An Introduction to the Curriculum Standards Dr Jan Wilson Acting Director of the Curriculum Standards Office.

An Introduction to the An Introduction to the Curriculum StandardsCurriculum Standards

Dr Jan WilsonDr Jan WilsonActing Director of the Curriculum Acting Director of the Curriculum

Standards OfficeStandards Office

Overview of this presentationOverview of this presentation The reformThe reform Background to the StandardsBackground to the Standards Structure & components of the Structure & components of the

StandardsStandards Role of the Curriculum Role of the Curriculum

Standards OfficeStandards Office

The Reform – Education for a The Reform – Education for a New EraNew Era

Qatar has embarked on comprehensive Qatar has embarked on comprehensive programme of reforms, educational, social, programme of reforms, educational, social, financial & economic and politicalfinancial & economic and political

Qatar has the goal to become the leading Qatar has the goal to become the leading nation in education in the Middle East and nation in education in the Middle East and one of the key educational players in the one of the key educational players in the worldworld

Qatari students will have access to world Qatari students will have access to world standard education at school which will give standard education at school which will give them access to higher education within the them access to higher education within the world’s most prestigious universitiesworld’s most prestigious universities

The four principles of Education for a New Era – these The four principles of Education for a New Era – these underpin all aspects of the educational reform processunderpin all aspects of the educational reform process

AutonomyAutonomy: schools are publicly funded but : schools are publicly funded but independently run by Principal/Operators, subject independently run by Principal/Operators, subject to contractsto contracts

AccountabilityAccountability: objective and transparent : objective and transparent assessment system that holds schools responsible assessment system that holds schools responsible for students’ success – Evaluation Institutefor students’ success – Evaluation Institute

VarietyVariety: different kinds of schools and : different kinds of schools and instructional programmes instructional programmes

ChoiceChoice: over time parents will be able to select : over time parents will be able to select the schools that best fit their children’s needsthe schools that best fit their children’s needs

BackgroundBackground

The curriculum standards are goals for students’ The curriculum standards are goals for students’ learning, based around the principles of the learning, based around the principles of the Reform;Reform;

They set out what Qatari students should know, They set out what Qatari students should know, understand and be able to do by the end of each understand and be able to do by the end of each grade from K to Grade 12;grade from K to Grade 12;

They are intended to help each Independent They are intended to help each Independent School to plan its curriculum, to guide writers of School to plan its curriculum, to guide writers of teaching and learning materials and to inform the teaching and learning materials and to inform the design of tests and examinations.design of tests and examinations.

The standards cover 4 subjects at The standards cover 4 subjects at this timethis time

ArabicArabic EnglishEnglish MathematicsMathematics ScienceScience

The schools also use the Ministry of Education’s The schools also use the Ministry of Education’s guidelines for Social Studies, Islamic Studies and guidelines for Social Studies, Islamic Studies and Information Technology whilst these are being Information Technology whilst these are being devised and designed by the CSO during this devised and designed by the CSO during this academic yearacademic year

The Curriculum Standards are made The Curriculum Standards are made up of:up of:

The standards for English, Arabic, Mathematics, The standards for English, Arabic, Mathematics, ScienceScience

The Schemes of workThe Schemes of work

The Lesson PlansThe Lesson Plans

Training materials for SSO’s and schools to use Training materials for SSO’s and schools to use for school-focused professional developmentfor school-focused professional development

The Curriculum Standards have The Curriculum Standards have been designed to:been designed to:

Assist students to develop a high degree of Assist students to develop a high degree of competence in the subject;competence in the subject;

Ensure that students can benefit from higher Ensure that students can benefit from higher education;education;

Meet international benchmarks and Meet international benchmarks and standards;standards;

Retain the feeling of identity with Qatar and Retain the feeling of identity with Qatar and a deep understanding of Qatar’s traditions, a deep understanding of Qatar’s traditions, achievements and culture.achievements and culture.

The standards from K to G9 are for The standards from K to G9 are for all students and are structured into all students and are structured into

strands for each subject:strands for each subject: Arabic & EnglishArabic & English – word knowledge, – word knowledge,

listening & speaking, reading & writing;listening & speaking, reading & writing; MathematicsMathematics – reasoning & problem – reasoning & problem

solving, number & algebra, geometry & solving, number & algebra, geometry & measures, data handling;measures, data handling;

Science Science – scientific enquiry, physical – scientific enquiry, physical processes, life science, materials, Earth & processes, life science, materials, Earth & space.space.

The standards for grades 10 to 12 The standards for grades 10 to 12 follow 2 different pathwaysfollow 2 different pathways

All students continue to study four subjects but not All students continue to study four subjects but not necessarily at the same depth or level.necessarily at the same depth or level.

The standards are at two levels – Foundation and The standards are at two levels – Foundation and Advanced:Advanced:

Foundation Foundation – revision and consolidation of – revision and consolidation of standards for earlier grades as well as some new standards for earlier grades as well as some new material;material;

Advanced Advanced – cover the foundation standards as – cover the foundation standards as well as learning more complex skills and well as learning more complex skills and knowledgeknowledge

The strands of a given subject The strands of a given subject do not necessarily involve equal do not necessarily involve equal amounts of teaching time, and amounts of teaching time, and are not necessarily given equal are not necessarily given equal emphasis in the national tests. emphasis in the national tests.

For example: the English standards assume that the For example: the English standards assume that the approximate time needed to teach them in a school year of approximate time needed to teach them in a school year of

around 900 hours is as follows:around 900 hours is as follows:

grades 1 to 6grades 1 to 6

grades 7 to 9grades 7 to 9

grades 10 to 12 advancedgrades 10 to 12 advanced

grades 10 to 12 foundationgrades 10 to 12 foundation

16 to20% of overall teaching 16 to20% of overall teaching time of 900 hours about 145 – time of 900 hours about 145 – 180 hours per year180 hours per year

13 to 15% - 13 to 15% - (120 – 135 hours per year)(120 – 135 hours per year)

15 to 16%15 to 16%(135 – 145 hours per year)(135 – 145 hours per year)

10% of overall – (90 hours per 10% of overall – (90 hours per year)year)

The standards are made up of:The standards are made up of:

The standards themselvesThe standards themselves – which are – which are illustrative statements that aim to provide illustrative statements that aim to provide enough detail to give teachers a clear enough detail to give teachers a clear understanding of :understanding of :

What students should learn by the end of What students should learn by the end of each grade in each of the four subjects;each grade in each of the four subjects;

The emphasis to be placed on higher order The emphasis to be placed on higher order skills, such as critical thinking, enquiry, skills, such as critical thinking, enquiry, reasoning and problem solving.reasoning and problem solving.

The standards are illustrated with The standards are illustrated with examples to show what is expectedexamples to show what is expected

The examples should help teachers to interpret The examples should help teachers to interpret the standards and to develop their own lesson the standards and to develop their own lesson plans, resources and assessment materials.plans, resources and assessment materials.

Notes in the margin are also intended to help Notes in the margin are also intended to help teachers to interpret the standards. For example a teachers to interpret the standards. For example a margin note might add further detail about what to margin note might add further detail about what to include or not or refer to a linked standardinclude or not or refer to a linked standard

The standards also have end of grade descriptors, The standards also have end of grade descriptors, which can be used to support both formative and which can be used to support both formative and summative assessment and illustrate the scope summative assessment and illustrate the scope and sequence of the subject.and sequence of the subject.

The mathematics and science The mathematics and science standards are provided in both standards are provided in both

Arabic and English versionsArabic and English versions

Mathematics and science are expected to Mathematics and science are expected to be taught through the medium of the be taught through the medium of the

English languageEnglish language

The Arabic standards are The Arabic standards are provided in Arabic & the English provided in Arabic & the English

standards are provided in Englishstandards are provided in English

The spelling conventions adopted in the The spelling conventions adopted in the English standards, and the English versions English standards, and the English versions of the mathematics and science standards, of the mathematics and science standards,

are based on standard are based on standard British EnglishBritish English (NOT USA standards)(NOT USA standards)

The standards are intended to help schools to The standards are intended to help schools to meet students’ learning needs but are not, in meet students’ learning needs but are not, in

themselves, a syllabus.themselves, a syllabus. There are no prescribed teaching methods There are no prescribed teaching methods

or text books or work sheets;or text books or work sheets; There are no prescribed methods of There are no prescribed methods of

assessing and recording students’ progress. assessing and recording students’ progress. The only requirements on Independent The only requirements on Independent Schools is that every student participates in Schools is that every student participates in the national tests based on the standards, the national tests based on the standards, that they implement the standards and carry that they implement the standards and carry out formative assessments.out formative assessments.

Schemes of workSchemes of work

Decisions about how best to teach the curriculum Decisions about how best to teach the curriculum standards are left to schools – therefore there is standards are left to schools – therefore there is no requirement to use the schemes of work, no requirement to use the schemes of work, however:however:

The SoW provide a long term plan to help schools The SoW provide a long term plan to help schools to achieve the aims of the curriculum standards; to achieve the aims of the curriculum standards; they interpret the standards and translate them they interpret the standards and translate them into coherent, manageable teaching units – into coherent, manageable teaching units – typically of 5 to 10 hours of work.typically of 5 to 10 hours of work.

Schemes of workSchemes of work

Indicate the number of teaching hours or Indicate the number of teaching hours or lessons for each unit;lessons for each unit;

Order the units across the two semesters – Order the units across the two semesters – so that they build on preceding work, link so that they build on preceding work, link with other units and prepare students for the with other units and prepare students for the next grade,next grade,

Develop sufficient detail in each unit for Develop sufficient detail in each unit for teachers to be able to create their lesson teachers to be able to create their lesson plans from it.plans from it.

Sample Lesson PlansSample Lesson Plans

These are teaching notes for one or more These are teaching notes for one or more lessons, showing how the work will unfold to lessons, showing how the work will unfold to achieve its intended objectives;achieve its intended objectives;

They are developed to match individual They are developed to match individual class requirements – e.g. students’ differing class requirements – e.g. students’ differing abilities and the resources available;abilities and the resources available;

Typically lesson plan will: Typically lesson plan will:

Indicate the objectives for the lesson or block of lessons;Indicate the objectives for the lesson or block of lessons; Stress the relevant vocabulary, skills and language Stress the relevant vocabulary, skills and language

structures associated with the work of the unit;structures associated with the work of the unit; Outline the lesson in stages and show how work will be Outline the lesson in stages and show how work will be

developed from teaching input to learning output, with developed from teaching input to learning output, with suggestions for differentiation where appropriate;suggestions for differentiation where appropriate;

Indicate how lessons will be summarised and rounded off;Indicate how lessons will be summarised and rounded off; Indicate/suggest what homework will be set;Indicate/suggest what homework will be set; Identify links with other subjects;Identify links with other subjects; Refer to relevant resources, such as audio visual Refer to relevant resources, such as audio visual

equipment;equipment; Include where relevant – worksheets, answer keys, cues Include where relevant – worksheets, answer keys, cues

for oral practice, etc.for oral practice, etc.

It is expected that each school will:It is expected that each school will:

Develop its own policies for lesson planning, teaching and Develop its own policies for lesson planning, teaching and learning, and assessment – so that as many of its students learning, and assessment – so that as many of its students as possible achieve the standards expected for their grade, as possible achieve the standards expected for their grade, (based on the guidance and advice from the CSO).(based on the guidance and advice from the CSO).

Select the very best resources (including textbooks, Select the very best resources (including textbooks, worksheets & cards, equipment & manipulatives) to suit the worksheets & cards, equipment & manipulatives) to suit the needs of its students.needs of its students.

Appoint a subject coordinator for every subject.Appoint a subject coordinator for every subject. Appoint an assessment coordinator, individual needs Appoint an assessment coordinator, individual needs

coordinator and a professional development coordinator.coordinator and a professional development coordinator.

The Curriculum Standards OfficeThe Curriculum Standards Office

Provide advice, support and guidance on the Provide advice, support and guidance on the selection and use of resources – a new handbook selection and use of resources – a new handbook of guidance on “Resources to Support Curriculum of guidance on “Resources to Support Curriculum Standards” will be circulated to schools in the next Standards” will be circulated to schools in the next two weeks.two weeks.

Provide a range of practical workshops for subject Provide a range of practical workshops for subject coordinators and teachers;coordinators and teachers;

Coach, mentor, assist and guide teachers and Coach, mentor, assist and guide teachers and coordinators through a programme of school visits;coordinators through a programme of school visits;

Provide policy frameworks forProvide policy frameworks for

Assessment;Assessment; E-education;E-education; Individual needs;Individual needs; Teaching and learning;Teaching and learning; Performance management of teachers;Performance management of teachers; School self reviewSchool self review And the implementation of the curriculum And the implementation of the curriculum

standards.standards.

The Curriculum Standards Office are The Curriculum Standards Office are responsible for:responsible for:

Ensuring that all schools are in compliance with Ensuring that all schools are in compliance with the Curriculum Standards;the Curriculum Standards;

Monitoring the quality of the work of the subject Monitoring the quality of the work of the subject AT’s in each SSO team;AT’s in each SSO team;

Monitoring and evaluating the quality of teaching, Monitoring and evaluating the quality of teaching, learning, standards of student progress and the learning, standards of student progress and the implementation of the curriculum standards;implementation of the curriculum standards;

Developing new/additional standards for other Developing new/additional standards for other subjects.subjects.

Key areas for you to develop in your Key areas for you to develop in your schoolschool

Improving teachers’ planning, standards of teaching, their Improving teachers’ planning, standards of teaching, their ability to use a range of teaching methods, assessment ability to use a range of teaching methods, assessment and differentiation;and differentiation;

Improving classroom organisation and management;Improving classroom organisation and management; Enabling teachers to become more interactive and creative Enabling teachers to become more interactive and creative

in their teaching and the learning that they aim to deliver;in their teaching and the learning that they aim to deliver; Developing teachers’ subject knowledge;Developing teachers’ subject knowledge; Moving the focus away from the repetition of knowledge to Moving the focus away from the repetition of knowledge to

the development of skills, critical thinking, problem solving the development of skills, critical thinking, problem solving and understanding.and understanding.

Key areas that the curriculum Key areas that the curriculum standards team are working on:standards team are working on:

Improving the quality of the teachers’ confidence and ability Improving the quality of the teachers’ confidence and ability to use English as the medium of instruction in math and to use English as the medium of instruction in math and science;science;

Integration between subjects;Integration between subjects; Planning and assessment;Planning and assessment; Differentiation;Differentiation; Meeting individual needs;Meeting individual needs; Improving use of ICT as a tool and a subject;Improving use of ICT as a tool and a subject; Developing standards for Islamic Studies, Social Sciences Developing standards for Islamic Studies, Social Sciences

and ICT;and ICT; The type, range and use of resources to support effective The type, range and use of resources to support effective

teaching and learning.teaching and learning.

We are there to helpWe are there to help

Just contact any of the subject specialists or Just contact any of the subject specialists or coordinators if you have queries, questions or coordinators if you have queries, questions or

need our assistance.need our assistance.

We share the same core goal – to improve the We share the same core goal – to improve the quality of teaching and learning and therefore, the quality of teaching and learning and therefore, the

standards of student achievement.standards of student achievement.

THANKYOUTHANKYOU