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3. Planning Based on the New Curriculum
State of Kuwait
Ministry of Education
ELT General Supervision
Planning Based on the New Curriculum
Day 1

4. Outcomes:
Explain the impact of the competence-based curriculum on planning of teaching and learning and applying a new way of planning based on learning units
Identify the different stages of planning
Discuss the components of the competence-based Annual Plan
Plan and design the learning units
Discuss the new plan for the learning units & the lesson plan
Plan a lesson based on a vision of the learning unit
Discuss the difficulties teachers face in writing lesson plans and the suggested solutions

5. Planning
The Didactic Journey

6. Reflection: Why do teachers need planning?
Are there steps for planning? If so, what are they?
Which are the points of reference in planning?
How can teachers create planning documents?

8. Planning a journey for our students
Questions for planning
a common journey
Answers
for the didactic journey
What is the purpose of the journey?
What can we do?
With whom / with what, when?
How should I do?
How much I achieved from my initial goal?

9. Planning a journey for our students
Questions for planning
a common journey
Answers
for the didactic journey
What is the purpose of the journey?
(to relax, to visit relatives, to enrich my culture etc.)
What can we do?
(sleeping, trips, reading, visiting museums, what places should I visit etc.)
With whom / with what, when?
(who are my companions, what do I need to take with me, how much money and time do I have?)
How should I do?
(in what order, what strategy)
How much I achieved from my initial goal?
Goal: developing competences
Undertake activities to gain knowledge, skills attitudes, values (dealing with subject-related content and procedures)
Resources (students, materials, time, place)
Appropriate didactic strategies, methods of teaching, learning, assessing
Assessing whether standards are being met (How much the students acquired?)

10. Planning means vision finalităţi LL Assessment Activities Competences
Resources
Standards
finalităţi LL
Techniques
Learning content
Students’ prior experiences

11. Task
What are the stages of planning?
(Group discussion)

12. Rearrange the stages of planning
Designing the learning units
Annual Planning
Self-appraisal
Consulting the curriculum
Designing the lesson structures

13. The stages of planning 1. Consulting the curriculum 2. Annual Planning
3.Designing the learning units
4.Designing the lesson structures
5. Self-appraisal

14. Annual Planning What are the purposes?
Developing the competences specified in the curriculum
What are
the means ?
Learning content (concepts, skills, experiences and values)
For how long?
Time for the whole year, for each semester and for a learning unit
Points of reference fpr the learni: the curriculum, the structure of the school year

15. The importance of annual planning
A macro level planning estimate
Provides a possible structure for the year long journey
Aligns with the curriculum purpose
Establishes a possible itinerary
Allocates time for all learning units
Points of reference fpr the learni: the curriculum, the structure of the school year

16. Points of reference for the annual planning
curriculum
structure of the school year calendar
textbook or workbook
other instructional materials

17. What to be taken into consideration
We make sure we cover all the SC’s and learning content for a school year.
We take into consideration the time assigned to the subject for a certain grade.
We determine a coherent perspective on the journey proposed for students.
We may use the textbook as ONE OF THE resources rather than a unique point of reference for the plan and in teaching and learning.

18. Possible headings in an annual plan
Grade ……………..
The title of the LUs (learning units)
SC/
Curriculum standards
Learning content
Number of hours
Weeks

19. A Sample Annual Plan The English Language Subject

20. The learning unit
An open and flexible learning structure, focusing on the management of the teaching and learning which:
Leads to developing specific learning outcomes
Has a common topic (and, in some cases, combines learning content from different domains of the subject or other subjects)
Progresses meaningfully and with continuity over a period of time
Includes formative assessment and ends with a summative test

21. Planning the learning units
How?
With
what?
How much?
Why?
What?
Set formative/ summative assessment
Focus on specific
competences/meet standards
Select learning content
Undertake
learning activities
Analyze resources

22. How to plan the learning units
Determine the specific competences to be acquired
Identify the adequate learning activities.
Select learning activities that are adequate to the needs of the group and having in view the SC
Suggest formative/summative assessment strategies (select those that fit the group’s progress) having in view the CS (curriculum standards) as the intended target.

23. A possible format for planning the learning units
Grade
Title of the LU ……………………..
SC/ Curr.
standards
Learning content
Learning activities
Resources
Classroom
assessment
Details
Activities that can involve students in developing the competences and reaching the curriculum standards
Materials
Assessment activities and instruments

24. A Sample of a learning unit

25. Possible headings in an annual plan

29. How to plan the learning units
Determine the specific competences to be acquired
Identify the adequate learning activities.
Select learning activities that are adequate to the needs of the group and having in view the SC
Suggest formative/summative assessment strategies (select those that fit the group’s progress) having in view the CS (curriculum standards) as the intended target.

31. Lesson Planning

34. Planning a lesson based on a vision of a LU
What information do I have from the LU?
What student experiences will I develop?
What student experiences are expected?
Important learning activities
The learning evidence students are expected to produce
Type of activity (individual, group etc.)

35. Planning a lesson based on a vision of a LU
Should I add something to the corresponding sequence in
the planned LU?
How will I begin and end the lesson in order to ensure a coherent link with previous and next lessons in the LU and to motivate the students for learning?
How can I begin the lesson? (links with what students already know about the topic, arouse their interest for the topic)

36. Planning a lesson based on a vision of a LU
Can I do all the learning activities planned for this sequence be included? What do I select? What do I add?
Can I use all the assessment instruments mentioned in the planning? What do I select? What do I add?
How can I end the lesson in order to make the learning meaningful for my students? (reflection on how they explored the topic and on how they can use the new acquisitions in different contexts)

37. Summing up, planning means:
what is the purpose of the journey
Vision
adjusting to your schools’ mission and to your class profile
Personalization
from a global view to developing a strategic and then a tactical plan
Following Steps
reading the curriculum and other materials that help you in planning
Documentation
how the planning worked
Reflection