Evaluating English Language Curriculum of the Eleventh ‎Grade In the Light of the Pedagogy of the Competency-‎Based Approach

The current study aimed to evaluate the eleventh-grade English language curriculum in Palestine in light of the pedagogy of a competency-based approach from English teachers' and supervisors’ perspectives in the Education Directorate/Bethlehem. The quantitative approach was used to evaluate the curriculum internally. To achieve the study's objectives, the researcher developed an evaluative instrument. Subsequently, the validity and reliability of the instrument were tested to measure the internal consistency of the curriculum with the competency-based approach pedagogy. To obtain the necessary evaluation data, a questionnaire was distributed to the 11th-grade English teachers and all English supervisors in Education Directorate/Bethlehem, with (70) of them responding to the questionnaire items. One of the study's key findings was that the participants rated the English curriculum high, with an average score of (3.52) and a standard deviation of (0.94). It was also found that there were no statistically significant differences in the responses of the study sample in evaluating the curriculum due to gender, educational qualification, or years of experience. In light of the study results, the researcher made several recommendations, the most notable of which were adopting the general framework and principles of competency-based approach pedagogy when developing English curricula in Palestine, increasing the role of teachers and supervisors in these processes, holding regular discussion meetings between curriculum designers, teachers, and supervisors, and encouraging the conduct of evaluative research and considering its results to improve the English curricula in Palestine.