Thai Basic Core Curriculum, Study notes of Biology

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The Basic Education Core Curriculum

B.E. 2551 (A.D. 2008)

The Ministry of Education

Thailand

Contents

Page

Relationships in the Development of Learners’ Quality According to the Basic Education Core Curriculum

Preface

As far back as 2002, the Ministry of Education announced experimental application of the Basic Education Curriculum 2001 in its pilot and network schools. Mandatory implementation was subsequently effected in all schools providing basic education from academic year 2003 to the present time. Various agencies with direct responsibilities, as well as those concerned, have continuously followed up and evaluated the application. Different strengths identified have proved to be quite gratifying. In fact, the application has been found to facilitate decentralization of educational authority, enabling local communities and educational institutions to participate and make significant contributions to preparation of curriculums that met their real needs. Clear concepts and principles for promoting learners’ holistic development were quite apparent. Nonetheless, the outcomes of the studies revealed several problems and issues of concern arising from shortcomings of the 2001 Curriculum. Problems and issues of concern included the Curriculum’s its provisions, application process and results. Among the problems identified were confusion and uncertainty faced by practitioners in educational institutions in preparing school curriculums; the majority of schools were ambitious in prescribing learning contents and expected outcomes; measurement and evaluation did not correlate with the standards set, with negative effects on certification and transfer of learning achievements. Furthermore, issues of learners’ quality resulting from acquisition of essential knowledge, skills, capacity and desirable characteristics and attributes were quite disconcerting. Consequently, the Office of the Basic Education Commission (OBEC), under close supervision and wise guidance of the Basic Education Commission, took necessary measures to revise the Basic Education Curriculum 2001 in order to prepare the subsequent Basic Education Core Curriculum 2008. In so doing, OBEC availed of the outcomes of the studies undertaken and benefited from the data and information provided in the Tenth National Economic and Social Development Plan (2007-2011). Pertinent research results and projections led to greater clarity regarding the goals of improving

learners’ quality and curriculum application at school and educational service area levels. Succinct information is presented regarding the vision, goals, learners’ significant capacities, desirable characteristics and attributes, learning standards and relevant indicators, allotted time to each subject area for each grade level, and evaluation criteria that correlate with learning standards and consequently facilitate curriculum implementation. All these measures were aimed at providing schools with desirable orientation and guidance for preparation of the curriculum required for each level of education. The Basic Education Core Curriculum 2008 also allows opportunities for further amplification in accord with the schools’ priorities and readiness. The Basic Education Core Curriculum 2008 thus prepared will undoubtedly provide all educational service area offices, local offices and basic education institutions under jurisdiction of various agencies with an appropriate framework and guidance for preparing the pertinent curriculum. The basic education to be provided to all Thai children and youths will be of higher quality in regard to acquisition of essential knowledge and skills required for learners’ lives in the constantly changing society. Learners will also be able to acquire knowledge for continuous lifelong self-development. On behalf of the Basic Education Commission, may I express my thanks and appreciation for the active participation and contributions of all agencies concerned of both the Ministry of Education and other state offices, the private sector, people of all walks of life and parents and students. Their concerted efforts have led to successful completion of this policy document, which, I trust, will henceforth be most beneficial to educational provision for the Thai people.

Chai-anan Samudvanijja (Mr. Chai-anan Samudvanijja) Chairman of the Basic Education Commission

1. For model schools for curriculum implementation and those ready for such implementation, the names of which have been announced by the Ministry of Education: (1) For academic year 2009, the Basic Education Core Curriculum 2008 shall be applied for Grades 1-6 and Grades 7 and 10; (2) For academic year 2010, the Basic Education Core Curriculum 2008 shall be applied for Grades 1-6, and Grades 7, 8, 10 and 11; and (3) As of academic year 2011, the Basic Education Core Curriculum 2008 shall be applied for all grades.
2. For schools in general: (1) For academic year 2010, the Basic Education Core Curriculum 2008 shall be applied for Grades 1-6 and Grades 7 and 10; (2) For academic year 2011, the Basic Education Curriculum 2008 shall be applied for Grades 1-6 and Grades 7, 8, 10 and 11; and (3) As of academic year 2012, the Basic Education Core Curriculum 2008 shall be applied for all grades. With prior approval of the Basic Education Commission, the Secretary-General of the Basic Education Commission is hereby authorized to make annulment, augmentation and change to the Basic Education Core Curriculum 2008 in accord with exigencies of the target groups and methods of educational provision. Given on July 11, 2008.

Somchai Wongsawat (Mr. Somchai Wongsawat) Minister of Education

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Background

The Ministry of Education announced implementation of the Basic Education Curriculum 2001, which served as the core curriculum for national education at the basic level. The curriculum prescribed goals and learning standards. It also provided a framework and orientation for enhancing quality of life of learners, who would attain virtue, wisdom, as well as capacity to maintain Thailand’s competitive position in the world community (Ministry of Education, 2001). At the same time, the curriculum was duly adjusted for harmonisation with the objectives of the National Education Act 1999 and amendments made in 2002 (Second National Education Act). These laws have placed emphasis on decentralisation of educational authority to local communities and schools, which are to play significant roles and actively participate in preparing curriculums suitable to actual situations and serving their real needs (Office of the Prime Minister, 1999). Based on relevant studies and monitoring as well as evaluation of the curriculum in application during the past six years (Bureau of Academic Affairs and Educational Standards, 2003 a, 2003b, 2005a; 2005b; Office of the Education Council, 2004; Bureau of Inspection and Evaluation, 2005; Suvimol Wongvanich and Nonglak Wiratchai, 2004; Nutravong, 2002; Kittisunthorn 2003), strengths of the Basic Education Curriculum 2001 were identified. For example, it facilitated decentralisation of educational authority, enabling local communities and schools to participate and play important roles in preparing curriculums which met their real needs. Clear concepts and principles for promoting learners’ holistic development were quite apparent. Nonetheless, the outcomes of these studies revealed several problems arising from lack of clarity. Shortcomings were found in provisions of the curriculum itself, its application and emerging unsatisfactory outcomes, resulting in confusion and uncertainty of practitioners at school level in preparing their own curriculums. Most schools were ambitious in prescribing the learning contents, leading to overcrowded curriculums. Excessively high expectations were also set. Measurement and evaluation did not correlate with the standards set, with negative effects on preparation of

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curriculum for teaching-learning activities at each educational level. Furthermore, the new curriculum has prescribed a structure of minimum time to be allotted to each subject area for each grade level. Schools are given opportunities to increase learning time allotment, depending on their readiness and priorities. Improvement has been made to the process of measuring and evaluating learners’ performance as well as criteria for graduation at each educational level. Adjustment has also been made for streamlining certification which correlates with learning standards, thus facilitating application of certifying documents. The Basic Education Core Curriculum 2008 thus formulated will provide local communities and schools with a framework and orientation for preparing school curriculums. Teaching-learning activities organised for all Thai children and youths at basic education level are aimed at enhancing learners’ quality regarding essential knowledge and skills required for their lives in an ever-changing society. They will thus be empowered to seek further knowledge for continuous lifelong self-development. The learning standards and indicators prescribed in this document will enable agencies concerned at all levels to clearly visualise expected learning outcomes throughout the entire course of study. It will provide relevant local agencies and schools with confidence in their collaborative efforts to prepare school curriculums of higher quality and harmony. Learning measurement and evaluation will have greater clarity, thus eliminating the problem of inter-school transfer of learning outcomes. Therefore, curriculum development at all levels—from national to school levels—must exhibit the quality as prescribed in the learning standards and indicators. The core curriculum will provide a framework and direction for provision of education of all types, covering all target groups of learners receiving basic education. Success in implementing the core curriculum to achieve the established goals will depend on the concerted efforts of the parties concerned at all levels—national, community, family and individual. They need to work on a systematic and continuous basis on planning,

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functioning, promotion and support, inspection, and amendment as well as improvement, so that development of our youths will attain the learning standards and quality required.

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.

Principles

Notable principles underlying the Basic Education Core Curriculum are as follow.

1. The ultimate aim is attainment of national unity; learning standards and goals are therefore set with a view to enabling the children and youths to acquire knowledge, skills, attitude and morality to serve as a foundation for Thai-ness and universal values.
2. The curriculum facilitates education for all, who have equal access to education of high quality.
3. The curriculum facilitates decentralisation of authority by allowing society to participate in educational provision, which suits prevailing situations and serves local needs.
4. Structure of the curriculum enjoys flexibility regarding learning contents, time allotment and learning management.
5. The learner-centred approach is strongly advocated.

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Learners’ Key Competencies

The Basic Education Core Curriculum is aimed at inculcating among learners the following five key competencies:

1. Communication Capacity Capacity to receive and transmit information; linguistic ability and skills in expressing one’s thoughts, knowledge and understanding, feelings and opinions for exchanging information and experience, which will be beneficial to oneself and society; negotiation for solving or reducing problems and conflicts; ability to distinguish and choose whether to receive or avoid information through proper reasoning and sound judgement; and ability to choose efficient methods of communication, bearing in mind possible negative effects on oneself and society. 2. Thinking Capacity Capacity for analytical, synthetic, constructive, critical and systematic thinking, leading to creation of bodies of knowledge or information for judicious decision-making regarding oneself and society. 3. Problem–Solving Capacity Capacity to properly eliminate problems and obstacles, based on sound reasoning, moral principles and accurate information; appreciation of relationships and changes in various social situations; ability to seek and apply knowledge to prevent and solve problems; and ability for judicious decision-making, bearing in mind possible negative effects on oneself, society and the environment. 4. Capacity for Applying Life Skills Capacity for applying various processes in daily life; self-learning; continuous learning; working; and social harmony through strengthening of happy interpersonal relationships; elimination of problems and conflicts through proper means; ability for self- adjustment to keep pace with social and environmental changes; and capacity for avoiding undesirable behaviour with adverse effects on oneself and others.

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5. Capacity for Technological Application Ability to choose and apply different technologies; skills in application of technological processes for development of oneself and society in regard to learning, communication, working, and problem-solving through constructive, proper, appropriate and ethical means.

Desirable Characteristics

The Basic Education Core Curriculum focuses on learners’ development for attainment of the following desirable characteristics, enabling learners to enjoy a life of harmony among others as Thai citizens and global citizens:

1. Love of 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 way of life
6. Dedication and commitment to work
7. Cherishing Thai-ness
8. Public-mindedness

Learning Standards

Observance of the principles of development of the brain and multiple intelligence is required to achieve learners’ balanced development. The Basic Education Core Curriculum has therefore prescribed the following eight learning areas:

1. Thai Language
2. Mathematics
3. Science
4. Social Studies, Religion and Culture
5. Health and Physical Education

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Sc 1.1 Gr 1/ Sc Subject area of Science 1.1 First subject area, Standard 1 Gr1/2 Indicator 2 for Grade 1

F 2.2 Gr 10-12/ F Subject area of Foreign Languages 2.2 Second subject area, Standard 2 Gr 10-12/3 Indicator 3 for upper secondary education (Upper Secondary Education Grades 4-6, i.e., Grades 10-12)

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Learning Areas Learning areas comprise bodies of knowledge, skills or learning processes and desirable characteristics, attainment of which is required of all basic education learners. The contents are divided into eight learning areas:

Bodies of knowledge, significant skills and characteristics in the Basic Education Core Curriculum

Science: application of knowledge and scientific process for study and search for knowledge and systematic problem-solving; logical, analytical and constructive thinking; and scientific- mindedness

Social Studies, Religion and Culture: peaceful coexistence in Thai society and the world community; good citizenship; faith in religious teachings; appreciation of resources and the environment; and patriotism and pride in Thai-ness

Arts : knowledge and skills for initiative; inspiration and imagination in creating works of art; aesthetics and art appreciation

Thai Language: knowledge skills and culture in language application for communication; delight in and appreciation of Thai wisdom; and pride in national language

Foreign Languages: knowledge, skills, attitude and culture in foreign language application for communication, seeking further knowledge and livelihood

Occupations and Technology : knowledge, skills and attitude towards work; management; way of life; livelihood and application of technology

Health and Physical Education: knowledge, skills and favourable attitude towards strengthening one’s own health and that of others; prevention and proper treatment of various things affecting one’s health; and life skills

Mathematics: application of knowledge, skills and scientific process for problem-solving, way of life and further education; reasonableness; favourable attitude toward mathematics; development of systematic and constructive thinking

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Strands and Learning Standards

The Basic Education Core Curriculum prescribes a total of 67 standards for the eight learning areas as follows:

Thai Language

Strand 1: Reading Standard T1.1: Application of reading process to build knowledge and thoughts for decision-making and problem-solving in life, and encouraging acquisition of reading habit Strand 2: Writing Standard T2.1: Effective application of writing process for writing communications, compositions, synopses, stories in various forms, data and information reports, and study and research reports Strand 3: Listening, Viewing and Speaking Standard T3.1: Competency in selective and critical listening and viewing, and critical and creative expression of knowledge, thoughts and feelings on various occasions Strand 4: Principles of Thai Language Usage Standard T4.1: Understanding of nature and principles of Thai language, linguistic change and power, linguistic wisdom and preservation of Thai language as national treasure Strand 5: Literature and Literary Works Standard T5.1: Understanding and expressing opinions; criticism of Thai literature and literary works through appreciative approach; and application in real life

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Mathematics

Strand 1: Numbers and Operations Standard M1.1: Understanding of diverse methods of presenting numbers and their application in real life Standard M1.2: Understanding of results of operations of numbers, relationship of operations, and application of operations for problem-solving Standard M1.3: Use of estimation in calculation and problem-solving Standard M1.4: Understanding of numerical system and application of numerical properties Strand 2: Measurement Standard M2.1: Understanding of the basics of measurement; ability to measure and estimate the size of objects to be measured Standard M2.2: Solving measurement problems Strand 3: Geometry Standard M3.1: Ability to explain and analyse two-dimensional and three- dimensional geometric figures Standard M3.2: Capacity for visualisation, spatial reasoning and application of geometric models for problem-solving Strand 4: Algebra Standard M4.1: Understanding and ability to analyse patterns, relations and functions Standard M4.2: Ability to apply algebraic expressions, equations, inequality, graphs and other mathematical models to represent various situations as well as interpretation and application for problem-solving Strand 5: Data Analysis and Probability Standard M5.1: Understanding and ability to apply statistical methodology for data analysis