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State of Kuwait Ministry of Education ELT General supervision. Standards. Kuwait National Curriculum and Standards Development Project. What is new in the curriculum for English ?. What are standards?.
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State of Kuwait Ministry of Education ELT General supervision Standards Kuwait National Curriculum and Standards Development Project
What are standards? • “Standards describe the goals of schooling, the destinations at which students shouldarrive at the end of the unit or term. • Standardsshould describe observable and measurable behavior on the student's part so that we can assess it. • Standards indicate what students should knowand should be able to donot what the teacher will do. So, standards typically begin, "Students will ...."
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 standardsdescribe to what extent the specific competences should be achieved by the end of each grade. In the Kuwait Curriculum, curriculum standards are defined at the level of each grade and relate to specific competences defined in the subject curriculum. As they are relevant for the students’ progress in learning, curriculum standards are matter of school- and class-based formative and summative assessment. 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 of education – Performance standards are matter of different forms of national summative assessment or examination.
What are competences ? Competences are integrated setof knowledge, skills and attitudes, values, and beliefs developed through (formal and non-formal) education that allow individuals to perform – at the quality level expressed by the standards - required activities in their every day life.
Key Competences All Subjects Subject Specific Gr. 1 -12 General Competences Grade specific Gr. 1 ,2,1….. Specific Competences
Example of specific competence, corresponding learning activities and curriculum standard • 2. Speaking in a variety of concrete situations (through individual or interactive speech)
Correlation of English with other subjects: examples Range of connections
Some Formative Assessment Approaches • The following are examples of possible ways a teacher can be engaged in formative assessment of student progress within the new Kuwait National Curriculum and the specific subject curriculum. • Teacher assessment may be undertaken: • on written work, in class/homework as part of a project); • on the work of a group, assessing the group or individuals; • related to specific skills – cognitive, affective, social or process skills, if appropriate; • related to specific learning within a lesson or series of lessons; • using particular approaches, for example, by means of oral interaction, individual, group or class, with the teacher asking specific questions or teacher observation, with the teacher viewing the engagement of the whole class, or specific groups, or even the performance of an individual student.
New Distribution of the Syllabus (New Fun With English –Gr.1)
HODs Role • Heads of departmentshave a major role in supporting teachers to organize the teaching and learning activity for each subject in such a way that students can progress to their highest level of achievement. Their job is to: • Plan, together with all subject teachers, the teaching and learning process towards general and specific competences of each subject; • Clarify, together with all subject teachers, priorities for student learning achievement in reaching the curriculum standards, the ways in which those priorities will be addressed and how students’ progress will be measured through school-based formative and summative assessment and, last but not least, how the quality of teaching and learning of the teachers will be appraised; • Monitor the implementation of the agreed plans and offer professional support to teachers in properly organizing the teaching and learning process; • Make recommendations for, and partly conduct teachers’ school-based professional development starting from teachers’ concrete and specific needs.
Teachers’ Role • Teachers are expected to acquire certain skills and they should be able to: • Use modern communication technology in teaching. • Acquire a high level of professionalism and expertise to demonstrate educational leadership and good planning and thinking. • Sustain an environment of challenging and collaborative learning, notably through a small-group tutorial system. • Be engaged in on-going professional development in respect of both teaching and research. • Participate frequently in national and international conferences. • Improve instructional and self –evaluation skills. • Be able to use different assessment techniques and tools. • Use necessary information for effective communication. • Assist with skills oriented problems and serve as a resource for both the school and teachers. • Understand the characteristics of learners and dealing with individual differences. • Develop the skills of critical, creative and innovative thinking in the teaching of English language domain. • Develop the skills of time management /classroom management. • Reach out to community, parents and groups to provide essential support for teaching. • Collect extra enrichment material that may help to fulfill standards and arouse students imagination and creativity. • Be innovative and experimental rather than confirming. • Show awareness of strategies and techniques necessary for the application of a competency based curriculum. • Have clear knowledge of the types of assessment applied in a competency curriculum. • Be well informed about the standards of the stage.
