State of Kuwait
Ministry of Education
KUWAIT NATIONAL CURRICULUM
Primary Education
“Students first!”
Introduction to implementation the Kuwait
National Curriculum in Primary Education
The objectives :
By the end of this session participants will be able
to
*Interpret the differences between the current
textbooks and the teaching and learning materials in
competence-based instruction.
*Explain how the current textbooks may be used in
implementing the new subject curricula.
*Provide ideas about how to attract teachers in
developing competence-based teaching and learning
materials as part of piloting in schools the new
curriculum.
3
*Describe the range of additional learning
resources and tools that could be used in the
learning process.
* Clarify the role of using different learning
resources in the implementation of new
curriculum
4
Part one
Current Teaching and
Learning Materials
5
What areTeaching and Learning
(T-L) Materials
6
Teaching and Learning (T-L) Materials
This is a term used to describe RESOURCES which
teachers use to support and organise the teaching and
learning process.
An obvious example of a teaching and learning material is
the subject textbook.
But this is only one example we have others.
Task 1 :What ideas come to your mind while
looking at this picture . (Your reflections )
8
What are the Current Learning
Resources ?
The Current Learning Resources are :
Textbooks
PB
WB
HWB
Flash cards
Teacher
Guide
Current
learning
resources
Pictures
CDs
Wall
charts
Examples of T-L resources
T-L tools such as the blackboard, white board, projector,
i-pad
Equipment such as posters, paintings, photographs,
games, maps, charts, apparatus
Activity cards, activity equipment (eg for science, art, PE)
Reference books, dictionaries, curriculum document,
other documents, music scores, software, internet,
radio/TV
Workbooks
The Teacher Guide book.
Textbooks:
Advantages and Disadvantages
What is a textbook ?
A textbook is only as good as the teacher
who uses it. And it's important to remember
that a textbook is just one tool, perhaps a
very important tool, in your teaching
arsenal.
No textbook is perfect, and no textbook is
complete. It is but one resource at your
disposal.
13
Workbook/Activities book
Besides a textbook it is possible to have a WORKBOOK
A workbook enables students to undertake, record, interpret
and draw conclusions from activities.
At its simplest, the workbook is a series of exercises for
students to undertake (and can be integrated into the textbook
e.g. end of chapter exercises).
At a more demanding level, the workbook can initiate
stimulating activities in which STUDENTS PLAY a major role
in putting forward the ideas, the reason for the activity,
undertaking the planning and identifying the outcomes e.g. a
project undertaken by students individually, or in groups.
Teacher Guide book for the Curriculum
The Teacher Guidebook (TG) for the curriculum
is an elaboration and extension of the learning
unit.
It is important because it can put forward a
suggested TEACHING APPROACH, TEACHER
TIPS and, if needed, ASSESSMENT STRATEGIES.
The creation of a teacher guide can be used as a very
appropriate assessment tool for the effectiveness of
the training of teachers in the teacher training
program. (HOW?)
Task 3: In groups , think of the advantages and
disadvantages of the textbooks :
Advantages
1.
Disadvantages
.
2
3
4
16
The advantages of textbooks
Textbooks are especially helpful for beginning teachers .
The material to be covered and the design of each lesson are
carefully spelled out in detail
Textbooks provide organized units of work
A textbook series provides you with a balanced,
chronological presentation of information
Textbooks are a detailed sequence of teaching procedures
that tell you what to do and when to do it
Textbooks provide administrators and teachers with a
complete program
17
The disadvantages of textbooks
1.The textbook is designed as the sole source of
information.
2. Textbook is old or outdated.
3. Textbook questions tend to be low level or contentbased.
4. Textbook doesn't take students' background
knowledge into account.
5. Reading level of the textbook is too difficult.
6. The textbook has all the answers to all the
questions
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Part Two
How the current textbooks may
be used in implementing the new
subject curricula
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Weakness
The textbook is
designed as the
sole source of
information.
Ways of Overcoming
Student Difficulty
Problem
Provide students
Students only see with lots of
one perspective information sources
on a concept or such as trade books,
issue.
CD-ROMS, websites,
encyclopedias, etc.
Weakness
Student Difficulty
Information
shared with
Textbook is old
students is not
or outdated.
current or
relevant.
Ways of
Overcoming
Problem
Use textbook
sparingly or
supplement
with other
materials.
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Weakness
Student Difficulty
Ways of
Overcoming
Problem
Textbook questions tend to
be low level or contentbased.
Students assume that
learning is simply a
collection of facts and
figures.
Ask higher-level questions
and provide creative
thinking and problemsolving activities.
Textbook doesn't take
students' background
knowledge into account.
Teacher does not tailor
lessons to the specific
attributes and interests of
students.
Discover what students
know about a topic prior to
teaching. Design the lesson
based on that knowledge.
22
Weakness
Reading level of
the textbook is
too difficult.
Student Difficulty
Ways of
Overcoming
Problem
Use lots of
Students cannot
supplementary
read or
materials such as
understand
library books,
important
Internet, CDconcepts.
ROMs, etc.
23
Weakness
Student Difficulty
Ways of
Overcoming
Problem
Involve students
in problemStudents tend to solving activities,
The textbook has
see learning as an higher-level
all the answer to
accumulation of thinking
all the questions.
correct answers. questions, and
extending
activities.
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Textbooks as a resource
When thinking about how you want to use textbooks,
consider the following:
Use the textbook as a resource for students, but not the only
resource.
Use a textbook as a guide, not a mandate, for instruction.
Be free to modify, change, eliminate, or add to the material in
the textbook.
Supplement the textbook with lots of outside readings.
Supplement teacher information in the textbook with teacher
resource books; attendance at local, regional, or national
conferences; articles in professional periodicals; and
conversations with experienced teachers.
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About the Textbook
This resource must support 4 key points:
The curriculum intentions.
The teacher’s planned strategies.
The learning of students with respect to the
competences being developed, the students’ prior
learning and their ability level.
Maximising student involvement in thinking,
doing and feeling.
How to Use the
Textbook
How to Use the Textbook
We have already heard The textbook is not the Curriculum.
The textbook was called a RESOURCE.
So the key points are:
1. The textbook is used to support the teaching (it does not drive
it).
The teaching direction comes from the learning units which
indicates the learning activities (and their sequence).
The textbook acts as a SUPPORT (for the teacher, the student
and the parents) to enable students to understand and undertake
the activities/learning and attain the curriculum standards.
Develop textbooks that do not include merely
information, but a large range of exercises, review
questions and illustrations that support a studentcentered learning approach; Accompany textbooks or
learning kits with relevant teachers‟ guides and
students‟ workbook;
Shift gradually the emphases from printed materials to
interactive e-books and e-materials.
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What does a Teacher Guide look like?
What does a Teacher Guide look like?
The teacher guide for the Curriculum relates
to/copies/provides the basis for, the learning unit
and can include :
(a) The title.
(b) The general competence and specific
competence(s).
(c) Anticipated teaching time.
(d) Learning outcomes to be achieved (as subcomponents of the curriculum standards).
(e) The topic.
Developing a Teacher Guide
Take the Learning Unit as the starting point.
If desired, break down the learning unit into sub-parts.
This gives the Competences, activities, etc.
Add to this the actual teaching ideas (strategies)
(a) Resources needed.
(b) What the teacher can do (suggestions) – give this
step by step in sequence.
(c) Teacher notes (preferably against each suggestions
in (b).
(d) Worksheets for students (if a separate workbook
not available, or is available but insufficient).
Part Three
Effective teaching and
learning resources
The label “Teaching and Learning Materials” is a
generic term used to describe the resources teachers
use to organize the teaching and learning process to
increase student success. Although the availability of
textbooks has long been recognized as an important
factor in educational attainment, the teaching and
learning materials needed to support the learning
process include more than textbooks .
35
Additional learning resources
and tools
Additional learning resources and tools
Resource-based Learning actively involves students in
meaningful use of a wide variety of print, non-print,
electronic, virtual, and human resources.
“Learning resource” means a resource used for
educational purposes in any format, real or virtual, that:
illustrates or supports one or more elements of a
course or course of study; and
may enrich the learning experience of the student or
teacher;
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Additional Learning Resources
Additional learning resources meet the varying needs
of students and teachers
.
Reading materials,
periodicals
Audio,
TV,CD,DVD
Websites,
catalogs, graphic
organizers
Learning
Resources
Museums,
exhibitions,
performances
Manipulative
activities,
demonstrations,
experiments,
games
Resources required
The resources required are those that enable students to
undertake the activities.
The resources may be for the teacher, OR
The resources may be for the students.
The textbook may or may not be a resource.
The workbook may be a resource.
Other resources may be tools, equipment, chemicals,
activity cards, reference material, etc.
Equipment and tools needed for
instruction.
40
Of equal, or sometimes even greater
importance than “teaching and learning
materials” for improving educational
achievement, are various equipment and
tools needed for instruction .
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On line resources such as : collection of documents •
1
2
3
4
/ texts / songs / pictures Images •
Educational software / games/ TV •
broadcast
Ready made experiment kits •
topic-specific books, workbooks, teachers •
guides, maps and charts, atlases,
42
Criteria for developing effective
teaching and learning materials
When developing effective teaching and
learning materials, publishers of
educational materials should consider
criteria to ensure that their products:
43
1- Are relevant to promote the vision, principles and
values established by the National Curriculum
Framework in Kuwait; b) for a competence-based,
student-centered type of curriculum; and c) address
knowledge, skills, values and attitudes required by
the National Curriculum;
44
2- Address cross-cutting issues, for example
gender equity, environmental issues, concepts of
globalization, HIV/AIDS, rational consumption,
health and others;
3. Are directly related to a school’s curriculum
policies and programs;
45
4.Support an inclusive curriculum, thus helping
students to be aware of Kuwaiti cultural diversity and
promote respectful relations with others;
5. Help teachers to increase the quality of planning,
thus avoiding routine, and encouraging student
involvement, creativity and diversity in learning;
6. Stimulate students to be motivated for and engage
in learning;
7. Stimulate students to explore natural and social
phenomena independently;
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8.Encourage greater interaction among students
in the learning process;
9. Assist teachers to differentiate learning by
activating each student's learning style and
rhythm of learning;
10. Motivate students and teachers to examine
their own attitudes and behavior and to
comprehend their duties, responsibilities, rights
and privileges as citizens in the Kuwaiti modern
society;
47
11. Encourage understanding of the Kuwaiti
cultural heritage, as well as the contribution of
different cultural and linguistic groups, people
with disabilities, and others different cultural and
linguistic groups, people with disabilities, and
others;
48
12. Are relevant to the age of the students for
whom they are oriented and effective for their
emotional, intellectual, social and cultural
development. This includes the assurance that
students will not be exposed to offensive
materials that may include materials which
inappropriately describe, express or otherwise
deal with matters of sexual, ethnical or
religious discrimination, drug misuse or
addiction, crime, cruelty, violence or
revolting or abhorrent phenomena
49
13. Provide opportunities for students to
develop critical thinking and active
involvement in social life;
14. Present a range of views on all issues;
15. Are easy for students to understand and
to use;
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16. Consider national and international
safety standards, not affecting the corporal
integrity or the life of the students;
17. All printed materials consider national
and international standards in terms of
physical production (quality of cover card
text paper, binding etc.), readability and
durability.
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Part Four
Graphic Organizer as a
teaching tool?
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Teaching with Graphic
Organizers
53
Teaching with Graphic Organizers
Used across the curriculum, teachers use graphic
organizers to teach many things, including but not
limited to:
Cause and effect
Note taking
Comparing and contrasting concepts
Organizing problems and solutions
Relating information to main themes and ideas
Organizational skills
Vocabulary knowledge
Sequencing
54
An example of using graphic organizers
T-Charts are a type of chart, a graphic
organizer in which a student lists and
examines two facets of a topic, like the pros
and cons associated with it, its advantages and
disadvantages, facts vs. opinions, etc.
Pros
Cons
55
For example, a student can use a T-chart
to help graphically organize thoughts
about:
Making a decision by comparing resulting
advantages and disadvantages (like
getting a pet or taking a new job),
56
Evaluating the pros and cons of a topic (for
example, adopting a new invention),
Enumerating the problems and solutions
associated with an action (for example,
analyzing the plot of a book or a topic like
poor nutrition),
Listing facts vs opinions of a theme (greatly
to use after reading a selection of text or a
news .Graphic Organizer.pdf
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Part Five
Preparing a
competence- based
lesson
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Sample of a lesson plan
Based upon competences
Grade One
Book 1A
Unit :4
Lesson 4
PB. page 28
AB. Page 17
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Instructions :
1- Work in groups
2- Go through the lesson and look at the
pictures .
3-Look at the yellow box to know what to
teach .
4- Read the procedures in the T.G
5- Design your own lesson plan based
upon competences .
Specific Competences Related to the
lesson:
1-…………………………………………………………..
2-………………………………………………………….
3-……………………………………………………………
4-………………………………………………………......
Procedure: ( Tackling according to the
new concepts )
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Activities needed to achieve the desired standard /
competences:
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