Methodology of teaching the subject
This domain tests the methodology of teaching your subject: how you translate curriculum objectives into a coherent lesson, select subject-appropriate methods, and build success criteria that learners can use. In Kazakhstan's updated content, methodology is judged by alignment between objective, activity, and assessment.
Core rules
- Start from the curriculum learning objective and its command verb.
- Write success criteria as evidence of learning, not as a list of tasks.
- Choose methods that fit the subject: experiment, source analysis, problem solving, text production, map work.
- Plan differentiation by support, task, or outcome, not by lowering the objective.
- Include reflection and feedback so learners know their next step.
- Use trilingual terminology carefully where the subject requires it, without letting language obscure the concept.
Worked example
Curriculum objective: “Explain the water cycle.” Lesson objective: “Learners will explain two pathways by which water returns to the atmosphere, using evidence from a diagram.” Success criteria: (1) I name evaporation and transpiration; (2) I link each process to a source of water; (3) I use the diagram to support my explanation. Activity: pairs label a diagram, then write a two-sentence explanation; teacher models one sentence, then removes the model. Assessment: exit ticket scored against the three criteria. Reasoning: each element points to the same verb, “explain”, and the criteria are observable.
Traps
- Activity-first planning: the game is fun but does not teach the objective.
- Success criteria written as “complete the worksheet”.
- Differentiation that removes the explanation task instead of scaffolding it.
- No check that learners can use the criteria independently.