وزارة التربية التوجيه الفني العام للغة الإنجليزية

وزارة التربية

التوجيه الفني العام للغة اإلنجليزية

Ministry of Education

ELT General Supervision

Competency based Curriculum

vs.

Content based Curriculum




Quality learning is not possible without a High Quality Curriculum. Quality Curricula now are Competence -based and not Content and Knowledge-based aiming at attaining highly ranked student achievement standards. We are after “to know how and why , than simply what”

Quality learning


• ‘Curriculum’ is a description of what, why, how and how well students should learn in a systematic way.

• It includes all the learning experiences inside and outside the school.

• • It is not an end in itself but rather a means to fostering quality learning.

• “A curriculum is a plan for learning.”

What is a curriculum?

1.Standards

“Standards describe the goals of schooling, the destinations at which students should arrive at the end of term or stage.

E.g., most standards expect students graduating from high school to be able to write for different audiences in different formats things such as reports, instructions, literary criticism, persuasive and reflective essays, and to demonstrate a command of standard English.



Standards indicate what students should know and should be able to do at grade 5, grade 9, grade 12. A curriculum is chosen to help the students meet the standards.

Standards are the WHAT of education while curriculum and instruction are the HOW.”

Standards do not prescribe how to get the students to this destination. That is determined by the curriculum.

Kinds of Standards


1- Content standards Content standards indicate what students should know and should be able to do in a particular content or subject area.

E.g., students should be able to write and speak for a variety of purposes and for diverse audiences, using conventional grammar, sentence structure, punctuation, and spelling.


General Competences

Specific Competences Ex. of Learning activities

Curriculum Standards

1 2 3 4

1. Listening and understanding oral

messages by means of different strategies

in a variety of contexts

1. A range of language realities1.1. Listening to various texts to build up comprehension.

Listen to information and match them with pictures.

Demonstrate comprehension of simple text.

2. A range of operations

2.1. Demonstrating listening strategies in a variety of situations.

listen to predict what people are going to talk about.

Use listening strategies (prediction – inferring meaning – relating ideas. etc) based on purposes.

3.A range of attitudes3.1. Showing awareness of language behaviours to complete tasks.

listen & transfer inf. to paper (complete table)

Listen and respond to instructions to carry out a variety of tasks.

4. A range of connections

4.1 Using general inf. related to science, maths, social studies,

Listen to recognize famous places in Kuwait using picture cues.

Acquire inf. related to science, maths, social studies, PE and arts

Sample Standards:

Speaking StandardGrade 6

Students are able to:

Engage in a factual conversation to discuss/ express opinions and exchange information related to common topics using grade level language.


Reading StandardGrade 6:

Students are able to: 3.1. show comprehension of a reading text (fiction/ nonfiction) by completing a variety of tasks.


Writing StandardGrade 6

Students are able to 4.1. Write short paragraphs using precise language and specific vocabulary to convey different ideas.



2- Performance Standards A performance standard measures how well a student's work meets the content standard. It has levels (4, 3, 2 & 1); or (advanced, proficient, novice, and basic) Performance standards describes the performance level in general terms.

A cut-off point must be established to be able to discriminate between those that have attained the performance standards and those who have not.


III.STANDARDS

STANDARDIZING MEASURINGAchievement standards

by the end of grade 5Levels of achievement

1 2 3 4 5

ENGLISHS1.3.1 read information texts (e.g. observation reports, explanations,

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

D3 The student reads with some difficulty an information text(e.g.explanation, 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.explanation, 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.explanation, insitructions, 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


Why Achievement Standards They provide teachers with targets for instruction by specifying what, and how much, learners must be able to do in order to demonstrate mastery of content standards and the achievement level that is called for. They provide clear directions to developers of tests about the kinds of performance situation and tasks that will be used to make judgments about learner proficiency. Curriculum developers will be aware of what a learner knows and can do to demonstrate proficiency against a standard.

2.Competences

What are competences? “A state of being adequately or sufficiently qualified to perform a task that is reasonably well defined”. “An integrated set of knowledge , skills and attitudes that enable one to effectively perform the activities of a given occupation, “teaching”.

“A measurable pattern of knowledge , skills , abilities , behaviours ,values and other characteristics that the individual needs to perform successfully”.



Competence A combination of knowledge, skills and attitudes appropriate to the context. Competence is not limited to cognitive elements (knowledge); It also encompasses functional aspects (technical skills) as well as interpersonal traits (social skills) and ethical values.

(IBE) Definition


Competency-based curriculum A curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes) to be applied by learners rather than mainly focusing on what learners are expected to learn.


Key competences represent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal attributes that all individuals need to acquire for their personal fulfilment and development.

The key competences


Disciplined (Content) Based Competency-BasedContent Outcomes

Objectives Competences

Norm referenced grade Criterion referenced grade

Teacher centred Learner centred

Passive Learning Integrated learning

Summative evaluation Formative formulation

Instructional delivery Learner performance

Knowledge focus Skills/performance focus

Assessed by counting Assessed by performance

Exposed to specific content for pre- assigned time

Time and sequence derived by assessment

Discipline and Competency-based curriculum


Competences

Skills knowledge attitudes

They enable Students to effectively perform activities to the standard expected

They provide a framework for distinguishing between poor performances and exceptional performance

Learning objectives describe what the learner should know at the end of a learning period. They should be specific, measurable statements written in behavioral terms.

Competences Vs Learning Objectives

Competences are identified behaviours, knowledge, skills, and abilities that directly and positively impact the success of the learners. Competences can be objectively measured, enhanced, and improved through coaching and learning opportunities.


An outcome is a desired state of well-being, a set of conditions, experiences or behaviours that is the goal for change or improvement.

They are anticipated or achieved results of programmes or the accomplishment of institutional objectives, as demonstrated by a wide range of indicators (such as student knowledge, cognitive skills, and attitudes)

4.Outcomes



Example:Students will comprehend and communicate

orally, using English vocabulary for personal, social, and academic purposes.

Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text.

Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.

4.Outcomes


Norm-referenced Assessment Assessment of learner’s progress and achievement with reference to the levels of achievement of his/her peer group and/or by reference to norms derived from a sample of a similar population. Criterion-referenced assessment Assessment of a learner’s progress and achievement against a pre-determined set of criteria (achievement standards)

Terminology


Thank You

Documents

وزارة التربية التوجيه الفني العام للغة الإنجليزية