1. 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

2. 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.

3. 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

4. Textbook
Evaluation
curriculum
Methodology

5. 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

6. 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.

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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”

14. 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.

15. 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.

16. 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.

17. 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.

18. 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

19. 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