bewildered wanderer

I been trying to get my secretary to get me a copy for about 2 months...

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keeshou

Could you email that to me Defender?

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dexter

I just uploaded the English translation of the Thai 2544 Basic Education Curriculum. It can be downloaded here,

http://www.4shared.com/dir/3513797/1...c/sharing.html

keeshou

Thanks Dex. I thought this was only for the English curriculum.
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I'm looking for the current curriculum requirements for Grade 3 science. Dexter I couldn't find that in the 53 pages. Actually other than talking about approaches and desires, that document is lacking in anything resembling curriculum.

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wangsuda

There is a book that the MoE publishes IN ENGLISH that details all the strands, substrands, and outcomes for grades P1 through M6. You or your school can request it. There is no developed, country-wide curriculum, however.

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dexter

I think Wangsuda summed it up best, when he said,

" English, math, and science all have basic strands that do not change throughout the Prathom and Mathayom years.

What does change, however, are the expected outcomes.

Outcomes are broken down into four levels to cover all years of education.

Level 1 expectations and outcomes cover primary education grades 1-3 and need to be met by the completion of the third year (in a nutshell, Prathoms 1-6 need to meet level 1 outcomes for all strands).

Level 2 expectations and outcomes cover primary education grades 4-6 and need to be met by the completion of the sixth year (level 2 covers Mathayom grades 1-2).

Level 3 expectations and outcomes cover secondary education grades 7-9 (level 3 covers Mathayom grades 3-4).

Level 4 expectations and outcomes cover secondary education grades 10-12 and need to be completed before the student finishes school (level 4 covers Mathayom grades 5-6)."

I hope this helps.

Loner

Just had a meeting about Thai curriculum yesterday. Seems there is currently no english version of the strands/standards for m4-6 elective mathematics course (and probably also science). It seems that only the core subjects are catered for. I noticed this a few years agot when I got the m4-6 standards in english. We need these extra topics as they cover the A-net exam (students still cover these topics in their extra cram classes anyway). What I did was to get the government textbooks and get the topics translated, then find matherial that gets reasonably close to this from western books. Without an official government textbook (in english), thats the best we can do, I'm afraid (aside from having a Thai co-teacher also teach the topics in Thai and help prepare them for their Thai entrace exams.

defender

The translation I have covers all subjects upto G12.
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OK - all the files I have are now available right here on ajarnforum!

http://ajarnforum.net/vb/showthread....775#post715775

They are posted in troubleshooting at the moment as I was unable to post attachments in the resource pool.

BigDaddy

Wow. It is very impressive that a M6 student can successfully accomplish all of those tasks and functions. The curriculi at these schools must be very metiuclously planned out:-)

ScienceGuy

I had a copy. It consisted of one line "The student will learn how to use kapooter". I had to take the Michigan state guidelines and rifle through British ICT to come up with something worthwhile. Fortunately I had taken 1.5 years of Technical school and worked in the industry for 12 years beforehand. Ultimately I was forced to teach Adobe Photoshop CS3 because the "Thai Coteacher" was retarded and always got his way.

I usually give students 2 essential lessons: Introduction to computer hardware, and Occupations in computers. From there, you could break it down into 3 major areas:
1.) Art: Multimedia, Web Design, Animation
2.) Science: Programming, Math, Graphing, data analysis, game theory
4.) Business: Micro$oft App$, Databases, Operating Systems, Networking, etc.

Ideally, students could independently study modules respective to their interest and are required to take at least one from each discipline.

At least that's how I was taught in a multi-million dollar facility in the US with experienced, qualified teachers. It's called Warren Occupational Technical Center. Perhaps their curriculum is online...

P.S. I assume the The Thai teachers will teach Microsoft Word(and how to pirate CDs/music).
I put Computers 101 online here: Online Class Room for free if you want to see it. It's not complete but I just threw it up to test out moodle. Just login as a guest.

wangsuda

According to my school, these are the strands and substrands for M1-3 ICT. Sory, I don't have the outcomes.

3.1 - Understand nature and the technological process, use knowledge, intelligence, imagination and systematic thinking in designing, and constructing proper equipment; use strategic steps according to the technological process, be able to decide and select technology for use in everyday life, society, the environment, as well as the world of work and occupations.
3.1.1 - Understand the meaning, importance, usefulness and levels of technology.
3.1.2 - Understand technological processes in designing products, procedure to solve problems or respond to needs for a better life.
3.1.3 - Design and construct products or procedures, testing, improving, evaluating and processing ideas, procedures and work results in terms of correctness and safety. Consider the opinions and work of other people.
3.1.4 - Compare the steps of products taken from different technology used in the country from the perspective of quality, materials and worthiness. Decide, select and use technology that has a positive effect on life, society and the environment.
3.1.5 - Posses a good attitude towards applying technology as a producer rather than a consumer.
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4.1 - Understand, see the value of and use the technological process in searching for information, acquiring knowledge, communicating, and solving problem at work, with efficiency, productivity and virtue.
4.1.1 - Understand work principles, roles and usefulness of computer systems.
4.1.2 - Understand the fundamental principles of data communication and computer network systems.
4.1.3 - Possess fundamental knowledge of information technology.
4.1.4 - Compile data. (one of my personal favorites here. Let's be specific on this substrand!)
4.1.5 - Understand principles of and procedures for problems in IT.
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5.1 - Use technology in work, production, design and problem solving. Develop honest occupations with understanding, strategic planning and creativity.
5.1.1 - Make plans, select and use technology creative and appropriately for one's work.

Yes, there are more strands. I don't have hem, nor can I get them. Yes, there are outcomes but again, I can't get my hands on them. This is all I was able to obtain. Sorry I cannot be of more help.

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Ramalamadingdong

Wangsuda, thanks for all of the very helpful info! Your fingers must be cramped by now! I have taught EP for 6 years now, also in the provinces. One of the most frustrating things for me has been the fact that (most) schools do not seem to think that the strands and expected learning outcomes from The MOE are enough and then they go overboard! For example, at the school I teach at, for Mattayom 1 E.P. English, there are 9 ELOs that the school claims to have received from The MOE. They are all attainable and realistic. For example, "Students will be able to hold a simple conversation when meeting a new native speaker." O.K. Then they have a meeting of the Academic Committee, where everyone is trying to seem more loyal to the institution than the next person. They then add 20 more ELOs with incredibly realistic goals like "Students will be able to discuss, analyze and critique current events, political, economic and social, with a wide range of in depth vocabulary, with proper pronunciation. Right! Does this happen at any of your schools and have you found any successful ways to avoid or get around it? Thanks!

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theanimaster

We've got all the books translated by our secretary... I think. At least I know I have the ones for English and ICT.

The one for ICT is retarded, really. Remember that the people putting these together probably don't have any concept about learning stages. I mean TIT, and the people who are put into their positions don't need to have the qualifications. So I've just try my best to bullshit the strand information on my lesson plans. For example, if the curriculum calls for "multimedia" I can choose to teach a whole range of stuff like Flash Animation, 3D Animation, Photoshop and Illustrator. Even if it calls for something like "product design" -- I use 3D in that area.

We've got this old crone who thinks she's running the show with our ICT curriculum in the EP. Our EP boss told me once to ignore her and just carry on teaching what I want -- as long as I can make it 'fit' the strand. Fair enough. I'm doing my best to BS it, since the English translation was so terrible that everything can mean anything.

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Stamp

Why would you do that? It is all in this book.

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