28. 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.
29. Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include:
1) 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;
2) hallenging and extending learners through carefully scaffolding assignments and activities;
3) hallenging and extending learners by providing meaningful contexts, tasks and activities;
4) odelling and exemplifying problem solving strategies in a way that is understandable to the learner;
5) supporting learning through assessment for learning;
6)encouraging active enquiry based learning and learner research;
7)developing learners critical thinking skills;
8) employing a mixture of whole class, individual and collaborative activities;
9) 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.
30. Teachers at State Schools will use a variety of approaches to create a safe and comfortable learning environment for allof 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.
31. In English, examples of these teaching and learning strategies are:
1) carrying out surveys as part of a topic or project;
2) practising and reviewing lexics on a regular basis and encouraging the use oflanguage journals to record new vocabulary;
3) using conversational posters;
4) making presentations to the class;
5) using sets of reading books for guided reading, graded according to challenge and difficulty;
6) oral and written comprehension exercises;
7) acting out dialogues;
8) encouraging a process of drafting and redrafting, including the use of ICT;
9) providing opportunities for individual and collaborative writing;
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10) regular teaching of spelling strategies;
11) patterns and sight vocabulary;
12) encouraging dictionary/thesaurus use;
13) predicting exercises or activities.
32. Developing respect for diversity of culture and opinion in English language programme:
1) 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;
2) 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.
33. Developing communication skills in English language programme:
1) 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;
2) 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;
3) 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;
4) 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;
5) 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;
6) 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 characters daily routines;
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using verbs followed by ing t o talk about likes and dislikes.
4. Approaches to the evaluation of educational achievements
34. Assessment of the results of studying English is carried out with the use of Criteria-based assessment system.
35. Criteria-basedassessmentisbasedonthe principle that teaching, learning and assessment are interrelated. Criteria-basedassessment results are used to plan and organize the learning process effectively.
36. Criteria-basedassessmentincludesformative assessment and summative assessment.
37. Formative assessmentis carried out in an ongoing way, it provides feedback between students and teacher, and allows timely adjustments to the learning process.
38. 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.
5. Organization of the content of the subject of "The English language"
39. Distribution of annual number of teaching hours per grades:
| Grades | Sessions/min | Weeks | Hours per week | Hours per year |
| Total hours |
40. * 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.
41. Competence in the use of digital technologies in English language programme:
1) 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);
2) 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;
3) 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.
42. The English language programme content:
1) 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. |
2) Primary List of Topics:
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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 | * |
43. The English language learning objectives system:
1) 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 |
2) Strand 2 Speaking:
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| 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 |
3) Strand 3 Reading:
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| 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 |
4) 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 |
5) 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, som e, 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, thesethat, 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 gotthere 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 / cant to describe ability use can to make requests | 3.UE13 use can to talk about ability and to make requests and offers; use can / cant to talk about permission | 4.UE13 use can to make requests and ask permission use mus t / mustnt / 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 lets + 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 dont to give short answers |
44. Long-term plans:
1) 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 |
| Lets 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 |
2) 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 | |
| Wheres 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 |
| Lets 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 | |
| Whats 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 |
3) 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 |
4) 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 | Childrens games 1 | 4.L2, 4.W4, 4.UE12, 4.S4, 4.UE17, 4.UE14 |
| Childrens games 2 | 4.S4, 4.R2, 4.UE5, 4.UE8, 4.W4 | |
| Olympic Games | 4.UE1, 4.W1, 4.L4, 3.S4, 3.W4 | |
| Aesops Fables 1 | 4.S4, 4.L8, 4.R3, 4.UE12, 4.S5 | |
| Aesops 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 planets treasure 1 | 4.R3, 4.S3, 3.L3, 4.UE5, 4.W4, 4.S6 | |
| Our planets 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 |
6
8 2016 266
180
3 2013 115
