MoE Strands - Ajarn Forum

wangsuda · 11th November 2005, 14:04

In many threads, I have read that teachers in schools cannot find decent copies of the MoE educational strands. The educational strands, translated into English, do exist and are readily available to schools. Any school director can request copies of the foreign language (English), mathematics, and/or science strands for all Prathom and Mathayom levels from the Office of the Private Education Commission of the Ministry of Education. The strands, however deal only with school EP, MEP, and IEP programs.

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 1-3 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 Prathoms 4-6). Level 3 expectations and outcomes cover secondary education grades 7-9 (level 3 covers Mathayom grades 1-3). 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 4-6).

Here are the strands (short version), minus level-based expectations and outcomes, for foreign language (English), mathematics, and science.

Foreign Language (English):
(1) Language for Communication
(a) Understanding the listening and speaking process. Be able to understand a story from listening to and reading various media and apply this understanding logically.
(b) Gain communication skills to exchange news and information, express thoughts and opinions by using the proper technology and management for lifelong learning.
(c) The speaking and writing process. Gain communication skills to present information and express opinions. Summarize texts creatively and efficiently
(2) Language and Culture
(a) The relationship between the language and the culture of native speakers. Behave appropriately in different situations.
(b) The similarities and differences in the cultures and languages of native speakers and Thais. Apply these understandings logically.
(3) Language and its Relationship to other Learning Groups
(a) Use the foreign language to connect knowledge with other learning groups. This is the basis for opening up and developing one’s vision.
(4) Language and its Relationship to Communities and the World
(a) Possess skills in the use of foreign languages to encounter different situations within and without educational institutions, community, and society.
(b) Possess skills in the use of foreign languages to acquire knowledge, to work, to earn a living, to stimulate cooperation, and to live together in society.

Mathematics:
(1) Number Values and Calculations
(a) Understanding of different number values and their applications in daily life
(b) Understanding the results of calculations and their relationships. Solve problems using calculations.
(c) Understanding the Number Value System and applying it to daily life.
(2) Measurement
(a) Understanding of basic measurement.
(b) Measurement and estimating. Solving measurement problems.
(3) Geometry
(a) Explain and analyze two-dimensional and three-dimensional diagrams.
(b) Use of visualization, spatial reasoning, and geometric modeling for problem solving.
(4) Algebra
(a) Explain and analyze functions.
(b) Use Algebraic equations, equations and non-equations, Graphs and mathematical models to simulate events. Translate meanings and solve problems.
(5) Analyze Information and Probability
(a) Understand statistical methods used to analyze information.
(b) Understand and analyze statistics and information.
(c) Apply knowledge on statistics and probability to make decisions and solve problems.
(6) Mathematics Skills and Procedures
(a) Have problem solving abilities
(b) Have reasoning abilities
(c) Have communication abilities. Understand mathematical symbols and be able to make presentations
(d) Be able to relate mathematical knowledge to other subjects
(e) Demonstrate creativity within the application of mathematical concepts and principles

Science:
(1) Living Things and Living Processes
(a) To understand the fundamental unit of living things and the relationship between structure and function of various systems that work together, carry out investigative processes, communicate what is learned and apply the knowledge for one’s own existence and to care for other living things.
(b) The processes of reproduction and inheritance, evolution of living things, biodiversity, technological applications that impact on man and the environment, carry out investigative processes, scientific outlook, communication, and application of learned material.
(2) Life and the Environment
(a) At local environment level – the relationship between living things and the environment, interrelationship between living things in different eco systems, mastery of the investigative processes and application of scientific thinking, communicating knowledge for positive use.
(b) The importance of natural resources, utilization of natural resources at local, national, and international levels, mastery of the investigative process and scientific thinking, communicate knowledge for positive and sustainable management of natural resources and local environment.
(3) Matters and Properties
(a) The properties of matter, the relationship between properties and structures and forces among particles, investigative process skills and scientific thinking, positive application of acquired knowledge.
(b) Understand the principles and nature of change of states of matters, formation of solution, chemical reaction, and mastery of investigative processes, scientific thinking, communication, and application of scientific knowledge acquired.
(4) Forces and Motion
(a) The nature of electromagnetic force, gravitational force, and nuclear force, investigative processes and communicate the knowledge acquired making use of it both correctly and morally.
(b) Types of motion of natural objects have an experience of investigative processes and have a scientific mind, communicating, and use of knowledge acquired.
(5) Energy
(a) Understand the relationship between energy and living, energy transformation, interaction between matter and energy, effects of energy utilization on life and the environment, possess investigative skills, communicate knowledge acquired, and make good use of energy.
(6) Processes that Shape the Earth
(a) Processes that occur on and inside the earth’s surface, the relationship between the different processes that cause climatic changes, topography, shape of the earth, possess skills for the investigative process and scientific mind, communicate, and apply acquired knowledge.
(7) Astronomy and Space
(a) The evolution of the solar system and galaxies, interactions within the solar system, and its effects on the earth.
(b) The importance of space technology for investigating space, natural resources, agriculture, and communications, communicating acquired knowledge and morally applying such knowledge.
(8) The Nature of Science and Technology
(a) Use the mind in the scientific process and investigation to solve problems. Know that most natural phenomena have definite patterns explainable and verifiable within limitations of data and instrumentation during the period of investigation. Understand that science, technology, and the environment are interrelated.

Hope this helps

mad_dog · 11th November 2005, 14:17

Quote:

Originally Posted by wangsuda

Foreign Language (English):
(1) Language for Communication
(a) Understanding the listening and speaking process. Be able to understand a story from listening to and reading various media and apply this understanding logically.
(b) Gain communication skills to exchange news and information, express thoughts and opinions by using the proper technology and management for lifelong learning.
(c) The speaking and writing process. Gain communication skills to present information and express opinions. Summarize texts creatively and efficiently
(2) Language and Culture
(a) The relationship between the language and the culture of native speakers. Behave appropriately in different situations.
(b) The similarities and differences in the cultures and languages of native speakers and Thais. Apply these understandings logically.
(3) Language and its Relationship to other Learning Groups
(a) Use the foreign language to connect knowledge with other learning groups. This is the basis for opening up and developing one’s vision.
(4) Language and its Relationship to Communities and the World
(a) Possess skills in the use of foreign languages to encounter different situations within and without educational institutions, community, and society.
(b) Possess skills in the use of foreign languages to acquire knowledge, to work, to earn a living, to stimulate cooperation, and to live together in society.

None of the Thai teachers at my school can do any of this. I have my doubts about a few of the farangs as well....

russellsimpson · 12th November 2005, 21:34

Wangsuda....
Thanks and very timely for me. I spent some of last week looking for exactly this.
Does the MOE go into greater detail such as providing sample lesson plans, etc.

I'm teaching M1-M6. So is there a more detailed breakdown of learning expectations for each level available to me on the net or does the department head have to request these?
Does the MOE have any recommendations in terms of textbooks?

Much appreciated!

wangsuda · 13th November 2005, 07:28

There are no sample lessons in the MoE books.

Quote:

I'm teaching M1-M6. So is there a more detailed breakdown of learning expectations for each level available to me on the net or does the department head have to request these?

You or your school would have to request the books from the MoE. I have not been able to find them online.

Quote:

Does the MOE have any recommendations in terms of textbooks?

Not for EP programs.

russellsimpson · 13th November 2005, 09:03

Thanks again.
I'm going to try to get my hands on them. :smile:

LDMA · 13th November 2005, 11:25

Can you post as much of them on here as possible when you get hold of them....this could well be one of the most vital resources ever for this forum..I know I could have killed for them at the start of the year.

wangsuda · 13th November 2005, 13:42

I'll have the level 3 strands posted within a week. It takes some time copying them from the book

But yes, I'll cut and paste what I have already converted into Word. Give me a couple of days on this one, ok?

russellsimpson · 13th November 2005, 15:25

Great Wangsuda...I'll look forward to that and I'' try to do my bit as well.

Now I know that suggestions from "newbies' about sticky threads are usually not appreciated and I understand that.
That being said, I was thinking today that perhaps this could be a dedicated thread for teachers 'coping' in the Public system.
I only suggest this as the Public School educators position is unique, especially if you are outside of Bangkok. Why?
1. often very limited resources and no easy access to them
2. Often you will be the only native speaker at the school

Once I get my hands on the expectations I am going to start putting lesson plans and resource material together for the various levels.
And I would be more than happy to put them out there for sharing.

I mean, it's a pretty daunting task when, as for example I am, having to come up with lesson plans for twenty one different classes a week.
If we could share resources that would make everyone's job much more manegeable.

I have seen it noted that Public School administrators often have very little idea re: work permit extensions, issuance, etc. And I can verify this.

Rather than have new teachers repeatedly asking about this, it would be very helpfull to have a single thread to go to.

Yes, there's the Classroom thread.

Seeing that it appears to be the intention of the government to bring more and more teachers into Public school system in the countryside, the thread would be a lifesaver for many.

Does the idea have any merit?. What do you think? :smile: cheers!

wangsuda · 13th November 2005, 15:51

Quote:

Originally Posted by wangsuda

I'll have the level 3 strands posted within a week. It takes some time copying them from the book

But yes, I'll cut and paste what I have already converted into Word. Give me a couple of days on this one, ok?

I'm going to have to recant this offer for a while. It's not a simple "cut and paste" after all, and when I try to cut and paste, all I get is garbage. New deadline: academic year break. Sorry

wangsuda · 24th December 2005, 13:27

Here you go - fully transcribed and double-checked. Know that the outcomes remain the same for M 1-3, and for M 4-6.

MATHAYOMS 1-3
1. LANGUAGE FOR COMMUNICATION
1.1) Understand the listening and speaking process. Be able to understand a story from listening to and reading various media, and apply this understanding logically.
1.1.1. Understand a speaker’s emotions in language and feelings. Understand orders and requests, introductory words, and explanations in the media.
1.1.2. Read lessons aloud and with correct pronunciation.
1.1.3. Understand non-text information in various forms. Translate texts into one’s native language.
1.1.4. Understand and give opinions on the news, information, texts from print or electronic media, and interesting news from daily life.
1.2) Gain communication skills to exchange news and information, express thoughts and opinions. Use proper technology and management for lifelong learning.
1.2.1. Speak in a proper manner to build personal relationships. Communicate consistently by using technology in or out of school.
1.2.2. Express opinions and needs, offer help, provide service to others, and plan studies by using technology in or out of school.
1.2.3. Ask for and give information and explanations. Compare stories in daily life, personal experiences, and interesting topics.
1.2.4. Use language to express feelings and relate stories in daily life, future plans, and for reasoning. Take advantage of language learning by practicing learning skills. Seek the best foreign language learning method for use.
1.3) Understand the speaking and writing process. Gain communication skills in order to present information and express opinions. Summarize contents creatively and effectively.
1.3.1. Present information, short stories, and experiences in daily life and general events.
1.3.2. Present concepts concerning personal experiences or various events.
1.3.3. Present songs, skits, poems, or information from various media in accordance with their own interest.
2. LANGUAGE AND CULTURE
2.1) Understand the relationship between language and culture of native speakers. Behave properly for the occasion.
2.1.1. Present short stories and experiences in daily life and general events.
2.1.2. Express opinions about personal experiences or other events.
2.2) Understand the similarities and differences in the cultures and languages of native speakers and Thais. Apply these understandings appropriately.
2.2.1. Understand the differences between Thai and foreign languages regarding sounds, vowels, consonants, words, sentences, and texts that are more complicated. Apply learned knowledge appropriately.
2.2.2. Understand the cultural similarities and differences between Thais and native speakers that influence language use. Apply learned knowledge appropriately.
2.2.3. Be aware that foreign language study is useful for gaining knowledge, socialization, and a career.
2.2.4. See the merits of participating in interesting language and cultural activities, according to personal interest.
2.2.5. See the merits of language and cultural studies. Apply them to oneself, one’s family, one’s community, and society.
3. LANGUAGE AND ITS RELATIONSHIP TO OTHER LEARNING GROUPS
3.1) Use the foreign language to connect knowledge with other learning areas. This is the basis for opening up and developing student’s vision.
3.1.1. Understand and transfer foreign language content related to other learning groups from a variety of sources.
3.1.2. Use a foreign language to seek knowledge related to other learning groups. Use a variety of sources, to expand one’s worldview.
4. LANGUAGE AND RELATIONSHIPS WITH COMMUNITIES AND THE WORLD
4.1) Be able to communicate in a foreign language in various situations, such as school, community, and society.
4.1.1. Communicate in a foreign language in different situations at school and in the community. Use a variety of methods and formats.
4.1.2. Communicate in a foreign language with people in school and the community,
4.2) Use and apply foreign language applications as a learning tool for higher studies, for a career, and for cooperation and harmony in society.
4.2.1. Employ simple foreign language in communicating about work, job applications in actual or simulated situations.
4.2.2. Communicate in a foreign language in situations where students learn to work together. Exercise self-control, listen to others’ opinions, express one’s own opinions, and negotiate reasonably.
4.2.3. Employ specific foreign language terms for communication, learning management, further study, and/or a vocation.
4.2.4. Use a foreign language to disseminate, as well as understand, community or national news. Encourage social cooperation.

MATHAYOMS 4-6
1. LANGUAGE FOR COMMUNICATION
1.1) Understand the listening and speaking process. Be able to understand a story from listening to and reading various media, and apply this understanding logically.
1.1.1. Understand the tone and feelings of speakers, as well as explanations, narrations, introductions, information, and technical terms.
1.1.2. Read lessons aloud, correctly and properly, based on principles of pronunciation.
1.1.3. Understand and give opinions on complex text and non-text information. Translate text using your own words.
1.1.4. Understand, analyze, and give opinions on texts that are more complicated, news, informational passages, and documents, from print and electronic media.
1.2) Gain communication skills to exchange news and information, express thoughts and opinions. Use proper technology and management for lifelong learning.
1.2.1. Use proper language to communicate and build relationships. Employ learning media that is available in and outside of school.
1.2.2. Express opinions and needs, provide service to others, and negotiate and plan studies by using technology in or out of school.
1.2.3. Ask for and give information and explanations, exchange ideas, or discuss current issues in the community and in society. Build up knowledge by practicing learning skills. Plan educational and career goals.
1.2.4. Use language to express personal feelings about past, present, and future events. Use reasoning to explain personal feelings. Seek the best foreign language learning method for use.
1.3) Understand the speaking and writing process. Gain communication skills in order to present information and express opinions. Summarize contents creatively and effectively.
1.3.1. Present information and report on experiences in general events.
1.3.2. Present concepts concerning various events, activities, merchandise, or services in their locality. Use diverse vocabulary and sentence structure.
1.3.3. Present poems or skits adapted from original work, or present original material.
2. LANGUAGE AND CULTURE
2.1) Understand the relationship between language and culture of native speakers. Behave properly for the occasion.
2.1.1. Present and report experiences and general events.
2.1.2. Talk about ideas and events, activities, and local goods or services using different methods.
2.2) Understand the similarities and differences in the cultures and languages of native speakers and Thais. Apply these understandings appropriately.
2.2.1. Understand the differences between Thai and foreign languages regarding sounds, vowels, consonants, words, sentences, and texts that are more complicated. Apply learned knowledge appropriately.
2.2.2. Understand the cultural similarities and differences between Thais and native speakers that influence language use. Apply learned knowledge appropriately.
2.2.3. Be aware that foreign language study is useful for gaining knowledge, socialization, and a career.
2.2.4. See the merits of participating in interesting language and cultural activities, according to personal interest.
2.2.5. See the merits of language and cultural studies. Apply them to oneself, one’s family, one’s community, and society.
3. LANGUAGE AND ITS RELATIONSHIP TO OTHER LEARNING GROUPS
3.1) Use the foreign language to connect knowledge with other learning areas. This is the basis for opening up and developing student’s vision.
3.1.1. Analyze and synthesize foreign language content related to other learning groups.
3.1.2. Use a foreign language to seek knowledge related to other learning groups. Use a variety of sources, to expand one’s worldview.
3.1.3. Discuss the experience of doing research through a foreign language.
4. LANGUAGE AND RELATIONSHIPS WITH COMMUNITIES AND THE WORLD
4.1) Be able to communicate in a foreign language in various situations, such as school, community, and society.
4.1.1. Communicate in a foreign language in different situations at school and in the community. Use a variety of more complicated methods and formats.
4.1.2. Communicate in a foreign language with people in school, the community, and in society.
4.2) Use and apply foreign language applications as a learning tool for higher studies, for a career, and for cooperation and harmony in society.
4.2.1. Employ simple foreign language in communicating about work, job applications, and in asking for and providing information in actual or simulated situations.
4.2.2. Communicate in a foreign language in situations where students learn to work together. Exercise self-control, listen to others’ opinions, express one’s own opinions, and negotiate reasonably.
4.2.3. Employ foreign language to disseminate information in one’s community and society. Manage studies for higher learning or professions.
4.2.4. Use a foreign language to disseminate, as well as understand, community or national news. Encourage social cooperation. Be competitive and react appropriately.

LDMA · 27th December 2005, 23:57

That's superb..thanks Doug! :chug:

:chug:

mrsquirrel · 2nd January 2006, 17:37

Even with the above for Science it is still incredibly vague.

If you compare three different Thai txt books you will find three different levels of detail yet they are all signed off by the MOE - absolutely baffles me.

There is a private yellow book for m2, a book called MAC and another blue book all used at M2 level all with different levels of detail.

Frustrating.

russellsimpson · 2nd January 2006, 19:52

I asked the EP director, well...a couple of months ago if she could secure the M1-M6 guidlines.

Well, I still haven't heard anything and it is frustrating having to hound someone for something that should be a simple request. It's certainly frustrating for me and my thought is, if they don't care then why should I get stressed over it.

I think that for some bureacratic reason I can't comprehend, she is simply afraid to ask.

Yeh, certainly frustrating on many occassions teaching here in LOS. :smile:

russellsimpson · 2nd January 2006, 19:56

Wangsuda...should have scrolled a little further before posting.

Superb!

Many thanks. Cheers :chug: