Transcript Map of the National Curriculum

Map of the
National Curriculum
31 August 2014
• Introduction to the National
Curriculum Framework (NCF)
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
What are
we trying to achieve?
Vision
Principles
Shared Values
Focus for Learning
Successful individuals who are motivated to
explore and create knowledge
Identity &
Culture
Islam
Confident and competent individuals who
have a firm belief in Islam, a strong sense of
self and national identity
Human Rights,
Democracy & Justice
Holistic
Development
values relating to Family
& Others
values relating to Self
Personal
Excellence
Responsible and productive
contributors to their own family, local
community and the global society
Preparation
for Life
Inclusivity
values relating to Local & Global
community
Knowledge and Understanding
Relevance
values relating to the
Environment
Skills
Values and Attitudes
do we organise learning?
How doHow
we
organise learning?
Key
Competencies
Key Learning Areas
Practising
Islam
Understanding &
Managing Self
Islam &
spirituality
Language &
Communication
Islamic Tharbiyah
Subjects
Effective Pedagogy
Quran
Thinking Critically
& Creatively
Eng
Dhi. Lit
Dhi
F. Lang
Eng. Lit
Creating a positive learning
environment
Mathematics
Math
Arabic
Relating to
People
Making
Meaning
Environment, science
& technology
Biology
Marine Science
Connecting prior
learning to new learning
Science
Chemistry
Health &
Wellbeing
Social
Sciences
Health & PE
Social St
Physics
Fostering reflective
practice
Using Technology
& the Media
Using Sustainable
Practices
Living a
Healthy Life
History
Entrepreneurship
Creative Arts
Creative Arts
Geography
Making learning
meaningful
ICT
T.Tourism
B. St
Acc
V.E Economics
Catering to individual
differences
How well are we achieving this?
How well
achieving
this?
Howare
well arewe
we achieving
this?
Ways to Evaluate
Impact
Accountability
Measures
Measuring learning
across all dimensions
National standards
Using multiple
methods
Positive behaviour
Involving the whole
school community
Contribution to the
society
Using feedback
Better choices in life
Reflecting on learning and
creating a continuous
improvement cycle
Further education and
employment
Vision
Every Child is
prepared for life
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Vision
Successful individuals who are
motivated to explore and create
knowledge
Confident and competent individuals who
have a firm belief in Islam, a strong sense of
self and national identity
Responsible and productive contributors
to their own family, local community and
the global society
Vision
How do we organise learning?
Successful individuals
who are motivated to
explore and create
knowledge
Confident and
competent individuals
who have a firm belief
in Islam, a strong sense
of self and national
identity
How well are we achieving this?
Responsible and
productive
contributors to their
own family, local
community and the
global society
To make learning and teaching more effective so that learners understand quality and how to improve
Our image of a successful
future learner……..
Principles
Islam
Personal Excellence
Identity & Culture
Inclusivity
Human Rights,
Democracy & Justice
Preparation for Life
Holistic Development
Relevance
How can we address the
principles through our
teaching/school system?
 Group Activity
After going through the specific
principles, come out with
suggested activities that could be
carried out in the school
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Successful individuals who are
motivated to explore and create
knowledge
Vision
Principles
Islam
Shared Values
Focus for Learning
Identity &
culture
values relating to Self
Human Rights,
Democracy & Justice
Confident and competent individuals who
have a firm belief in Islam, a strong
sense of self and national identity
Holistic
development
values relating to Family
& Others
Knowledge and Understanding
Personal
Excellence
Responsible and productive contributors
to their own family, local community and
the global society
Inclusivity
values relating to Local and Global
Community
Skills
Preparation
for Life
Relevance
values relating to the
Environment
Values and Attitudes
How do we organise learning?
How well are we achieving this?
To make learning and teaching more effective so that learners understand quality and how to improve
Shared Values
• values relating to Self
• values relating to Family & Others
• values relating to the Environment
• values relating to Local and Global
Community
 Pair work
Sorting activity
Focus on learning
Knowledge &
Understanding
Skills
Values &
Attitudes
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Successful individuals who are
motivated to explore and create
knowledge
Vision
Principles
Islam
Shared Values
Focus for Learning
Identity &
culture
values relating to Self
Human Rights,
Democracy & Justice
Confident and competent individuals who
have a firm belief in Islam, a strong
sense of self and national identity
Holistic
development
values relating to Family
& Others
Knowledge and Understanding
Personal
Excellence
Responsible and productive contributors
to their own family, local community and
the global society
Inclusivity
values relating to Local and Global
Community
Skills
Preparation
for Life
Relevance
values relating to the
Environment
Values and Attitudes
How do we organise learning?
How well are we achieving this?
To make learning and teaching more effective so that learners understand quality and how to improve
Key Competencies
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Vision
Principles
Shared values
Focus for learning
Successful individuals who are
motivated to explore and create
knowledge
Islam
Identity &
culture
values relating to Self
Responsible and productive contributors
to their own family, local community and
the global society
Confident and competent individuals who
have a firm belief in Islam, a strong
sense of self and national identity
Human Rights,
Democracy & Justice
Holistic
development
values relating to Family
& Others
Knowledge and Understanding
Personal
Excellence
Prepare for
Life
Inclusivity
values relating to Local and global
community
Skills
Relevance
values relating to the
Environment
Values and Attitudes
How do we organize learning?
Key competencies
Practising
Islam
Understanding &
Managing Self
Thinking Critically
& Creatively
Relating to
people
Making
Meaning
Living a
Healthy Life
Using Sustainable
Practices
Using Technology
& the Media
How well are we achieving this?
How well are we achieving this?
Accountability
measures
National Standards
Positive Behaviour
Contribution to the
Society
Better Choices in Life
Further Education and
Employment
Key learning areas and subjects
Islam & Spirituality
Islamic Tharbiyah
Social Sciences
Soc. St
Hist
Creative Arts
Geo
Creative Arts
Quran
Language &
Communication
Dhivehi
English
Eng Lit
Dhi. Lit
F. Lang
Arabic
Environment, Science
& Technology
Physics
Biology
Entrepreneurship
Chemistry
Science
VE
T. Tour
ICT
Bu. St
Acc
Econ
Marine Science
Mathematics
Health & Wellbeing
Mathematics
Health & PE
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Successful individuals who are motivated to
learn and explore; who are inquisitive and
eager to seek, use and create knowledge
Vision
Islam
Principles
Shared Values
Focus for Learning
Identity &
culture
Confident and competent individuals who have a
firm belief in Islam, a strong sense of self, and
cultural identity and believe in their own capabilities
Human Rights,
Democracy & Justice
Holistic
development
values relating to Family
& Others
values relating to Self
Personal
Excellence
Responsible and productive contributors
to their own family, their local community
and the global society
Prepare for
Life
Inclusivity
values relating to Local and global
community
Knowledge and understanding
Relevance
values relating to the
Environment
Skills
Values and attitudes
How do we organize learning?
Key
Competencies
Key Learning Areas
Practising
Islam
Understanding &
Managing Self
Islam &
spirituality
Language &
Communication
Islamic Tharbiyah
Quran
Thinking Critically
& Creatively
Eng
Dhi. Lit
Dhi
Eng. Lit
Mathematics
F. Lang
Arabic
Math
Relating to
People
Making
Meaning
Environment, science
& technology
Biology
Marine Science
Science
Chemistry
Living a
Healthy Life
Using Sustainable
Practices
Health &
Wellbeing
Social
Sciences
Health & PE
Social St
Physics
History
Creative Arts
Creative Arts
Geography
Using Technology
& the Media
Entrepreneurship
ICT
T.Tourism
B. St
Acc
V.E
How well are we achieving this?
To make learning and teaching more effective so that learners understand quality and how to improve
How well are we achieving this?
Accountability
measures
National Standards
Positive Behaviour
Contribution to the
Society
Better Choices in Life
Further Education and
Employment
Econ
Effective Pedagogy
Map of the National Curriculum Framework
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Successful individuals who are motivated to
learn and explore; who are inquisitive and
eager to seek, use and create knowledge
Vision
Islam
Principles
Shared values
Focus for learning
Identity &
culture
Confident and competent individuals who have a
firm belief in Islam, a strong sense of self, and
cultural identity and believe in their own capabilities
Human Rights,
Democracy & Justice
Holistic
development
values relating to Family
& Others
values relating to Self
Personal
Excellence
Responsible and productive contributors
to their own family, their local community
and the global society
Prepare for
Life
Inclusivity
values relating to Local and global
community
Knowledge and understanding
Relevance
values relating to the
Environment
Skills
Values and attitudes
How do we organize learning?
Key
Competencies
Key Learning Areas
Practising
Islam
Understanding &
Managing Self
Islam &
spirituality
Language &
Communication
Islamic Tharbiyah
Quran
Effective Pedagogy
Thinking Critically
& Creatively
Eng
Dhi. Lit
Dhi
Eng. Lit
Mathematics
F. Lang
Arabic
Math
Relating to
People
Environment, science
& technology
Biology
Marine Science
Creating a positive learning
Connecting prior
environment
learning to new learning
Making
Meaning
Science
Chemistry
Living a
Healthy Life
Health &
Wellbeing
Social
Sciences
Health & PE
Social St
Physics
Fostering reflective
practice
Using Sustainable
Practices
History
Creative Arts
Creative Arts
Geography
Making learning
meaningful
Using Technology
& the Media
Entrepreneurship
ICT
T.Tourism
B. St
Acc
V.E
Catering to individual
differences
How well are we achieving this?
To make learning and teaching more effective so that learners understand quality and how to improve
How well are we achieving this?
Accountability
measures
National Standards
Positive Behaviour
Contribution to the
Society
Better Choices in Life
Further Education and
Employment
Econ
Ways to evaluate impact
Measuring learning
across all
dimensions
Using feedback
Using multiple
methods
Involving the whole
school community
Reflecting on learning
and creating a
continuous
improvement cycle
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Vision
Principles
Shared Values
Focus for Learning
Successful individuals who are
motivated to explore and create
knowledge
Islam
Identity &
Culture
Human Rights,
Democracy & Justice
Holistic
Development
values relating to Family
& Others
values relating to Self
Responsible and productive contributors
to their own family, local community and
the global society
Confident and competent individuals who
have a firm belief in Islam, a strong
sense of self and national identity
Personal
Excellence
Preparation
for Life
Inclusivity
values relating to Local & Global
community
Knowledge and Understanding
Relevance
values relating to the
Environment
Skills
Values and Attitudes
How do we organise learning?
Key
Competencies
Key Learning Areas
Practising
Islam
Understanding &
Managing Self
Islam &
spirituality
Language &
Communication
Islamic Tharbiyah
Subjects
Effective Pedagogy
Quran
Thinking Critically
& Creatively
Eng
Dhi. Lit
Dhi
F. Lang
Eng. Lit
Creating a positive learning
environment
Mathematics
Math
Arabic
Relating to
People
Making
Meaning
Environment, science
& technology
Biology
Marine Science
Connecting prior
learning to new learning
Science
Chemistry
Health &
Wellbeing
Social
Sciences
Health & PE
Social St
Physics
Fostering reflective
practice
Using Technology
& the Media
Using Sustainable
Practices
Living a
Healthy Life
History
Entrepreneurship
Creative Arts
Creative Arts
Geography
Making learning
meaningful
ICT
T.Tourism
B. St
Acc
V.E Economics
Catering to individual
differences
How well are we achieving this?
Ways to Evaluate
Impact
Measuring learning
across all dimensions
Using multiple
methods
Involving the whole
school community
Using feedback
Reflecting on learning and
creating a continuous
improvement cycle
Accountability measures
National Standards
Positive Behaviour
Contribution to the Society
Better Choices in Life
Further Education and Employment
Map of the National Curriculum
The curriculum as an entire planned learning experience is underpinned by a broad set of knowledge, values and attitudes.
What are we trying to achieve?
Vision
Principles
Shared Values
Focus for Learning
Successful individuals who are
motivated to explore and create
knowledge
Islam
Identity &
Culture
Human Rights,
Democracy & Justice
Holistic
Development
values relating to Family
& Others
values relating to Self
Responsible and productive contributors
to their own family, local community and
the global society
Confident and competent individuals who
have a firm belief in Islam, a strong
sense of self and national identity
Personal
Excellence
Preparation
for Life
Inclusivity
values relating to Local & Global
community
Knowledge and Understanding
Relevance
values relating to the
Environment
Skills
Values and Attitudes
How do we organise learning?
Key
Competencies
Key Learning Areas
Practising
Islam
Understanding &
Managing Self
Islam &
spirituality
Language &
Communication
Islamic Tharbiyah
Subjects
Effective Pedagogy
Quran
Thinking Critically
& Creatively
Eng
Dhi. Lit
Dhi
F. Lang
Eng. Lit
Creating a positive learning
environment
Mathematics
Math
Arabic
Relating to
People
Making
Meaning
Environment, science
& technology
Biology
Marine Science
Connecting prior
learning to new learning
Science
Chemistry
Health &
Wellbeing
Social
Sciences
Health & PE
Social St
Physics
Fostering reflective
practice
Using Technology
& the Media
Using Sustainable
Practices
Living a
Healthy Life
History
Entrepreneurship
Creative Arts
Creative Arts
Geography
Making learning
meaningful
ICT
T.Tourism
B. St
Acc
V.E Economics
Catering to individual
differences
How well are we achieving this?
How well are we achieving this?
Ways to Evaluate
Impact
Accountability
Measures
Measuring learning
across all dimensions
National standards
Using multiple
methods
Positive behaviour
Involving the whole
school community
Contribution to the
society
Using feedback
Better choices in life
Reflecting on learning and
creating a continuous
improvement cycle
Further education and
employment
Practising
Islam
Organisation Structure
Foundation
F LKG, UKG
Islam &
spirituality
Language &
communication
Mathematics
Health &
Wellbeing
Social
Science
Environment, Science &
Technology
Islam &
spirituality
Language &
communication
Mathematics
Health &
Wellbeing
Social
Science
Environment, Science
& Technology
Creative Arts
Entrepreneurship
Entrepreneurship
Optional
subject
Islamic
Quran
Tharbiyah
English
Dhivehi
Maths
Health & PE
Social Studies
Science
Creative Arts
ICT
Arabic
Key stage 2
Gr: 4, 5 & 6
Islamic
Quran
Tharbiyah
English
Dhivehi
Maths
Health & PE
Social Studies
Science
Creative Arts
ICT
Arabic
Mathematics
Health &
Wellbeing
Social
Science
Environment, Science
& Technology
Creative Arts
Entrepreneurship
Optional
subject
Maths
Health & PE
Social Studies
(Hist, Geo, Civics
& Citizenship)
Science
(Physics, E. S, Chem
& Bio)
Lower Secondary
Islam &
spirituality
Key stage 3
Gr: 7 & 8
Islamic
Quran
Tharbiyah
Islam &
spirituality
Language &
communication
English
Dhivehi
Language &
communication
Mathematics
Health &
Wellbeing
Social
Science
Health & PE
Social
Studies
Creative Arts
ICT
Business
Studies
(Acc, Econ,
Bus. St)
Arabic
Electives (choose any 4 subjects selected from at least two KLAs. A minimum of one
subject should be selected from the KLA Environment, Science & Technology.)
Core Subjects
Islamic
Quran
Tharbiyah
English Dhivehi
Maths
Making
Meaning
Key stage 4
Gr: 9 & 10
Using
Technology
& the Media
Creative Arts
Key stage 1
Gr: 1, 2 & 3
Living a
Healthy
Life
Relating to
People
Thinking
Critically
& Creatively
Understanding
& Managing
Self
Primary
• History
• Geo
• Physics
• Chemistry
• Biology
• Marine. Science
• Env. Science
• Combined Science
• Business St
• Accounting
• Economics
• Travel & Tour
• Design & Tech
• Computer Studies
• Vocational Studies
Art
Quran
• Eng Lit
• Dhi Lit
• Foreign
Language
(Arabic,
French,
Mandarin)
Quran &
Sunnah
• English
• Eng Lit
• Dhiv Lit
Higher Secondary
Islam &
spirituality
Lang &
comm
Electives (choose any 3 subjects )
Using
Sustainable
Practices
Core Subjects
Key stage 5
Gr: 11 & 12
Islamic
Tharbiyah
Dhivehi
• Mathematics with
Statistics
• Mathematics &
Mechanics
• History
• Geography
• Physics
• Chemistry
• Biology
• Marine Science
• Business Studies
• Principles of Accounts
• Economics
• Economics &
Business Studies
Art
The following behaviours are visible in the child while the new
curriculum is implemented
Confident and competent
• adhere to the teachings of Qur’an and Sunnah.
• take Islam as a complete way of life
• have a strong identity of self
• uphold national values and culture
• communicate successfully
• recognize own strengths
• are resilient
• take initiative
• distinguish right from wrong
• are equipped for life and work
The following behaviours are visible in the child while the new
curriculum is implemented
Motivated to learn and explore
▫ identify own learning styles
▫ employ a variety of learning strategies
▫ expand own circle of knowledge and repertoire of skills
▫ are critical and creative thinkers
▫ are able to think, reason, question and evaluate
▫ are literate and numerate
▫ take pleasure in learning
The following behaviours are visible in the child while the new
curriculum is implemented
Responsible and productive
▫ contribute to the wellbeing of own family, local community and global
society
▫ are resourceful and reliable
▫ make informed decisions
▫ respect others
▫ follow sustainable practices
▫ are enterprising and entrepreneurial
▫ contest violence and injustice
▫ are keen to make a difference
Way forward………………