Transcript Standards - Private Education

State of Kuwait
Ministry of Education
ELT General supervision
What is new in the curriculum for English ?
Moving from
to
1.Content /skill/ based curriculum
Competency and standard based
2. Knowledge / skills /performance
focus
Skills/performance focus
3. Teacher’s/student centered
class ( PPP )
Student’s centered class ( PPP)
4. Summative / evaluation
Formative & summative evaluation
) Ps and teachers)
Moving from
To
5.Parents are not much involved
and are not aware of standards
Parents are involved and know the
standards
6. Proficiency domain
A range of language realities
7. Affective domain
Range of attitudes
8. Integration of school subjects
A ranges of connection
9.Progression of skills from one grade
to another was not among
teachers priorities
Progression of skills is clearer ,
organized , and a good guide for
teachers
10.Some standards were ambitious
Activities designed made standards
more applicable
 “Standards
describe the goals of schooling, the destinations at which
students should arrive at the end of the unit or term.


Standards should describe observable and measurable behavior on the student's part
so that we can assess it.
Standards indicate what students should know and should be able to do not 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
standards describe 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.
Competences are integrated set of 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.
All Subjects
Subject Specific
Gr. 1 -12
Grade specific
Gr. 1 ,2,1…..
Key competences are cross-curricular (i.e. non-subject specific), transferable
and multifunctional competences. All subjects contribute to their
development. They are supposed to be achieved by the end of grade 12
General competences are subject-specific. They define the most
general subject-based integrated knowledge, skills and attitudes/values
concerning students’ expected outcomes by the end of grade 12.
Specific competences are sub-divisions of the general competences
representing stages in their acquisitions. The specific competences
are structured and developed in students during school year
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
2. Speaking in a variety of concrete
situations (through individual or
interactive speech)
Example of specific competence, corresponding
learning activities and curriculum standard
Specific
competence
1.1.Asking and
answering simple
questions about
self and family ,
colours of objects
“with teacher's
support”
Examples of
learning activities
Curriculum standard
1.1. perform simple mini
• Perform mini
dialogues with
dialogues properly
peers / teacher,
with teacher’s
about self/
assistance
everyday activities ,
A :Hello, how are you?
people/ objects
B : Fine , thank you.
A : Who is he ?
B : He’s my friend
, Salem.
Correlation of English with other
subjects: examples
Math :
Religion:
Speaking about
Islam using
simple
language
Using numbers
when dealing
with familiar
topics ( age ,
number of
objects in the
classroom .etc)
Science :
Naming parts of
the body when
dealing with
familiar topics
Social
Studies:
Engaging in a
conversation
about Kuwait in
simple
sentences
Music :
Engaging in
rhyming ,
games and
songs that
emphasize the
patterns of
sounds
Range of connections
Art :
listening to
identify words
related to
shapes and
colours
Types of Classroom Assessment
Summative
Formative
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.
III.STANDARDS
STANDARDIZING
MEASURING
Achievement standards by the end of grade 5
Levels of achievement
1
2
3
4
5
D3 The student
reads with some
difficulty an
information
text(e.g.explanatio
n, instructions, )
(a)about 7 lines
(b) about a certain
topic from the text
book
(c) using some of
the reading
strategies learned
from grades 1-5 (
d) in about 5
minutes
D4 The student
reads accurately to
some extent an
information
text(e.g.explanatio
n, instructions, and
process narrative)
(a)about 7 lines
(b) about a certain
topic from the text
book
(c) using reading
strategies learned
from grades 1-5 (
d) in not more than
4 minutes
D5: The student
fluently and
accurately reads
an information
text(e.g.explanatio
n, nsitructions, and
process narrative)
(a)about 7 lines
(b) about a certain
topic from the text
book and other
texts
(c) using reading
strategies learned
from grades 1-5 (
d) in less than 3
minutes
ENGLISH
S1.3.1 read information texts
(e.g.observation reports explanation,
instructions, and process narrative) (a)
about 7 lines (b) about a certain topic
from the text book (c) using reading
strategies learned in grades 1-5 ( d) in
not more than 3 minutes
D1 The student
reads with great
difficulty a simple
text ; about
a)about 7 lines
b) about certain
topic from the text
book
c)not using any
reading stretgies
learned in previous
grades , with no
concentration d)in
more than 6
Minutes
D2 The student
reads with
difficulty an
information
text(e.g.simple text
(a) about 7 lines
(b) about a certain
topic from the text
book
(c) unable to use
reading strategies
learned from
grades 1-5 ( d) in
more than 5
minutes
Overview and progression of Skills
Specific competences
for grade 1
General competences
Specific competences for
grade 2
Specific competences for
grade 3
Specific competences for
grade 4
Specific competences for
grade 5
Dominant Topics for Grades 1 to 5
GC 2. Speaking in a
variety of concrete
situations (through
individual or
interactive speech
)
A range of language realities
2.1. Using simple words and
drawings to express themselves
about self, family, colours, food and
other items
A range of operations
2.2.2. Responding to a variety of
simple communicative
situations in mini dialogues.
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.Producing sounds of English
which are similar/ different from
sounds in Arabic (Arabic);
counting numbers from 1-20 in
English (Math) ;Naming parts of
the body in English ( Science );
Speaking about Islam in simple
sentences ( Islamic Studies
);Engaging in rhyming , games
and songs that emphasize the
patterns of sounds ( Music )
2.1. Participating in short and
simple interactions, in everyday
situations, with support from the
partner (peer or adults, teacher
or others)
2.1.Talking about grade level
topics using simple language
with the help of visual clues
2.1. Presenting and exchanging
information, and ideas about
grade level topics through
simple dialogues
2.1. Communicating with others
using language learned in
grades 1 to5
2.2. Responding to simple
2.2. Using simple conversational
communicative situations in mini strategies: questions, role play
dialogues.
greeting, dialogues
2.2. Participating effectively in
simple short conversations and
collaborations with peers.
2.2. Communicating actively
and responding verbally to
others.
2.3. Showing confidence and
2.3.Speaking respectfully and
respect when speaking in simple confidently to others in simple
sentences with the teacher and situations
peers
2.3. Expressing their own ideas,
needs, wishes and feelings
clearly
2.3. Sharing information, opinions
and questions while speaking in
public
2.4. Using English words and
phrases to express their Islamic
identity
( Islamic Studies) ; Talking about
themselves as Kuwaiti Citizens in
English( Social studies); Singing
songs about Kuwait in English (
Music )
2.
2.4. Participating in short
conversations when giving
instructions related to traffic rules
in English
( Life Skills ); Asking and
answering questions in English
about old and new schools in
Kuwait ( Social Studies)
2.4. Using words and phrases to
say correct sentences in English
about places in Kuwait ( Social
Studies); naming Islamic
occasions in English ( Islamic
Studies) ;singing songs about
months of the year (Music )
2.4. Using English to talk
about Kuwait and other
Arab countries (Social
Studies ); to talk about
health, Kuwaiti
planetarium ,the sun & the
moon ( Science); Talking
about football and car
race in English ( PE )
New Distribution of the Syllabus
(New Fun With English –Gr.1)
Period
Unit
1 - 3
First
+
Rev
Period
1
Teacher’s
Guide
1 - 28
Pupil’s
Activity
Book 1
Book 1A
A
1 23
1 – 14
Standards to be achieved
By the end of the First Evaluation period pupils are able to ……
LISTENING
o recognize sounds and words heard from natural sources (e.g.
different persons’ speech) or electronic ones (recorded material)
o identify initial sounds in simple words (a - s – h – l – t – m – n ).
o identify numbers and count from 1-10
o react to simple instructions related to ( daily routine- actions-body
parts)
o identify and sing 3 simple English songs about (greetings-body
parts -family ) in groups and individually.
o identify 10 of the most common high frequency words that consist
of two or three letters
o listen and distinguish between different simple oral messages in
areas of (body parts-family members)
Heads of departments have 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 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.