Introduction

The context of the study

This research was conducted in 20 Nazarbayev Intellectual Schools (NIS) in Kazakhstan. NIS were designed in 2008 to become an experimental platform for the development, monitoring, research, analysis, testing and implementation of modern models of curriculum.

The updated English curriculum was implemented in the 7^th grades in 2023. It was focused on the development of such skills as knowledge and understanding, application, analysis and interpretation, evaluation and comparison. The learning objectives were strengthened, combined or removed to reduce the learning load on students, reflecting the relevant knowledge, types of literacy, skills and values ​​leading to the formation of key competencies.

The modified and current learning objectives are aimed at research skills, academic integrity, ICT skills, media literacy, functional and digital literacy, development of critical, creative, systems thinking, communication, social responsibility, empathy, respect, which lead to the formation of competencies of knowledge, self-regulation, proactivity, transformation.

The purpose of the study

The purpose of this research is to explore the effectiveness of the updated curriculum on “English” subject among teachers and students.

The research problem

The first version of the curriculum lacked the learning objectives that develop students’ research skills, ICT skills, media literacy, data literacy and creative skills. Also, some learning objectives were difficult for implementation.

Figure 1.

The conceptual framework (the picture cannot be copied here into the system, thus I indicate that in the text format)

As shown in the Figure 1., the conceptual framework is based on NIS aims to create supportive educational environment and support close connection of schools, families and community which is indicated in the outer white circle. The brown circle indicates that the curriculum fosters preparation of a well-rounded, competetive and intellectual graduates. Furthermore, the dark green circle shows that the curriculum supports teaching and personal development, and students’ functional literacy and social and emotional skills. Inner light circle states that alongside with compulsory content the curriculum is fundamental for extracurricular activities and community service projects. Moreover, it instills core values as indicated in the central circle.

The research questions

The central research question was:

1.  “What are teachers’ and students’ perspectives on “English” curriculum

development?”

The sub-questions were:

1.1.   “What are teachers’ and students’ perspectives on the content of the curriculum?”

1.2.   “What are teachers’ and students’ challenges in implementation of the curriculum?”

1.3.   “What are teachers’ and students’ recommendations for further improvement of the curriculum?”

Methodology Research design This research employed explanatory sequential mixed methods design as quantitative or qualitative data alone could not sufficiently answer a research question (Creswell, 2013). Collecting and analyzing both quantitative and qualitative allowed the researcher to draw more meaningful conclusions. Explanatory sequential design is used to further explain a set of quantitative data with additional qualitative information (Cohen, Manion and Morrison, 2011). Participants and site The participants of this research were 1147 students of the 7th grade and 52 teachers of “English” subject of 20 Nazarbayev Intellectual schools from 18 cities of Kazakhstan. Data collection instruments For a quantitative part, surveys were conducted to cover large population and provide a quantitative description of participants’ perspectives (Creswell, 2018). As a qualitative part, three underperforming schools were selected based on English testing results. semi-structured interviews were used as they are considered the most effective types of interviews, because they allow the participants to elaborate on their interpretations and views (Padilla, 2015). Another instrument was observation. Observation was used to have detailed, in-depth and rich data and to provide triangulation of data (Smit and Onwuegbuzie, 2018). Ethical considerations This research is considered no more than minimal risk. The privacy of the participants should be kept during all stages of the research (Kaiser, 2012). The hard copies, including interview notes and memos, are kept securely locked away in a drawer with keys (Creswell & Creswell, 2018). The survey completion process was completely anonymous for all participants. The interviews were conducted with 15 teachers and 28 students from three schools. Students and teachers were informed that participation is voluntarily.

Conclusion Results of surveys in 20 schools According to students, English curriculum is effective. 64% of students noted that they have made significant progress in learning. 48% of students responded that they most developed speaking, whereas 42% developed writing. The most instilled values were work and creativity (60%), respect (52%), openness (33%) and honesty (31%). Almost half of the teachers (48%) responded that the updated curriculum develops students' key competencies. 41% of teachers believe that the learning objectives have become more specific, understandable, and concise. For 16% of teachers, it is difficult to achieve the learning objectives. 13% of teachers experience difficulties with methodology, 32% of teachers do not have any difficulties relatively. Results of interviews in 3 schools Most teachers shared their positive thoughts about the curriculum and noted that learning objectives had become more specific and achievable. Several novice teachers said they were having difficulty implementing some of the objectives. The teachers could not give specific recommendations on improvement. Students indicated that they enjoyed learning English, as it gave them an opportunity to read foreign literature, watch videos and travel. They also noted that studying at NIS is much more interesting than studying at state schools. However, students noted that they would like to learn lessons in a playful and interactive way, using ICT. Results of lesson observations in 3 schools Teachers could engage students. An interactive whiteboard and ICT tools were used. However, there were not enough differentiated tasks on synthesis, evaluation and creation. The teachers were given recommendations. This research was significant as it collected teachers’ and students’ perspectives on curriculum implementation and lesson observation. One limitation was that interviews were conducted only in three schools. Research implications are related to conducting individual interviews with teachers and students in other schools as well.

References Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge. Creswell, J. W. (2013). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.), Pearson Education. Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. Kaiser, K. (2012). Protecting confidentiality, (J.F. Gubrium, J.A. Holstein, A.B. Marvasti, K.D. McKinnery, Ed.), The SAGE handbook of interview research: The complexity of the craft. Sage Publications. Padilla, M. (2015). Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science?, International Journal of Educational Excellence 1(2),101-110. Smit B., Onwuegbuzie A.J. (2018). Observations in qualitative inquiry: when what you see is not what you see. Int J Qual Methods, 17(1). https://doi.org/10.1177/1609406918816766