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Presenter’s Name MONTH 2016 Educational programme for the in-service training of the English Language pedagogical staff in the context of the updated curriculum for comprehensive school education in the Republic of Kazakhstan

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Trainer introduction Photo should be inserted here Trainer Name

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Introduction to 20 days of training •Days 1 to 4 -overview of the updated curriculum, its structure, the necessary pedagogy for it to be effective and the criteria- based assessment mechanism •Days 5 to 20 -subject-specific aspects of the curriculum (active and practical) -micro-teaching -self-reflection and meta-cognitive tasks •Timing of sessions, breaks, fire drills, mobile phones etc.

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Background to the training •Kazakhstan’s 2050 vision •Prepare learners for future challenges •Kazakhstan aims to become one of the leading countries in high quality education: - outcomes-based curriculum - pedagogical approach - assessment model

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Day 1 Introduction to the updated curriculum

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Day 1 Training objectives (1) •Introductions from trainer and from teachers •Teachers understand the schedule for training •To introduce key terminology and documentation of the updated curriculum •To begin to know the content and coverage of the updated curriculum

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Day 1 Training objectives (2) •To be more aware of the content of the subject programmes and course plan •To understand that content has been removed from the current curriculum to allow time for the development of skills •To recognise the need for updated teaching strategies •To know how to support language learning •To be introduced to the term ‘spiral curriculum’

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Day 1 Overview •Session 1 Introduction to the training •Session 2 The updated curriculum •Session 3 Structure of subject programme and course plans •Session 4 Language development

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Day 1 Session 1 – Introduction to the training: session overview •Introductions •Course aims and structure •What I know and what I want to learn •Priorities

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Day 1 Session 1 – teacher introductions Introduce yourself to a partner/the whole group Include at least one interesting piece of information If you could magically acquire one new skill, what would it be? What have you never done that you would like to do? Which adjective best describes your character?

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•Nazarbayev Intellectual Schools (NIS) were introduced in 2011 •NIS have established trilingual schools following an updated curriculum and assessment model •They have also implemented innovative educational practices •CoE to transfer am updated curriculum, assessment model and educational practices based on NIS model •There are three phases of implementation for language subjects Day 1 Session 1 – In-service training programme

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The objectives of this year’s in-service training programme are: •to support educational renewal in schools •to introduce a updated curriculum, adapted from the NIS curriculum, starting from Grade 1 from September 2016 •to introduce updated subject programmes for key subjects into the existing secondary school curriculum from September 2016 •to introduce a new criteria-based assessment model for the updated primary curriculum and key secondary curriculum subjects Day 1 Session 1 – In-service training programme

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•Nazarbayev Intellectual Schools (NIS) were introduced in 2011 •NIS have established trilingual schools following a updated curriculum and assessment model •They have also implemented innovative educational practices •CoE to transfer an updated curriculum, assessment model and educational practices based on NIS model •There are three phases of implementation for language subjects Day 1 Session 1 – In-service training programme

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Day 1 Session 1 – Aims of this course •To enable the successful implementation of the updated curriculum •To ensure teachers are familiar with the updated curriculum •To support outstanding teaching and learning

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Day 1 Session 1 – Course structure DayTheme of day DayTheme of day 1Introduction to the updated curriculum11Secondary listening and speaking 2Effective teaching and learning 12Developing resources 3Assessment 13Progression and achievement 4Delivering the updated curriculum: planning and resources 14Planning language lessons 5Language skills   15Engaging learners 6Primary listening and speaking skills16Review of primary resources 7Primary reading and writing skills 17Review of primary resources 8Language classroom management 18Planning and delivering lessons 9Developing learner language awareness 19Planning and delivering lessons 10Secondary reading and writing skills20Key concept review

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Day 1 Session 1 – Overview of days 1 to 4 •Day 1 Introduction to the updated curriculum •Day 2 Effective teaching and learning •Day 3 Assessment •Day 4 Delivering the updated curriculum: planning and resources

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•What I want to learn handout (individual) •Priorities (whole group feedback) •Any outstanding questions? •Next session

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End of Session 1

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Day 1 Session 2 – The updated curriculum: session overview •Key curriculum terms and documents •Begin to know content, coverage

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All subjects in updated curriculum •Primary •Secondary •High

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Making connections between key documents: subject programmes, course plans and assessment guidance Learning objectives Suggested activities based on learning objectives Supports decisions regarding Formative Assessment of learning objectives Subject programme Course Plans Guidance for Formative Assessment

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Day 1 Session 2 – Subject programme contents (1) Part 1: General information 1.1 The importance of the subject in the curriculum 1.2 The aims of the subject programme 1.3 Implementation of the trilingual policy 1.4 Description of the organisational requirements for the subject 1.5 Pedagogic approaches for the subject

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Day 1 Session 2 – Subject programme contents (2) Part 1: General information (continued) 1.6 Developing respect for diversity of culture and opinion in the subject 1.7 Competence in the use of digital technologies in the subject 1.8 Developing communication skills in the subject 1.9 Approaches to assessment in the subject Part 2: Content 2.1 Subject programme content, organisation and progression

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Day 1 Session 2 – Course plans: sections •Long-term plan •Introduction to language objectives •Medium-term plan •Short-term lesson plan

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End of Session 2

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Day 1 Session 3 – Structure of subject programme and course plans: session overview •Analysis of subject programme and course plans •Group discussion and whole group feedback •‘Spiral curriculum’

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Analysis of subject programme •Four columns handout Analysis of course plan •Four columns handout

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Day 1 Session 3 – Spiral curriculum Topics are revisited, sometimes within and across terms Topics should be taught in greater depth each time Level of difficulty should increase

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End of Session 3

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Day 1 Session 4 – Language development: session overview •The importance of communication in the updated curriculum •Language support in course plan units •Writing a language objective for a lesson

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Day 1 Session 4 – The importance of communication •Why do you think teachers need to support language learning? •How can we do this?

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Day 1 Session 4 – Subject programme: communication in the curriculum From the subject programmes: Education Organizations of the Republic of Kazakhstan build the base of communicative competence of learners with the aim to develop functional literacy. (Section 1.3) In order to support the learning of content subject matter, subject teachers also support the learning of subject-specific academic language. (Section 1.5) Throughout the curriculum, learners will be encouraged to communicate in both oral and written forms with their fellow learners, teachers and wider audiences using a range of media and academic language with accuracy. (Section 1.8)

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Day 1 Session 4 – Subject programme: summary of communication in the curriculum To provide language support: •introduce and use subject-specific vocabulary •encourage learners to actively use all four skills: reading writing speaking listening How do the course plans help to provide language support?

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Day 1 Session 4 – How can you provide language support? During the lesson: •state the language objective •write key words on the board and pre-teach them •use all four skills At the end of the lesson: •review progress against the language objective •give feedback on language and communication as well as content

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Day 1 Session 4 – Writing language objectives Write and share a language objective for a course plan lesson. Subject: ……. Grade: ……. •Lesson subject objective: ….................................................................................................... •Outline of teaching activity: ….................................................................................................... •Language objective: ….................................................................................................... •Subject-specific vocabulary: ….................................................................................................... •Useful classroom language for dialogue/writing: …....................................................................................................

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Day 1 Plenary •Review of Day 1 •Preview of Day 2: Effective teaching and learning •Characteristics of effective teaching and learning •Active learning (1) •Active learning (2) •Learning environment •Self-evaluation form

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Day 2 Effective teaching and learning

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Day 2 Training objectives •To be aware of the characteristics of effective teaching and learning •To know the pedagogical approach to be taken as identified in the subject programmes •To participate in an active learning activity •To understand what active learning is •To incorporate active learning principles into teaching activities •To know that learning should be objective led, not activity driven

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Day 2 Training objectives •To know what an effective learning environment should be like •To explore possibilities for display as a learning tool •To understand how to create and develop an interactive learning environment

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Day 2 Overview •Session 1 Characteristics of effective teaching and learning •Session 2 Active learning 1 •Session 3 Active learning 2 •Session 4 Learning environment

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Day 2 Session 1 – Characteristics of effective teaching and learning: session overview •Discussing ideas for characteristics •Matching characteristics to classroom images •Thinking of examples of characteristics in own classroom

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Day 2 Session 1 – What are the characteristics of effective teaching and learning? Discussion in pairs List five characteristics of effective teaching and learning Share ideas in small groups

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Day 2 Session 1 – Some characteristics of effective teaching and learning In pairs, match these pictures to possible characteristics listed on the handout C B A D

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Day 2 Session 1 – Some characteristics of effective teaching and learning In pairs, match these pictures to possible characteristics listed on the handout G F E G H

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Day 2 Session 1 – 1 Active learning Learning from own experiences: •Allows learners to experiment, construct meaning and develop understanding •Relates new knowledge to existing knowledge •Making mistakes makes us check and refine our understanding •Results in deeper learning •Changes attitudes Picture F

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Structured group work: •Improves interpersonal and communication skills •Improves acquisition of information and higher-level thinking skills •Promotes positive interdependence – ‘we succeed together’ •Can break down barriers between learners Day 2 Session 1 – 2 Collaborative learning Picture B

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Meeting the individual learning needs of each learner: •Increases progression of understanding and skills •Improves confidence and motivation •Stimulates creativity by helping learners to understand ideas better •Benefits all learners •Can raise expectations for all learners Day 2 Session 1 – 3 Differentiation Picture H

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Day 2 Session 1 – 4 Cross-curricular links Creating links between subjects: •Adds breadth and balance to the curriculum •Allows deeper learning •Provides a broader range of skills •Can help with progression of understanding and skills •Can help to put learning into a more meaningful context •Can make learning more motivating Picture C

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Checking learning and giving feedback to inform learning: •Improves motivation and self-esteem •Gives direction to teaching •Provides opportunities for learners to improve their work •Helps learners to understand how to learn more effectively Day 2 Session 1 – 5 Responding to learners’ needs Picture A

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Learners talking about a task: •Gives learners more ownership •Encourages transfer of knowledge and skills between learners •Encourages deeper understanding •Provides opportunities for learners to reflect on their progress and decide what to do next •Challenges and motivates learner Day 2 Session 1 – 6 Learning conversations Picture D

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Using technology: •Offers exciting tools for active learning •Can be motivating •Can be used to research, communicate, collaborate and create •Can give learners more ownership of a task by allowing them to search for information and find their own tools •Allows opportunities for learning outside the classroom Day 2 Session 1 – 7 Using e-learning and new technology Picture G

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Day 2 Session 1 – 8 Modelling An expert giving an example whilst explaining their accompanying thought processes: •Exposes learners to subject content and expert thinking simultaneously •Breaks a task into steps, allowing learners to become increasingly independent •Stimulates reflection on the processes Picture E

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Day 2 Session 1 In pairs •How do these characteristics compare with the ‘Pedagogic approach’ section of the subject programme? Whole group discussion •How is the approach similar/different to what occurs in your schools now? •What are the issues in implementing these approaches? •How can we address these?

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End of Session 1

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Day 2 Sessions 2 and 3 – Active learning: training objectives •To participate in an active learning activity  •To understand what active learning is •To incorporate active learning principles into their own teaching activities •To know that learning should be objective led, not activity driven

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Group discussion What does an active learner look like? Label a picture of a person with key qualities and characteristics Share with the whole group Day 2 Session 2 – An active learner

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What does an active teacher look like? Day 2 Session 2 – An active teacher

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Day 2 Session 2 – An active teacher: Active learning principles 1 To enable progress: •Repeat learning objectives •Present different activities •Practise skills •Build on prior learning

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Day 2 Session 2 – An active teacher: Active learning principles 2 To support learning: •Promote curiosity •Ask questions •Experiment •Suggest •Invent •Teach to learning styles

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Make sure resources are: •Organised •Accessible •Shared •Familiar •Made •Used regularly •Built up over time •Good quality Day 2 Session 2 – An active teacher: Active learning principles 3

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Different teaching strategies = an environment for learners to develop knowledge, skills and understanding I listen but I forget! I see and I believe I do thenI understand! Day 2 Session 2 – What is active learning?

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EarsEyesVoiceTouch X X X X X X X X X X X X X X X X X R e c e iv e in f o r m a t io n A p p ly le a r n in g Day 2 Session 2 – Using your senses to learn

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•Learning by doing •Having FUN learning! Active learning is … Day 2 Session 2

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End of Session 2

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Day 2 Session 3 – Training objectives •To incorporate active learning principles into their own teaching activities •To know that learning should be objective led, not activity driven

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Individuals Think of a successful activity you have taught recently Small groups Share your activities. Record aspects of active learning Whole group Share some good examples of active learning What makes it a successful learning experience? Day 2 Session 3 – Using active learning in your own teaching

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Possible reasons •To identify gaps in learning •To direct learner’s thinking •To assess •To prompt further questions •To revise a topic •To excite interest or curiosity •To challenge •To model questioning and thinking •To help clarify understanding •To evaluate Day 2 Session 3 – 1. Why do we ask questions?

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Open questions are more likely to improve learning. They encourage talking and thinking e.g. Which metals are magnetic? Closed questions generate “yes”/“no” answers. They can be useful but are not good at encouraging talking and thinking e.g. Is copper magnetic? Day 2 Session 3 – 2. What makes a good question?

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Day 3 Session 4 – 2. What makes a good question? General open questions •How can we …? •How did you …? •What would happen if …? •Tell me about …? •What do you think about …? Complete the questions to make questions you might ask in your classroom

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Invert the question Instead of asking a question that requires factual recall, invert it e.g. Is copper a metal? … becomes … Why is copper a metal? Day 3 Session 4 – 2. What makes a good question? ??

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X and Y Ask learners why X is an example of Y, e.g. Why is an apple an example of a fruit? Why is a fox an example of a mammal? This sort of questioning requires more than factual recall – it asks for an explanation of learners’ reasoning Day 3 Session 4 – 2. What makes a good question?

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Learners asking questions Create opportunities for learners to ask questions: •ask the teacher •ask each other •a ‘question box’ for written questions provides a different way for learners to be able to ask questions Day 2 Session 3 – 3. Who asks the questions?

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Consider asking questions such as: What do others think about _____’s idea? ‘Bounce’ the question around the classroom … How could you develop ______’s answer to include more detail? Then ask the learner who gave the original idea … How can you combine all you have heard into a single answer? Day 2 Session 3 – 4. How do you involve all learners in asking and answering questions?

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Incorrect answers Use incorrect answers as a discussion point This creates a classroom atmosphere in which it is okay to give an incorrect answer, and also encourages a ‘have a go’ attitude! Day 2 Session 3 – 5. How do you encourage learners to ask and answer questions? That’s not quite right … let’s talk about it …

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Wait-time Allow learners time to think: •Teacher speaks and then waits before taking learners’ responses •When learner’s response ends, teacher waits before responding This gives learners time to give a better answer or for another learner to respond Allow a minimum of 5 seconds Day 2 Session 3 – 5. How do you encourage learners to ask and answer questions?

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•Plan questions in advance – this can make them more challenging •Focus on a few carefully constructed open-ended questions •Ask one question at a time •Allow thinking time •Vary question strategies •Ensure all learners have the opportunity to respond Day 2 Session 3 – 6. How can you make your questioning effective?

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•Video clips •Photographs •Film clips •Objects •Cartoons •Pieces of music •Questions •Games •Puzzles Day 2 Session 3 – Engaging starters for learners

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End of Session 3

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Day 2 Session 4 – Learning environments: objectives •To know what an effective learning environment should be like •To explore possibilities for display as a learning tool •To understand how to create and develop an interactive learning environment

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Pairs •How does your classroom enhance opportunities for learning? •Does your classroom need to be different for you to be able to deliver the updated Kazakhstan curriculum? •How would it be organised? What needs to be included? Day 2 Session 4 – Your classroom plan

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Day 2 Session 4 – Classroom 1 What do you like or dislike about this classroom? Would this classroom work well for the updated curriculum?

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Day 2 Session 4 – Classroom 2 What do you like or dislike about this classroom? Would this classroom work well for the updated curriculum?

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Day 2 Session 4 – Classroom 3 What do you like or dislike about this classroom? Would this classroom work well for the updated curriculum?

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Day 2 Session 4 – Classroom 4 What do you like or dislike about this classroom? Would this classroom work well for the updated curriculum?

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Day 2 Plenary •Review of Day 2 •Preview of Day 3: Key approaches in the updated curriculum •Criteria-based assessment model •Cross-curricular themes •Managing active learners •Effective questioning

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Day 3 Criteria-based Assessment 86

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Day 3 Training objectives •To introduce key assessment principles •To introduce the purpose of the criteria-based assessment model •To introduce Formative Assessment •To consider how to use the results of Formative Assessment in your teaching •To introduce Summative Assessment •To consider how to ensure learners are prepared for Summative Assessment and how to use the results •To discuss how CBA will impact on your teaching practice 87

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Day 3 Overview •Session 1 Principles of assessment •Session 2 The Criteria-based Assessment model (CBA) •Session 3 Formative Assessment •Session 4 Summative Assessment Resources 88

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Day 3 Session 1 – Principles of assessment: objectives To understand: •Different types of assessment •Purposes of assessment •What makes a good assessment 89

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What is assessment? •The process of gathering evidence •Then use defined criteria to judge performance based on the evidence •Arrive at conclusion on performance 90

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Criteria-based Assessment •An assessment which is measured against common, defined criteria •Common so all learners are judged to the same standard •Defined so those assessing are clear what the standard is 91

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Purposes of assessment •What purposes of assessment are you aware of? •Why do we assess people? •Who is involved in or affected by the assessment? Discuss 92

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Purposes of assessment 93 progression at school qualification selection university entrance programme evaluation monitoring institutions motivate feedback quality assurance 93

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Who is involved in, affected by or interested in assessment? Who are the stakeholders? Assessment 94

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•Learners •Parents •Schools •School administration •Employers •Governmental decision-makers •Society as a whole •The public’s view of education and learners •Any more ...? 95

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Types of assessment Formative •assessment of learners during teaching and learning Summative •assessment of learning Diagnostic •measures skills and knowledge to identify strengths and weaknesses 96

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The Criteria-based Assessment Model •Guidance for Formative Assessment •Test Specifications Activity: What are the differences between Formative and Summative Assessment? 97

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What makes a good assessment? •Assesses what it is intended to assess (e.g. maths test that doesn’t test their knowledge of English) •Follows the subject programme – tests what they have learnt •Tests what is appropriate for the subject •Clear and comprehensible •At the appropriate level •Fits into the time available 98

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Fit for purpose – four key concepts V Validity R Reliability I Impact P Practicality 99

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Ensuring validity •The assessment should test what it is supposed to test •Define what you want to test •Produce clear specifications of what is to be assessed •Ensure questions are fair •Ensure marking/judgement making is accurate and reliable •Seek feedback from learners and teachers 100

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Ensuring reliability •Assessment reflects the subject programme – and therefore what is being taught •Assessment is set against fixed criteria which are documented to ensure standard is maintained •Year on year assessment has the same outcomes •Marking and judgement making – learner responses of the same quality should receive the same outcome – how to achieve that •Test administration should ensure no malpractice 101

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Impact This is the effect the test has on: •Teachers and learners •Parents •Teaching and learning •Educational systems •Society in general 102

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Practicality Issues of: •Cost (initial development and maintenance) ...

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