1. Kuwait National Curriculum
State of Kuwait
Ministry of Education
ELT General Supervision
School Year:
Kuwait National Curriculum
(KNC)

2. What is Curriculum?
Curriculum is the system of learning experiences and opportunities that are planned for children and young people through their education, wherever they are educated.
Curriculum represents a multifunctional but highly organized system of knowledge, skills and attitudes 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.

3. 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

4. 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.

5. What are the Competences?

6. What are the Key Competences?

7. 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.

8. 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

9. 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.

10. 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

11. 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.

12. 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

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

14. Specific Competences S A C K

15. Competences
knowledge
Skills
They enable Students to effectively perform activities to the standard expected
They provide a framework for distinguishing between poor performances and exceptional performance
Connections
Attitudes

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

17. 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.”
There are two types of stanards :
Performance Standards
Curriculum Standards

18. 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 summative assessments or examinations.
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.

19. 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

20. 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.

21. Performance standards
Measurement Process
Performance standards
By the end of grade 12
By the end of grade 9
By the end of grade 5

22. Grade 1/ curriculum standards

23. 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

24. 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. Mastery in the domain
PROFICIENCY DOMAIN
Range of attitudes
7. Affective domain
A ranges of connection
8. Integration of school subjects
Progression of skills is clearer , organized , and a good guide for teachers
9.Progression of skills from one grade to another was not among teachers priorities
Activities designed made standards more applicable
10.Ambitious,hard to achieve standards/objectives

25. Thanks for your positive participation Wishing you a fruitful year .
&
Wishing you a fruitful year .