KNC Create quality society Become quality citizens Citizens Learners Education Teachers Create quality society Become quality citizens KNC Curriculum School Service Is a right for all citizens Produce quality learners

Lead the 21st Century WHY Responsible citizens, effective workers, caring community members, and life-long learners, in an increasingly interdependent world. Enabling learners to become successful learning achievers at school.

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

Textbook Evaluation curriculum Methodology

Emphasizes what the learn-ers 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, teac-hers and society 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

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 What TO KNOW? What TO DO Competences Why? values The four pillars 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.

Attitudes, Values, Beliefs Knowledge What to know Skills What to do with what you know Competence Attitudes, Values, Beliefs How to behave?

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’ expect-ed outcomes by the end of Grade 12. General competences Curriculum standards Performance Standards (The quality Level) Standards

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 Life and Work, Economic and Financial Competences Key Competences

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

General competencies developed through the study of English 2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts General Competences 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 produc-ing sounds of English or speaking about their family or school Specific Competences

Curriculum Standards A range of language realities 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. 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 ------------------------------------------------------------------------------------- 2.1. Use appropriate simple vocabulary to indicate / name body parts and other things in small conversations or individual speech A range of operations 2.2. Responding to simple communicative situations in mini dialogues related to everyday topics ------------------------------------------------------------------------------------- 2.2. Use simple language related to location of objects communicatively in mini-dialogues

Curriculum Standards A range of attitudes A range of connections 2.3. Building up positive personal motivation to speak with peers and adults using simple phrases and sentences ------------------------------------------------------------------------------------- 2.3. Use simple words to speak clearly with a positive attitude about different simple topics such as oneself, others, family, school and country. 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 ------------------------------------------------------------------------------------- 2.4. Respond correctly to questions about familiar topics “parts of the body, countig numbers, Kuwait, Islam”

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.

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.

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.

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 perpetual learner who are organized in presenting lessons, displaying efficient and effective classroom management and enjoying students and the learning environment.

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

Desirable situation/ CDP Current situation/TRAINING Desirable situation/ CDP Optional, addresed mainly to beginners/low performers (they see it as punishment) Compulsory for all teachers, structured and self-directed based on teachers’ needs, rewarding Subject-based Profession based, all range of experiences Low frequency in organization of events High frequency in organization of events Unattractive, low interest for teachers Very attractive, high interest for teachers Instructor focused, based on lecturing Teacher focused, based on interactive methods and individual reflection Theoretical, supervisor’s model Practical, best practices in classroom Low feedback High feedback on all aspects Knowledge transfer Competence aquisition Linked to supervision processes Linked to Human Resource Development Managed at supervision level with unclear procedures Managed by a Central Institution with a long term strategy, clear objectives and procedures No data base to track teachers’ training personal record Individual CPD recorded and data used in performance evaluation