Competency based Curriculum vs. Content based Curriculum Ministry of Education ELT General Supervision وزارة التربية التوجيه الفني العام للغة الإنجليزية Competency based Curriculum vs. Content based Curriculum ELT General Supervision

ELT General Supervision

ELT General Supervision Quality learning Quality learning is not possible without a High Quality Curriculum. Quality Curricula now are Competence -based and not Content and Knowledge-based aiming at attaining highly ranked student achievement standards. We are after “to know how and why , than simply what” ELT General Supervision

ELT General Supervision What is a curriculum? ‘Curriculum’ is a description of what, why, how and how well students should learn in a systematic way. It includes all the learning experiences inside and outside the school. It is not an end in itself but rather a means to fostering quality learning. “A curriculum is a plan for learning.” ELT General Supervision

ELT General Supervision 1.Standards “Standards describe the goals of schooling, the destinations at which students should arrive at the end of term or stage. E.g., most standards expect students graduating from high school to be able to write for different audiences in different formats things such as reports, instructions, literary criticism, persuasive and reflective essays, and to demonstrate a command of standard English. ELT General Supervision

ELT General Supervision Standards indicate what students should know and should be able to do at grade 5, grade 9, grade 12. A curriculum is chosen to help the students meet the standards. Standards are the WHAT of education while curriculum and instruction are the HOW.” Standards do not prescribe how to get the students to this destination. That is determined by the curriculum. ELT General Supervision

ELT General Supervision Kinds of Standards 1- Content standards Content standards indicate what students should know and should be able to do in a particular content or subject area. E.g., students should be able to write and speak for a variety of purposes and for diverse audiences, using conventional grammar, sentence structure, punctuation, and spelling. ELT General Supervision

Ex. of Learning activities General Competences Specific Competences Ex. of Learning activities Curriculum Standards 1 2 3 4 1. Listening and understanding oral messages by means of different strategies in a variety of contexts 1. A range of language realities 1.1. Listening to various texts to build up comprehension. Listen to information and match them with pictures. Demonstrate comprehension of simple text. 2. A range of operations 2.1. Demonstrating listening strategies in a variety of situations. listen to predict what people are going to talk about. Use listening strategies (prediction – inferring meaning – relating ideas. etc) based on purposes. 3.A range of attitudes 3.1. Showing awareness of language behaviours to complete tasks. listen & transfer inf. to paper (complete table) Listen and respond to instructions to carry out a variety of tasks. 4. A range of connections 4.1 Using general inf. related to science, maths, social studies, Listen to recognize famous places in Kuwait using picture cues. Acquire inf. related to science, maths, social studies, PE and arts ELT General Supervision

ELT General Supervision Sample Standards: Speaking Standard Grade 6 Students are able to: Engage in a factual conversation to discuss/ express opinions and exchange information related to common topics using grade level language. ELT General Supervision

ELT General Supervision Reading Standard Grade 6: Students are able to:   3.1. show comprehension of a reading text (fiction/ nonfiction) by completing a variety of tasks. ELT General Supervision

ELT General Supervision Writing Standard Grade 6 Students are able to   4.1. Write short paragraphs using precise language and specific vocabulary to convey different ideas. ELT General Supervision

ELT General Supervision 2- Performance Standards A performance standard measures how well a student's work meets the content standard. It has levels (4, 3, 2 & 1); or (advanced, proficient, novice, and basic) Performance standards describes the performance level in general terms. A cut-off point must be established to be able to discriminate between those that have attained the performance standards and those who have not. ELT General Supervision

Achievement standards by the end of grade 5 III.STANDARDS STANDARDIZING MEASURING Achievement standards by the end of grade 5 Levels of achievement 1 2 3 4 5 ENGLISH S1.3.1 read information texts (e.g. observation reports, explanations, instructions and process narrative) about 7 lines about a certain topic from the text book using reading strategies learned in grades 1-5 in not more than 3 minutes D1 The student reads with great difficulty a simple text ; about a)about 7 lines b) about certain topic from the text book c)not using any reading stretgies learned in previous grades , with no concentration d)in more than 6 Minutes D2 The student reads with difficulty an information text(e.g.simple text (a) about 7 lines (b) about a certain topic from the text book (c) unable to use reading strategies learned from grades 1-5 ( d) in more than 5 minutes D3 The student reads with some difficulty an information text(e.g.explanation, instructions, ) (a)about 7 lines (b) about a certain topic from the text book (c) using some of the reading strategies learned from grades 1-5 ( d) in about 5 minutes D4 The student reads accurately to some extent an information text(e.g.explanation, instructions, and process narrative) (a)about 7 lines (b) about a certain topic from the text book (c) using reading strategies learned from grades 1-5 ( d) in not more than 4 minutes D5: The student fluently and accurately reads an information text(e.g.explanation, insitructions, and process ,narrative) (a)about 7 lines (b) about a certain topic from the text book and other texts (c) using reading strategies learned from grades 1-5 ( d) in less than 3 minutes ELT General Supervision

ELT General Supervision Why Achievement Standards  They provide teachers with targets for instruction by specifying what, and how much, learners must be able to do in order to demonstrate mastery of content standards and the achievement level that is called for.  They provide clear directions to developers of tests about the kinds of performance situation and tasks that will be used to make judgments about learner proficiency. Curriculum developers will be aware of what a learner knows and can do to demonstrate proficiency against a standard. ELT General Supervision

ELT General Supervision 2.Competences What are competences? “A state of being adequately or sufficiently qualified to perform a task that is reasonably well defined”.   “An integrated set of knowledge , skills and attitudes that enable one to effectively perform the activities of a given occupation, “teaching”. “A measurable pattern of knowledge , skills , abilities , behaviours ,values and other characteristics that the individual needs to perform successfully”.   ELT General Supervision

ELT General Supervision (IBE) Definition Competence   A combination of knowledge, skills and attitudes appropriate to the context. Competence is not limited to cognitive elements (knowledge); It also encompasses functional aspects (technical skills) as well as interpersonal traits (social skills) and ethical values. ELT General Supervision

ELT General Supervision Competency-based curriculum   A curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes) to be applied by learners rather than mainly focusing on what learners are expected to learn. ELT General Supervision

ELT General Supervision The key competences Key competences represent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal attributes that all individuals need to acquire for their personal fulfilment and development. ELT General Supervision

Discipline and Competency-based curriculum Disciplined (Content) Based Outcomes Objectives Competences Norm referenced grade Criterion referenced grade Teacher centred Learner centred Passive Learning Integrated learning Summative evaluation Formative formulation Instructional delivery Learner performance Knowledge focus Skills/performance focus Assessed by counting Assessed by performance Exposed to specific content for pre- assigned time Time and sequence derived by assessment ELT General Supervision

ELT General Supervision Competences Skills knowledge attitudes They enable Students to effectively perform activities to the standard expected They provide a framework for distinguishing between poor performances and exceptional performance ELT General Supervision

ELT General Supervision Competences Vs Learning Objectives Learning objectives describe what the learner should know at the end of a learning period. They should be specific, measurable statements written in behavioral terms. Competences are identified behaviours, knowledge, skills, and abilities that directly and positively impact the success of the learners. Competences can be objectively measured, enhanced, and improved through coaching and learning opportunities. ELT General Supervision

ELT General Supervision 4.Outcomes An outcome is a desired state of well-being, a set of conditions, experiences or behaviours that is the goal for change or improvement. They are anticipated or achieved results of programmes or the accomplishment of institutional objectives, as demonstrated by a wide range of indicators (such as student knowledge, cognitive skills, and attitudes) ELT General Supervision

ELT General Supervision 4.Outcomes Example: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text. Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. ELT General Supervision

ELT General Supervision Terminology Norm-referenced Assessment  Assessment of learner’s progress and achievement with reference to the levels of achievement of his/her peer group and/or by reference to norms derived from a sample of a similar population.  Criterion-referenced assessment  Assessment of a learner’s progress and achievement against a pre-determined set of criteria (achievement standards) ELT General Supervision

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