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Curriculum Concepts and Terminology

What is Curriculum? What is curriculum?

What is Curriculum? Curriculum as a process The curriculum is a system of learning experiences and opportunities that are planned for children and young people through their education. A curriculum represents a multifunctional, but highly organized system of knowledge, skills and attitudes/values .

What is a competence-based curriculum? The Kuwait National Curriculum is based on the competences children and students aged 3 to 18 are supposed to acquire and 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.

What are the competences?

What are the competences? Competences are systems of knowledge, skills and attitudes/values developed through learning, which can be mobilized to identify and solve domain-specific or cross-domain problems in a variety of contexts.

What is a Learning Objective? Learning objectives are more specifically targeted to the educational outcomes of a lesson or a course. They are typically written using Bloom’s Taxonomy for educational objectives and are tailored for the specific lesson.

What are the differences between competences and objectives? relating to the skills, behaviors and knowledge Related only to knowledge. More general Specific Could be for a life long . Time bound

What are the types of competences?

All School SUBJECTS Key competence

What are the Key Competences? The key competences are supposed to be achieved by the end of the Secondary Education period, i.e. at the end of Grade 12. 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.

General competence Specific competence

What are 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 Grade 12.

General competences to be developed through Grades 1. Listening to oral messages in a variety of contexts. 2. Speaking in a variety of concrete situations (through individual or interactive speech) 3. Reading and viewing a range of written texts 4. Writing in a variety of contexts for different purposes

What are specific competences? Are sub-divisions of the General Competences representing stages in their acquisition. Are structured and developed in students during a school year. They 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) specific to the subject; A range of personal and social responses (attitudes, values, beliefs) mobilized by the knowledge and skills acquired in a certain subject; A range of connections with other subjects and domains.

Key Competences General Competences Specific Competences All Subjects Subject Specific Gr. 1 -12 General Competences Grade specific Gr. 1 ,2,1….. Specific Competences

What are the standards? 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.

Types of Standards by which the level of achievement of the competences is measured 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.  

Types of Standards by which the level of achievement of the competences is measured 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. grades 5, 9 and 12. Performance standards describe to what extent the general competences are achieved by the end of each stage