АНГЛИЙСКИЙ ЯЗЫК Учебная программа (в рамках обновления содержания среднего образования) Начальная школа (1-4 классы)

АНГЛИЙСКИЙ ЯЗЫК

Учебная программа

(в рамках обновления содержания среднего образования)

Начальная школа (1-4 классы)

Март 2016

_________Е.Н. Имангалиев Вице-Министр образования и науки Республики Казахстан	___________К.Н. Шамшидинова Председатель Правления Автономной Организации образования «Назарбаев Интеллектуальные школы»
______________Ж.А. Жонтаева Директор Департамента дошкольного и среднего образования, информационных технологий Министерства образования и науки Республики Казахстан	__________Ж.О. Жилбаев Президент Национальной академии образования имени И.Алтынсарина
	_______________Ж.Н. Абдильдина Директор Центра образовательных программ АОО «Назарбаев Интеллектуальные школы»

Английский язык. Учебная программа для начальной школы (1-4 классы) в рамках обновления содержания среднего образования – Астана, 2016. – 33 с.

Данная учебная программа разработана

АОО «Назарбаев Интеллектуальные школы» совместно с Национальной Академией образования имени И.Алтынсарина, учеными высших учебных заведений  и учителями общеобразовательных школ

Content

1	The aim and objectives of the English language programme	7
2	Pedagogic approaches for the English language programme	9
3	Assessment in the English language programme	12
4	Description of the organisational requirements for the English language programme	12
4.1 4.2	Distribution of annual number of teaching hours The English language programme content	12 14
4.3 4.4	The English language learning objectives system Long-term plans	17 27

Explanatory note

The subject programme is a teaching and normative document determining the content and the scope knowledge and skills in each academic subject/discipline in accordance with age peculiarities and cognitive abilities of learners. 

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

The subject programme combines harmoniously the traditional functions of teaching and normative document and innovative trends in the organization of educational process in the modern school. The novelty consists in 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-centered 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.

One of the main requirements for the learning process at 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 him to recognize own interests, perspectives and make constructive decisions. Active cognitive activity of a learner becomes more sustainable in terms of co-creation and support of the teacher as a partner and a consultant.

Such strengthening the learner-centered education is possible with the use of interactive teaching methods, various combinations of which provide the basis for 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 project and research activities of learners. All the innovative approaches to the organization of educational process transform the learning into a model of learners’ communication in 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 partnership with parents and the representatives of the local community.

Each subject programme provides for the implementation of trilingual education, which involves not only learning three languages, but also the organization of extracurricular activities of learners students in the three languages ​​(Kazakh, Russian and English). The collective contribution of each subject to the creation of multilingual learning environment ensures the implementation of trilingual education policy. Communicative approach, being the basis of language learning, is seen as a leading principle in the development of learners’ speech 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.

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 application of ICT, including searching, processing, retrieving, creation and presentation of 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 subject programme suggests expected outcomes stated in the system of learning objectives which form the basis for determining the content of a subject. 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 own learning and a subject of interpersonal communication. The subject programmes ensure the implementation of the principle of unity of learning and education, based on interconnectedness and interdependence between education values and learning outcomes and the system of learning objectives for a particular subject. The distinctive feature of the subject programmes is that they are focused on forming not only the subject knowledge, but also a wide range of skills. The system of learning objectives forms the basis for developing the following wide range of skills: functional and creative application of knowledge, critical thinking, conducting research work, using information and communication technologies, application of different methods of communication, ability to work in a group and individually, problem solving and decision making. A wide range of skills is a key to learners’ success in school educational experience, as well as in the future, after graduating from school.

Modern innovations in economy, changes to the labor market imply the necessity to possess skills, the combination of which will enable learners to analyse and evaluate situations, ideas and information in order to solve complex problems or to develop new ways of solving them, use creatively the acquired knowledge and experience in synthesising new ideas and information. Such personal qualities as initiative, curiosity, willingness to change, interpersonal skills are becoming relevant.

The content of the educational process in a particular subject builds on the learning objectives and focuses on forming 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.

The development of personal qualities in conjunction with a wide range of skills set up the basis for teaching the learners the core values of education: ‘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 behavior and daily activities.

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 center 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 presents educational domains indicating functional comprehensiveness of the education content. And the outer circle contains all the innovations introduced to the educational process.

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 mid 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, toys, animals, plants, parts of the body, personal information, family, school, friends, entertainment, sport, holidays.

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 to talk about likes and dislikes

3. 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:

Grades	Sessions/min	Weeks	Hours per week	Hours per year
1	35	33	2	66
2	45	34	3	102
3	45	34	3	102
4	45	34	3	102
Total hours				372

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

4.2. The English language programme content

This is the substantive knowledge of the programme and comprises what we know in the subject and how we gain that knowledge. Knowledge in the subject is organised into strands of learning. Strands are further broken down into sub-strands, which will be at the level of a skill or topic, knowledge or understanding. Sub-strands, when expressed as grade-related expectations, form the learning objectives for a subject. The learning objectives demonstrate the progression within each sub-strand allowing teachers to plan and assess, sharing with learners the next steps they should take.

Strand 1: Listening

Learners learn to understand and respond to short, basic, supported and unsupported classroom instructions. Learners develop the ability to understand the main points and more specific information of short and longer talk on a range of general and curricular topics spoken slowly and distinctly.

Strand 2: Speaking

Learners develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines.

Strand 3: Reading

Learners begin to read and follow, with support, classroom instruction and short simple texts on familiar and general topics by using contextual clues.

Strand 4: Writing

Learners learn to form higher and lower case letters and spell a growing range of familiar high-frequency words accurately during guided writing activities.  Learners begin to develop the ability to link sentences into short coherent text with the help of basic connectors.

Strand 5: Use of English

Learners learn to express themselves using basic modals and common present simple and continuous forms to describe events and give basic personal information.

Primary: List of Topics

The table below lists common topics in an English language primary curriculum. As is expected, all are revisited at later grades in more depth.

Generic primary topics	Grade1	Grade 2	Grade 3	Grade 4
All about me	*	*
My school	*	*
My family and friends	*	*
The world around us	*	*
Travel	*	*
Traditions and folklore	*	*
Food and drink	*	*
Health and body	*	*
Tradition and customs		*
The natural environment		*
Water, Water Everywhere			*
Having Fun			*
Light and Dark			*
Time			*
Buildings			*
Animals			*
Explorers and Inventors			*
Art and Music			*
Communication				*
Competition				*
Treasure				*
Healthy World				*
Hot and Cold				*
Myths and Legend				*
Machines				*
Journey into Space				*

             4.3. The English language learning objectives system

   Strand 1: Listening

Learners should be able to
	Grade 1	Grade 2	Grade 3	Grade 4
	working towards A1	working towards A1	Low A1	Mid A1
	1.L1  recognise short instructions for basic classroom routines spoken slowly and distinctly	2.L1  recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly	3.L1  understand a range of short basic supported classroom instructions	4.L1  understand short supported classroom instructions in an increasing range of classroom routines
	1.L2  recognise with considerable support a few basic personal questions spoken slowly and distinctly	2.L2  recognise with support a limited range of basic common personal questions spoken slowly and distinctly	3.L2  recognise with considerable support an increasing range of  common personal questions	4.L2  understand a limited range of short supported questions which ask for personal information
	1.L3  recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words	2.L3  recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words	3.L3  understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number	4.L3  understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular  topics
	1.L4  recognise basic intonation distinguishing questions from statements	2.L4  recognise with support short basic questions about what something is	3.L4  recognise with support short basic questions relating to features such as colour and number	4.L4  understand a limited range of short supported questions on general and some curricular topics
	1.L5  begin to recognise the sounds of phonemes and phoneme blends	2.L5  recognise the sounds of phonemes and phoneme blends	3.L5  identify missing phonemes in incomplete words	4.L5  distinguish between phonemically distinct words
			3.L6  understand some specific information in short, slow, carefully articulated talk on routine and familiar topics	4.L6  understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics
			3.L7  use contextual clues to predict content in short, supported talk on routine and familiar topics	4.L7  use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics
			3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics	4.L8  understand short, narratives on a limited range of general and some curricular topics
		2.L9  recognise the names of letters of the alphabet	3.L9  recognise the spoken form of familiar words and expressions	4.L9  recognise short basic words that are spelt out
Strand 2: Speaking

	Grade 1	Grade 2	Grade 3	Grade 4
	working towards A1	working towards A1	Low A1	Mid A1
	1.S1  make basic personal statements and simple statements about objects	2.S1  make basic personal statements about people, objects and classroom routines	3.S1  make basic statements related to personal information, people and objects on familiar topics and classroom routines	4.S1  make basic statements which provide personal information on a limited range of general topics
	1.S2  begin to use intonation to signal questions in basic exchanges	2.S2  ask questions in basic exchanges about people, objects and classroom routines	3.S2  ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines	4.S2  ask questions to find out about present experiences on a limited range of general and some curricular topics
	1.S3  pronounce basic words and expressions intelligibly	2.S3  pronounce familiar words and expressions intelligibly	3.S3  use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines	4.S3  give short, basic description of people and objects on a limited range of general and some curricular topics
	1.S4  respond to very basic supported personal questions	2.S4  respond to basic supported questions about people, objects and classroom routines	3.S4  respond to basic supported questions giving personal and factual information	4.S4  respond to questions on a limited range of general and some curricular topics
	1.S5  produce words in response to prompts	2.S5  use words in short exchanges	3.S5  begin to articulate clearly the difference between various sounds	4.S5  pronounce familiar words and short phrases intelligibly when reading aloud
	1.S6  exchange simple greetings and say please, sorry and thank you	2.S6  make introductions and requests in basic interactions with others	3.S6  use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges	4.S6  take turns when speaking with others in a limited range of short, basic exchanges
			2.S7  place stress correctly on familiar polysyllabic words	4.S7  contribute a limited range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
			2.S8  give simple instructions for others to follow	3.S8  express basic likes and dislikes

Strand 3: Reading
Learners should be able to…
	Grade 1	Grade 2	Grade 3	Grade 4
	working towards A1	working towards A1	Low A1	Mid A1
	1.R1  recognise initial letters in names and places	2.R1  recognise, sound and name the letters of the alphabet	3.R1  read and spell out words for others	4.R1  recognise, identify and sound with support a limited range of familiar words in simple sentences
		2.R2  recognise initial letters in names and places	3.R2  identify, remember and sound out high-frequency sound and letter patterns	4.R2  read and follow with limited support familiar instructions for classroom activities
	1.R3  recognise some very high-frequency words from local environment	2.R3  recognise and identify some familiar sight words from local environment	3.R3  read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities	4.R3  begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics
		2.R4  use the alphabet to place the first letters of word in alphabetical order	3.R4  begin to use with support a simple picture dictionary	4.R4  use with some support a simple picture dictionary
			3.R5 understand the main points of simple sentences on familiar topics by using contextual clues	4.R5  understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
			3.R6  understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics	4.R6  understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

Strand 4: Writing
Learners should be able to…
	Grade 1	Grade 2	Grade 3	Grade 4
	working towards A1	working towards A1	Low A1	Mid A1
			3.W1 write with support short responses at phrase level to questions and other prompts	4.W1  plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics
			3.W2  write letters and familiar high frequency words when read aloud or spelt	4.W2  write words and phrases of regular size and shape
			3.W3 write short phrases to identify people, places and objects
				4.W4 write with support short basic sentences with appropriate spaces between words
			3.W5 write letters and familiar high frequency words when read aloud or spelt out for learners	4.W5 link with support words or phrases using basic coordinating connectors
			3.W6 use with support upper and lower case letters accurately when writing names and address	4.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities
			3.W7 spell some familiar high-frequency words accurately during guided writing activities	4.W7 spell a growing number of familiar high-frequency words accurately during guided writing activities
			3.W8 include a full stop when writing very high-frequency short sentences in guided writing activity	4.W8 include appropriate use of a full stop during guided writing of short, familiar sentences

Strand 5: Use of English
Learners should be able to…
	Grade 1	Grade 2	Grade 3	Grade 4
	working towards A1	working towards A1	Low A1	Mid A1
	1.UE1  use common singular and plural nouns to say what and where things are	2.UE1  use singular nouns, plural nouns – to talk about people and places	3.UE1  use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions	4.UE1  use singular nouns, plural nouns – including some common irregular plural forms  use possessive forms ‘s/s’ with proper names and nouns to talk about ownership
	1.UE2  use cardinal numbers 1 – 10 to count	2.UE2  use cardinal numbers 1 - 50 to count	3.UE2  use cardinal numbers 1 -50 to count	4.UE2  use cardinal numbers 1 -100 to count and ordinal numbers 1 - 10
	1.UE3  use basic adjectives and colours to say what someone /something is or has	2.UE3  use basic adjectives to describe people and things	3.UE3  use common adjectives in descriptions and to talk about simple feelings	4.UE3  use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons
	1.UE4  use determiners a, an, this, these to indicate what something is	2.UE4  use determiners a, an, some, the, this, these to indicate what /where something is	3.UE4  use determiners a, an, the, some, any, this, these, that, those to identify things	4.UE4 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics
	1.UE5  use interrogative pronouns what, where, how to ask basic questions	2.UE5  use interrogative pronouns which, what, where, how  to ask basic questions use the question: What colour is it?	3.UE5  use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing	4.UE5  use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics
	1.UE6  use demonstrative pronouns this, these  to indicate things	2.UE6  use demonstrative pronouns this, these  that, those to indicate things	3.UE6  use demonstrative pronouns this, these, that, those to make and respond to requests for information	4.UE6  use demonstrative pronouns this, these, that, those in open and closed questions
	1.UE7use personal subject pronouns to identify things	2.UE7  use personal subject and object pronouns to give basic personal information	3.UE7  use personal subject and object pronouns to describe people and things	4.UE7  use personal object pronouns [indirect] in conjunction with direct object nouns to describe actions and events
	1.UE8  use imperative forms of common verbs related to classroom routines	2.UE8  use simple imperative forms [positive] for basic commands or instructions	3.UE8  use simple imperative forms [positive and negative] for basic commands and instructions	4.UE8  use imperative forms [positive and negative] to give short instructions on limited range of familiar topics
	1.UE9  use basic present simple forms [positive, negative] to give basic personal information	2.UE9  use common present simple forms [positive, negative and question] to give basic personal information	3.UE9  use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts	4.UE9  use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events
			3.UE10  use common present continuous forms [positive, negative, question]	4.UE10  use common present continuous forms, including short answers and contractions, to talk about what is happening now
	1.UE11  use there is / are to make short statements	2.UE11  use there is / there are to make short statements and ask questions	3.UE11  use have got + noun to describe and ask about possessions use how many are there? question form	4.UE11  use has got / have got  there is / are statement and question forms including short answers and contractions
		2.UE12  use basic adverbs of  place here / there to say where things are		4.UE12  use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often begin to use simple adverbs of manner  e.g. well, badly
		2.UE13  use can / can’t to describe ability  use can to make requests	3.UE13  use can to talk about ability and to make requests and offers; use can / can’t to talk about permission	4.UE13  use can to make requests and ask permission use must / mustn’t / have to to talk about obligation
	1.UE14  use basic prepositions of location and position:  in, next to, on to describe where people and things are	2.UE14  use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are use basic prepositions of time: on, in to talk about days and time use with to indicate accompaniment	3.UE14  use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times	4.UE14  use prepositions of location and position:  at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are use prepositions of time: on, in, at to talk about days and times and no preposition  next / last week etc.
			3.UE15 use would you like + noun, to enquire; use like + verb +ing to express likes and dislikes	4.UE15  use would you like to  to invite and use appropriate responses yes please, no thanks; use let’s + verb verbs go enjoy like + verb + ing
		2.UE16 use conjunctions and,  or  to link words and phrases	3.UE16 use conjunctions and,  or, but to link words and phrases	4.UE16 use conjunctions and, or, but to link words and phrases
			3.UE17  use me, too to give short answers	4.UE17 use me, too and I don’t to give short answers

4.4. Long-term plans

Grade 1

Cross curricular units	Topics	Learning objectives
Term 1
All about me	Greetings and names	1.L3, 1.S1, 1.S3, 1.UE3, 1.UE6, 1.S6
	Colours	1.UE3, 1.L3, 1.S3, 1.UE6, 1.S1
	1 - 10	1.L3, 1.UE2, 1.L1, 1.S3
My school	Classroom objects	1.UE1, 1.UE4, 1.UE6, 1.S1, 1.L1, 1.S3, 1.L3
	Classroom routines	1.UE8, 1.S3, 1.L1, 1.L3, 1.UE3
	Describing things	1.S1, 1.UE3
Term 2
My family and friends	Family and friends	1.UE7, 1.S5, 1.S1, 1.S3, 1.UE1, 1.L3, 1.UE4
	In my house	1.S3, 1.UE11, 1.L3, 1.S1, 1.UE3
	Days of the week	1.L3, 1.R1, 1.S3, 1.S1
The world around us	Animals	1.S3, 1.S5, 1.L1, 1.L3, 1.R1
	Hot and cold	1.S3, 1.UE3, 1.UE7, 1.S5, 1.L3
	In Kazakhstan	1.S3, 1.UE11, 1.R1, 1.L4, 1.S1
Term 3
Travel	Getting to school	1.S3, 1.S5, 1.L4, 1.UE2, 1.UE5, 1.S1, 1.L1
	This is the way...	1.S3, 1.S5, 1.L2, 1.UE9
	Where is it?	1.S3, 1.L3, 1.UE8, 1.L1, 1.UE14, 1.UE5
	The big red bus	1.L3, 1.L5, 1.L1, 1.L4, 1.S5, 1. S3
Traditions and folklore	Happy Birthday	1.R3, 1.UE2, 1.S6, 1.S3, 1.L1, 1.S5,1.S1
	Springtime in Kazakhstan	1.S3, 1.L3, 1.L1
	Hats and masks	1.S3, 1.L1,1.UE11, 1.S1, 1.S6
	Story time	1.L3, 1.S4, 1.S5
Term 4
Food and drink	Things I like	1.UE9, 1.S3, 1.S5, 1.L4, 1.R1, 1.S1, 1.S2
	Hot or cold	1.S5, 1.S1, 1.L3, 1.UE7, 1.UE9
	Animals like	1.S5, 1.L3, 1.S1, 1.UE9, 1.S3
	Nice or nasty	1.S3, 1.L2,1.UE5, 1.S2, 1.S4, 1.S1
Health and body	Hands and Head	1.UE1, 1.L2, 1.L1, 1.L3, 1.UE9,1.S1
	Let’s move	1.L1, 1.UE8, 1.S4, 1.L2, 1.S1, 1.R1, 1.S5
	Making a puppet	1.L3,1.S2, 1.L5, 1.UE8
	A special dance	1.L1, 1.L4, 1.L3, 1.S5, 1. S3

Grade 2

Cross curricular units	Topics	Learning objectives
Term 1
All about me	Hello again	2.L2, 2.L3, 2.S6, 2.R2, 2.R3
	I can...	2.S1, 2.UE1, 2.L1, 2.UE3, 2.S2, 2.S4, 2.S8
	My clothes and things	2.S1, 2.UE1, 2.S2, 2.L1, 2.UE3
My family and friends	Friends’ names	2.R1, 2.R3, 2.L3
	Helping hands	2.S3, 2.S5, 2.S6, 2.L1, 2.R1, 2.UE13, 2.UE6
	People I know	2.S3, 2.UE3, 2.S1, 2.L3, 2.UE13
Term 2
My school	Counting and Measuring	2.S4, 2.UE2, 2.S3, 2.L3, 2.L1, 2.L5, 2.UE11
	Around school	2.S3, 2.L5, 2.L1, 2.L3, 2.UE14, 2.L4
	School days	2.R3, 2.L3, 2.L2, 2.S3
	Class Photos	2.R2, 2.UE7, 2.S4, 2.L3, 2.S2, 2.S3
The world around us	Different Places	2.UE5, 2.L3, 2.S3, 2.L5, 2.S4
	Reading Signs	2.S3, 2.R3, 2.UE8,2.UE13, 2.S1, 2.S2
	Where’s it from?	2.L3, 2.R3,  2.S3, 2.L5
	Days Out	2.S3, 2.L5, 2.L3, 2.S1, 2.S2, 2.UE4,2.UE13, 2.R3
Term 3
Health and body	Our body	2.R1, 2.S3, 2.L1, 2.UE6
	Let’s measure	2.UE2, 2.L1, 2.L4
	Hats and Bats	2.R1, 2.R4, 2.S8, 2.L4
	Altogether Now	2.UE13, 2.R3, 2.S4, 2.L5, 2.L3
Traditions and customs	Special Days	2.S3, 2.UE9, 2.L1, 2.UE8, 2.S4
	Home cooking	2.S3, 2.S4, 2.L9, 2.S3, 2.UE9, 2.L1, 2.UE8, 2.S4
	What’s it for?	2.S4, 2.L3
Term 4
The natural environment	The weather	2.S3, 2.L3, 2.UE3, 2.L1
	Changing seasons	2.S3,2.R3, 2.L4, 2.UE9
	What can animals do?	2.UE13, 2.L4, 2.UE10
	Sea Adventures	2.S3, 2.R1, 2.L1, 2.L3
Travel	A to B	2.S3, 2.UE14, 2.R3, 2.UE9, 2.S1
	Types of vehicle	2.R3, 2.L1, 2.S4, 2.UE13
	Numbers and shapes	2.S3, 2.L1, 2.S1
	My plane	2.S3, 2.L1, 2.UE11
	Bike Story	2.S1, 2.L3

Grade 3

Cross curricular units	Topics	Learning objectives
Term 1
Water, water everywhere	Rain, rain	3.R1, 3.R2, 3.S5, 3.S3
	By the sea	3.UE10, 3.W7, 3.L5, 3.L4, 3.L8, 3.L1, 3.R1
	A beach story	3.R2, 3.R5, 3.R6, 3.L1, 3.UE14, 3.W8
Having fun	Fun places	3.R3, 3.R5, 3.R2, 3.R6, 3.UE17, 3.UE9, 3.S8, 3.S3, 3.W7, 3.L7, 3.L8, 3.L6
	Number games	3.UE8, 3.UE2,3.UE11, 3.L1, 3.R6
	Flying kites	3.UE10, 3.UE3, 3.UE16, 3.UE8,  3.L6, 3.L7, 3.L1, 3.S4, 3.R4
Term 2
Light & Dark	Day & Night	3.S4, 3.UE9,3.R5, 3.L1, 3.L2, 3.L3, 3.L6, 3.L7
	Sources of light	3.S1, 3.UE13, 3.UE3, 3.L6, 3.W7, 3.R3
	Out at night	3.S6, 3.S3, 3.W7, 3.L5, 3.L7, 3.L8
Time	Times of my day	3.UE2, 3.UE14, 3.S1, 3.S2, 3.S4, 3.W1, 3.L8
	Days of the week	3.UE2, 3.UE9,3.UE17, 3.S2,3.S6, 3.L7, 3.W6, 3.R1
	At the right time	3.UE2,3.UE9, 3.UE14, 3.R6, 3.R3, 3.S6, 3.L7, 3.L5, 3.L8, 3.L9
Term 3
Buildings	Four walls	3.UE11,3.R5,3.R4,3.S3,3.L1,3.L6
	Our town	3.UE14,3.UE1,3.UE11,3.UE9,3.UE3,3.S4,3.S1,3.W7
	Around the house	3.W1, 3.UE4, 3.UE9, 3.S2, 3.S3, 3.S6, 3.R3, 3.L1, 3.L4
Animals	Animal types	3.S1, 3.L5, 3.UE14, 3.UE9, 3.UE5
	Body parts	3.R5,3.R1, 3.S3, 3.S1,3.L6
	Animal song and dance	3.UE4,3.UE10,3.L9,3.L2,3.W1
	Craft project	3.UE8,3.R3,3.L1,3.L4,3.S2,3.S3,3.S6,3.S8
Term 4
Explorers & Inventors	Exploring space	3.R5,3.R6,3.W1,3.W2,3.L8,3.L2,3.S8
	Marco Polo	3.L6,3.R6,3.S4,3.S5,3.S3,3.W2,3.W3,3.W6
	Nice ideas	3.UE3,3.UE6,3.UE7,3.S2,3.L9
	Inventions in Kazakhstan	3.L6, 3.L7, 3.L8, 3.S2
Art & Music	Musical instruments	3.S8,3.S3,3.S5, 3.R1, 3.R2, 3.L8
	Drawing chairs	3.L1,3.L3, 3.S1, 3.R4, 3.UE11
	My music	3.S8, 3.S4, 3.UE17, 3.L5, 3.W3
	Shadow puppet show	3.L1, 3.L8, 3.S3, 3.S8, 3.W1, 3.W6, 3.W7, 3.W8

Grade 4

Cross curricular units	Topics	Learning objectives
Term  1
Communication	Body language	4.L1, 4.UE1, 4.S1, 4.R1, 4.W2, 4.UE6
	Communicating around the world	4.L1, 4.S1, 4.L3, 4.R1, 4.W6
	Technology	4.L2, 4.S3, 4.UE11, 4.W4, 4.UE3
Competition	Children’s games 1	4.L2, 4.W4, 4.UE12, 4.S4, 4.UE17, 4.UE14
	Children’s games 2	4.S4, 4.R2, 4.UE5, 4.UE8, 4.W4
	Olympic Games	4.UE1, 4.W1, 4.L4, 3.S4, 3.W4
	Aesop’s Fables 1	4.S4, 4.L8, 4.R3, 4.UE12, 4.S5
	Aesop’s Fables 2	4.L3, 4.UE12, 4.L8, 4.S8, 4.UE3
Term 2
Treasure	Treasure maps1	4.UE4, 4.R4, 3.S3, 4.UE1, 4.UE8, 4.S6
	Treasure map2	4.S4, 4.L3, 4.UE11, 4.UE14, 4.UE8, 4.W1
	Treasure and numbers1	4.UE2, 4.R3, 3.S4, 4.W1
	Treasure and numbers 2	4.R3, 4.L4, 4.UE5, 4.W2, 4.S5
	Our planet’s treasure 1	4.R3, 4.S3, 3.L3, 4.UE5, 4.W4, 4.S6
	Our planet’s treasure 2	4.S6, 4.L8, 4.R5, 4.S8
Healthy World	Healthy bodies 1	4.S5, 4.W7, 4.UE12, 4.UE9
	Healthy bodies 2	4.W2, 4.W7, 4.UE3, 4.S6, 4.UE10
	Save our animals 1	4.UE1, 4.W2, 4.UE5, 3.S7, 4.W1
	Save our animals 2	4.S3, 4.R2, 4.L3, 4.W5
	Help the planet 1	4.L4, 4.S6, 4.L3, 4.R2, 4.UE12
	Help the planet 2	4.L5, 4.R5, 4.S4, 4.S8, 4.UE8
Term 3
Hot and Cold	Weather 1	4.S1, 4.W7, 4.L9, 4.UE10, 4.R5, 4.W5, 4.UE16
	Weather 2	4.S4, 4.W7, 4.S7, 4.R6, 4.S2, 4.W8, 4.L4, 4.W4
	Volcanoes	4.L3, 4.W2, 4.L6, 4.R5, 4.R3, 4.S6, 4.L7
	Snow and ice	4.UE14, 4.UE16, 4.R6, 4.UE13
Myths and Legends	Traditional stories 1	4.UE15, 4.S2, 4.L4, 4.L8, 4.W7
	Traditional stories 2	4.S4, 4.UE3, 4.UE15, 4.L8, 4.S3, 4.W1, 4.UE7
	People and places	4.L5, 4.L8, 4.W2, 4.UE3, 4.R5
	Dragons and creatures 1	4.UE15, 4.S4, 4.UE1, 4.W7, 4.UE16
	Dragons and creatures 2	4.UE12, 4.R3, 4.S4, 4.W4, 4.S6, 4.UE15
Term 4
Machines	Slow machines 1	4.S3, 4.UE12, 4.L6, 4.W1, 4.W7, 4.UE5, 4.R3
	Slow machines 2	4.S1, 4.W5, 4.UE6, 4.L6, 4.R2, 4.UE1
	Fast machines 1	4.L5, 4.UE14, 4.UE3,  4.W2, 4.S4, 4.R1, 4.S7
	Fast machines 2	4.S6, 4.UE16, 4.UE13, 4.W7, 4.S4, 4.UE3, 4.W4
	Robots 1	4.UE4, 4.S4, 4.R3, 4.UE14, 4.L8, 4.W8, 4.UE11
	Robots 2	4.L8, 4.R2, 4.W5, 4.R6,  4.UE13, 4.UE15, 4.R4,  4.UE5
Journey into Space	Into Space 1	4.L5, 4.W7, 4.UE5, 4.R3, 4.UE3, 4.UE13
	Into Space 2	4.R6, 4.S3, 4.W4, 4.S6
	Planets 1	4.UE2, 4.R1, 4.L6, 4.W4, 4.R4, 4.UE17
	Planets 2	4.UE2, 4.R5, 4.W2, 4.L4, 4.S4, 4.UE3, 4.UE1, 4.R5
	Aliens 1	4.UE16, 4.UE3, 4.R6, 4.L8, 4.S4, 4.UE4, 4.L5, 4.W7
	Aliens 2	4.R5, 4.W5, 4.W1, 4.UE9

Appendix 1. Visual representation of conceptual ideas on updating the content of secondary education.