The aim and objectives of the English language programme
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Explanatory note
1. The Subject Programme was developed in accordance with the State Compulsory Education Standard (primary, lower secondary, and upper secondary education) approved by Republic of Kazakhstan government decree № 1080 dated 23 August 2012.
2. The Subject Programme is a regulatory educational document that determines the content and scope of knowledge and skills to be learned per subject in accordance with the age-specific level of cognitive development.
3. The Subject Programme uses a spiral approach. This approach stipulates most learning objectives and themes being reintroduced at certain intervals (within the academic year or in the next grades) with the knowledge and skills gradually growing in depth, scope, and complexity.
4. The Subject Programme implemented in accordance with the Long-Term Plan that determines the order in which the Subject Programme strands are learned within the academic year, with the teacher free to change the hour distribution and theme order within a term. The Long-Term Plan can be used as the basis for calendar-event-based theme planning.
5. The Subject Programme aims to have the learning process unlock the methodology potential of each subject. This ensures the conscious acquisition of subject knowledge and skills, and encourages a more independent behavior by mastering social and cultural knowledge and various methods of learning, project, and research activity.
6. The Subject Programme includes the functions of a traditional regulatory educational document and contains a set of innovative methodological strategies, thus serving as a harmonious combination of the two. With learning approaches at its core, the Subject Programme is unique and innovative in its structure.
7. Nowadays, one of the main educational necessities is that learning has to have the learner gain knowledge actively and independently. Entering the territory of personality development, this approach goes beyond the acquisition of subject knowledge and social and communicative skills. As a result, the learner will be able to recognize their interests and prospects and take constructive decisions. With the teacher acting as a partner and consultant who supports and cooperates with the learner, cognitive activity becomes integral part of the learner’s life.
8. Strengthening the person-centered component of education is only possible so long as interactive learning methods are used. Combining these methods in different proportions, one is able to pave the way for cooperation between all education process participants, thus preventing authoritativeness in relationships. The Subject Programme combines dialogue and reflection technologies with project and research activity.
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9. With the innovative approaches seeing learning as communication that occurs in the course of a creative process, the learners are expected to actively share knowledge, ideas, and activities.
10. Regardless of the subject, the Programme allows developing the learner’s cognitive and social activity through region-specific research (objects, entities, sources of information). The pastoral research done to achieve the learning objectives for the subject can be organized in partnership with parents and local community representatives.
11. Each Subject Programme implements trilingual education. It means that both learning and extracurricular activities are done in three languages (Kazakh, Russian, and English). With each subject contributing to the creation of a multilingual learning environment, the Subject Programme enforces the trilingual education policy. Being the basis of language learning, the communicative approach is seen as the leading method for speaking development. It is applied in each subject to promote the sharing of knowledge and skills in various learning situations and the right use of the system of language and speaking standards.
12. It is necessary that the subject content and learning objectives promote using ICT-based skills such as searching for, processing, extracting, creating, and presenting information; cooperating to share information and ideas; and assessing and refining one’s work through the use of a wide variety of tools and applications.
13. The Subject Programme expected outcomes are presented as a system of learning objectives. This system is the primary factor in the determination of subject content. As for the content, the Subject Programmes reveal the contribution of each particular subject to raising the learner as the subject of their learning and subject of interpersonal communication.
14. The Subject Programmes enforces the unity of upbringing and education through the interconnection and interdependence of education values, output end-of-school results, and the system of learning objectives for the subject.
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15. The characteristic feature of the Subject Programmes is that they develop a wide variety of universal skills as well as the subject skills and knowledge. The system of learning objectives thus serves as the basis for the development of skills such as functional and creative application of knowledge, critical thinking, research, ICT, application of different communication modes, team work, independent work, problem-solving, and decision-making. These universal skills ensure the learner’s success at school and in life in general.
16. Current economic innovations and changes in the labor market demand that the learner have such skills that will make them able to analyze and evaluate the situation and information to solve problems, and creatively use their knowledge and experience to synthesize new ideas and information. In that regard, of great importance are personal qualities such as leadership, curiosity, adaptability, and sociability.
17. In each case determined by the learning objectives, the subject content of daily learning promotes life-long education; encourages persistency in pursuing an objective; and aims to make the learner ready to use their knowledge and skills creatively in any school or real life situation.
18. The Subject Programme cultivates basic values of education through the joint development of personality and universal skills. The basic values are patriotism towards Kazakhstan and civil responsibility, respect, cooperation, labour and creativity, openness, and life-long education. These values are to guide the learner on a permanent basis, motivating their behaviour and daily activity.
The aim and objectives of the English language programme
19. 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.
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20. 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.
21. 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.
22. English is the international language of business and one of the main languages of the Organisation for Security and Co-operation and the United Nations Organisation, 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.
23. Knowledge of English can:
1) increase learners’ confidence in communicating in different situations;
2) give learners access to higher education in Kazakhstan and abroad;
3) enable learners to progress professionally and to access advanced training;
4) broaden learners’ access to news and information currently distributed in English;
5) allow learners to access English language literary works in their original form;
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6) help learners to contribute to Kazakhstan’s continuing development;
7) enable learners to represent Kazakhstan in both Kazakhstan and overseas;
8) encourage learners to learn about different cultures and so foster international relations;
9) become lifelong learners, building on skills, learning strategies and knowledge learned in school.
24. Learning English in secondary school learners will be encouraged to communicate with their fellow learners, teachers and wider audiences, using a range of media in oral and written form. English teachers at secondary level can help learners in their years to develop an awareness of language and encourage an enjoyment for language learning. This will also increase learners’ confidence and lay the foundation for continued development in later years.
25. The English curriculum aims to develop learners who gain the B1 level of language skills through the following:
1) varied tasks which foster analysis, evaluation and creative thinking;
2) exposure to a wide variety of spoken and written sources;
3) stimulating and challenging subject matter.
26. 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.
27. 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.
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