Me and my country
Grade 4 – Our world
Grade 5 – The universe

56. Why are Performance Standards important?
describe to what extent the general competences are to be achieved by the end of each stage of education
are guiding the national summative assessment or examination

58. 2. The Key Competences الكفايات الأساسية

59. Eight Clusters of expected levels of achievement
Foster Islamic, Arabic, Kuwaiti and Global identity, the sense of belonging to own Nation and Country
Communicate fluently in Arabic, in a variety of contexts
Communicate effectively in English, in a range of contexts
Use the mathematical language and understanding, related symbols, signs and codes in various contexts
Use scientific and technological language and understanding
Foster inclusiveness, justice and sustainable development, based on respect of democracy
Enhance personal development and meta-cognitive skills for a good quality life
Enhance the potential to successfully face the everyday challenges of life and work