Выступление на тему Subject programme for English

Theme: «The aims of the English language programme and examples of activities in the English programme in the context of the updated curriculum for comprehensive school education».
Subject Programme for English.Primary School (Grades 1-4).
Aims:
to present the features of the new subject program in the context of the updated curriculum
to practice the activities which are suggested in the subject program
to exchange the knowledge in the context of the  of the updated curriculum for comprehensive school education
№ Presentation Time Activities
I The importance of the English language programme in the
Curriculum
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. 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.
2 Presentation
II The aim of the English language programme.
The English curriculum aims to develop learners who gain the A-mid level of language skills through:
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, formal and informal spoken and written presentations, face-to face with speakers of English from other cultures.
Learners should become innovative, critical and creative thinkers, to use language imaginatively, to develop ‘learning to learn’ skills.
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 (numbers, colours, time, food, clothes, toys, animals, plants, parts of the body, personal information, family, school, friends, entertainment, sport, holidays).
2 Presentation
III Implementation of the trilingualism policy
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.
8 Developing communication skills in English language programme.
9 Assessment in English language programme.
2 Presentation
IV Description of the organisational requirements for English language programme
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:
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, authenticreading material - books, magazines, newspapers, the Internet;
computers with the Internet access, CD and DVD players;
mobile/flexible furniture - individual desks for each student which can be moved and reorganised. It can also help to facilitate classroom management;
traditional display facilities to display learners’ work - corkboards, wall space, flip charts, exhibition boards;
ICT displays* - smart/interactive whiteboards or screens, projectors.
3 Presentation
V 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, selfmotivated,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
-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.
7 Presentation
Practice
VI Developing respect for diversity of culture and opinion in English language programmeIn the English programme this will include:
- learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-speaking countries’ and other cultural contexts worldwide.
- 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 froma 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.
2 Presentation
VII Competence in the use of digital technologies in English language programmeCompetence 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, analyzing…
- developing competence in collaborating, communicating and sharing information which includes participating in online projects, conferencing, emailing with the teacher and pen pals and learners from Kazakhstani and foreign countries’ schools
- 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.
5 Presentation
Practice
VIII Developing communication skillsin English language programme
The Programme aims to enable Kazakhstani citizens to communicate effectively with different audiences. Throughout the curriculum, learners will be encouraged to communicate 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
8 Practice, exchange of knowledge
IX Assessment in English language programmeAssessment of the learner progress in English language programme is carried out in accordance with the use of Criteria-based assessment system.
Criteria-based assessment is based on the principle that teaching, learning and assessment are inter-related; its results are used to plan and organize the learning process effectively.
Criteria-based assessment system for primary school includes formative assessment (FA) and internal summative assessment (ISA). Internal summative assessment – the assessment process that determines the level of knowledge acquisition and skill development at the final stage of learning
a large unit or a block of learning material by grades.
2 Presentation