Concept-based learning (CBL) develops subjectual conceptual thinking by involving general scientific categories. This approach has proven itself in international practice. CBL allows to integrate the content of various subjects to solve interdisciplinary problems, convey ideas, methods, principles from one subject into another, and develop conceptual thinking. The main function of concepts is to capture and organize scientific knowledge about the world obtained as a result of directed learning or self-education (Anderson, 2001). CBL will allow, after acquiring thematic material, to study, research and analyze phenomena and events from different perspectives. This approach allows to develop skills for analyzing the details and structure of arguments, exploring various points of view (at local, national and global levels) that exist at different time periods. This approach allows to prepare graduate students for study at the university.

Curricula in subjects provide students conducting researches in the issues of modern science. In Nazarbayev Intellectual Schools, there has been elaborated some experience in organizing research activities of students – “Global Perspectives and Project Work”, “Kazakshtan in the modern world”, “Geography”. In 2017, CBL was implemented into the subject “English” for the11th grade.

In 2018, the project was continued to introduce CBL in the 12th grade. Concepts are universal and represent big ideas (Lynn Erickson, 2002), which go beyond the scope of any one specific area and may include an unlimited number of topics studied from different subject areas. Given that concepts are being introduced for the first time in the 12th grade program, all topics were combined into larger ones and distributed within the framework of the concepts in terms: 1 term- Identity, 2 term - Perception, 3 term – Time, 4 term - Perspective, respectively. This stage of implementation can be described as interim, so that teachers can adapt to a new approach and in the future fully switch to CBL without relying on any specific thematic context. In addition, it is assumed that new concepts can cause difficulties for teachers due to a lack of understanding of the content, lack of working experience with this approach, as well as other factors affecting the effective implementation of the updated program in grade 12.

The study has been based on the theories and works of leading experts in the implementation of the concept-based learning model, Lynn Erickson and Lois Lanning (2014). Anderson, Lorin, Kratwool, David, et al. (2001) tend to urge teachers to strive to deeply understand conceptual knowledge, and not only to remember their individual fragments and not to separate factual from conceptual. The implementation of this approach in the 12th grade program involves the development of students' research competencies that will allow the student:

a) have a deep foundation of factual knowledge;

b) understand facts and ideas in the context of the conceptual framework as well;

c) organize knowledge in such a way as to facilitate its extraction and application. Systematization of information within conceptual framework allows to achieve a high level of its transmission; students may apply what they have learned in new situations and to absorb/acquire relevant information.

The study has aimed to identify and determine teachers difficulties associated with understanding and implementation of teaching on the basis of concepts in the 12th grade in the academic year 2018-2019.

Research questions:

1. What concepts cause difficulties in teaching and developing appropriate tasks for the updated program?

2. What causes difficulties in applying concepts and developing related tasks?

3. What methodological recommendations / support is required for English teachers to ensure the effective implementation of the educational program based on concepts in high school?

In order to obtain a complete picture, various methods of collecting and processing data were used, in particular, a mixed research method, which included the following: - Observation of lessons. - Interviews (conversations). - Analysis of documents (lesson plans, handouts, etc.). According to the monitoring experience in the 2017-18 school year, it was revealed that the answers of the online survey did not allow to obtain complete data on open-ended questions. Quantitative indicators are not that efficient in this study, since the introduction of the CBL has been carried out for the second year. In this connection, it was decided not to use online questioning as part of the current monitoring as a research method. And to obtain complete and reliable data, it was decided to increase the number of schools attended and conduct research in a natural learning environment. To carry out the researches, three NIS of chemistry and biology directions were selected – in Aktobe, Uralsk, Kostanay. The selection of schools was based on the fact that these schools had never been visited before in order to conduct a monitoring study. An individual program and monitoring plan were developed and approved. The following documents were prepared: a schedule for attending classes, lists of teachers whose lessons are planned to be visited, a route sheet, observation sheets, etc. School administrators, heads of departments and teachers were informed about the visit to their schools and class attendance. All teachers verbally agreed to participate in the study. In the 2018-19 academic year, students in grade 12 had 3 hours of English weekly and 102 hours per year, respectively. The expected result at the end of grade 12 according to the educational program of the subject “English” – students should reach the level C1 (low C1 according to CEFR). In the 12th grade, classes are divided into subgroups, each with 10-12 students. For the period of schools attendance, according to the class schedule, it was possible to attend 11 classes, which corresponded to the previously planned number (10-15 lessons according to an individual plan). Due to the workload, 8 out of 10 planned teachers were able to take part in the interview. The participation of fewer teachers did not affect the results. 30 students in total, 10 students in each school, participated in the interview.

100% of teachers understand the importance of introducing CBL into the content of the high school curriculum; they follow the updated curriculum. The data obtained allowed us to answer all the questions of the study. 90% of teachers have a theoretical understanding of concepts. There is some confusion of the concepts of Perception and Perspectives. There are tasks prevailing that do not require reflection, analysis and study of various points of view. Teachers experience difficulties in developing differentiated tasks in terms of complexity and tasks for developing high-order thinking skills in all program concepts. The main reasons are the lack of full study of the program and teaching experience, a limited choice in the selection and use of resources, a focus on implementing learning goals, fossilized of teaching educational material thematically, it is difficult to see a wider picture. When planning it is difficult to “keep in mind” focusing on concepts, achieving learning goals and selecting a variety of resources, as it takes more time to prepare. In addition to these, the following reasons were identified:  not thorough study of key documents that are developed in support of teachers (Guidelines for teachers on the updated program);  insufficient practice of reflection, discussion and joint planning (only on the basis of the curriculum and not on an ongoing basis). Student interviews show that they like the concept-based program more than the previous topic-based one. They noted “For the second year, we have been studying various topics through concepts and more attention has been paid to discussing interesting issues and opinions, new concepts that were not in grade 11. There are provided more opportunities to work with a variety of resources. We analyze the information and offer alternative solutions to problems, more opportunities to use and practice academic English”.

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