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Introduction to implementation

Kuwait National Curriculum and Standards Development Project
المنهج الوطني الكويتي ومشروع تطوير المعايير

“Students first!”
Introduction to implementation the Kuwait National Curriculum
for primary education
Aims
To recognizethe main concepts relatedtocompetence-based curriculum in a variety of educational contexts.
Tooperate with the main concepts related to competence-based curriculum in planning and evaluating the teaching and learning activity.
Brainstorming
Which skills are the most important in the 21stcentury?
21stCentury Skills
21stCenturySkills
Being Creative and Innovative;
Undertakingcritical thinking, problem solving and decision making;
Illustratingmeta-cognition, learning to learn andoriginal /meaningfulthought.
Communication capabilities;
Collaborativecapabilities.
Citizenship – local and global;
Lifeand Career capabilities and values;
Informationand ICT literacy (learning in digital networks)
Capabilityto undertake Personal and Social responsibility.
Ways of Thinking
Ways of Working
Living in the World.
Ways to Prepare Your Students for the 21st Century
Conceptsto be approached
Curriculum
Kuwait National Curriculum
Kuwait National Curriculum Framework (structure,vision,mission,philosophy,principles)
Competence-basedcurriculum
Competence
Key-competence
Generalcompetence
Specificcompetence
TeachingPlan
WhatisCurriculum?
1.Curriculum as a process
Thecurriculum is asystemof learning experiences and opportunitiesthat are planned for children and young people through their education.
Acurriculum represents a multifunctional, but highly organizedsystemof knowledge, skills and attitudes/valuesthat all individuals are offered by a given education system (and society) and that is useful for personal fulfillment and development, inclusion and employment in a well-functioning society.
WhatisCurriculum?
2.Curriculum as a set of documents
includesthe whole system of central and school-based official and specialized regulations, instructions, etc. that describewhat and how is learnedin the Kuwait education system.
Documents developed at the national level
Kuwait National Curriculum Framework
Subject curricula
Teaching plan
Documents developed at the school level
Lesson plans
Methodologies
Etc.
What is the Kuwait NationalCurriculum?
TheKuwait National Curriculumcovers the overall system of learning experiences offered to children and students of Kuwait in allsubjectsin terms of knowledge, skills and attitudes/values fromthe age of3 to18by relevant educational institutions.
TheNational Curriculum defines,what students shouldknow,be able to do, and how theyshouldbehave in terms of values-orientedhuman beingsas a result of their learning process.
What is a competence-basedcurriculum?
TheKuwait National Curriculumis based on thecompetencesstudents aresupposed to acquire and thelearning achievement standardsthat indicate to what extent this process effectively happens over the school years and/or at different stages of the process.
Inacompetence-based curriculum,the aims of education are achieved by gradually developing a coherent system ofkey,general and specific competencesthat aremeasurableby means of thelearningachievement/performancestandardsand their detailed indicators/ descriptors.
What are thecompetences?
Competences are definedasintegrated systems of knowledge, skills, attitudes, values and beliefsdeveloped through formal (and non-formal) education that allow individuals to become responsible and autonomous persons, able to solve a diversity of problems and perform in everyday life-settings at the quality level expressed by thestandards.
TheKuwait National Curriculumoperates with three types of competences: key competences, general competences and specific competences.
I don't know.
Knowledge transmission

“as you learn more, you know more... ”
I know!
Knowledge
I cannot!
Competence development
v

“It is not enough to be good.
You should be good at doing something.”
I can!
Competences
What are thestandards?
All competence-based curricula – including the newKuwait National Curriculum– introduce and largely use the concept ofstandards.
Accordingto the UNESCO – IBE definition, thestandardcovers “[...] anoperational decision,requirementorregulation[…] related to the quality level to be achieved by a certain aspect of the education system”, in our case,student’s learning.
General
Competencies
To be achieved by
the end of grade 12
Specific
Competencies
To be achieved by
the end of eachgrade
Performance standards
Level of achievement by the end of eachstage
Curriculum
standards
Key Competencies
To be achieved by the end of grade 12
Curriculum major components
(operational)
The Kuwait National Curriculum Framework
TheKNCFhas a normative, prescriptive and regulatory role.
Itpresents theconceptual foundation, the vision, the philosophy,as well as theconcrete waysin which the learning is organized and offered to children and students of Kuwait throughout various education stages, from grades 1 to 12.
The Kuwait National Curriculum Framework
TheKuwait National Curriculum Frameworkis the mainreference documentfor:
Thedevelopment of the Teaching Plan
Thedevelopment of the subject curricula
Thedevelopment of the teaching and learning resources for students and their teachers.
Othertypes of support materials for the school principals and the teachers for implementing the new curriculum as well as for improving their continuous professional development.
TheKuwait National Curriculum Frameworkclearly guides policy makers, curriculum writers, schools and education administrators in the process of designing, organizing, managing and assessing school activities and their effectiveness.
A common Regulatory Curriculum Document - The Kuwait National Curriculum Framework
Curriculum– Assessment – Classroom Pedagogy gotogether
Robust Curriculum Architecture
Robust Architecture of the Assessment of Student Performance
Robust Architecture of thePedagogy
Abetter organized and more flexible Teaching Plan with two Components
Core Curriculum
School-based Support Curriculum
Arobust – integrated vision on thelearner: learning for life
What is new in the National Curriculum Framework
Vision statement
TheVisionof the newKuwait National Curriculumis based on thevisionfor the future of theNation.
Thenew Curriculum has to assure through education the development of a new type of human resource, fully equipped for converting Kuwait into a leadinginternational finance and business center and an attractive Oil Capital of the World. This Vision guarantees sustainable wellbeing for the people of Kuwait.
Therefore, the new National Curriculum needs to prepare citizens to work hard to achieve the national vision by fully acquiring the competences required to satisfy the needs of the Kuwait State, as well as the challenges of globalization, the knowledge economy and the digital age.
Vision statement
The future citizens should be:
Confident in their Islamic, national and global identity
Actively involved in social and individual growth
Connected to other people and the environment
Lifelong learners
Mission statement
In the light of the Kuwaiti Vision for its future, theMissionof the newKuwait National Curriculumis to contribute to the education of a new generation fully equipped with the key competences needed for making the country a financial and commercial power in the current world.
Onthe grounds of preserving Islamic, Arabic and National Kuwait values, in the nexttwentythirty years, we should educate citizens who cherish and respect their country, their traditions and their national identity, being at the same time open to acquiring multiple identities as citizens of Kuwait, the Gulf, the larger Arab World, and the World at large.
Philosophy
Thefollowing keyEducational and Curriculum Philosophies of the 21stCenturyare seen as playing a leading role:
Developing a holistic, complex personality, equipped with a genuine respect for Islamic, National and general human values and fully committed to personal development and the prosperity of the society.
Enhancing Education for AllandInclusivenessas key pillars of the NationalCurriculum.
Consistently infusing thelife-long learningperspectiveas well as the pre-eminence oflearning processesas compared to the teaching processes.
Fullyassuming the Philosophy ofGlobalization, the Knowledge and Learning Economy, the Digital Age and Sustainable Development,while educating students to preserve national values andtraditions.
Promoting the realintegration of the domains of knowledgeas one of the most important current trends in curriculum development and in teaching and learning internationally.
Principles
Aims atensuring coherence at the level of its design and development and – at a later stage – of itsimplementation
A. Principles related to Curriculum as an overall System
B. Principles related to the Learning Process
C. Principles related to the Teaching Process
D. Principles related to the Assessment of Students’
Achievements
What are theKey Competences?
Key Competences: Thekey competencesrepresent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal/social attributes that all individuals need to acquire for their personal fulfillment and development, inclusion and employment (i.e. for beingsuccessful in their personal and social life, as well as in their professional career).
Thekey competencesare 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 multifunctionalcompetences – so that, in principle, all subjects can/should contribute to their development.
What are general competences?
As compared to the key competences, thegeneral competencesare 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.
What are specific competences?
Aresub-divisions of theGeneral Competencesrepresenting stages in their acquisition.
Arestructured and developed in students during a school year.
They definemore 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.
Thespecific 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.
THANK YOU!

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Introduction to implementation