Учебная программа для начальной школы (1-4 классы) в рамках обновления содержания среднего образования (пробный вариант для апробации в 30-ти пилотных школах). Астана, 2015. 26 с
The aim of the English language programme
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- Бұл бет үшін навигация:
- Implementation of the trilingualism policy
- Description of the organisational requirements for English language programme
The aim of the English language programmeThe English curriculum aims to develop learners who gain the mid level of language skills through the following:
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 of 450-500 words based on topics such as numbers, colours, time, weather, food, clothes, toys, animals, plants, parts of the body, personal information, family, school, friends, entertainment, sport, holidays.
Education Organizations of the Republic of Kazakhstan build the base of communicative competence with the aim to develop functional literacy. Education Organizations of the Republic of Kazakhstan implement the trilingualism policy through teaching Kazakh, Russian and English from Grade 1. Learning three languages is focused on building communicative skills through the development of four language skills (listening, speaking, reading and writing). This language policy is exemplified for English in the following sections of this subject programme: 5 Pedagogic approaches for English language programme How teachers will ensure learners develop the language knowledge and skills required for the subject 8 Developing communication skills in English language programme How teachers will ensure learners develop high level competences in listening, speaking, reading and writing through the subject 9 Assessment in English language programme The language of assessment is specified.
The number of hours in the programme for each grade: grade 1 – 1 x 35-minute sessions/week x 33 weeks/year = 33 academic hours per year; grade 2 – 2 x 45-minute sessions/week x 34 weeks/year = 68 academic hours per year; grade 3 – 2 x 45-minute sessions/week x 34 weeks/year = 68 academic hours per year; grades 4 – 2 x 45-minute sessions/week x 34 weeks/year = 68 academic hours per year. Facilities and resources required for the subject programme for English:
*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. 5 Pedagogic approaches for English language programmeEducational 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:
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:
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