Assessment in the English language programme

Content

Explanatory note

The subject programme is an educational normative document determining the content and the scope of knowledge and skills in each academic subject/discipline in accordance with the age-specific needs and cognitive abilities of learners.

The subject programme focuses the teaching and learning process on the use of the methodological potential of each subject to ensure the conscious acquisition of knowledge and skills by the learners in each subject area, development of learner independence through learning, project work, research work, social and cultural environment awareness.

The subject programme harmoniously combines the traditional functions an educational normative document and innovative trends in the organization of the educational process in the modern school. The novelty relates to the approaches used as the main reference points to build a fundamentally new structure and content of an academic subject. Value-oriented, activity-based, learner-centred, and communicative approaches as classical foundations of education – are used to strengthen the priority of the system of learning objectives and outcomes of the educational process, which is reflected in the new structure of the subject programme.

The subject programme suggests expected outcomes stated in the system of learning objectives, which form the basis for determining the content of a subject. The system of learning objectives is based on the following core values: Kazakhstani patriotism and civil responsibility; respect; cooperation; work and creativity; transparency; lifelong learning. These values are designed to become constant personal reference points for each learner, motivating his/her behaviour and daily activities. At the same time, these values underpin the development of a wide range of the following skills: functional and creative application of knowledge, critical thinking, research, use of information and communication technologies, application of different methods of communication, ability to work in a group and individually, problem solving and decision making.

In terms of the content, the subject programmes describe the contribution of a particular academic subject to educating a learner as a subject of his/her own learning and a subject of interpersonal communication. Thus, the subject programmes ensure the implementation of the principle of unity of education and training, based on the interconnectedness and interdependence of the education values and learning outcomes and the system of learning objectives of a particular subject.

The distinctive feature of the subject programmes is that they are focused on forming not only subject knowledge, but also a wide range of skills. A wide range of skills is a key to a learners’ success in school educational experience, as well as in the future, after graduating from school. The modern economic innovations and changes in the labour market imply the necessity to possess skills, which, in combination, would enable learners to analyse and evaluate situations, ideas, and information in order to solve complex problems or develop new ways of solving them, creatively use the acquired knowledge and experience in synthesising new ideas and information. Such personal qualities as persistence, initiative, curiosity, willingness to change, interpersonal skills are becoming relevant. Personal qualities combined with a wide range of skills enable learners not only to work as a team in their everyday educational practice, but also to apply social, cultural literacy and leadership skills throughout their whole lives.

One of the main tools used to develop a wide range of skills based on the values is the content of the subjects. The content of the educational process in a particular subject builds on the learning objectives and focuses on achieving the expected outcomes stated in the subject programme. Each subject programme provides opportunities for possible integration of a number of subject contents into STEM modules on the basis of interdisciplinary and cross-curricular links. These modules in the form of a research project should be focused on understanding and solving real-life problems, and on predicting the consequences of integrating different science domains. All this creates the willingness of learners to apply creatively the acquired knowledge and skills in any educational and real-life situation, develops commitment to success, and encourages lifelong learning.

One of the main requirements for the learning process at the present stage is to organise active work of a learner in independent “acquisition” of knowledge. This approach contributes not only to the acquisition of subject knowledge, social and communication skills, but also to the development of personal qualities, which will help them to recognize their own interests, perspectives and make constructive decisions. The active cognitive activity of a learner becomes more sustainable in terms of co-creation and support of the teacher as a partner and consultant.

Such strengthening of the learner-centred education is possible with the use of interactive teaching methods, various combinations of which provide the basis for the cooperation of all participants of the educational process, avoiding authoritarianism in the relationships. The use of interactive and reflective technologies is combined with the organization of the project and research activities of learners. All the innovative approaches to the organization of the educational process transform the learning into a model of learners’ communication in a real-life creative process, which involves active exchange of knowledge, ideas, and methods of work. The programme of a particular subject allows developing the learner’s cognitive and social activity through organisation of learning project work focused on the use of regional materials (objects, enterprises, information sources). Educational project work, carried out within the framework of the learning objectives of this particular subject, can be organized in cooperation with parents and representatives of the local community.

Each subject programme provides for the implementation of trilingual education, which involves not only learning three languages, but also studying individual subjects, as well as the organization of extracurricular activities in the three languages (Kazakh, Russian, and English). The collective contribution of each subject to the creation of a multilingual learning environment ensures the implementation of the trilingual education policy. Communicative approach, being the basis of language learning, is seen as a leading principle in the development of learners’ speaking skills by means of each academic subject – exchange of knowledge and skills in a variety of educational contexts, proper use of the system of language and speech norms.

Another requirement of the subject programme is the necessity to use information and communication technologies in the learning process of each subject. In the process of acquisition of the subject content and achievement of the learning objectives, it is necessary to create conditions/environment for the development of learners’ skills of ICT use, including searching, processing, retrieving, creating, and presenting necessary information, cooperation to exchange information and ideas, evaluation and improvement of their work through the use of a wide range of equipment and applications.

The conceptual provisions and ideas used as a basis for the development of the subject programmes are presented visually and consistently in the following image (appendix 1). In the centre, there are values as the main reference points for determining the content and procedures of education in schools, and then there is a wide range of skills as the outcomes of school education. The next circle represents educational domains indicating functional comprehensiveness of the education content. And the outer circle contains all the innovations introduced to the educational process. Appendix 1. Visual representation of conceptual ideas on updating the content of secondary education.

1. The aim and objectives of the English language programme

The study of English offers attitudinal, cultural, social and educational advantages for the individual and for society. Learning English can help learners to develop positive attitudes to other cultures as well as increase awareness of their own culture.

Learning English through modern, communicative methods provides opportunities for learners to develop interactive skills and to learn through interaction with others thus becoming good communicators. The learners who emerge proficient in English and with good communication skills will contribute positively to Kazakhstani society.

An ability to communicate in English is crucial in the modern world of mass global communication. Young people should be able to read, write and communicate in English as well as understand their teachers and peers at the high level. English is the language frequently used in communication, science, business, entertainment, travel and sport. A good knowledge of English provides young people with access to these areas and enables them to continue their educational, economic, social and cultural development.

English is the international language of business and one of the main languages of the OSCE and UN, so as Kazakhstan becomes more connected with the Western world, English becomes increasingly important. As routes become more travelled, Kazakhstan’s historical and natural sites will attract more visitors and more foreign investment and, as the tourist industry grows in Kazakhstan, English will be the medium through which Kazakhstanis will communicate with visitors from overseas in both formal and informal settings. Kazakhstanis are also travelling more and as they travel around the world, they will be able to acquaint English speakers with Kazakhstan and its culture. As members of this more international global community it is vital that Kazakhstanis and Kazakhstani learners are able to communicate proficiently in English.

A knowledge of English can:

• increase learners’ confidence in communicating in different situations

• give learners access to higher education in Kazakhstan and abroad

• enable learners to progress professionally and to access advanced training

• broaden learners’ access to news and information currently distributed in English

• allow learners to access English language literary works in their original form

• help learners to contribute to Kazakhstan’s continuing development

• enable learners to represent Kazakhstan in both Kazakhstan and overseas

• encourage learners to learn about different cultures and so foster international relations

• become lifelong learners, building on skills, learning strategies and knowledge learned in school.

Learning English in primary school awakens children’s interest in the world. Children are able to acquire language in a variety of ways such as active games, songs, poems, project works etc. English teachers at primary level can help children in their early years to develop an awareness of language and encourage an enjoyment for language learning. This will also increase children’s confidence and lay the foundation for continued development in later years.

The English curriculum aims to develop learners who gain the A 1 level of language skills through the following:

• varied tasks which foster analysis, evaluation and creative thinking

• exposure to a wide variety of spoken and written sources

• stimulating and challenging subject matter.

The English curriculum aims to provide opportunities for learners to communicate effectively with different audiences. It will achieve this aim through frequent opportunities in the school environment for interaction with peers, teachers and visitors, and through interactive tasks which involve informal and formal spoken and written presentations. There will also be a focus on out-of-school interaction with learners communicating online and face-to face with speakers of English from other cultures.

Learners should become innovative, critical and creative thinkers by actively participating in a learning environment which encourages objective analysis of subject matter and language content to support arguments with evidence and examples, to use language imaginatively, and to develop strong ‘learning to learn’ skills. The study of English using the methods described in the English subject programme should enable learners to articulate their ideas with confidence and clarity to different audiences and enable them to reflect on how they can make a positive contribution to Kazakhstani society.

In the primary school years, the content of the programme is aimed at developing learners’ ability to use English in daily exchanges and providing a sound basis for further study. The primary English language programme aims to develop learners’ English language skills, develop learners’ interest and self-confidence, and instil a positive attitude towards learning English.

Through the study of English learners will understand:

• instructions enabling them to play games in English

• common daily expressions in short dialogues

• simple spoken English or recorded English

• simple stories

• simple English cartoons, films or programmes

Learners will be able to:

• tell simple stories and short texts

• write sentences based on given models

• perform stories, short plays, songs, rhymes

• use common daily expressions in short dialogues

Learners will have a vocabulary based on topics such as numbers, colours, time, weather, food, clothes, animals, plants, parts of the body, personal information, family, school, friends, entertainment, sport, holidays, traditions and customs, time, buildings, art, music, explorers and inventors, myths and legends, treasure and heritage, health, space, machines.

2. Pedagogic approaches for English language programme

Educational Organisations (schools, lyceums, gymnasiums, etc.) in the Republic of Kazakhstan are committed to the principle that learners need to learn how to learn as part of the process of education and become independent, self-motivated, engaged, confident, responsible and reflective learners.

Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include:

• listening to the voice of the individual learner and recognising that it is essential to engage with their prior knowledge and understanding in order to develop it;

• challenging and extending learners through carefully scaffolding assignments and activities;

• challenging and extending learners by providing meaningful contexts, tasks and activities;

• modelling and exemplifying problem solving strategies in a way that is understandable to the learner;

• supporting learning through assessment for learning;

• encouraging active enquiry based learning and learner research;

• developing learners’ critical thinking skills;

• employing a mixture of whole class, individual and collaborative activities;

• facilitating research projects where learners can apply a variety of skills which will help them not only in their English language lessons but also in other subjects studied at primary school.

Teachers at State Schools will use a variety of approaches to create a safe and comfortable learning environment for all of the learners in the classroom. The different approaches and strategies employed are both inductive and deductive approaches. Traditional teaching approaches such as the Audio-Lingual Method and PPP (Presentation, Practice, Production) can be used to deliver lessons alongside more modern communicative approaches such as Task-Based Learning, Test-Teach-Test and the Lexical Approach. Teachers also use methods which are particularly suitable for young learners such as TPR (Total Physical Response) and Natural Approach. Using a variety of approaches in a principled way, by considering the aim of the activity or lesson, learners’ ages, previous knowledge and learning style, as well as considering practicalities such as available supplementary or course book material, time and class size, is preferable to adopting any one approach dogmatically.

In English, examples of these teaching and learning strategies are:

• carrying out surveys as part of a topic or project

• practising and reviewing lexics on a regular basis and encouraging the use of language journals to record new vocabulary

• using conversational posters

• making presentations to the class

• using sets of reading books for guided reading, graded according to challenge and difficulty

• oral and written comprehension exercises

• acting out dialogues

• encouraging a process of drafting and redrafting, including the use of ICT

• providing opportunities for individual and collaborative writing

• regular teaching of spelling strategies

• patterns and sight vocabulary

• encouraging dictionary/thesaurus use

• predicting exercises or activities

Developing respect for diversity of culture and opinion in English language programme

Being citizens of a multinational Kazakhstan state learners respect diversity of cultures and opinion which requires personal, interpersonal and intercultural competences. Developing positive attitude to multicultural diversity will lead learners to effective and constructive participation in social and working life in various societies worldwide.

In the English programme this will include:

• learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-speaking countries’ and other cultural contexts worldwide. This is important as English is used globally as a lingua franca by hundreds of millions of people in increasingly diverse settings

• maintaining, respecting and supporting national and Kazakh cultural identity

• ideas of patriotism, respect and tolerance of the representatives of diverse nations and cultures and traditions

• drawing concepts and conclusions from a range of spoken and written genres which reflect the Kazakh culture and the cultures of the English speaking world

• developing the ability and language to summarise different points of view on emotive topics without being biased or intolerant

• developing language skills in Kazakh, Russian and English

Developing communication skills in English language programme

The Programme aims to enable Kazakhstani citizens to communicate effectively with different audiences. Developing the skills which are needed to achieve this should be accompanied by the fostering and promoting an environment in which communication in a range of forms is encouraged and valued and where learners feel confident in expressing themselves.

Throughout the curriculum, learners will be encouraged to communicate with their fellow learners, teachers and wider audiences, using a range of media in oral and written form. Examples of listening activities in the English programme:

• listening to a description and labelling a picture

• following classroom instructions

• drawing objects in a picture in the appropriate position by listening to a description of where they are

• Examples of speaking activities in the English programme:

• making statements giving personal information about a member of family or favourite character in course book

• describing a picture in order to spot the difference between two similar pictures when working in pairs

• expressing likes and dislikes in order to take part in a class survey

• Examples of reading activities in the English programme:

• remembering sound and letter patterns

• predicting activities using a picture accompanying a short text and then checking the texts in order to confirm predictions

• using a simple dictionary

• Examples of writing activities in the English programme:

• forming higher and lower case letters

• labelling a diagram/picture with familiar words

• ordering jumbled up words in a sentence

• Examples of use of English in English:

• using basic nouns, modals, adjectives, connectors, adverbs, pronouns, determiners, prepositions and conjunctions

• using present simple forms to describe a character’s daily routines

• using verbs followed by –ing t o talk about likes and dislikes

Assessment in the English language programme

Assessment of the results of studying English is carried out with the use of Criteria-based assessment system.

Criteria-based assessment is based on the principle that teaching, learning and assessment are interrelated. Criteria-based assessment results are used to plan and organize the learning process effectively.

Criteria-based assessment includes formative assessment and summative assessment.

Formative assessment is carried out in an ongoing way, it provides feedback between students and teacher, and allows timely adjustments to the learning process.

Summative assessment is carried out on the completion of the educational information unit study in a certain learning period; it is used to provide feedback to students, and to award termly and yearly grades on the subject.

4. Description of the organisational requirements for English language programme

4.1. Distribution of annual number of teaching hours per grades:

Facilities and resources required for the subject programme for English:

• visual aids and realia – story/conversational/memory posters, grammar charts, games, songs, phonics cards, word flashcards, toys and Cuisenaire rods;

• reference resources - picture dictionaries, mono and multilingual dictionaries;

• sets of textbooks which include a cultural and historical background of Kazakhstan;

• additional English practice books on grammar, vocabulary, listening, speaking, reading and writing skills, authentic reading material - books, magazines, newspapers, the Internet;

• mobile/flexible furniture - individual desks for each student which can be moved and reorganised. This can allow learners to more easily participate in a wider range of activities such as role plays, board games, debates, surveys, presentations and other pair and group work. It can also help to facilitate classroom management;

• traditional display facilities to display learners’ work - corkboards, wall space, flip charts, exhibition boards;

• computers with the Internet access, ICT displays* - smart/interactive white boards or screens, projectors;

• teacher’s forum www.moodle.nis.edu.kz (all the demo online lessons are available)

*With regard to health and safety, the use of ICT should be kept under careful control by the teacher, who should manage the time allocated to its use.

Competence in the use of digital technologies in English language programme

Competence in the use of digital technologies involves confident and critical use of technology for work, leisure and communication. It is underpinned by basic skills in ICT (Information and Communication Technology).

Learners develop their ICT skills across the curriculum by finding, creating and manipulating information, collaborating and communicating information and ideas, evaluating and then refining their work, and by using a wide range of equipment and applications.

In the English programme, this will include:

• developing research skills, such as finding, classifying, selecting, analysing, designing, referencing, presenting, assessing and/or evaluating information from digital and online sources, making judgments about accuracy and reliability

• developing competence in collaborating, communicating and sharing information which includes participating in online projects, conferencing, e-mailing with the teacher and pen pals and learners from Kazakhstani and foreign countries’ schools, creating and exploring web-sites, blogging and using social networks

• creating, manipulating and processing information using technology to capture and organise data including using different applications such as text, graphic, video and online survey software

• evaluating, refining and improving work, making full use of the nature and pliability of digital information to explore opinions and improve outcomes

• using presentation graphics software to allow learners to critique, evaluate, refine and present their work to their peers

• using interactive whiteboards to support active learning approaches

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