Vision
The Basic Education Core Curriculum is aimed at enhancing capacity of all learners, who constitute the major force of the country, so as to attain balanced development in all respects – physical strength, knowledge, and morality. They will fully realise their commitment and responsibilities as Thai citizens as well as members of the world community. Adhering to a democratic form of government under constitutional monarchy, they will be endowed with basic knowledge and essential skills and favourable attitude towards further education, livelihood and lifelong learning. The learner-centred approach is therefore strongly advocated, based on the conviction that all are capable of learning and self-development to their highest potentiality.
Goals
1. Morality, ethics, desirable values, self-esteem, self-discipline, observance of Buddhist or those of one’s faith, and guiding principles of Sufficiency Economy Philosophy;
2. Knowledge and skills for communication, thinking, problem-solving, technological knowledge, and life skills;
3. Good physical and mental health, hygiene, and preference for exercise;
4. Patriotism, awareness of responsibilities and commitment as Thai citizens and members of the world community, and adherence to a democratic way of life and form of government under constitutional monarchy; and
5. Awareness of the need to preserve all aspects of Thai culture and Thai wisdom, protection and conservation of the environment, and public-mindedness with dedication to public service for peaceful and harmonious coexistence.
Learner’s Key Competencies
1. Communication capacity
The ability to express oneself freely and establish substantial conversation with other people is a result of a continuous effort of engaging to meaningful activities facilitated by teachers who are well-versed with the language. To answer the existing problem of the utilization of the English language in almost all the macro skills (listening, reading, speaking, writing, and viewing), VRU initiated the program which they referred to as Intensive English Program (IEP). Learners who are enrolled to this program have their English classes three times a week. With this, students are exposed to several different activities and exercises that enhances their abilities in terms of negotiating for solving and/or reducing problems, distinguishing differences between information received and sent, formulating proper judgement in any given situation, and choosing the efficient methods for good communication.
2. Thinking capacity
In subject areas like Mathematics, Science, and English, learners came to encounter more instances wherein their capacity for analytical, synthetic, constructive, critical, and systematic thinking are tested and evaluated. VRU teachers provides students the opportunity to engage in meaningful discussions from dyads, to triads, and even in groups for this will exercise their abilities for them to learn to formulate ideas, interrogate the questionable ones, and provide authentic information for those who may hold only a piece of total information.
3. Problem-solving capacity
Problems may arise at any point in time without choosing the people whom shall be affected by such. In VRU, students are given the chance to express one’s perspective regarding and a current problem and then formulate his/her own probable solutions considering factors including moral principles, accurate information, various social situations, and its effects to oneself, peers, and the community as a whole. Teachers act as advisers and counselors that help students organize ideas properly to come up with the most sound and better decision.
4. Capacity for applying life skills
Developing the necessary skills used in real world circumstances begins inside the community built within the school. It has been made known to the learners that the knowledge, skills, and values that are taught within the walls of the educational institutions are often emphasized for the purpose of students’ formation towards becoming responsible and productive Thai citizens. Activities like scouting and subject camps are made to allow students develop independence at the same time learn the value of socialization. Further, learners are immersed to quite distant places for them to be able to learn to stand by themselves and discover possibilities for their own sake and development.
5. Capacity for technological application
The world is already fast-changing, thus, adaptation is a must. A part of this is the increasing level of the need of technological literacy. Students are provided with exposure to different media, technological devices, social media applications, and other authentic activities which revolves around the integration of technology to all existing areas of knowledge.
Desirable Characteristics
1. Love for nation, religion, and king
2. Honesty and integrity
3. Self-discipline
4. Avidity for learning
5. Observance of principles of Sufficiency Economy Philosophy in one’s own way of life
6. Dedication and commitment to work
7. Cherishing Thai-ness
8. Public mindedness
Eight Learning Areas
These are major bodies of knowledge consisting of specific contents necessary to be acquired by Thai students within a given span of time with which is required across all basic education learners.
1. Thai Language
This constitutes knowledge and skills in culture and language application for communication, delight in the appreciation of Thai wisdom, and bearing the national language with pride.
2. Mathematics
It focuses in the application of knowledge, skills, and scientific process for problem-solving as well as the way of life and further education. It also heightens students’ reasoning abilities, favorable attitude towards the subject, and the development of systematic and constructive thinking.
3. Science
This area provides experiences for the application of knowledge and scientific process for study and the search for knowledge and systematic problem solving as well logical, analytical, and constructive thinking.
4. Social Studies, Religion, and Culture
In this body of knowledge, learners are taught to develop peaceful coexistence in Thai and in the global community, embrace good citizenship, show faith in religious teachings, appreciate resources and the environment, and embody patriotism and pride in Thai-ness.
5. Health and Physical Education
The development of knowledge, skills, and favorable attitude towards strengthening one’s own health and that of others is the primary aim of this area. It also teaches learners various health-related skills such as the prevention and proper treatment of health problems.
6. Arts
Through this, students learn initiative, inspiration, and imagination in creating works of art, aesthetics, and art appreciation.
7. Occupation and Technology
Thai students are prepared for various demands in work, management, way of living, and livelihood with the application of technology.
8. Foreign Languages
Learners dwell with meaningful activities that enrich knowledge, skills, attitude towards the application of foreign language for communication, seeking further knowledge, and livelihood.
Each learning area states a list of standards as a guiding measure as to what the learners must be able to achieve at the end of the course. Moreover, the standards cover not only the cognitive aspect of the students but as well as the prescribed moral and ethical values and desirable characteristics as these are believed to direct the entire student body to the achievement of total growth. These learning standards also serve as essential mechanisms in the pursuit of the advancement of the whole educational system. It is therefore assured that the standards are valid enough to follow for its construction underwent a long series of deliberation under both internal and external quality assurance committee. The extent of a student’s success is vividly translated through careful analysis as to whether these standards have been met or not.
Indicators
The prescribed indicators reflect learners’ learning. Altogether, these specify what the students should be able to know and practice as well as the definite characteristics of each level. Since these appear as concrete, these can be utilized for prescribing contents, determining learning units and organizing effective teaching-learning activities. These also serve as an essential criteria for evaluation for the purpose of verifying learners’ quality.
1. Grade Level Indicators specify the goals to be achieved in developing learners for each level of compulsory education.
2. Key Stage Indicators specify the goals to be achieved for the upper secondary education.
Learner Development Activities
Every educational institution aims of producing learners who have developed their potentials to its maximum state and have already become fully developed and well-rounded in physical, intellectual, emotional, and social aspects. In addition, learners who bear high levels of morality, ethics, and self-discipline add to the fulfillment felt by the people behind all education institutions. All the abovementioned ideals are achieved through proper and consistent implementation of carefully selected activities which are implemented by competent teachers and stakeholders.
Learner development activities are divided into three types:
1. Counseling activities
The creation of activities under which is centered into the process of encouraging and helping learners to know and understand who they really are, what constitutes themselves, their vision and life goals, and appreciate his/her uniqueness in every way. VRU paves way to the existence of activities which are also done to help those learners who might undergo personal and social problems that might lead to serious psychological dilemma. In this way, concerns that might exceed to the capacity of classroom teachers are addressed and taken into account by professionals in the field of counseling. Upon the submission of the learner, identification of the probable problems, and the permission granted by the parents or guardian, proper measures and procedures are made to extend the kind of help that the learner needs.
2. Student Activities
Schools open the ideology of socialization for students. Since most of the circumstances and activities in school require cooperation and collaboration between two or preferably more people, the value of teamwork is highly emphasized. VRU has been known to be one of the institutions in the country paying much attention in allowing students to work not just within their circle of peers inside the classroom, but as well as to create more circles beyond. Frequently, the school organizes camps which are participated by students of both primary and secondary levels. The students are grouped randomly and are trained to form understanding in order to perform various tasks such as analysis, planning, plan implementation, evaluation, and process of improvement as a group. Activities under which include Boy Scout Organization, Girl Guides, Junior Red Cross, social service and territorial defense, and the activities made within the circle of school clubs and organization.
3. Activities for social and public interest
These activities aim students’ development of innate feeling of devoting a part of their time and effort in participating to outreach programs for the benefit of the society. VRU continues to send voluntary services to local areas and partner schools considering the students’ interests in order to manifest commitment, virtue, and sacrifice for the sake of providing social assistance to individuals especially to those of lesser capacity.
Educational Levels
The Basic Education Core Curriculum covers the following levels:
1. Primary Education Level (Grades 1 to 6)
The first stage of compulsory education is covered by this level. Students who are in between these levels are exposed to learning processes which help them acquire skills in reading, writing, calculation, fundamental thinking, communication, social learning processes, and the fundamentals of human beings. Basic skills primarily used in the beginning of schooling such as physical, intellectual, emotional, social, and cultural skills with a greater emphasis on learning management are also taken with the highest degree of consideration and attention.
2. Lower Secondary Education Level (Grades 7 to 9)
The last stage of compulsory education is achieved upon completion of this level. More emphasis is given to the discovery of their own skills and abilities and the promotion of individual personality development considering several factors such as critical, creative, and problem solving skills. An increased awareness of social responsibility, proper balance of knowledge, and virtue and pride in Thai-ness are also considered and worked in order for these to be possible.
3. Upper Secondary Education Level (Grades 10 to 12)
This level is said to be the highest one, therefore, this level includes more rigid and consistent training in order to fully equip the students with the highest level of knowledge and skills in academic and most especially, in the application to real world setting. Technological literacy is a primary concern as well as the identification of one’s various roles needed to played within the entire Thai community and the global community that lies beyond.
Learning Time Allotment
A prescribed framework for the minimal learning time structure across the eight learning areas is followed by the educational institutions in Thailand, including VRU Demonstration School. However, education institutions may inflict changes into the said framework depending on the factors that may considerably be considered.
1. Primary Education Level (Grades 1 to 6)
Learning time is allotted in annual basis, not exceeding five hours a day.
2. Lower Secondary Education Level (Grades 7 to 9)
Learning time is allotted in semester basis, not exceeding six hours each day. The weight of the course is counted in credits which has the criterion of 40 hours per semester equivalent to one (1) credit (cr).
3. Upper Secondary Education Level (Grades 10 to 12)
Learning time is allotted in semester basis, not less than six hours per day. Still, the weight of the course is counted in credits which has the criterion of 40 hours per semester equivalent to one (1) credit (cr).
Prescribing Structure for Basic and Additional Learning Time
The general provisions for any changes aimed to be done by institutions are as follows:
1. Primary Education Level
Basic learning time for each learning area can be adjusted as appropriate. Total learning time structure shall be as prescribed in basic learning time structure, while learners must attain the quality prescribed in learning standards and indicators.
2. Secondary Education Level
The prescribed learning time structure must be followed and should meet the criteria and requirements for graduation.
Additional courses or learner development activities can be added for both primary and secondary education levels as long as a due consideration is given to the educational institution. The school itself must first ensure that the certain priorities have already been achieved and the requirements for graduation are ready. For primary education level Grades 1 to 3, additional learning time can be included to areas of Thai language and Mathematics.
The allocation of 120 hours each year for the learner development activities of Grades 1 to 9 and 360 hours each year for Grades 1 to 12 are meant to be used for counseling activities, student activities, and activities for public interest.