Moe Strands

[wangsuda]

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 1-6 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).

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!

[kenkannif]

Thanks Wang, pleasure to have you here.

[Ijustwannateach]

The problem is, to develop an English language curriculum according to these strands is impossible *without* the outcomes, which as you note are individually different for each level of school. So it's kinda like having the forest without the trees. To get the full detail of all curriculum requirements at all levels in English takes a fairly thick stack of photocopy. Some of the details in those outcomes are also rather cryptic and vague (and often repetitive). This may simply be parallel to what the Thai teachers get, or there may be some translation issues involved.

Last time I tried to find out, there were at least 3 or 4 schools who were under the impression they were writing the "official" detailed curriculum from the strands, outcomes, bullet-holes, and what not. All of them seemed really, really sure that *THEIRS* was the special one. One of them at least must be wrong, I think....

"Steven"

[wangsuda]

The problem is, to develop an English language curriculum according to these strands is impossible *without* the outcomes, which as you note are individually different for each level of school.  So it's kinda like having the forest without the trees.  To get the full detail of all curriculum requirements at all levels in English takes a fairly thick stack of photocopy.  Some of the details in those outcomes are also rather cryptic and vague (and often repetitive).  This may simply be parallel to what the Thai teachers get, or there may be some translation issues involved.

<{POST_SNAPBACK}>

Ah, come on, IJWT, it's only 107 pages AND it comes in book form. HAve your school get one and avoid the photocopying.

Last time I tried to find out, there were at least 3 or 4 schools who were under the impression they were writing the "official" detailed curriculum from the strands, outcomes, bullet-holes, and what not.  All of them seemed really, really sure that *THEIRS* was the special one.  One of them at least must be wrong, I think....

"Steven"

<{POST_SNAPBACK}>

The books I have come direct from the MoE and were published in 2004, with the cooperation of the Office of the Basic Education Commission Bangkok, Region 1. Schools can claim anything they want, I'll take the MoE books.

[EVO]

MOE "curriculum" is indeed readily available and comes in Book form.

The problems start when the school you work at dont have the textbooks provided to the students that cover the strands included.

Example, for Social Studies the kids at my school have only Map Skills books from grades 1-8. This covers only one 'strand' of the curriculum.

All other strands must be covered by us doing the legwork on internet, or finding other resources. Takes some doin i tell ya!!

[PeaceBlondie]

Wangsuda, thanks so much for a truly helpful original post to this thread and forum.

However, the problem I had with the grouping of the strands into three year segments came when I needed to figure out what the actual curriculum was for Matayom 1 math(s). The strand covers three years of material, and you really need to know whether to teach solid geometry in M1, M2, or M3. Turned out, the Thai textbook only covered the surface areas, not the solid volumes. And I didn't trust the Thai textbook, anyway. Nor did I understand two of its chapters. The Singaporean texts, of course, never heard of Thai curriculum.

Again, thanks for your posts.

[wangsuda]

You're welcome, PB! In regards to your math question, the Thai textbooks generally do algebra, geometry, and (memory failing) I believe trig??? every year. The books just get harder. It is North American textbooks that separate the math.

[PeaceBlondie]

Thanks, Wangsuda. The matayom 1 Thai math textbook didn't have trigonometery, I'm sure. I would have vaguely recognized it and run away to jump off Doi Inthanon. The algebra resembled what I learned in 7th grade, which must have been centuries ago, before "New Math."

It's the curriculum strands that aren't specific, as to age level. And if the strands don't spell out the subject material in clear English, you don't really know.

But then I walked into my first class without the foggiest idea what topics were covered in Prathom 6. They knew angles, but not percentages. And word problems - hah! That would involve critical thinking!

[Ijustwannateach]

Wangsuda,

As I understand it, the curriculum is not considered "finished" until all the outcomes and results and bulletholes and flyspecks are connect to actual lesson plans, texts, even specific tests, etc., etc., and it is these connections that a few different schools all think they are making the official version of. I'm betting that the first school to finish wins the race. Boy, won't the other schools be surprised!

"Steven"

[ajarntrade]

Strands...

It's ALL window dressing. The Thai education system is all sizzle and no steak. No one actually expects you to have any real outcomes. At least none that are truely measurable.

EVERY ONE PASSES.

All that matters is that you wear the right colored shirt and tie on the right day of the week.

All that matters is that you fill in the attendance book in BLUE ink and the grade book in BLACK ink and the second attendance book in orange ink and the evaluation of the fifth grade book in purple ink.

It matters very much that your students stand still and not talk during the daily national anthem and playing of the school song.

It doesn't really matter if you actually teach the students anything. You could go to class and teach all term in Russian and the students won't learn a ###### thing as long as 2 or 3 times a month you play games with them, they will love you.

I have 1 student in particular who got a failing grade in one of my courses. He is barely able to speak any English, can barely read or write English at all ( this is in the EP of a very large Catholic private high school ). I was told that I should re-test him. I responded to the memo stating that if I re-tested this boy every day for the next 10 years he STILL would not be able to get a passing score in the course. I gave my boss my user name and password for the school computer system that's used to enter grades in and gave her permission to change this boys grade to whatever she thought was appropriate. I also told her verbally that I give the students the scores that they earn and if the Thai staff want to lie and make up a passing grade for any students that was up to them... just don't ask me to do it because I won't.

STRANDS... what a joke!!!

I fear for the future of this country when these kids are actually in charge.

ajarntrade

PS: Not enough caffiene this morning

[PeaceBlondie]

Wangsuda, you run a professional organization, but ajarntrade has cynically but accurately described the reality for most govt. and private schools in Thailand.

On my first job, teaching M1 and M4 English, my M4 advisor (Ed.D.) lost face when they discovered she had not given me the curriculum for my first six weeks of teaching there. It didn't matter one bit. It was all window dressing. The curriculum was somewhere between doctrine, dogma, and dog poop.

[mijan24]

Strands...

I have 1 student in particular who got a failing grade in one of my courses. He is barely able to speak any English, can barely read or write English at all ( this is in the EP of a very large Catholic private high school ). I was told that I should re-test him. I responded to the memo stating that if I re-tested this boy every day for the next 10 years he STILL would not be able to get a passing score in the course.

STRANDS... what a joke!!!

I fear for the future of this country when these kids are actually in charge.ajarntrade

PS: Not enough caffiene this morning

<{POST_SNAPBACK}>

Probably a very nauseating question but did you provide the student with any additional help??

What gives you the impression that the country is in better hands today??

[ajarntrade]

What the hel_l kind of question is that??!!

Of course I gave him extra help. I am a teacher.

You don't think I put a dunce hat on him and made him sit a corner and then ignored him for four months, do you?

The kid is in the English Program for one reason only:

FACE.

His parents are rich enough to pay the extra fees and that is that. The help this kid needs is more than an average teacher can give him in just two 50 minute periods a week. He needs to get BASIC grade 2 or 3 English tutoring. But that won't happen because he and his family will lose FACE. Better that he copy from friends and not learn ANY math, science, health or english which are also all taught in english.

The system here is beyond repair.

New teachers may be learning new more western teaching methodology but because the old gaurd run the schools and new Thai teachers are intimidated and must have kraing jai for older teachers so they don't lose FACE that they are quiet and WILL NOT rock the boat with all their new fangled teaching techniques etc...

ajarntrade

[paulfr]

I teach HS Math.

The strands above are quite confusing to me.

The basic subjects are ...

Arithmetic, Algebra, Geometry, Trigonometry, Statistics/Probability and Calculus.

It seems to me the MOE and school Admins are looking for a silver bullet rather than the reality of students reading the book, listening to teacher instruction, practicing problem solving by DOING their homework, learning from fellow students and asking questions when they are blocked.

I don't know ....maybe this is too much to ask.

First step is is get rid of the ALL PASS system IMHO.

Students know they do not have to work and there will be no immediate consequences. So why should they ?

[Ijustwannateach]

I heard about a teacher whose math department gave him an official curriculum which required 120 periods in a semester for one of his classes- but his actual number of meetings with that class was only 80 or so- and this was the MATH department, remember!!!