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Basic education core curriculum b.e. 2551
 

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    Basic education core curriculum b.e. 2551 Basic education core curriculum b.e. 2551 Document Transcript

    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Ministry of Education Thailand
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Ministry of Education Thailand
    • Preface As far back as 2002, the Ministry of Education announced experimentalapplication of the Basic Education Curriculum 2001 in its pilot and network schools.Mandatory implementation was subsequently effected in all schools providing basiceducation from academic year 2003 to the present time. Various agencies with directresponsibilities,aswellasthoseconcerned,havecontinuouslyfollowedupandevaluatedtheapplication.Differentstrengthsidentifiedhaveprovedtobequitegratifying.Infact,the application has been found to facilitate decentralization of educational authority,enablinglocalcommunitiesandeducationalinstitutionstoparticipateandmakesignificantcontributionstopreparationofcurriculumsthatmettheirrealneeds.Clearconceptsandprinciplesforpromotinglearners’holisticdevelopmentwerequiteapparent.Nonetheless,theoutcomesofthestudiesrevealedseveralproblemsandissuesofconcernarisingfromshortcomingsofthe2001Curriculum. Problems and issues of concern included the provisions, application process andoutcomeofthecurriculum.Theproblemsidentifiedwereconfusionanduncertainty in preparing school curriculums; schools’ ambition in prescribing learning areas andexpectedoutcomes;measurementandevaluationdidnotcorrelatewiththestandardsset,whicheffectesonpreparationofcertifyingdocumentsandtranferringoflearningoutcomes.Furthermore,issuesoflearners’qualityresultingfromacquisitionofessentialknowledge,skills,capacityanddesiredcharacteristicsandattributeswerequitedisconcerting. Consequently, the Office of the Basic Education Commission (OBEC), underclosesupervisionoftheBasicEducationCommissionBoard,revisedtheBasicEducationCurriculum 2001 in order to prepare the subsequent Basic Education Core Curriculum2008.Insodoing,OBECavailedtheoutcomesofthestudiesundertakenandbenefitedfrom the data and information provided in the Tenth National Economic and SocialDevelopmentPlan(2007-2011).Pertinentresearchresultsandprojectionsledtogreaterclarity regarding the goals of improving learners’ quality and curriculum application atschoolandeducationalservicearealevels.Succinctinformationispresentedregardingthevision,goals,learners’significantcapacities,desiredcharacteristicsandattributes,learningstandardsandrelevantindicators,allottedtimetoeachsubjectareaforeachgradelevel,and evaluation criteria that correlate with learning standards and consequently facilitate
    • curriculum implementation. All these measures were aimed at providing schools withdesirable orientation and guidance for preparation of the curriculum required for eachlevelofeducation.TheBasicEducationCoreCurriculum2008alsoallowsopportunitiesforfurtheramplificationinaccordwiththeschools’prioritiesandreadiness. The Basic Education Core Curriculum 2008 thus prepared will undoubtedlyprovidealleducationalserviceareaoffices,localofficesandbasiceducationinstitutionsunder jurisdiction of various agencies with an appropriate framework and guidance forpreparingthepertinentcurriculum.ThebasiceducationtobeprovidedtoallThaichildrenandyouthswillbeofhigherqualityinregardtoacquisitionofessentialknowledgeandskillsrequiredforlearners’livesintheconstantlychangingsociety.Learnerswillalsobeabletoacquireknowledgeforcontinuouslifelongself-development. OnbehalfoftheBasicEducationCommission,mayIexpressmythanksandappreciation of the active participation and contributions of all agencies concerned of theMinistryofEducationandotherstateoffices,theprivatesectors,peopleofallwalksoflife,parentsandstudents.Theirconcertedeffortshaveledtosuccessfulcompletionofthis policy document, which, I trust, will henceforth be most beneficial to educationalprovisionforThaipeoplealloverthecoutry. Chai-anan Samudavanija (Mr. Chai-anan Samudavanija) ChairmanoftheBasicEducationCommission
    • Directive of the Ministry of Education No. OBEC 293/2551 (2008) Subject: Implementation of the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) ----------------------- Rapid economic and social change together with scientific and technologicaladvancementhavemadeitimperativetoadaptbasiceducationprovision,whichmustbeharmonized with such change and progress. Innovative strategies must be identified to improve the quality of education, which necessarily serves the needs of individualsas well as Thai society, and learners’ capacities for competitiveness and creativecooperationintheworldsociety.Therearealsourgentneedsforinculcationofawarenessof Thai-ness, self-discipline, public interest and adherence to a democratic form ofgovernment under a constitutional monarchy as stipulated in Section 80 of theConstitution of the Kingdom of Thailand 2007 and the National Education Act 1999 andAmendments2002(SecondNationalEducationAct). By virtue of Sections 12 and 15 of the Administrative Organization of theMinistryofEducationAct2003aswellasapprovaloftheBasicEducationCommissionforapplicationoftheBasicEducationCoreCurriculum2008,theMinistryofEducationherebyauthorizesimplementationoftheCurriculum,theprovisionsofwhichareappendedto this directive. The Basic Education Core Curriculum 2008 shall replace the BasicEducation Curriculum 2001. Conditions and time frame for application of the BasicEducationCoreCurriculum2008shallbeasfollow: 1. For model schools and those ready for the curriculum implementation, thenamesofwhichhavebeenannouncedbytheMinistryofEducation: (1) In academic year 2009, the Basic Education Core Curriculum 2008shallbeappliedforGrades1-6andGrades7and10;
    • (2) In academic year 2010, the Basic Education Core Curriculum 2008shallbeappliedforGrades1-6,andGrades7,8,10and11;and (3) Fromacademicyear2011,ontheBasicEducationCoreCurriculum2008shallbeappliedforallgrades. 2.Forschoolsingeneral: (1) In academic year 2010, the Basic Education Core Curriculum 2008shallbeappliedforGrades1-6andGrades7and10; (2) Inacademicyear2011,theBasicEducationCurriculum2008shallbeappliedforGrades1-6andGrades7,8,10and11;and (3) From academic year 2012, on the Basic Education Core Curriculum2008shallbeappliedforallgrades. WithpriorapprovaloftheBasicEducationCommission,theSecretary-Generalof the Basic Education Commission is hereby authorized to make annulment,augmentationandchangetotheBasicEducationCoreCurriculum2008inaccordwithexigenciesofthetargetgroupsandmethodsofeducationalprovision. GivenonJuly11,2008. Somchai Wongsawat (Mr. Somchai Wongsawat) MinisterofEducation
    • Contents PagePrefaceDirective of the Ministry of Education No. OBEC 293/2551 (2008)Subject: Implementation of the Basic Education Core CurriculumB.E. 2551 (A.D. 2008) Background 1 Vision 4 Principles 4 Goals 5 Learners’KeyCompetencies 6 DesiredCharacteristics 7 LearningStandards 8 Indicators 9 LearningAreas 10 RelationshipsintheDevelopmentofLearners’QualityAccording totheBasicEducationCoreCurriculum 11 StrandsandLearningStandards 12 LearnerDevelopmentActivities 22 EducationalLevels 23 LearningTimeAllotment 24 LearningTimeStructure 25 EducationalProvisionforSpecialTargetGroups 26 LearningManagement 27 LearningMedia 29 LearningAssessment 30 CriteriaforLearningAssessment 33 DocumentsShowingEvidenceofEducation 37 TransferofLearningOutcomes 38
    • Page CurriculumImplementationandManagement 39 LearningStandardsandIndicators 40 ThaiLanguage 41 Mathematics 62 Science 104 SocialStudies,ReligionandCulture 162 HealthandPhysicalEducation 200 Art 224 OccupationsandTechnology 250 ForeignLanguages 266References 294Translation Contributors 295
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Background The Ministry of Education announced implementation of the Basic EducationCurriculum2001,whichservedasthecorecurriculumfornationaleducationatthebasiclevel. The curriculum prescribed goals, learning standards. and also provided a frameworkand orientation to enhance virtue, wisdom, as well as capacity of learners to maintainThailand’s competitive position in the world community (Ministry of Education, 2001). Atthesametime,thecurriculumwasdulyadjustedforharmonisationwiththeobjectivesofthe National Education Act 1999 and amendments made in 2002 (Second NationalEducationAct).Theselawshaveplacedemphasisondecentralisationofeducationalauthoritytolocalcommunitiesandschools,whicharetoplaysignificantrolesandactivelyparticipateinpreparingcurriculumssuitabletoactualsituationsandservingtheirrealneeds(OfficeofthePrimeMinister,1999). Basedonrelevantstudiesandmonitoringaswellasevaluationofthecurriculuminapplicationduringthepastsixyears(BureauofAcademicAffairsandEducationalStandards,2003a, 2003b, 2005a; 2005b; Office of the Education Council, 2004; Bureau of Inspection and Evaluation, 2005; Suvimol Wongvanich and Nonglak Wiratchai, 2004;Nutravong,2002;Kittisunthorn2003),strengthsoftheBasicEducationCurriculum2001wereidentified.Forexample,itfacilitateddecentralisationofeducationalauthority,enablinglocal communities and schools to participate and play important roles in preparingcurriculumswhichmettheirrealneeds.Clearconceptsandprinciplesforpromotinglearners’holisticdevelopmentwerequiteapparent.Nonetheless,theoutcomesofthesestudiesrevealedseveralproblemsarisingfromlackofclarity.Shortcomingswerefoundinprovisionsofthecurriculumitself,itsapplicationandemergingunsatisfactoryoutcomes,resultinginconfusionand uncertainty of practitioners at school level in preparing their own curriculums. Mostschoolswereambitiousinprescribingthelearningareas,leadingtoovercrowdedcurriculums.Excessivelyhighexpectationswerealsoset.Measurementandevaluationdidnotcorrelatewiththestandardssetwhicheffectedonpreparationofcertifyingdocumentsandtransferringof learning outcomes. Moreover, problems regarding learners’ ability to acquire essentialknowledge,skills,capacitiesanddesiredcharacteristicswerequitedisconcerting.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) In addition, the Tenth National Economic and Social Development Plan (2007-2011) emphasises the need to shift the focus of human development. It has becomeimperative for the Thai people to be endowed with desired moral values, intelligence andsagacity.Theyshouldbeabletoenjoyfulldevelopmentinallrespects-physical,intellectual,emotionalandspiritual.Theywillthusbeabletoadjustthemselvestounavoidablechange,leading to a transformation to a firmly-founded knowledge-based society. The direction ofsuchhumancapacitydevelopmentprovideschildrenandyouthswithafirmfoundationforattainingmoralityandpublic-mindedness,togetherwithcapacities,skillsandbasicknowledgeessentialtotheirfuturelives,whichleadtosustainablenationaldevelopment(OfficeoftheNationalEconomicandSocialDevelopmentBoard,2006).SuchprioritiesareconsistentwiththepolicyoftheMinistryofEducationinguidingThaichildrenandyouthstowardsthe21stcentury.Emphaseshavebeenplacedonmorality,preferenceforThai-ness,skillsinanalyticaland creative thinking, technological know-how, capacity for teamwork and ability to live inpeaceandharmonyintheworldcommunity(MinistryofEducation,2008). Studies, monitoring and evaluation of application of the Basic EducationCurriculum 2001, together with the information from the Tenth National Economic andSocialDevelopmentPlanforhumancapacitydevelopment,aswellasprioritiesadvocatedbytheMinistryofEducationforyouthdevelopmentforthe21stcenturyledtorevisionofthiscurriculum. Consequently, the Basic Education Core Curriculum 2008 was formulated forgreaterclarityandappropriateness.Improvementwasmadeforpresentationofobjectivesandprocess of implementing the curriculum at educational service areas and school levels.Succinct vision, objectives, learners’ significant capacities and desired characteristics, learningstandardsandindicatorshavebeenpresented,providingguidanceforpreparationofcurriculum for teaching-learning activities at each educational level. Furthermore, the newcurriculumhasprescribedastructureofminimumtimetobeallottedtoeachsubjectareaforeach grade level. Schools are given opportunities to increase learning time allotment,dependingontheirreadinessandpriorities.Improvementhasbeenmadetotheprocessofmeasuring and evaluating learners’ performance as well as criteria for graduation at eacheducational level. Adjustment has also been made for streamlining certification whichcorrelateswithlearningstandards,thusfacilitatingapplicationofcertifyingdocuments.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  The Basic Education Core Curriculum 2008 thus formulated will provide localcommunities and schools with the framework and orientation for preparing schoolcurriculums.Teaching-learningactivitiesorganisedforallThaichildrenandyouthsatbasiceducationlevelareaimedatenhancinglearners’qualityregardingessentialknowledgeandskillsrequiredfortheirlivesinanever-changingsociety.Theywillthusbeempoweredtoseekfurtherknowledgeforcontinuouslifelongself-development. The learning standards and indicators prescribed in this document will enableagenciesconcernedatalllevelstoclearlyvisualiseexpectedlearningoutcomesthroughouttheentirecourseofstudy.Itwillproviderelevantlocalagenciesandschoolswithconfidenceintheircollaborativeeffortstoprepare school curriculumsofhigher qualityand harmony.Learningmeasurementandevaluationwillhavegreaterclarity,thuseliminatingtheproblemof inter-school transfer of learning outcomes. Therefore, curriculum development at all levels-fromnationaltoschoollevels-mustexhibitthequalityasprescribedinthelearningstandardsandindicators.Thecorecurriculumwillprovidetheframeworkanddirectionforprovision of education of all types, covering all target groups of learners with basiceducation. Toachievetheexpectinggoalsinimplementingthecorecurriculumdependsontheconcerted efforts of the groups concerned at all levels - nation, community, family andindividual.Theyneedtoworkonasystematicandcontinuousbasisonplanning,functioning,promotion and support, inspection, and amendment as well as improvement, so that thedevelopmentofouryouthswillattainthequalityoflearningstandardsrequired.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Vision The Basic Education Core Curriculum is aimed at enhancing capacity of alllearners, who constitute the major force of the country, so as to attain a balanceddevelopment in all respects - physical strength, knowledge and morality. They will fullyrealise their commitment and responsibilities as Thai citizens and members of the worldcommunity.Adheringtoademocraticformofgovernmentunderaconstitutionalmonarchy,they will be endowed with basic knowledge and essential skills and favourable attitudetowards further education, livelihood and lifelong learning. The learner-centred approach is therefore strongly advocated, based on the conviction that all are capable of learning anddevelopingthemselvestotheirhighestpotentiality. Principles NotableprinciplesunderlyingtheBasicEducationCoreCurriculumareasfollow. 1. Theultimateaimisattainmentofnationalunity;learningstandardsandgoalsarethereforesetwithaviewtoenablingthechildrenandyouthstoacquireknowledge,skills,attitudeandmoralitytoserveasafoundationforThai-nessanduniversalvalues. 2. Thecurriculumfacilitateseducationforall,whohaveequalaccesstoeducationofhighquality. 3. The curriculum facilitates decentralisation of authority by allowing society toparticipateineducationalprovision,whichsuitsprevailingsituationsandserveslocalneeds. 4. Structureofthecurriculum enjoysflexibilityregarding learningcontents,timeallotmentandlearningmanagement. 5. Thelearner-centredapproachisstronglyadvocated. 6. Thecurriculumisintendedforeducationofalltypes-formal,non-formalandinformal, covering all target groups and facilitating transfer of learning outcomes andexperiences.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Goals TheBasicEducationCoreCurriculumisaimedatthefulldevelopmentoflearnersin all respects - morality, wisdom, happiness, and potentiality for further education andlivelihood.Thefollowinggoalshaveconsequentlybeensetforachievementuponcompletingbasiceducation: 1. Morality, ethics, desired values, self-esteem, self-discipline, observance ofBuddhistteachingsorthoseofone’sfaith,andapplyingprinciplesofSufficiencyEconomyPhilosophy; 2. Knowledgeandskillsforcommunication,thinking,problem-solving,technologicalknow-how,andlifeskills; 3. Goodphysicalandmentalhealth,hygiene,andpreferenceforphysicalexercise; 4. Patriotism, awareness of responsibilities and commitment as Thai citizens andmembersoftheworldcommunity,andadherencetoademocraticwayoflifeandformofgovernmentunderaconstitutionalmonarchy;and 5. AwarenessoftheneedtopreserveallaspectsofThaicultureandThaiwisdom,protection and conservation of the environment, and public-mindedness with dedication topublicserviceforpeacefulandharmoniouscoexistence.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Learners’KeyCompetencies The Basic Education Core Curriculum is aimed at inculcating learners with thefollowingfivekeycompetencies: 1. Communication Capacity Capacity to receive and transmit information; linguistic ability and skills in expressing one’s thoughts, knowledge and understanding, feelings and opinions forexchanging information and experience, which will be beneficial to oneself and society;negotiationforsolvingorreducingproblemsandconflicts;abilitytodistinguishandchoosewhethertoreceiveoravoidinformationthroughproperreasoningandsoundjudgement;andability to choose efficient methods of communication, bearing in mind possible negativeeffectsononeselfandsociety. 2. Thinking Capacity Capacityforanalytical,synthetic,constructive,criticalandsystematicthinking,leading to bodies of knowledge creation or information for judicious decision-makingregardingoneselfandsociety. 3. Problem-Solving Capacity Capacity to properly eliminate problems and obstacles, based on soundreasoning, moral principles and accurate information; appreciation of relationships andchangesinvarioussocialsituations;abilitytoseekandapplyknowledgetopreventandsolveproblems;andabilityforjudiciousdecision-making,bearinginmindpossiblenegativeeffectsononeself,societyandtheenvironment. 4. Capacity for Applying Life Skills Capacity for applying various processes in daily life; self-learning; continuouslearning; working; and social harmony through strengthening of happy interpersonalrelationships; elimination of problems and conflicts through proper means; ability for self-adjustmenttokeeppacewithsocialandenvironmentalchanges;andcapacityforavoidingundesirablebehaviourwithadverseeffectsononeselfandothers.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  5. Capacity for Technological Application Ability to choose and apply different technologies; skills in application oftechnological processes for development of oneself and society in regard to learning,communication,working,andproblem-solvingthroughconstructive,proper,appropriateandethicalmeans. DesiredCharacteristics The Basic Education Core Curriculum focuses on learners’ development forattainmentofthefollowingdesiredcharacteristics,whichenablelearnerstoenjoytheirlivesasThaicitizensandglobalcitizens: 1. Loveofnation,religionandthemonarchy 2. Honestyandintegrity 3. Self-discipline 4. Avidityforlearning 5. ApplyingprinciplesofSufficiencyEconomyPhilosophyinone’swayoflife 6. Dedicationandcommitmenttowork 7. CherishingThainationalism 8. Public-mindedness
    • Basic Education Core Curriculum8 B.E. 2551 (A.D. 2008) LearningStandards Observanceoftheprinciplesofdevelopmentofthebrainandmultipleintelligenceisrequiredtoachievelearners’balanceddevelopment.TheBasicEducationCoreCurriculumhasthereforeprescribedthefollowingeightlearningareas: 1. ThaiLanguage 2. Mathematics 3. Science 4. SocialStudies,ReligionandCulture 5. HealthandPhysicalEducation 6. Art 7. OccupationsandTechnology 8. ForeignLanguages For each learning area, the learning standards serve as the goals in developinglearners’quality.Thesestandardsprescribewhatthelearnersshouldknowandshouldbeableto perform. They also indicate moral and ethical values as well as desired characteristicsuponcompletingeducationatbasiclevel.Besides,thelearningstandardsserveasessentialmechanisms in advancing the whole education system, as they inform us of the contents andteachingandevaluationmethods.Theyalsoserveasinstrumentsforqualityassuranceandareadoptedforbothinternalqualityassuranceandexternalevaluation,practisedatbotheducational service area and national levels. Monitoring for internal quality assurance is essential, as it indicates the extent of success in achieving the quality as prescribed inthepertinentstandards.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Indicators Indicators specify what learners should know and be able to perform as well astheir characteristics for each grade level. Indicators reflect the learning standards. Beingspecificandconcrete,theycanbeutilisedforprescribingcontents,determininglearningunitsandorganisingteaching-learningactivities.Theyserveasessentialcriteriaforevaluationinordertoverifythelearners’quality. 1. Grade-Level Indicatorsspecifythegoalsindevelopinglearnersforeachlevelof compulsory education (Primary Education Grade 1-Secondary Education Grade 3, i.e.,Grades1-9). 2. Interval Indicatorsspecifythegoalsforuppersecondaryeducation(SecondaryEducationGrades4-6,i.e.,Grades10-12). For common understanding and correct interpretation, the curriculum prescribesvariouscodesforlearningstandardsandindicators,examplesofwhichareshownbelow. SC1.1Gr1/2 SC SubjectareaofScience 1.1 Firstsubjectarea,Standard1 Gr1/2 Indicator2forGrade1 FO2.2Gr10-12/2 FO SubjectareaofForeignLanguages 2.2 Secondsubjectarea,Standard2 Gr10-12/2 Indicator2foruppersecondary education(UpperSecondaryEducation Grades4-6,i.e.,Grades10-12)
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) LearningAreas Learning areas comprise bodies of knowledge, skills or learning processesand desired characteristics, attainment of which is required of all basic education learners.Thecontentsaredividedintoeightlearningareas: Thai Language: Mathematics:application Science:applicationof knowledge,skillsand ofknowledge,skillsand knowledgeandscientific cultureinlanguage scientificprocessforproblem- processforstudyand applicationfor solving,wayoflifeand searchforknowledgeand communication;delightin furthereducation; systematicproblem-solving; andappreciationofThai reasonableness;favourable logical,analyticaland wisdom;andprideinthe attitudetowardmathematics; constructivethinking;and nationallanguage developmentofsystematic scientific-mindedness andconstructivethinking Social Studies, Religion and Culture:peaceful Foreign Languages: coexistenceinThai knowledge,skills, Bodies of knowledge, societyandtheworld attitudeandculturein significant skills community;good foreignlanguage and characteristics citizenship;faithin applicationfor in the Basic Education religiousteachings; communication,seeking Core Curriculum appreciationofresources furtherknowledgeand andtheenvironment; livelihood andpatriotismandpride inThainationalism Occupations and Art:knowledgeand Health and Physical Education: Technology:knowledge, skillsforinitiation; knowledge,skillsandfavourable skillsandattitudetowards inspirationand attitudetowardsstrengthening work;management;wayof imaginationin one’sownhealthandthatof life;livelihoodand creatingworksofart; others;preventionandproper applicationoftechnology aestheticsandart treatmentofvariousthings appreciation affectingone’shealth;andlife skills
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11RelationshipsintheDevelopmentofLearners’QualityAccordingtotheBasicEducationCoreCurriculum Vision The Basic Education Core Curriculum is aimed at enhancing capacity of all learners, who constitutethemajorforceofthecountry,soastoattainabalanceddevelopmentinallrespects-physicalstrength,knowledgeand morality. They will fully realise their commitment and responsibilities as Thai citizens and members oftheworldcommunity.Adheringtoademocraticformofgovernmentunderaconstitutionalmonarchy,theywillbeendowedwithbasicknowledgeandessentialskillsandfavourableattitudetowardsfurthereducation,livelihoodandlifelonglearning.Thelearner-centredapproachisthereforestronglyadvocated,basedontheconvictionthatallarecapableoflearninganddeveloppingthemselvestotheirhighestpotentiality. Goals 1.Morality,ethics,desiredvalues,self-esteem,self-discipline,observanceofBuddhistteachingsorthoseofone’sfaith,andapplyingprinciplesofSufficiencyEconomyPhilosophy; 2.Knowledge and skills for communication, thinking, problem-solving, technological know-how, andlifeskills; 3.Goodphysicalandmentalhealth,hygiene,andpreferenceforphysicalexercise; 4.Patriotism,awarenessofresponsibilitiesandcommitmentasThaicitizensandmembersoftheworldcommunity, and adherence to a democratic way of life and form of government under a constitutionalmonarchy;and 5.Awareness of the need to preserve all aspects of Thai culture and Thai wisdom, protection andconservation of the environment, and public-mindedness with dedication to public service for peaceful andharmoniouscoexistence. Learners’KeyCompetencies DesiredCharacteristics 1.CommunicationCapacity 1.Loveofnation,religionandthemonarchy 2.ThinkingCapacity 2.Honestyandintegrity 3.Problem-SolvingCapacity 3.Self-discipline 4.CapacityforApplyingLifeSkills 4.Avidityforlearning 5.CapacityforTechnologicalApplication 5.ApplyingprinciplesofSufficiency EconomyPhilosophyinone’swayoflife 6.Dedicationandcommitmenttowork 7.CherishingThainationalism 8.Public-mindedness LearningStandardsandIndicatorsforEightLearningAreas LearnerDevelopmentActivities 1.ThaiLanguage2.Mathematics3.Science 1.Counsellingactivities 4.SocialStudies,ReligionandCulture 2.Studentactivities 5.HealthandPhysicalEducation6.Art 3.Activitiesforsocial 7.OccupationsandTechnology8.ForeignLanguages andpublicinterest Learners’qualityatbasiceducationlevel
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) StrandsandLearningStandards The Basic Education Core Curriculum prescribes a total of 67 standards for theeightlearningareasasfollows: ThaiLanguageStrand 1: Reading StandardTH1.1: Application of reading process to build knowledge and thoughts for decision-makingandproblem-solvingtolife,andencouragingacquisition ofreadinghabitStrand 2: Writing StandardTH2.1: Effectiveapplicationofwritingprocessforcommunications,compositions, synopses, stories in various forms, data and information reports, study reportsandresearchreportsStrand 3: Listening, Viewing and Speaking StandardTH3.1: Competencyinselectiveandcriticallisteningandviewing,andincritical and creative expression of knowledge, thoughts and feelings on various occasionsStrand 4: Principles of Thai Language Usage StandardTH4.1: UnderstandingofthenatureandtheprinciplesofThailanguage,linguistic changesandpower,linguisticwisdomandpreservationofThailanguage asnationaltreasureStrand 5: Literature and Literary Works StandardTH5.1: Understanding and expressing opinions; criticism of Thai literature and literaryworksthroughappreciativeapproach;andapplicationtoreallife
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1MathematicsStrand 1: Numbers and Operations StandardMA1.1: Understanding of diverse methods of presenting numbers and their applicationforreallifeStandardMA1.2: Understandingoftheresultsofoperationsofnumbers,therelationshipsof operations,andtheapplicationofoperationsforproblem-solvingStandardMA1.3: Useofestimationincalculationandproblem-solvingStandardMA1.4: Understandingofthenumericalsystemandtheapplicationofnumerical propertiesStrand 2: Measurement StandardMA2.1: Understanding of the basics of measurement; ability to measure and toestimatethesizeofobjects.StandardMA2.2: SolvingmeasurementproblemsStrand 3: Geometry StandardMA3.1: Ability to explain and analyse two-dimensional and three-dimensional geometricfiguresStandardMA3.2: Ability in visualisation, spatial reasoning and application of geometric modelsforproblem-solvingStrand 4: Algebra StandardMA4.1: Understandingandabilitytoanalysepatterns,relationsandfunctionsStandardMA4.2: Abilitytoapplyandtointerpretalgebraicexpressions,equations,inequalities, graphsandothermathematicalmodelstorepresentvarioussituationsand toapplythemforproblem-solvingStrand 5: Data Analysis and Probability StandardMA5.1: Understanding and ability to apply statistical methodology for data analysisStandardMA5.2: Application of statistical methodology and knowledge of probability for validestimationStandardMA5.3: Applicationofknowledgeofstatisticsandprobabilityfordecision-making andproblem-solving
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008)MathematicsStrand 6: Mathematical Skills and Processes StandardMA6.1: Abilityinproblem-solving,reasoning,communicationandpresentationof mathematicalconcept,linkingvariousbodiesofmathematicalknowledge, and linking mathematics with other disciplines; and attaining ability for creativethinkingScienceStrand 1: Living Things and Life Processes StandardSC1.1: Understandingofthebasicunitsoflivingthings;therelationshipbetween structures and functions of various systems of living things which are interlinked;havinginvestigativeprocessforseekingknowledge;abilityto transferandputtheknowledgeintopracticeandcareforlivingthingsStandardSC1.2: Understandingoftheprocessandtheimportanceofgenetictransmission; the evolution of living things; the biodiversity; the application of biotechnologyaffectinghumansandtheenvironment;havinginvestigative processfor seekingknowledgeandscientificreasoning;transferringand puttingtheknowledgeintopracticeStrand 2: Life and the Environment StandardSC2.1: Understanding of the local environment; the relationship between the environment and living things; the relationship between living things in the eco-system; having investigative process for seeking knowledge and scientificreasoning;transferringandputtingtheknowledgeintopracticeStandardSC2.2: Appreciatingtheimportanceofnaturalresources;theutilizationofnatural resources at local, national and global levels; and the application of knowledgeformanagementofnaturalresourcesandlocalenvironmenton asustainablebasis
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15ScienceStrand 3: Substances and Properties of Substances StandardSC3.1: Understanding of the properties of substances; the relationship between thepropertiesofsubstancesandthestructuresandbindingforcesbetween particles;havinginvestigativeprocessforseekingknowledgeandscientific reasoning;transferringandputtingtheknowledgeintopracticeStandardSC3.2: Understandingoftheprinciplesandthenatureofchangeinthestateof substances; the solution formation; the chemical reaction; having investigative process for seeking knowledge and scientific reasoning; transferringandputtingtheknowledgeintopracticeStrand 4: Forces and Motion StandardSC4.1: Understanding of the nature of electromagnetic, the gravitational and nuclear forces; having investigative process for seeking knowledge; transferringandputtingtheknowledgeintopracticeStandardSC4.2: Understanding of the characteristics and various types of motion of natural objects; having investigative process for seeking knowledge and scientificreasoning;transferringandputtingtheknowledgeintopracticeStrand 5: Energy StandardSC5.1: Understandingoftherelationshipbetweenenergyandliving;theenergy transformation; the interrelationship between substances and energy; the effects of energy utilization on life and the environment; having investigativeprocessforseekingknowledge;transferringandputtingthe knowledgeintopractice
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008)ScienceStrand 6: Change Processes of the Earth StandardSC6.1: Understandingofvariousprocessesontheearthsurfaceandtheinterior; the relationship between various processes causing changes in climate, topographyandformoftheearth;havinginvestigativeprocessforseeking knowledge and scientific reasoning; transferring and putting the knowledgeintopracticeStrand 7: Astronomy and Space StandardSC7.1: Understanding of the evolution of the solar system, galaxies and the universe; the interrelationships within the solar system and their effects on living things on the earth; having investigative process for seeking knowledgeandscientificreasoning;transferringandputtingtheknowledge intopracticeStandardSC7.2: Understanding of the importance of space technology utilised for space exploration and natural resources for agriculture and communication; having investigative process for seeking knowledge and scientific reasoning;transferringandputtingtheknowledgeintopracticeStrand 8: Nature of Science and Technology StandardSC8.1: Application of the scientific process and scientific reasoning in investigation for seeking knowledge and problem-solving; knowing that most natural phenomena assume definite patterns which are explainable andverifiablewithinlimitationsofdataandinstrumentsavailableduring particular periods of time; and understanding that science, technology, societyandtheenvironmentareinterrelated
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1SocialStudies,ReligionandCultureStrand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMasters andthemoralprinciplesofBuddhismorthoseofone’sfaithandother religions;havingtherightfaith;adherencetoandobservanceofthemoral principlesforpeacefulcoexistenceStandardSO1.2: Understanding, awareness and personal conduct of devout believers; and furtheranceofBuddhismorone’sfaithStrand 2: Civics, Culture and Living in Society StandardSO2.1: Understanding and personal conduct in accord with the duties and the responsibilities of good citizens; observance and preservation of Thai tradition and culture; and enjoying peaceful coexistence in Thai society andtheworldcommunityStandardSO2.2: Understandingofthepoliticalandadministrativesystemsofthepresent society;adherenceto,faithin,andupholdingofthedemocraticformof governmentunderaconstitutionalmonarchyStrand 3: Economics StandardSO3.1: Understanding and ability of managing resources for production and consumption; efficient and cost-effective utilization of limited resources available; and understanding principles of Sufficiency Economy for leadingabalancedlifeStandardSO3.2: Understandingofvariouseconomicsystemsandinstitutions;theeconomic relations;andthenecessityforeconomiccooperationintheworldcommunityStrand 4: History StandardSO4.1: Understandingofthemeaningandthesignificanceofhistoricaltimesand periods;andabilitytousehistoricalmethodologyforsystematicanalysis ofvariouseventsStandardSO4.2: Understanding of the development of mankind from the past to the present;realisingtheimportanceoftherelationshipsandthecontinuous changesofevents,andabilitytoanalysetheireffectsStandardSO4.3: KnowledgeofthehistoricaldevelopmentofThailandasanation;culture; Thaiwisdom;cherishing,prideinandpreservationofThainationalism
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008)SocialStudies,ReligionandCultureStrand 5: Geography StandardSO5.1: Understanding of the physical characteristics of the earth and the inter- relationship of various things in the natural system which affect one another; the utilization of maps and geographical instruments for searching, analysing, drawing conclusions, and efficient utilization of geo-dataandinformationStandardSO5.2: Understanding of the interrelationship between man and the physical environmentleadingtoculturalcreativity;theawarenessofandtheparticipation inconservationofresourcesandtheenvironmentforsustainabledevelopment HealthandPhysicalEducationStrand 1: Human Growth and Development StandardHP1.1: UnderstandingofthenatureofhumangrowthanddevelopmentStrand 2: Life and Family StandardHP2.1: Understanding and appreciation of oneself; family; sex education; and havinglifeskillsStrand 3: Movement, Physical Exercise, Games, Thai and International Sports StandardHP3.1: Understandingandhavingskillsinmovement;physicalactivities;playing gamesandsportsStandardHP3.2: Favour of physical exercise, playing games and sports with regular practices; self-discipline; observance of rights, rules and regulations; havingsportingspirit;havingtruecompetitivespirit;andappreciationof theaestheticsofsportsStrand 4: Health-Strengthening Capacities and Disease Prevention StandardHP4.1: Appreciation and having skills in health-strengthening; maintaining their health;diseasepreventionandstrengtheningcapacityforhealthStrand 5: Safety in Life StandardHP5.1: Preventionandavoidanceoftheriskfactors;thebehavioursdetrimentalto health;accidents;takingmedicines;addictivesubstances;andviolences
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1ArtStrand 1: Visual Arts StandardAR1.1: Creationofvisualartworksthroughimaginationandcreativity;analysis andcriticismonthevaluesofvisualartworksthroughfreeexpressionof feelingsandthoughts;appreciationandapplicationofvisualartsindailylifeStandardAR1.2: Understandingoftherelationshipbetweenthevisualarts,thehistoryand the culture; appreciating visual art works that represent the cultural heritage,thelocalwisdom,andThaianduniversalwisdomStrand 2: Music StandardAR2.1: Understanding of and ability in creative self-expression through music; analysisandcriticismonthevaluesofmusic;freeconveyanceoffeelings andthoughtsonmusic;appreciationandapplicationofmusicindailylifeStandardAR2.2: Understandingoftherelationshipbetweenthemusic,thehistoryandthe culture;appreciatingthemusicalworksthatrepresenttheculturalheritage, thelocalwisdom,andThaianduniversalwisdomStrand 3: Dramatic Arts StandardAR3.1: Understanding and creation of self-expression through dramatic arts; analysisandcriticismonthevaluesofdramaticarts;freeexpressionof feelings and thoughts; appreciation and application of dramatic arts in dailylifeStandardAR3.2: Understanding of the relationship between the dramatic arts, the history and the culture; appreciating dramatic art performances that represent theculturalheritage,thelocalwisdom,andThaianduniversalwisdom
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008)OccupationsandTechnologyStrand 1: Living and Family StandardOT1.1: Understandingoftheconceptofwork;possessingcreativityandskillsin variousrespects-workprocesses,management,problem-solving,teamwork and investigation for seeking knowledge, morality, diligence, and awareness of the need to economise on the consumption of energy, resourcesandtheenvironmentforlivingandforfamilyStrand 2: Design and Technology StandardOT2.1: Understanding of the technology and technological processes; designing and making objects, utensils or the methodologies through the creative technologicalprocesses;selectiveutilizationofthetechnologiesbeneficial to one’s life, society and the environment; participation in sustainable technologicalmanagementStrand 3: Information and Communication Technology StandardOT3.1: Understanding,appreciationandefficient,effectiveandethicalapplication ofinformationtechnologyinsearchingfordata,communicating,problem- solving,workingandlivelihoodStrand 4: Occupations StandardOT4.1: Understandingandacquiringthenecessaryskillsandexperiences;proper perceptionoffuturecareer;thetechnologicalapplicationforoccupational development;possessingmoralityandfavourableattitudetowardscareers
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21ForeignLanguagesStrand 1: Language for Communication StandardFL1.1: Understanding and ability in interpreting what has been heard and read fromvarioustypesofmedia,andabilitytoexpressopinionswithreasonsStandardFL1.2: Possessing language communication skills for effective exchange of information;efficientexpressionoffeelingsandopinionsStandardFL1.3: Ability to speak and write about information, concepts and views on variousmattersStrand 2: Language and Culture StandardFL2.1: Appreciating the relationship between language and culture of native speakersandabilityinusinglanguageappropriatelyStandardFL2.2: Appreciatingthesimilaritiesanddifferencesbetweenlanguageandculture ofthenativespeakersandThaispeakers,andabilityinusingaccurateand appropriatelanguageStrand 3: Language and Relationship with Other Learning Areas StandardFL3.1: Usingforeignlanguagestolinkknowledgewithotherlearningareas,as foundation for further development, seeking knowledge and boardening one’sworldviewStrand 4: Language and Relationship with Community and the World StandardFL4.1: Ability to use foreign languages in various situations: in school, communityandsocietyStandardFL4.2: Using foreign languages as basic tools for further education, livelihood andexchangeoflearningwiththeworldcommunity
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) LearnerDevelopmentActivities Learnerdevelopmentactivitiesareaimedatallowinglearnerstodevelopthemselvesto their highest potentiality, thus becoming well-rounded and fully developed in all respects - physical, intellectual, emotional and social; inculcating of morality, ethics and self-discipline; creating and strengthening spirit of philanthropy for social benefits; ability forself-managementandenjoyinghappylife. Learnerdevelopmentactivitiesaredividedintothreetypesasfollows. 1. Counselling Activities These activities are aimed at encouraging and developing learners to knowthemselves,knowhowtoprotecttheenvironment,beabletomakedecisions,solveproblems,setgoalsandmakeplansinregardtotheireducationandfuturecareersandadaptthemselvesappropriately.Furthermore,theseactivitieswillenableteacherstoknowandunderstandtheirlearners and therefore assist and advise parents regarding their participation in learnerdevelopment. 2. Student Activities Theseactivitiesareaimedatinstillingself-discipline,abilitytoleadandfollow,teamwork, responsibility, problem-solving skills, appropriate decision-making, rationality,helpfulness and sharing, care, generosity and unity. The activities are organised in accordwithcapacities,aptitudesandinterestsoflearners,whopractisetheactivitiesatallstages,i.e., study, analysis, planning, plan implementation, evaluation and improvement. Theactivitiesemphasiseworkinginteamappropriatelyunderlearners’maturity,schoolandlocalcontexts.Studentactivitiesinclude: 2.1BoyScoutorganisation,GirlGuides,JuniorRedCross,socialserviceandterritorialdefence;and 2.2Activitiesofvariousclubs. 3. Activities for Social and Public Interest These activities are aimed at encouraging learners to devote themselves andprovide voluntary services for the benefit of society, their communities and local areas inaccordwiththeirinterests,thusmanifestingcommitment,virtue,sacrificeforsocialcausesandpublic-mindedness.Theyincludevoluntaryservicesinvariousfieldsandthoseforpublicinterestandconcerns.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 EducationalLevels TheBasicEducationCoreCurriculumcoversthreeeducationallevelsasfollows. 1. Primary Education Level(Primaryeducationgrades1-6) Thislevelcoversthefirststageofcompulsoryeducation.Itfocusesonacquiringvarious skills--reading, writing, calculation, fundamental thinking, communication, sociallearning process and fundamentals of human beings, complete and balanced development ofqualityoflifeinvariousrespects-physical,intellectual,emotional,socialandcultural-emphasingonintegratedlearningmanagement. 2. Lower Secondary Education Level (Lower secondary education grades 1-3,alsoknownasgrades7-9) Thislevelcoversthelaststageofcompulsoryeducation.Itfocusesonallowinglearners to explore their aptitudes and interests, promoting development of individualpersonality, skills for critical and creative thinking, problem-solving, life skills and skillsrequiredtoapplytechnologiesaslearningtools,socialresponsibility,properbalanceinregardtoknowledge,virtueandprideinThainationalism,whichtogetherprovideafoundationforfuturelivelihoodorfurthereducation. 3. Upper Secondary Education Level(Uppersecondaryeducationgrades4-6,alsoknownasgrades10-12) This level focuses on increasing specific knowledge and skills in line withcapacities, aptitudes and interests of individual learners in regard to academic andtechnologicalapplication,skillsforhigh-levelthinkingprocess,abilitytoapplyknowledgeforfurthereducationandlivelihood,andself-developmentandnationalprogressinaccordancewith students’ respective roles, as well as ability to lead and offer community services invariousrespects.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) LearningTimeAllotment The Basic Education Core Curriculum prescribes the framework for minimallearning time structure for the eight learning areas and learner development activities.Educationalinstitutionscanincreasetheallotmentoftime,dependingontheirreadinessandpriorities,throughadjustmenttosuittheircontextsandlearners’situsationsasfollows: 1. Primary Education Level(Primaryeducationgrades1-6) Learningtimeisallottedonannualbasis;notexceedingfivehoursaday. 2. Lower Secondary Education Level(Secondaryeducationgrades1-3orgrades7-9) Learning time is allotted on semester basis; not exceeding six hours a day. Theweightofacourseiscountedincreditswiththecriterionof40hourspersemesterthatisequivalenttoonecredit(cr). 3. Upper Secondary Education Level(Uppersecondaryeducationgrades4-6orgrades10-12) Learningtimeisallottedonsemesterbasis;notlessthansixhoursaday.Theweightofacourseiscountedincreditswiththecriterionof40hourspersemesterthatisequivalenttoonecredit(cr).
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 LearningTimeStructure TheBasicEducationCoreCurriculumprescribestheframeworkforlearningtimeasfollows. Learning Time (in hours) Learning Time (in hours) Learning Areas/ Primary Education Level Primary Education Level Lower Secondary Upper Secondary Activities Activities Education Level Education Level Education Level Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10-12 ● Learning Areas ThaiLanguage 200 200 200 160 160 160 120 120 120 240 (3crs) (3crs) (3crs) (6crs) Mathematics 200 200 200 160 160 160 120 120 120 240 (3crs) (3crs) (3crs) (6crs) Science 80 80 80 80 80 80 120 120 120 240 (3crs) (3crs) (3crs) (6crs) SocialStudies, 120 120 120 120 120 120 160 160 160 320 ReligionandCulture (4crs) (4crs) (4crs) (8crs) - History 0 0 0 0 0 0 0 0 0 80 (1 cr) (1 cr) (1 cr) (2 crs) - Religion, Morality 80 80 80 80 80 80 120 120 120 20 and Ethics, Civics, ( crs) ( crs) ( crs) ( crs) Culture and Living in Society, Economic, Geography HealthandPhysical 80 80 80 80 80 80 80 80 80 120 Education (2crs) (2crs) (2crs) (3crs) Art 80 80 80 80 80 80 80 80 80 120 (2crs) (2crs) (2crs) (3crs) Occupationsand 40 40 40 80 80 80 80 80 80 120 Technology (2crs) (2crs) (2crs) (3crs) ForeignLanguages 40 40 40 80 80 80 120 120 120 240 (3crs) (3crs) (3crs) (6crs) Total Learning Time 840 840 840 840 840 840 880 880 880 1,640 (Basic Level) (22 crs) (22 crs) (22 crs) (41 crs) ● Learner Development 120 120 120 120 120 120 120 120 120 360 Activities● Additional courses/ activities provided by schools, depending on Notmorethan40hoursforeachyear Notmorethan Notlessthan their readiness and 200hoursforeachyear 1,600hours priorities Not more than 1,000 hours Not more than 1,200 Not less than Total Learning Time 3,600 hours for for each year hours for each year a total of 3 years
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008)Prescribing structure for basic and additional learning time Educationalinstitutionsareauthorisedtoproceedasfollows. Primary education level:basiclearningtimeforeachlearningareacanbeadjustedas appropriate. Total learning time structure shall be as prescribed in basic learning timestructure, while learners must attain the quality prescribed in learning standards andindicators. Secondary education level:thebasiclearningtimestructureshallbeasprescribedandshallmeetallcriteriaandrequirementsforgraduation. Regardingadditionallearningtimeforbothprimaryandsecondaryeducationlevels,additionalcoursesorlearnerdevelopmentactivitiescanbeorganised,withdueconsiderationbeing given to the educational institutions’ readiness and priorities as well as criteria andrequirementsforgraduation.Forprimaryeducationgrades1-3,additionallearningtimecanbeincludedinthelearningareasofThailanguageandmathematics. Regardingtheallocationof120hourseachyearforlearnerdevelopmentactivities,forprimaryeducationgrade1tosecondaryeducationgrade3(Grades1-9)and360hoursthreeyearsforsecondaryeducationgrades4-6(Grades10-12),suchallotmentismeantforcounsellingactivities,studentactivitiesandactivitiesforsocialandpublicinterest.Inregardto the last category of activities, educational institutions shall allot the time required asfollows: Primaryeducationlevel(Grades1-6),totalling6years:60hours. Lowersecondaryeducationlevel(Grades7-9),totalling3years:45hours. Uppersecondaryeducationlevel(Grades10-12),totalling3years:60hours. EducationalProvisionforSpecialTargetGroups Regarding educational provision for special target groups, e.g., specialisededucation, education for the gifted and talented, alternative education, education for thedisadvantagedandinformaleducation,theBasicEducationCorecurriculumcanbeadjustedtosuitthesituationsandcontextsofeachtargetgroup,onconditionthatthequalityattainedshallbeasprescribedinthestandards.SuchadjustmentshallmeetthecriteriaandfollowthemethodsspecifiedbytheMinistryofEducation.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 LearningManagement Learning management is an important process for curriculum implementation. The Basic Education Core Curriculum prescribes learning standards and learners’ majorcapacities and desired characteristics, which are the main goals of children and youthdevelopment. Teachers must carefully select approprite learning process, and provide learningmanagementinordertofosterlearnerstoachievethequalityindicatedintheeightlearningareas;inculcateandstrengthenthedesiredcharacteristics,anddevelopvariousessentialskills. 1. Principles of learning management In order to enable the learners to attain knowledge and competencies for thelearningstandardsrequired,majorcapacitiesandcharacteristicsasprescribedintheBasicCoreCurriculum,teachersshouldadhereto:theimportanceofthelearners,theyarecapableof learning and develoing themselves; the learners’ benefits; individual differences; theanalyticalability;knowledgeandmorality. 2. Learning process For learning management through the learner-centred approach, learners willdependonavarietyoflearningprocessesthatserveastoolsforenablingthemtoachievethecurriculumgoals.Amongtheessentiallearningprocessesforlearnersare:integratedlearningprocess; knowledge-creating process; thinking process; social process; heuristic learningprocess; learning process from actual experience; process of actual practice; managementprocess;researchprocess;self-learningprocess;andprocessofdevelopingcharacteristics. Learners should be trained and receive further development for acquiringcompetenceintheseprocesses,whichwillfacilitatetheirlearning,enablingthemtoachievethecurriculumgoals.Itisimperativeforteacherstostudyandunderstandvariouslearningprocessesinordertobeabletomakejudiciouschoices.
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) 3. Designing learning management Teachers are required to study the curriculum of the educational institutionconcernedinordertounderstandthelearningstandards,indicators,learners’majorcapacities,desiredcharacteristicsandlearningareassuitabletothelearners.Theteachersthenproceedto design learning management by choosing teaching methods and techniques, learningmedia/resources, and evaluation measures, so as to allow the learners to develop to theirhighestpotentialityandtherebyattaintheestablishedgoals. 4. Roles of teachers and learners In regard to learning management enabling learners to attain the quality asprescribedinthecurriculumgoals,teachersandlearnersshouldplaythefollowingroles. 4.1 Roles of teachers Teachersshould: 1) Studyandanalyselearnersindividually,andthenusethedataobtainedtoplanthelearningmanagementinordertostimulateandchallengethelearners’capacities; 2) Setthetargetsforthelearnersinregardtoknowledge,skills,processofconceptualisation,principles,relationshipsaswellasdesiredcharacteristics; 3) Design and organise learning processes to serve individual differencesandintellectualdevelopment,soastoenablethelearnerstoattainthegoalsoflearning; 4)Provideanambienceandnecessarycarestoenablethelearnerstolearn; 5)Prepareandutilisemediathataresuitabletotheactivitiesorganised,anduselocalwisdomandappropriatetechnologiesforteaching-learningactivities; 6)Assessthelearners’progressthroughavarietyofmethodssuitabletotheintrinsicnatureofthesubjectsandthelearners’developmentlevels,and 7) Analyse assessment results for remedial and development actions aswellasimprovetheirownteaching-learningmethodsandactivities. 4.2 Roles of learners Learnersshould: 1) Setthegoalsof learning,makeplansandtakeresponsibilityfor their ownlearning;
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 2) Seek knowledge, make serious efforts to access learning resources,analyse and synthesise bodies of knowledge, raise questions and search for answers orproblemsolutionsthroughvariousmethods; 3) Takeaction,drawconclusionsregardingwhathasbeenlearnt,andapply theknowledgegainedtovarioussituations; 4) Interact,workandjoininactivitiesorganisedbytheirpeersandtheirteachers;and 5) Continuouslyassessandimprovetheirownlearningprocess. LearningMedia Learning media serve as tools for promoting and supporting management of thelearningprocess,enablinglearnerstoefficientlyacquireknowledge,skills,processesandcharacteristicsasprescribedinthecurriculumstandards.Thereareseveralkindsoflearningmedia, i.e., natural media, print media, technological media and various local learningnetworks.Withaviewtomakingjudiciouschoicesoflearningmedia,attentionshouldbepaidtotheirsuitabilitytothelearners’differentdevelopmentallevelsandpacesoflearning. Forprovisionoflearningmedia,learnersandteacherscanproducetheirownmediaor make judicious choices among the various media around them. Educational institutionsshould provide sufficient learning media to ensure proper learning. Schools, educationalserviceareas,andrelevantagenciesresponsibleforprovisionofbasiceducationarethereforeadvisedto: 1. Provide learning sources, learning media centres, learning information systems andefficientlearningnetworksbothinschoolsandcommunitiesforthepurposesofstudy,research and exchange of learning experiences among educational institutions, local areas,communitiesandtheworldcommunity; 2. Produce learning media for study and research for learner and teachers andapplyavailablematerialsinthelocalareasaslearningmedia; 3. Choose learning media of high quality, which are suitable, diversified andconsistentwiththelearningmethods,theintrinsicnatureofthelearningareasandindividualdifferencesofthelearners;
    • Basic Education Core Curriculum0 B.E. 2551 (A.D. 2008) 4. Systematicallyevaluatethequalityoftheselectedlearningmedia; 5. Study,exploreandconductresearchfordevelopmentoflearningmediathatareappropriatetothelearners’learningprocess;and 6. Periodically and continuously supervise, monitor and assess the quality andefficiencyofthelearningmediaandtheirapplication. In producing, selecting and evaluating the quality of learning media utilised ineducationalinstitutions,teachersshouldmakesurethatthemediaarein,e.g.,harmonywiththe curriculum, the learning objectives, the design of learning activities; provision ofexperiencestolearners;theaccuracyandtimelinessofcontentsthatarenotdetrimentaltonationalsecurityormorality;theproperuseoflanguage;andthepresentationmodelsthatareeasilyunderstoodandinteresting. LearningAssessment Learningassessmentmustbebasedontwofundamentalprinciples,i.e.,evaluation forthepurposeofdevelopingthelearners’capacityandforappraisingtheirachievements.With a view to succeeding in developing the learners’ learning quality, learners must bestrengthenedandassessedbytherelevantindicators,soastoachievethelearningstandardsprescribed. Such evaluation also reflects the learners’ major capacities and their desiredcharacteristics,whicharethemaingoalsofmeasuringandevaluatingthelearningoutcomesatalllevels,i.e.,classroomlevel,educationalinstitutionlevel,educationalservicearealevel,and national level. Learning assessment is a process of enhancing the learners’ quality byusing assessment results as data and information to show learners’ progress andaccomplishment. The data will also be useful for strengthening the learners, thus enablingthemtolearntotheirhighestpotentiality. As already mentioned, learning assessment can be divided into four levels, i.e.,classroomlevel,educationalinstitutionlevel,educationalservicearealevelandnationallevel,detailsofwhichareasfollow.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 1. Classroom assessment Measurementandevaluationarepartsofthelearningprocess.Teachersregularlyandcontinuouslymeasureandevaluatelearners’performanceinteaching-learningactivities by using diverse assessment techniques, e.g., asking questions, observing, examininghomework, assessing projects, tasks/assignments and portfolios, and written tests, etc.Teachers will conduct evaluations themselves or provide learners with opportunities for self-evaluation, peer-to-peer evaluation, and evaluation by parents. Learners who do notsucceedinmeetingthestandardsprescribedintheindicatorswillneedremediallearning. Classroomassessmentisaimedatverifyingwhetherandtowhatextentlearnershaveachievedinlearningthroughtheprovidedteaching-learningactivities,anddeterminingwhatmustbeimprovedandwhichareasmustbestrengthened.Furthermore,evaluationalsoprovidesteacherswithnecessarydataforimprovingtheirownperformance,whichmustbeinaccordwiththeestablishedlearningstandardsandindicators. 2. School assessment Thisevaluationisconductedbytheeducationalinstitutioninordertoappraise the learners’ achievements on an annual/semester basis, based on assessment of reading,analytical thinking and writing, desired characteristics, and learner development activities. The aim is also to check whether education provided by the educational institution hasenabledlearnerstoreachtheirgoalsoflearning,andwhatareasthelearnersneedtolearnmore. The learning outcomes can also be compared with the national assessment and thelocalassessmentcriteria.Dataandinformationfromtheevaluationwillbeusedtofeedbackintothepolicy,thecurriculum,theprojectsandteaching-learningmethodology.Evaluationoutcomes are also useful for preparation of quality development plan in accord with theeducationalqualityassuranceguidelines,andforthereportsoneacheducationalinstitution’sachievementtoitsschoolboard,theofficeoftheeducationalservicearea,OBEC,parentsandthecommunity.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) 3. Local assessment Theevaluationisconductedinordertoassesslearners’qualityateducationalservicearealevel,basedonthelearningstandardsprescribedintheBasicEducationCoreCurriculumprovidedbytheeducationalserviceareaasmandated.Evaluationofthelearners’achievements can be conducted by availing of standard examination papers prepared andadministrated by the educational service area or in cooperation with the parent agencies.Besides, assessment results are also obtained from verification and review of the dataobtainedfromevaluationateducationalinstitutionlevelintheeducationalservicearea. 4. National tests Theevaluationisconductedinordertoassesslearners’qualityatnationallevel,based on the learning standards prescribed in the Basic Education Core Curriculum.EducationalinstitutionsarerequiredtoarrangeforassessmentofalllearnersinGrades3,6,9and12.Theevaluationresultswillproviderelevantdataforcomparingeducationalqualityatdifferentlevels,whichwillbeusefulforplanninginordertoraisethequalityofeducationprovided.Thedataobtainedwillalsosupportdecision-makingatthenationalpolicylevel. Thedatafromevaluationatthevariouslevelsmentionedabovewillbeuseful to educational institutions for checking, reviewing and developing learners’ quality. It isincumbentupontheeducationalinstitutionstoestablishasystemforprovidingnecessarycareandassistance,remedialmeasures,andencouragementandsupportinordertoallowlearners to develop themselves to their highest potentiality. Such development will be based onindividualdifferences,theirparticularproblemsandneeds.Thevariousgroupsincludegrade-average learners, the gifted and talented learners, under grade-average learners, those withdisciplinaryandbehaviouralproblems,thosewhorefuseschooling,thosewitheconomicandsocialproblems,andthosewithphysicalandintellectualdisabilities,etc.Thedataobtainedfromtheevaluationthereforewillprovideessentialinformationtotheeducationalinstitutionsforprovidingtimelyassistancetolearners,whoarethusallowedtoenjoyfulldevelopmentandlearningachievement. Beingresponsibleforeducationalprovision,educationalinstitutionsarerequired to prepare relevant rules and regulations for measurement and evaluation of the learningoutcomes,harmoniousandinaccordwiththecriteriaandguidelinesprescribedintheBasicEducation Core Curriculum, thus providing a common and standard practice for allconcerned.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  CriteriaforLearningAssessment 1. Judging, grading and reporting learning outcomes 1.1 Judging learning outcomes In judging the learning outcomes in all subject areas, reading, analyticalthinkingandwriting,desiredcharacteristicsandlearnerdevelopmentactivities,teachersmustbase their judgement on learners’ individual development. Teachers should regularly and continuously collect the learners’ data in all respects for each semester, as well asprovideremedialteachingtoenablelearnerstofulfiltheirhighestpotentiality. Primary education level (1)Learnersmusthaveanattendancerecordofnotlessthan80%ofthetotallearningtimerequirement; (2)Learners must be assessed on all indicators and pass the criteriaprescribedbytheeducationalinstitutions; (3)Learnersmustbejudgedonthelearningoutcomesofeachcourse;and (4)Learners must be evaluated and pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desiredcharacteristicsandlearnerdevelopmentactivities. Secondary education level (1)Teachers will judge the learning outcomes of all courses. Learners musthaveanattendancerecordofnotlessthan80%ofthetotallearningtimerequiredfor therespectivecoursesforeachsemester; (2)Learners must be assessed on all indicators and pass all the criteriaprescribedbytheeducationalinstitutions; (3)Learnersmustbejudgedonthelearningoutcomesofeachcourse;and (4)Learnersmustbeevaluatedandpassallthecriteriaprescribedbytheeducational institutions regarding reading, analytical thinking and writing, desiredcharacteristicsandlearnerdevelopmentactivities.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Regardingtransitiontohigherlevelforbothprimaryandsecondarylevels,iflearnershaveminordeficiencieswhich,intheviewoftheeducationalinstitutions,canbecorrectedandfurtherdevelopedwithremedialmeasures,theeducationalinstitutionshavethediscretion to allow them to move to a higher level. If, however, the learners fail manycourses, and are likely to face problems in proceeding to a higher level, the educationalinstitutionscanestablishacommitteetoconsiderthepossibilityofre-learning,withparticularattentionpaidtothelearners’maturity,knowledgeandcapacity. 1.2 Grading learning outcomes Primary education level In judging the purpose of grading learning outcomes of each course,educationalinstitutionscangradetheleveloflearners’learningoutcomesorthequalityleveloftheirperformancebyusingnumerical,alphabetical,andpercentagesystemsorasystemthatuseskeywordstoindicatethestandardattained. For assessment of reading, analytical thinking and writing, and desiredcharacteristics,thegradinglevelsare:Excellent,Good,PassandFail. For assessment of learner development activities, the class attendance, the participation and the achievement of learners in accord with the criteria prescribed by theeducationalinstitutionsisconsidered.Theoutcomesoftheparticipationaregradedas:PassandFail. Secondary education level Injudgingthepurposeofgradinglearningoutcomesofeachcourse,eightnumbersareappliedtoindicatethelevelofthelearningoutcomes. For assessment of reading, analytical thinking and writing, and desiredcharacteristics,thegradinglevelsare:Excellent,Good,PassandFail. For assessment of learner development activities, the class attendance, the participation and the achievement of learners in accord with the criteria prescribed by theeducationalinstitutionsisconsidered.Theoutcomesoftheparticipationaregradedas:PassandFail.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 1.3 Reporting on learning outcomes Reportinglearningoutcomesisameansofcommunicatingtoparentsandlearners the latter’s progress of achievement. Educational institutions are required to summarise the assessment outcomes and prepare written reports for submission for theparents’informationperiodicallyoratleastonceeverysemester. Reporting learning outcomes can indicate quality level of learners’performance,whichreflectsthestandardofachievementforthevariouslearningareas. 2. Criteria of graduation TheBasicEducationCoreCurriculumprescribesgeneralcriteriaforgraduation at three educational levels, i.e., primary, lower secondary, and upper secondary educationlevels. 2.1 Graduation criteria for primary education level (1)Learnerscompletebasiccoursesandsupplementarycourses/activitiesinaccordwiththelearningtimestructureasprescribedintheBasicEducationCoreCurriculum; (2)Learners’ assessment outcomes for each basic course must meet thecriteriaprescribedbytherespectiveeducationalinstitutions; (3)Learners’ assessment outcomes regarding reading, analytical thinking,andwritingmustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions; (4)Learners’ assessment outcomes regarding desired characteristics mustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions;and (5)Learnersparticipateinlearnerdevelopmentactivitiesandtheassessmentoutcomes of their participation must meet the criteria set by the respective educationalinstitutions. 2.2 Graduation criteria for lower secondary education (1)Learners attain not more than 81 credits for basic and supplementarycourses, with a distribution of 66 credits for basic courses and a number of credits forsupplementarycoursesasprescribedbytherespectiveeducationalinstitutions; (2)Learnersattainnotlessthan77creditsfortheentirecurriculumwithadistributionof66creditsforbasiccoursesandnotlessthan11creditsforsupplementarycourses;
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) (3)Learners’assessmentoutcomesregardingreadingandanalyticalthinkingandwritingmustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions; (4)Learners’ assessment outcomes regarding desired characteristics mustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions;and (5)Learnersparticipateinlearnerdevelopmentactivitiesandtheassessmentoutcomesoftheirparticipationmustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions. 2.3 Graduation criteria for upper secondary education (1)Learnersattainnotlessthan81credits,withadistributionof41creditsfor basic courses and a number of credits for supplementary courses as prescribed by therespectiveeducationalinstitutions; (2)Learners attain not less than 77 credits for the entire curriculum, with a distribution of 41 credits for basic courses and not less than 36 credits forsupplementarycourses; (3)Learners’assessmentoutcomesregardingreadingandanalyticalthinkingandwritingmustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions; (4)Learners’ assessment outcomes regarding desired characteristics mustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions;and (5)Learnersparticipateinlearnerdevelopmentactivitiesandtheassessmentoutcomesoftheirparticipationmustmeetthecriteriaprescribedbytherespectiveeducationalinstitutions. Regarding graduation criteria for education of special target groups, e.g.,specialisededucation,educationforthegiftedandtalented,alternativeeducation,educationforthedisadvantaged,informaleducation,etc.,schoolboards,educationalserviceareasandthose concerned will conduct measurement and evaluation of learning outcomes in accordwith the criteria and guidelines prescribed in the Basic Education Core Curriculum formeasurementandevaluationofspecialtargetgroups.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  DocumentsShowingEvidenceofEducation Documents showing evidence of education are highly important, as they record the learning outcomes, data and information on various aspects of learners’ development.Thesedocumentsaredividedintotwocategoriesasfollow. 1. Documents showing evidence of education prescribed by the Ministry of Education 1.1 Record of learning outcomes shows and certifies learners’ achievement, basedonassessmentoutcomesofthevariouscourses,reading,analyticalthinkingandwritingand desired characteristics required by the educational institutions as well as learnerdevelopment activities. Educational institutions are required to record relevant data andissuesuchdocumentstoindividuallearnersupontheirgraduationatprimaryeducationlevel(Grade 6), compulsory education level (Grade 9), and basic education level (Grade 12) oranyothercasesofschool-leaving. 1.2 Certificateshowsthelearners’qualifications,certifyingtheirachievements and rights. Educational institutions are responsible for issuing certificates to graduates of compulsory education and basic education as prescribed in the Basic Education CoreCurriculum. 1.3 Report on graduates shows authorisation of graduation by recording thenamesandrelevantdataofgraduatesatprimaryeducationlevel(Grade6),compulsoryeducationlevel(Grade9),andbasiceducationlevel(Grade12). 2. Documents showing evidence of education prescribed by educational institutions Educational institutions are required to prepare documents in order to keeprecord of learners’ development, learning outcomes and essential data. These documentsincludeastudent’spersonalrecord,graderecordforeachcourse,cumulativerecord,learningoutcomecertificateandotherdocumentsrequiredforspecificpurposes.
    • Basic Education Core Curriculum8 B.E. 2551 (A.D. 2008) TransferofLearningOutcomes Educational institutions can transfer learners’ learning outcomes in various cases,e.g.,movingtoanothereducationalinstitution,changingeduationtype,transferringcourses,droppingoutandrequestingforcontinuingin-countryeducation.Besides,knowledge,skillsandexperiencesattainedformotherlearningsourcescanalsobetransferrede.g.enterprise,religiousinstitution,occupationaltraininginstitution,homeschooletc. Transfer of learning outcomes should be made before the beginning of the firstsemester or during the first semester at educational institutions that admit the transferredlearners. The latter are required to study at the educational institutions for at least onesemester.Theseeducationalinstitutionsshoulddecideonthecourses/numberofcreditstobetransferred. Forthepurposeoftransferring,thefollowingshouldbetakenintoconsideration: 1. Certificates and other documents providing information on the learners’knowledgeandcapacity; 2. Learners’knowledgeandcapacitytestedthroughvariousmethodsforassessmentofbothknowledgeandcapacityforpracticalwork;and 3. Competenceandperformanceinrealsituations. Transfer of learning outcomes must follow the Ministry of Education’sproclamations or guidelines. The transfer of learning outcomes at basic education level mustfollowtheguidelinesontransferoflearningoutcomesatbasiceducationlevel.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  CurriculumImplementationandManagement An education system that promotes decentralisation of authority to local areas andlocaleducationalinstitutionssoastoparticipateincurriculumdevelopment,therelevantagenciesatdifferenteducationallevels,i.e.,national,localandeducationalinstitutionlevels, play important roles, and have duties and responsibilities to develop, provide support andencourageefficientcurriculumimplementation.Thesemeasureswillensurethehighestefficiency in preparation of the education institutions’ curriculums as well as educationalprovisionbytheseeducationalinstitutions,resultinginenhancinglearners’qualitysoastoattainthelearningstandardsprescribedatthenationallevel. Atthelocallevel,officesoftheeducationalserviceareasandotherparentagenciesplay important roles in improving quality of educational provision. They provide theconnection between the Basic Education Core Curriculum prescribed at the national level and the local situations and needs, leading to preparation of the educational institutions’curriculums,theimplementationofwhichwillbestrengthenedtoensuresuccess.Theirmaintasksare:settingthegoalsandareasoftodeveloplearners’qualityatthelocallevel,andmeet the national requirements; developing local learning contents; evaluating quality ofeducation provided at the local level; increasing the quality of curriculum implementationthrough research and development, personnel development, support provision, promotion,evaluationmonitoring,andanalysisandreportsonlearners’quality. Educationalinstitutionsplayimportantrolesindevelopingtheirowncurriculums,planningcurriculumimplementation,increasingqualityofcurriculumimplementationthroughresearch, improving the curriculum, and preparing regulations for measurement andevaluation. In preparing their own curriculums, educational institutions must attach primeimportancetoattuningtotheBasicEducationCoreCurriculumandotherdetailsprovidedbyeducationalserviceareasorotherparentagenciesatthelocallevel.Respectiveeducationalinstitutionscanalsoaddvariousaspectsofproblemsandconcernsofthecommunityandthesociety,localwisdom,andlearners’needs,withparticipationandcontributionofallsectorsinthepreparationoftheircurriculums.
    • Basic Education Core Curriculum0 B.E. 2551 (A.D. 2008)LearningStandardsandIndicators
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 ThaiLanguageWhy it is necessary to learn Thai language Representing our national identity, Thai language is a cultural treasure leading to attainment of national unity and strengthening of Thai nationalism in the Thai people’scharacter. It serves as a communication tool for creating mutual understanding and happyrelationshipsamongthepeople,whoareabletopursuetheirlivelihoods,aswellasenjoypeaceful coexistence in a democratic society. Thai language provides a tool for seekingknowledgeandexperiencesfromvarioussourcesofdataandinformationinordertoacquireknowledgeandengageinprocessesofanalytical,criticalandcreativethinking,soastobeattunedtosocialchangeandscientificandtechnologicalprogress.Italsoservesasatoolforoccupationaldevelopmentforachievingeconomicsecurity.Furthermore,itisourancestors’wisdomregardingculture,traditionandaesthetics.Thailanguageisatreasureofthehighestvalue.ThaipeopleshouldconserveandtransmittosucceedinggenerationsasapermanentfeatureoftheThaination. What is learned in Thai language Thai language skill requires training for communication, effective learning andapplicationindailylife. l Reading:pronouncingwords;reading,sentences,literatureanddifferentkindsofcompositions; reading to oneself for comprehension and for acquiring thinking skills inanalysingandsynthesisingknowledgefromthereadersinordertoapplyindailylife l Writing: writing words in accord with rules of Thai orthography; writingvarious kinds of communications, compositions, synopses and reports based on study andresearch,aswellasimaginative,analytical,critical,andcreativewriting l Listening, Viewing and Speaking: critical listening and viewing; speaking toexpressopinions,feelings;speakingonvariousmattersinlogicalsequence;speakingonvariousoccasions,bothformalandinformal;andpersuasivespeaking l Principles of Usage of Thai Language: studying nature and rules of Thailanguage; accurate linguistic usage appropriate to different occasions and persons; writingvariouskindsofworks;andtheinfluenceofforeignlanguagesonThailanguage
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) l Literature and Literary Works: analyse literature and literary works for studying data, concepts and values of literary writings as well as for pleasure; learning andcomprehensionofchants,children’srhymesandfolksongsrepresentingvaluableThaiwisdom-thesehavecontributedtocustomsandtraditions,socialmattersofthepastaswellaslinguisticbeauty,leadingtoappreciationandprideinourancestors’legaciesaccumulatedovertheyearsandpassedontothepresent Learners’QualityGrade 3 graduates l able to pronounce words accurately and fluently; read aloud alliterations, Betexts, short stories and simple verses; understand meanings of the words and texts read; pose logical questions; make a sequence of situations; surmise situations; summariseknowledgeandinsightsfromwhathasbeenread;followinstructionsandexplanationsfromtheirreadings;understandmeaningsanddatafromdiagrams,mapsandcharts;readregularly,andhavegoodreadingmanners l Write skilfully in regular script by using full space between the lines; writedescriptions,diaries,letterstoteachersrequestingleavesofabsence;writestoriesabouttheirexperiences;writestoriesfromimagination,andhavegoodwritingmanners l Describe details and present the essentials; pose questions, answer questions aswellasverballyexpressthoughtsandfeelingsaboutwhattheyhaveheardandviewed; speakinordertocommunicate;describeexperiences,andverballyprovideadviceorpersuadeotherstocomply,andhavegoodlistening,viewingandspeakingmanners l Spellwordsandunderstandtheirmeanings;recognisedifferencesbetweenwordsand syllables; understand functions of words in sentences; skilful in using dictionaries tolookupmeaningsofwords;constructsimplesentences;composealliterations,mottoes,andchoosestandardThailanguageanddialectsappropriatelytotheoccasion l Understandandsummariseinsightsfromreadingofliteratureandliteraryworksforapplicationindailylife;expressviewsfromtheliteratureandliteraryworksread;knowfolk songs, lullabies representing local culture; sing popular rhymes for local children;memoriserecitationsandvaluableversesinlinewiththeirinterests
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Grade 6 graduates l Read aloud accurately poetry and literature in prose and in verse presented instylisedmelody;explainexplicitandimplicitmeaningsofwords,sentences,texts,idioms;ornate phrases from their readings; understand suggestions and explanations in variousmanuals;distinguishbetweenopinionsandfacts;getthemainideaofwhattheyreadthenapplyitforsolvingproblemsinlife;havegoodreadingmannersandhaveacquiredareadinghabit,aswellasappreciatethereaders l Writeskilfullyinregularscriptbyusingfullandhalfspacesbetweenthelines;writethespellingsofwords;writesentencesandwriteparagraphsusingappropriatewords; useoutlinesandmind-mapstorefinewritings;writecompositions,synopses,personalletters;fill in various forms; write to express feelings and perceptions; write creatively fromimagination;andhavegoodwritingmanners l Verballyexpressknowledge,andthoughts,summariseordrawconclusionsfromwhat they have heard and viewed; pose questions, answer questions; logically evaluatereliabilityfromlisteningtoandviewingadvertisements;clearlypresentpropersequencesofvariousmatters;verballyreportonsubjectsorissuesofstudyandresearchfromlistening,viewing, conversation; speak persuasively and logically, as well as have good listening,viewingandspeakingmanners l Spellandunderstandmeaningsofwords,idioms,popularsayingsandproverbs;knowandunderstandkindsandfunctionsofwordsfromdialectsorforeignwordsinThai language;useroyalandpolitewordsappropriately;writesentences;composevarioustypesofThaiverses,e.g.,Four-StanzaVerse,Yani11Verseetc. l Understandandappreciatevalueoftheliteratureandliteraryworksread;narratefolk tales; sing local folk songs; apply the main thoughts from the readings to real life,andmemoriseprescribedrecitations
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)Grade 9 graduates l Readpoetryandliteratureinstylisedmelody;understandexplicitandimplicitmeanings; get the essentials and details of what has been read; express opinions anddisagreementsabouttheirreadings,andwriteconceptualframeworks,mind-maps,synopses;write reports on their readings; logically present analyses and syntheses; present propersequenceandprobabilityoftheirreadings;assessaccuracyofthesupportingdatafromtheirreadings l Write to communicate in simple clear handwriting; use words appropriate tolanguagelevels;inwritingslogans,dictums,congratulatorymessagesonvariousoccasions,advertisements, mottoes, speeches, biographies, autobiographies and experiential accounts,synopses, business letters, and employment application forms; write to logically analyse,criticise and express feelings or disagreements; write reports on study and research; writeprojects l Verbally present opinions; analyse criticise and evaluate the issues identifiedfrom listening and viewing; apply what they have heard and viewed in daily life; presentverbal reports on issues identified from systematic study and research; master the art ofspeaking; speak on various occasions, and be able to speak persuasively, logically andconvincingly;havegoodlistening,viewingandspeakingmanners l Understandanduseroyalwords,PaliandSanskritwords,wordsfromdialects,foreignwords,transliterationsandtermscoinedinThailanguage;analysedifferencesbetweenspoken and written language; understand structures of compound and complex sentences;understand characteristics of formal, semi-formal and informal language; compose varioustypesofThaiverses,e.g.,Four-StanzaVerse,Yani11Verse,etc. l Summarise the literature and literary works read; analyse main characters, Thaiwayoflifeandvaluesobtainedfromliterature,literaryworksandrecitations,aswellassummarisetheknowledgeandputitintopractice
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5Grade 12 graduates l Read poetry and literature in stylised melody; understand, interpret, conveymeaningandelaborateonwhathasbeenread;analyseandcriticisetheirreadings;logicallyexpressdisagreementsandpresentnewideasfromthereadings;writeconceptualframeworks,mind-maps,notes,synopsesandreportsfromtheirreadings;synthesise,evaluateandapplyknowledge and thoughts from their readings for self-development, educational andoccupationaldevelopment;applyknowledgeandthoughtstolife;havegoodreadingmanners,andhaveacquiredareadinghabit l Useaccuratelanguageinwriting;writesynopses;writecompositionsreflectingcreativethinkingbyusingidiomsandornatephrases;writenotes;writereportsonstudyandresearch based on principles of academic writing; use data and information to makereferences; produce their own works in various forms, both documentaries and forentertainmentpurposes,aswellasevaluateotherpeople’sworkstorefinetheirownwritings l Pose questions and express opinions about what is heard and viewed; havejudgementinselectingmaterialstobeheardandviewed;analyseobjectives,lineofthinking,use of language, and reliability of what is heard and viewed; evaluate what is heard andviewed; speak skilfully on various occasions, both formal and informal, by using accuratelanguage; logically express opinions, disagreements, persuasive arguments and present newconcepts,aswellashavegoodlistening,viewingandspeakingmanners l Understand the nature, the influence and the characteristics of Thai language;useappropriatewords,groupsofwordstomakesentences;composevarioustypesofThaiverses;uselanguagesuitabletotheoccasionandaccuratelyuseroyalandpolitevocabularies;analyseprinciplesofcoiningwordsinThailanguage;understandinfluencesofdialectsandforeign languages on Thai language and understand dialects; analyse and evaluate use oflanguagefromprintandelectronicmedia l Analyse and criticise literature and literary works, based on basic principles ofliterarycriticism;knowandunderstandoutstandingcharacteristicsofliterature,linguisticwisdom and folk literary works; link with historical learning and Thai way of life; assessliteraryvalue;andapplyittoreallife
    • Basic Education Core Curriculum  B.E. 2551 (A.D. 2008) Strand 1: Reading StandardTH1.1: Application of reading process to build knowledge and thoughts for decision- makingandproblem-solvingtolife,andencouragingacquisitionofreadinghabit Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Readaloud 1.Accurately 1.Accurately 1.Accurately 1.Accurately 1.Accurately words, readaloud andfluently readaloud readaloud readaloud alliterations words, readaloud proseand proseand proseand andshort alliterations, words, verse. verse. verse. paragraphs. paragraphs paragraphs 2.Explain 2.Explain 2.Explain 2.Tell andsimple shortstories meanings meanings meanings meanings verses. andsimple ofwords, ofwords, ofwords, ofwords 2.Explain verses. sentences sentences sentences and meanings 2.Explain andidioms and and paragraphs ofwords meanings fromwhat narrative idiomatic read. and ofwords hasbeen and expression. 3.Answer paragraphs and read. descriptive 3.Readshort questions read. paragraphs 3.Readshort paragraphs. stories aboutwhat 3.Poseand read. storiesin 3.Inferthe settingtime hasbeen answer 3.Pose prescribed meaningof limitsand read. questions questions timeand whathas askquestions 4.Summarise aboutwhat andgive answerthe beenread. aboutwhat whathas hasbeen logical questions. 4.Differentiate hasbeen beenread. read. answers 4.Differentiate between read. 5.Surmiseon 4.Identifythe aboutwhat between factsand 4.Differentiate situations mainideas hasbeen factsand opinions. between read. anddetails read. opinions. 5.Analyse factsand 6.Regularly fromwhat 4.Presenta 5.Surmise andexpress opinions. readbooks hasbeen sequenceof situations opinions 5.Apply withtheir read. situations fromwhat onwhathas knowledge interestsand 5.Express andsurmise hasbeen beenread andthoughts presentwhat opinionsand situations read andapplyit fromwhat hasbeen surmise read providing tolife. hasbeen read. situations providing reasonsfor readfor read. reasonsfor justification. decision- justification. makingto solve
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Accuratelyread 1.Accuratelyread 1.Accuratelyread 1.Accuratelyandpleasantly aloudproseand aloudproseand aloudproseand readaloudproseandverse. verse. verse. verse. 2.Interpret,conveymeaning 2.Capturethemain 2.Capturethemain 2.Differentiatewords andelaborateonwhathas ideasofwhathas ideas,summarise withexplicitand beenread. beenread. andexplaindetails. implicitmeanings. 3.Logicallyanalyseand 3.Specifycauses 3.Writemind-maps 3.Specifythemain criticiseallaspectsofwhat andeffectsand toshow ideasanddetails hasbeenread. differentiatebetween understandingof ofsupportingdata. 4.Surmise,evaluateand factsandopinions thevariouslessons 4.Readvarious applywhathasbeen fromwhathasbeen read. storiesandwrite readtolife. read. 4.Discusstoexpress conceptual 5.Analyse,criticiseand 4.Identifyandexplain opinionsand frameworks, expressdisagreementson analogiesandwords disagreements. mind-maps, whathasbeenreadand withseveral 5.Analyseand notes,synopses presentnewconcepts meaningsinvarious distinguishbetween andreports. logically. contexts. facts,supporting 5.Analyse,criticise 6.Answerthequestionsabout 5.Interpretdifficult dataandopinions andevaluatewhat whathasbeenreadwithin termsinacademic inarticlesread. hasbeenreadby timelimit. documentsfrom 6.Specifyremarks, usingcomparative 7.Readvariousreaders thecontext. propaganda, techniquesforbetter andwriteconceptual 6.Specifyremarks persuasionor understanding. frameworks,mind-maps, andvalidityof validityofwritings. 6.Evaluateaccuracy notes,synopsesandreports. persuasivewritings. 7.Readvariousbooks, ofsupportingdata. 8.Synthesiseknowledgefrom 7.Followinstructions articlesorwritings, 7.Criticisevalidity, readingnewspapers, inmanualson andassessvalueof sequencingand electronicmediaand applicationoftools conceptsobtained probabilityofwhat variouslearningsources orappliancesat fromwhathasbeen hasbeenread. forself-development, moredifficultlevel. readandapplyitto 8.Analysetoexpress educationaland life. disagreementswith. occupationaldevelopment. 9.Havegoodreading manners.
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 1: Reading StandardTH1.1: Application of reading process to build knowledge and thoughts for decision- makingandproblem-solvingtolife,andencouragingacquisitionofreadinghabit Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 7.Tell 6.Regularly 5.Summarise 6.Summarise 6.Read problems meaningsof readbooks knowledge knowledge explanatory inlife. important withinterests fromwhat fromwhat paragraphs, 6.Read signsor andpresent hasbeen hasbeen instructions explanatory symbols their readand readand and paragraphs, frequently readings. applyitto applyitto suggestions instructions seenindaily 7.Read dailylife. dailylife. andthen and life. explanatory 6.Regularly 7.Regularly follow. suggestions 8.Havegood paragraphs readbooks readvaluable 7.Regularly andthen reading andfollow withinterests bookswith readvaluable follow. manners. instructions andpresent interests bookswith 7.Explain or their andexpress interests meaningsof suggestions. readings. opinions. andexpress datafrom 8.Havegood 7.Read 8.Havegood opinions. diagrams, reading explanatory reading 8.Havegood maps,charts manners. paragraphs manners. reading andgraphs. andfollow manners. 8.Regularly instructions readvaluable or bookswith suggestions. interests 8.Explain andexplain meaningsof benefits datafrom obtained diagrams, fromwhat mapsand hasbeen charts. read. 9.Havegood 9.Havegood reading reading manners. manners.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 8.Analysevalues 8.Havegoodreading 9.Interpretandassess obtainedfrom manners. valueofconcepts variousreadersand obtainedfromwhat applythemtolife. hasbeenreadand 9.Havegoodreading applyittolife. manners. 10.Havegoodreading manners.
    • Basic Education Core Curriculum 50 B.E. 2551 (A.D. 2008) Strand 2: Writing StandardTH2.1: Effective application of writing process for communications, compositions, synopses,storiesinvariousforms,dataandinformationreports,studyreportsand researchreports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Writein 1.Writein 1.Writein 1.Writein 1.Writein 1.Writein regularscript regularscript regularscript regularscript regularscript regularscript using using using using using using fullspace fullspace fullspace fullandhalf fullandhalf fullandhalf between between between spaces spaces spaces thelines. thelines. thelines. between between between 2.Writeto 2.Writeshort 2.Writeto thelines. thelines. thelines. communicate paragraphs describe 2.Writeto 2.Writeto 2.Writeto usingsimple abouttheir things communicate communicate communicate wordsand experiences. clearly. using using using sentences. 3.Writeshort 3.Write accurate, accurate, accurate, 3.Havegood paragraphs diaries. clearand clearand clearand writing from 4.Writeletters appropriate appropriate appropriate manners. imagination. toteachers words. words. words. 4.Havegood requesting 3.Writethe 3.Writethe 3.Writethe writing leavesof outlinesand outlinesand outlinesand manners. absence. mind-maps mind-maps mind-maps 5.Write forrefining forrefining forrefining paragraphs their their their from writings. writings. writings. imagination. 4.Write 4.Write 4.Write 6.Havegood synopses synopses compositions. writing fromshort fromwhat 5.Write manners. stories. hasbeen synopses 5.Writeletters read. fromwhat tofriends 5.Writeletters hasbeen andparents. toparents read. andrelatives. 6.Write personal letters.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 51 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Writeinregular 1.Writeinregular 1.Writeinregular 1.Writetocommunicatein scriptusinghalf scriptusinghalf scriptusinghalf variousformsusing spacebetweenthe spacebetweenthe spacebetweenthe accuratelanguage,clear lines. lines. lines. dataandmainideas. 2.Writetocommunicate 2.Writenarrativeand 2.Accuratelywrite 2.Writecompositions. usingaccurate, descriptive paragraphsusing 3.Writesynopses. clear,appropriate paragraphs. wordsappropriate 4.Producetheirownwritings andrefinedwords. 3.Writecompositions. tolanguagelevels. invariousforms. 3.Describetheir 4.Writesynopses. 3.Writebiographies 5.Evaluatepeople’swork experiencesin 5.Writereportson orautobiographies, torefinetheirownwritings. writingby studyandresearch. events,opinionsand 6.Writereportsonstudy specifyingthe 6.Writebusiness viewsonvarious andresearch,mattersof essentialsand letters. matters. interest,basedonprinciples providingsupporting 7.Logicallyanalyse, 4.Writesynopses. ofacademicwriting, data. criticiseandexpress 5.Writebusiness dataandinformation. 4.Writecompositions. knowledge,opinions letters. 7.Regularlypreparenotes 5.Writesynopses. ordisagreements 6.Writetoexplain, onstudyandresearchfor 6.Writetheiropinions onwhathasbeen clarify,express self-development. aboutwhatison read. opinionsand 8.Havegoodwriting mediareceived. 8.Havegoodwriting disagreements. manners. 7.Writepersonal manners. 7.Writetoanalyse, lettersandbusiness criticiseandexpress letters. knowledge,opinions 8.Writereportson ordisagreementson study,researchand variousmatters. projects. 8.Fillinemployment 9.Havegoodwriting applicationforms manners. andwriteto describetheir knowledgeand skillsmeetingthe jobrequirement.
    • Basic Education Core Curriculum 52 B.E. 2551 (A.D. 2008) Strand 2: Writing StandardTH2.1: Effective application of writing process for communications, compositions, synopses,storiesinvariousforms,dataandinformationreports,studyreportsand researchreports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 6.Writenotes 6.Writeabout 7.Fillin andreports theirfeelings various fromstudy andopinions forms. andresearch. with 8.Write 7.Write intentions. paragraphs paragraphs 7.Fillin from from various imagination imagination. forms. and 8.Havegood 8.Write creativity. writing paragraphs 9.Havegood manners. from writing imagination. manners. 9.Havegood writing manners.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 9.Writereportson studyandresearch andprojects. 10.Havegoodwriting manners.
    • Basic Education Core Curriculum 5 B.E. 2551 (A.D. 2008) Strand 3: Listening, Viewing and Speaking StandardTH3.1: Competency in selective and critical listening and viewing, and in critical and creativeexpressionofknowledge,thoughtsandfeelingsonvariousoccasions Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Follow 1.Follow 1.Givedetails 1.Distinguish 1.Verbally 1.Verbally thesimple complicated ofwhatthey between present express suggestions suggestions listentoand factsand knowledge, knowledge and and view,both opinions opinions,and and intructions. instructions. foracquiring fromwhat feelings understanding 2.Answer 2.Verbally knowledge theylistento aboutwhat ofobjectives questions presentabout andfor andview. theylistento ofwhatthey andverbally whatthey entertainment. 2.Verbally andview. listentoand presentabout listentoand 2.Givethe presentthe 2.Pose view. whatthey view,both mainideas mainideas questions 2.Pose listentoand foracquiring fromwhat fromwhat andlogically questions view,both knowledge theylistento theylistento answer andlogically foracquiring andfor andview. andview. questions answer knowledge entertainment. 3.Pose 3.Verbally aboutwhat questions andfor 3.Statethe questions present theylistento fromwhat entertainment. mainideas andanswer knowledge, andview. theylistento 3.Verbally ofwhatthey questions opinionsand 3.Logically andview. express listentoand aboutwhat feelings analyse 3.Analyse opinionsand view. theylistento aboutwhat reliability reliability feelingsfrom 4.Pose andview. theylistento ofwhatthey fromlogical whatthey questions 4.Verbally andview. listentoand listeningand listenand andanswer present view. viewingthe view. questions opinionsand advertising 4.Ableto aboutwhat feelings media. communicate. theylistento aboutwhat 5.Havegood andview. theylistento listening, andview. viewingand speaking manners.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 55 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Verballypresent 1.Verballypresent 1.Expressopinions 1.Summariseconceptsand themainideasof themainideasof andevaluatematters expressopinionsfromwhat whattheylistento whattheylistento fromlisteningand theylistentoandview. andview. andview. viewing. 2.Logicallyanalyseconcepts, 2.Summarywhatthey 2.Analysefacts, 2.Analyseand useoflanguageand listentoandview. opinionsand criticisewhatthey reliabilityofwhatthey 3.Expresscreative reliabilityof listentoandview listentoandview. opinionsaboutwhat informationfrom andapplyittolife. 3.Evaluatewhattheylistento theylistentoand variousmedia. 3.Verballyreporton andviewandapply view. 3.Logicallyanalyse subjectsorissuesof ittolife. 4.Evaluatereliability andcriticisewhat studyandresearch 4.Abletoselectwhatto ofmediawith theylistentoand fromlistening, listenandview. persuasivecontents. viewandapply viewingand 5.Makeaspeechonvarious 5.Verballyreporton ittolife. conversation. occasions,expressviews, subjectsorissuesof 4.Makeaspeech 4.Makeaspeech disagreementsand studyandresearch onvarious onvarious persuasivearguments, fromlistening, occasions. occasions. usingaccurateand viewingand 5.Verballyreporton 5.Speakpersuasively appropriatelanguage. conversation. subjectsorissuesof usinglogicaland 6.Havegoodlistening, 6.Havegoodlistening, studyandresearch convincingevidence viewingandspeaking viewingand fromlistening, inpropersequence. manners. speakingmanners. viewingand 6.Havegood conversation. listening,viewing 6.Havegoodlistening, andspeaking viewingand manners. speakingmanners.
    • Basic Education Core Curriculum 5 B.E. 2551 (A.D. 2008) Strand 3: Listening, Viewing and Speaking StandardTH3.1: Competency in selective and critical listening and viewing, and in critical and creativeexpressionofknowledge,thoughtsandfeelingsonvariousoccasions Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Verbally 5.Speak 4.Pose 4.Verbally 4.Verbally present clearlyto questions reporton reporton opinionsand communicate. andlogically subjectsor subjectsor feelings 6.Havegood answer issuesof issuesof aboutwhat listening, questions studyand studyand theylistento viewingand fromwhat research research andview. speaking theylistento from from 6.Speak manners. andview. listening, listening, clearlyto 5.Verbally viewingand viewingand communicate. reporton conversation. conversation. 7.Havegood subjectsor 5.Havegood 5.Speak listening, issuesof listening, persuasively, viewingand studyand viewingand logicallyand speaking research speaking convincingly. manners. from manners. 6.Havegood listening, listening, viewingand viewingand conversation. speaking 6.Havegood manners. listening, viewingand speaking manners.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum 58 B.E. 2551 (A.D. 2008) Strand 4: Principles of Thai Language Usage StandardTH4.1: UnderstandingofthenatureandtheprinciplesofThailanguage,linguisticchanges and power, linguistic wisdom and preservation of Thai language as national treasure Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Sayand 1.Sayand 1.Writethe 1.Spellwords 1.Identify 1.Analyse write write spellingsand andtelltheir typesand typesand consonants, consonants, tellthe meaningsin functionsof functions vowels, vowels, meanings various wordsin ofwordsin intonations intonations ofwords. context. sentences. sentences. andThai andThai 2.Specify 2.Specify 2.Distinguish 2.Usewords numerals. numerals. typesand typesand the appropriately 2.Writethe 2.Writethe functionsof functions components tothe spellingsand spellings wordsin ofwordsin ofsentences. occasions tellthe andtellthe sentences. sentences. 3.Compare andthe meanings meanings 3.Use 3.Use standard audience. ofwords. ofwords. dictionaries dictionaries Thai 3.Collectand 3.Arrange 3.Arrange tolookup tolookup language tellthe wordsinto wordsinto themeanings themeanings withdialects. meaningsof simple sentences ofwords. ofwords. 4.Useroyal loanwords. sentences. with 4.Writesimple 4.Write vocabulary. 4.Identifythe 4.Make communication sentences. sentencesin 5.Identify characteristics sequences objectives. 5.Coin accordwith loanwords ofsentences. ofsimple 4.Tellthe alliterations linguistic used. 5.Writeverses. alliterations. characteristics andmottoes. rules. 6.Writeverses. 6.Analyseand of 6.Usestandard 5.Writeverses 7.Useidioms compare alliterations. Thai andmottoes. properly. sayingsand 5.Usestandard language 6.Tellthe proverbsas Thai anddialects meanings idioms. language appropriately ofidioms. anddialects tothe 7.Compare appropriately occasions. standard tothe Thai occasions. language withdialects.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Tellthe 1.Coinwordsin 1.Distinguishanduse 1.Tellthenature,thepower characteristicsof Thailanguage. loanwords. andcharacteristicsof soundsinThai 2.Analysethe 2.Analysethe language. language. structuresofsimple, structuresof 2.Usewordsandgroups 2.Coinwordsin compound complexsentences. ofwordstomake Thailanguage. andcomplex 3.Analysethe sentences. 3.Analysetypesand sentences. linguisticlevels. 3.Uselanguageappropriately functionsofwords 3.Writeverses. 4.Usetransliterations totheoccasionand insentences. 4.Useroyal andtranslated audience,aswellasuse 4.Analysedifferences vocabulary. terms. appropriateroyal betweenspokenand 5.Collectandexplain 5.Tellthemeanings vocabulary. writtenlanguage. themeaningsof ofacademicand 4.Writeverses. 5.Writeverses. loadwords. technicalterms. 5.Analysetheinfluencesof 6.Distinguishand 6.Writeverses. foreignlanguagesand usesayings dialects. andproverbsas 6.Tellandanalysethe idioms. principlesofcoining wordsinThailanguage. 7.Analyseandevaluatethe useoflanguagefromprint andelectronicmedia.
    • Basic Education Core Curriculum 0 B.E. 2551 (A.D. 2008) Strand 5: Literature and Literary Works StandardTH5.1: Understanding and expressing opinions; criticism of Thai literature and literary worksthroughappreciativeapproach;andapplicationtoreallife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Specifythe 1.Specifythe 1.Specifythe 1.Summarise 1.Express ideasfrom ideasfrom ideasfrom ideasfrom theliterature opinions readingor readingor reading folktalesor orliterary aboutthe listeningto listeningto literary moraltales. worksread. literatureor literary literary worksand 2.Applythe 2.Specify literary worksfor worksfor applythem ideasfrom knowledge worksread. childrenin childrenand todailylife. readingto andtheideas 2.Tellfolk proseand applythem 2.Appreciate reallife. fromreading talesoftheir inverse. todailylife. folksongs 3.Singfolk literature localareas 2.Memorise 2.Singlocal andlullabies. songs. andliterary andthoseof the children 3.Express 4.Memorise worksand otherareas. recitations rhymes. opinions the applythem 3.Tellthe prescribed 3.Memorise aboutthe recitations toreallife. valueof andthe the literature prescribed 3.Tellthe literature verses recitations read. andthe valueof andliterary withtheir prescribed 4.Memorise verseswith literature worksread, interests. andthe the their andliterary andapply verseswith recitations interests. works. themtoreal their prescribed 4.Memorise life. interests. andthe the 4.Memorise verseswith recitations the their prescribed recitations interests. andthe prescribed verseswith andthe their verseswith interests. their interests.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Summarisethe 1.Summarisethe 1.Summarisethe 1.Analyseandcriticise contentofthe contentof contentofthe literatureandliterary literatureand theliteratureand literature,literary works,basedonbasic literaryworksread. literaryworksread worksandlocal principlesofliterary 2.Analysethe atmoredifficult literaryworksat criticism. literatureand level. evenmoredifficult 2.Analysetheoutstanding literaryworksread, 2.Analyseand level. characteristicsofliterature; andgivereasonsfor criticiseliterature, 2.AnalyseThaiway linkwithhistoricallearning justification. literaryworksand oflifeandvalues andsocialwayoflife 3.Tellthevalueof localliteraryworks fromtheliterature inthepast. literatureand readandgive andliteraryworks 3.Analyseandevaluatethe literaryworksread. reasonsfor read. literaryvalueofliterature 4.Summarise justification. 3.Summarise andliteraryworksas knowledgeandthe 3.Tellthevalueof knowledgeand nationalculturallegacies. ideasfromreading literatureand theideasfrom 4.Synthesisetheideasfrom andapplythemto literaryworksread. readingandapply literatureandliteraryworks reallife. 4.Summarise themtoreallife. andapplythemtoreallife. 5.Memorisethe knowledgeandthe 4.Memoriseand 5.Collectfolkliteraryworks recitations ideasfromreading tellthevalue andlinguisticwisdom. prescribedand andapplythemto oftherecitations 6.Memoriseandtellthevalue theverseswiththeir reallife. prescribed,andthe oftherecitationsprescribed interests. 5.Memorisethe verseswiththeir andoftheverseswiththeir recitations interestsanduse interestsandusethemas prescribedandthe themasreferences. references. verseswiththeir interests.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Mathematics Why it is necessary to learn mathematics Mathematics is highly important to develop human mind. It enables a person tothinklogicallyandsystematically,toanalysevariousproblemsorsituations,toanticipate, to plan, to make decisions, to solve problems and to apply mathematics to daily life.Mathematics serves as a tool for learning science, technology and other disciplines. It isthereforeusefultolife,enhancingqualityoflifeandenablingpeopletoliveinharmony.What is learned in mathematics Thelearningareaofmathematicsisaimedatenablingalllearnerstocontinuouslylearnmathematicsinaccordwiththeirpotentiality.Theareasprescribedforalllearnersareasfollow: l Numbers and Operations:thenumericalconceptsandsenseofperception;realnumbersystem;thepropertiesofrealnumbers;theoperationofnumbers;ratio;percentage;problem-solvinginvolvingnumbers;andtheapplicationofnumbersforreallife l Measurement:length;distance;weight;area;volumeandcapacity;moneyandtime; measuring units; estimation for measurement; trigonometric ratio; problem-solvingregardingmeasurement;andapplicationofmeasurementforvarioussituations l Geometry: the geometric figures and the properties of one-dimensionalgeometric figures; visualisation of geometric models; geometric theories; and geometrictransformationthroughtranslation,reflectionandrotation l Algebra: pattern; relationship; function; sets and their operations; reasoning;expression; equation; equation system; inequality; graph; arithmetic order; geometric order;arithmeticseries;andgeometricseries
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  l Analysis and Probability: determining an issue; writing questions; Data determining methods of study; data collection; systematisation and presentation; centraltendencyanddatadistribution;dataanalysisandinterpretation;opinionpolling;probability;applicationofstatisticalknowledgeandprobability;applicationofprobabilityforexplainingvarioussituationsaswellasforfacilitatingdecision-makingforreallife l Mathematical Skills and Processes: problem-solving through diverse methods;reasoning;communication;presentationofmathematicalconcepts;linkingmathematicswithotherdisciplines;andattainingabilityforcreativethinking Learners’Quality Grade 3 graduates l numerical knowledge, understanding and sense of cardinal numbers not Havemore than 100,000, and zero as well as operation of numbers; solve problems involvingaddition,subtraction,multiplicationanddivision;andbeawareofvalidityoftheanswers l Have knowledge and understanding of length, distance, weight, volume,capacity, time and money; measure correctly and appropriately; and apply knowledge ofmeasurementforsolvingproblems l Have knowledge and understanding of triangle, quadrilateral, circle, ellipse,cuboid,sphereandcylinderaswellaspoint,linesegmentandangle l Haveknowledgeandunderstandingofpatternandexplainrelationship l Collect and analyse relevant data and information about themselves and theirsurroundings;usepictogramsandbarchartsfordiscussingvariousissues l Applydiversemethodsforproblem-solving;usemathematicalknowledge,skillsand processes appropriately for solving problems, suitably present reasoning for decision-makingandappropriatelypresenttheconclusion,usemathematicallanguageandsymbolsforcommunication, as well as accurate and appropriate presentation of mathematical concepts;linkvariousbodiesofmathematicalknowledge;linkmathematicswithotherdisciplines;andattainforcreativethinking
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)Grade 6 graduates l numerical knowledge, understanding, and sense of cardinal numbers Have andzero,fractions,decimalsofnotmorethanthreeplaces,percentages,operationofnumbersandpropertiesofnumbers;solveproblemsinvolvingaddition,subtractionmultiplicationanddivision of cardinal numbers, fractions, decimals of not more than three places andpercentages;beawareofvalidityoftheanswers;andfindestimatesofcardinalnumbersanddecimalsofnotmorethanthreeplaces l Have knowledge and understanding of length, distance, weight, area, volume,capacity, time, money, direction, diagrams and size of angles; measure correctly andappropriately;andapplyknowledgeofmeasurementforsolvingproblems l Haveknowledgeandunderstandingofcharacteristicsandpropertiesoftriangles,squares,circles,cuboids,cylinders,cones,prisms,pyramidsanglesandparallellines l Have knowledge and understanding of patterns and explain their relationshipsandsolveproblemsinvolvingpatterns;analysesituationsorproblemsandwritetheminthelinearequationswithanunknownandsolvethem. l Collect and present data and information and discuss various issues frompictograms,barcharts,comparativebarcharts,piecharts,linegraphsandtables;andapplyknowledgeofbasicprobabilityforprojectingvariouspossiblesituations l Apply diverse methods for problem-solving, using mathematical andtechnological knowledge, skills, and processes appropriately; suitably provide reasoning fordecision-making and appropriately present the conclusions; use mathematical language and symbols for communication as well as accurate and appropriate presentation of mathematical concepts; link various bodies of mathematical knowledge and linkmathematicalknowledgewithotherdisciplines;andattainabilityforcreativethinking
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5Grade 9 graduates l Understand concepts of numbers, ratio, proportion, percentage, real numbersexpressed in exponential notation with integer indices, square root and cube root of realnumbers; carry out operations involving integral numbers, fractions, decimals, exponents,squarerootsandcuberootsofrealnumbers;applynumericalknowledgetoreallife l Haveknowledgeandunderstandingofsurfaceareasofprismsandcylinders,andvolume of prisms, cylinders, pyramids, cones and spheres; appropriately choose units of the various systems of measuring length, area, and volume; and apply knowledge ofmeasurementtoreallife l Constructandexplainstagesofconstructingtwo-dimensionalgeometricfigureswith compass and straight edge; explain characteristics and properties of three-dimensionalgeometricfigures,i.e.,prisms,pyramids,cylinders,conesandspheres l Understand properties of congruence and similarities of triangles, parallels, Pythagoras’theoremsandconverse;applythesepropertiesforreasoningandproblem-solving;andunderstandgeometrictransformationthroughtranslation,reflectionandrotation l Visualise and explain characteristics of two-dimensional and three-dimensionalgeometricfigures l Analyse and explain relationships of patterns, situations or problems; and canuse single-variable linear equations, two-variable linear equation systems, single-variablelinearinequality,andgraphsinproblem-solving l Determineanissue,writequestionsaboutaproblemorasituation,determinemethods of study and collect and present data by utilising pie charts or any other formsofpresentation l Understand concepts of the measures of central tendency, arithmetic mean,median,andmodeofnon-frequencydistributiondata,andapplythemtostatisticaldataandinformation l Understandtheconceptsofrandomsamplingandprobability;applyknowledgeofprobabilityforprojectingandfordecision-making
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) l Apply diverse methods for problem-solving; avail mathematical andtechnological knowledge, skills and processes appropriately to solve problems; suitablyprovide reasoning for decision-making and appropriately present the conclusion; usemathematical language and symbols for communication; present mathematical conceptsaccurately and clearly; link various bodies of mathematical knowledge; link mathematicalknowledge, principles and processes with other disciplines; and attain ability for creativethinking Grade 12 graduates l concepts of the real number system, absolute values of real numbers Have and real numbers expressed in radicals and in exponential notation with rational indices; find estimates of real numbers expressed in radicals and exponents through appropriatecalculationmethods;andapplypropertiesofrealnumbers l Apply knowledge of trigonometric ratio for estimating distance and height, andsolvemeasurementproblems l Haveconceptofsetsandtheiroperation;andapplyknowledgeofVenn-Eulerdiagramsforproblem-solvingandcheckingvalidityofreasoning l Understandandapplyreasoningthroughinductionanddeduction l Haveconceptsofrelationandfunctionandapplyitforproblem-solving l Understand concepts of arithmetic sequence, geometric sequence and findgeneral terms; understand the concepts of the sums of the first n terms of arithmetic andgeometricseries,usingformulas l Knowandunderstandtheconceptofsolvingequationsandinequalitieswithonevariable(degreenotmorethantwo);andusegraphsofequations,inequalitiesorfunctionsforproblem-solving l Understand simple methodology for opinion polling; choose central tendencysuitabletodataandobjectives;findarithmeticmean,median,mode,standarddeviationandpercentile of data; analyse data and apply results of data analysis for facilitating decision-making
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  l Understand concepts of random sampling and probability; apply knowledge ofprobabilityforprojectionandfordecision-making l Apply diverse methods for problem-solving; avail of mathematical andtechnological knowledge, skills and processes for appropriately solving problems; suitablyprovide reasoning for decision-making and appropriately present the conclusions; usemathematical language and symbols for communication; present mathematical conceptsaccurately and clearly; link various bodies of mathematical knowledge, principles, andprocesseswithotherdisciplines;andattainabilityforcreativethinking
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 1: Numbers and Operations StandardMA1.1: Understanding of diverse methods of presenting numbers and their application forreallife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Writeand 1.Writeand 1.Writeand 1.Writeand 1.Writeand 1.Writeand readHindu- readHindu- readHindu- readHindu- read read Arabic Arabic Arabic Arabic fractions, decimals andThai andThai andThai andThai mixed withnot numerals numerals numerals numerals numbers morethan showing andwritten andwritten andwritten anddecimals 3places. quantity forms forms forms withnot 2.Compare ofobjects showing showing showing morethan andarrange orcardinal quantity quantity cardinal 2places. sequenceof numbersnot ofobjects ofobjects numbers,0, 2.Compareand fractions exceeding orcardinal orcardinal fractions, arrange anddecimals 100,and0. numbersnot numbersnot andone-place sequence withnot 2.Compare exceeding exceeding decimals. offractions morethan andarrange 1,000, 100,000, 2.Compare anddecimals 3places. sequence and0. and0. andarrange withnot 3.Write ofcardinal 2.Compare 2.Compare sequence morethan decimals numbersnot andarrange andarrange ofcardinal 2places. intheform exceeding sequence sequence numbers 3.Write offractions 100,and0. ofcardinal ofcardinal and0, fractions andwrite numbersnot numbersnot fractions, indecimal fractionin exceeding exceeding andone-place formand formof 1,000, 100,000, decimals. percentages; decimal. and0. and0. write percentages intheforms offractions anddecimals, andwrite decimalsin theformsof fractionsand percentages.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Specifyorgive 1.Writefractionsin - 1.Showrelationshipsof examplesand theformof variousnumbersin compareadded decimalsandwrite therealnumbersystem. integralnumbers, circulatingdecimals 2.Haveconceptsofabsolute subtractedintegral informoffractions. valuesofrealnumbers. numbers,0, 2.Distributeprescribed 3.Haveconceptsofreal fractionsand realnumbersand numbersexpressedin decimals. giveexamplesof exponentialnotation 2.Haveconcept rationaland withrationalindices,and ofrealnumbers irrationalnumbers. realnumbersexpressed expressedin 3.Explainandspecify inradicals. exponentialnotation squarerootsand withintegerindices cuberootsofreal andwritenumbers numbers. inscientific 4.Applyknowledge notation. ofratio,fraction andpercentage tosolveproblems.
    • Basic Education Core Curriculum 0 B.E. 2551 (A.D. 2008) Strand 1: Numbers and Operations StandardMA1.2: Understanding of the results of operations of numbers, the relationships of operations,andtheapplicationofoperationsforproblem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Add,subtract 1.Add,subtract 1.Add,subtract 1.Add,subtract 1.Add,subtract 1.Add,subtract andmix andmix andmix andmix andmix andmix additionand additionand additionand addition, additionand addition, subtraction subtraction subtraction subtraction, subtraction subtraction, ofcardinal ofcardinal ofcardinal multiplication offractions, multiplication numbersnot numbersnot numbersnot anddivision aswellas anddivision exceeding exceeding exceeding ofcardinal beawareof offractions, 100,and0, 1,000,and 100,000, numbers thevalidityof mixed aswellas 0,aswellas and0, and0, theanswers. numbers beawareof beawareof aswellas aswellas 2.Add,subtract anddecimals, thevalidityof thevalidityof beawareof beawareof andmix aswellas theanswers. theanswers. thevalidityof thevalidityof additionand beawareof 2.Analyseand 2.Analyseand theanswers. theanswers. subtraction thevalidityof findanswers findanswers 2.Analyseand 2.Analyseand ofdecimals theanswers. toproblems toproblems showmethod showmethod withanswers 2.Analyseand andmix- andmix- offinding offinding indecimals showmethod problems problems answersto answersto ofnotmore offinding ofcardinal ofcardinal problems problems than2 answersto numbersnot numbersnot andmix- andmix- places,as problems exceeding exceeding problems problems wellasbe andmix- 100,and0, 1,000,and ofcardinal ofcardinal awareofthe problems aswellasbe 0,aswellas numbersnot numbers validityof ofcardinal awareofthe beawareof exceeding and0, theanswers. numbers, validityof thevalidityof 100,000, aswellas 3.Analyseand fractions theanswers. theanswers. and0,as beawareof showmethod mixed wellasbe validityof offinding numbers, awareofthe theanswers, answersto decimalsand validityof andbeable problems percentages, theanswers. toconstruct andmix- aswellas problems. problems beawareof ofcardinal thevalidityof numbers, theanswers,
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Add,subtract, 1.Findsquareroot - 1.Understandconceptsand multiplyanddivide andcuberootof findresultsofaddition, integralnumbers integralnumbers subtraction,multiplication forthepurposeof byseparatingfactors anddivisionofreal problem-solving; forthepurposeof numbers;understand beawareofvalidity problem-solvingas realnumbersexpressed oftheanswers; wellasbeaware inexponentialnotation explaintheresults ofthevalidityof withrationalindices, obtainedfromthe theanswers. andrealnumbers addition,subtraction, 2.Explaintheresults expressedinradicals. multiplication,and offindingsquare division,andexplain rootandcube therelationship rootofintegral betweenaddition numbers,fractions andsubtraction, anddecimals, andbetween andexpressthe multiplicationand relationshipbetween divisionofintegral exponentsandroots numbers. ofrealnumbers. 2.Add,subtract, multiplyanddivide fractionsand decimalsfor thepurposeof problem-solving; beawareofthe validityofthe answers;explainthe resultsofthe addition,subtraction, multiplicationand division;andexplain
    • Basic Education Core Curriculum 2 B.E. 2551 (A.D. 2008) Strand 1: Numbers and Operations StandardMA1.2:Understanding of the results of operations of numbers, the relationships of operations,andtheapplicationofoperationsforproblem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - 3.Addand fractions, andconstruct subtract decimalsand problems fractions percentages, using withsame aswellasbe cardinal denominator. awareofthe numbers. validityof theanswers, andconstruct problems using cardinal numbers.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 relationships betweenaddition andsubtraction, andbetween multiplicationand divisionoffractions anddecimals. 3.Explaintheresults ofexpressionin exponentialnotation ofintegralnumbers, ratiosanddecimals. 4.Multiplyanddivide realnumbersinthe formofexponents withthesamebases andintegerindices.
    • Basic Education Core Curriculum  B.E. 2551 (A.D. 2008) Strand 1: Numbers and Operations StandardMA1.3:Useofestimationincalculationandproblem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - 1.Make 1.Make approximate approximate estimatesof estimatesof integersof various 10,100and integersof 1,000of cardinal cardinal numbers. numbers. 2.Make estimatesof decimalsof notmore than3 places.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Useestimation 1.Findestimatesof - 1.Findestimatesofreal appropriatelyin squarerootand numbersexpressedin varioussituations, cuberootofreal radicalsandrealnumbers aswellasfor numbers,whichcan expressedinexponents consideringthe beappliedfor throughappropriate validityofanswers. problem-solving, methods. aswellasbeaware ofthevalidityof theanswers.
    • Basic Education Core Curriculum  B.E. 2551 (A.D. 2008) Strand 1: Numbers and Operations StandardMA1.4:Understandingofthenumericalsystemandtheapplicationofnumericalproperties Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - - 1.Use communicative, associative and distributive propertiesin calculation. 2.Findhighest common factor (H.C.F.) andlowest common multiples (L.C.M.) ofcardinal numbers.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Applythe 1.Explainthe - 1.Understandtheproperties knowledgeof relationships ofrealnumbersrelatingto propertiesof betweenreal additionandmultiplication, integersfor numbers,rational equalityandinequality. problem-solving. numbers,and irrationalnumbers.
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 2: Measurement StandardMA2.1:Understanding of the basics of measurement; ability to measure and to estimate thesizeofobjects Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Telllength, 1.Telllength 1.Telllength 1.Tellthe 1.Tellthe 1.Explaina weight, inmetres inmetres, relationship relationship routeor volume,and and centimetres between between indicate capacity centimetres, and measuring measuring positionsof usingnon- andcompare millimetres unitsfor unitsfor various standard lengthusing using length, length, objectsby unitsof thesame appropriate weight, weightand specifying measure. unit. measuring volumeor volumeor directionand 2.Tellperiod 2.Tellweight tools,and capacityand capacity. realdistance oftime, in compare time. 2.Findthe from numberand kilogrammes length. 2.Findthearea perimeterof pictures, namesofthe and 2.Tellweight ofarectangle. quadrilaterals mapsand daysofthe grammes, in 3.Tellthetime andtriangles. diagrams. week. andcompare kilogrammes onaclock 3.Findthearea 2.Findthe weightusing andgrammes dial;read ofrectangles areaof thesame using andwrite andtriangles. quadrilateral. unit. appropriate thetime 4.Measurethe 3.Findthe 3.Tellvolume weighing using sizeofangle. circumference andcapacity machine, numerals; 5.Findvolume andthearea inlitres,and andcompare andtell orcapacity ofcircles. compare weights. lengthof ofcuboids. volumeand 3.Tellvolume time. capacity. andcapacity 4.Estimate 4.Telltotal inlitresand length, amountof millilitres weightand moneyfrom using volumeor coinsand appropriate capacity. banknotes. measuring 5.Tellthetime tools,and onaclock compare dial(period weightand of5minutes). capacity
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - 1.Comparemeasuring 1.Findthesurface 1.Applyknowledgeof unitsforlengthand areaofprismsand trigonometricratioof areaofthesame cylinders. anglesinestimating anddifferent 2.Findthevolumeof distanceandheight. systemsandchoose prisms,cylinders, appropriate pyramids,conesand measuringunits. spheres. 2.Appropriately 3.Compareunitsfor estimatetime, measuringvolume distance,area, orcapacityofthe volumeandweight, sameordifferent andexplainthe systemsandchoose methodusedfor appropriateunitsof estimation. measure. 3.Appropriately 4.Appropriatelyuse chooseestimation estimationfor formeasurement. measurement.
    • Basic Education Core Curriculum 80 B.E. 2551 (A.D. 2008) Strand 2: Measurement StandardMA2.1:Understanding of the basics of measurement; ability to measure and to estimate thesizeofobjects Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - 6.Tellthe using - - - days,months thesame andyear units. froma 4.Tellthetime calendar. onaclock dial(period of5minutes); read,write andtellthe timeusing numerals. 5.Tellthe relationship between measuring unitsfor length, heightand time. 6.Readand writeamount ofmoney using numerals.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 81 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - - -
    • Basic Education Core Curriculum 82 B.E. 2551 (A.D. 2008) Strand 2: Measurement StandardMA2.2:Solvingmeasurementproblems Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - 1.Solve 1.Solve 1.Solve 1.Solve 1.Solve problemsof problemsof problemsof problemsof problemsof measurement measurement measurement thearea theareaand oflength, oflength, oflength, andthe theperimeter weight, weight, weight, perimeterof of volumeand volume, volume, quadrilaterals quadrilaterals money. moneyand moneyand andtriangles. andcircles. time. time. 2.Solve 2.Readand 2.Readand problemsof keeprecord keeprecord thevolume ofincome ofincome andthe and and capacityof expenses. expenses. cuboids. 3.Readand 3.Readand 3.Draw keeprecord keeprecord diagrams ofactivities ofactivities showing orevents, orevents, positionsof specifying specifying objectsand thetime. thetime. travelroutes.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 8 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - 1.Applyknowledge 1.Applyknowledge 1.Solveproblemsonlength oflengthandarea oflengthandarea andheightusing forproblem-solving. forproblem-solving. trigonometricratio.
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 3: Geometry StandardMA3.1: Ability to explain and analyse two-dimensional and three-dimensional geometric figures Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Distinguish 1.Identifytwo- 1.Identifytwo- 1.Identify 1.Identifythe 1.Identify triangles, dimensional dimensional kinds,names characteristics kindsoftwo- quadrilaterals, geometric geometric and ofvarious dimensional circlesand figuresin figures components kindsof geometric ellipses. theformof thatare ofangles three- figures triangles, components andwrite dimensional thatare quadrilaterals, ofanobject symbols. geometric components circlesor intheform 2.Identify figures. ofthree- ellipses. ofathree- aparallel 2.Identifythe dimensional 2.Identify dimensional anduse characteristics, geometric three- geometric symbolsto the figures. dimensional figure. indicatekind relationship 2.Identifythe figuresin 2.Identifytwo- ofparallel. andof characteristics theformof dimensional 3.Identify various ofdiagonals cuboids, geometric components kindsof invarious spheresor figureswith ofacircle. quadrilaterals. kindsof cylinders. axisof 4.Identify 3.Identifythe quadrilaterals. 3.Distinguish symmetry arectangle, characteristics, 3.Identify between fromagiven asquareor the whichpair rectangles figure. arectangle. components, ofstraight andcuboids, 3.Writelinear 5.Identifytwo- the linesis andbetween points, dimensional relationships parallel. circlesand straightlines, geometric ofvarious spheres. rays,partsof figureswith kindsof straightlines, axesof triangles. anglesand symmetry, symbols. andidentify thenumber ofaxes.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 85 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Drawandexplain - 1.Explainthe - stepsofbasic characteristicsand geometric thepropertiesof construction. prisms,pyramids, 2.Drawtwo- cylinders,conesand dimensional spheres. geometricfigures byusingbasic geometric construction,and explainstepsof constructionwithout emphasisingproof. 3.Search,observeand projectgeometric properties. 4.Explainthe characteristicsof three-dimensional geometricfigures. 5.Identifytwo- dimensionalimages fromfrontview andsideview ofagiventhree- dimensional geometricfigure.
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 3: Geometry StandardMA3.1: Ability to explain and analyse two-dimensional and three-dimensional geometric figures Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - - -
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 8 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Draworcreatea three-dimensional figurefromacube, whengiventwo- dimensionalimage fromfrontview, sideviewandtop view.
    • Basic Education Core Curriculum 88 B.E. 2551 (A.D. 2008) Strand 3: Geometry StandardMA3.2: Abilityinvisualisation,spatialreasoningandapplicationofgeometricmodelsfor problem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - 1.Drawtwo- 1.Drawtwo- 1.Use 1.Drawangles 1.Draw dimensional dimensional geometric using cuboids, geometric geometric figures aprotractor. cylinders, figuresusing figuresgiven indesigning. 2.Draw cones, geometric invarious rectangles, prismsand models. models. triangles, pyramids 2.Identify andcircles. fromnets various 3.Draw ofthree- geometric parallels dimensional figuresinthe using geometric surroundings. asetsquare. figures ortwo- dimensional geometric figures given. 2.Drawvarious kindsof quadrilaterals.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 8 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - 1.Usepropertiesof 1.Usepropertiesof - congruenceof similartriangles trianglesandthose forreasoningand ofparallelsfor problem-solving. reasoningand problem-solving. 2.UsePythagoras’ Theoremand conversefor reasoningand problem-solving. 3.Understandand applygeometric transformation throughtranslation, reflectionand rotation. 4.Identifyimages fromtranslation, reflectionand rotationofmodels, andexplainthe methodofobtaining theimageswhen givencertainmodels andimages.
    • Basic Education Core Curriculum 0 B.E. 2551 (A.D. 2008) Strand 4: Algebra StandardMA4.1:Understandingandabilitytoanalysepatterns,relationsandfunctions Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Tellthe 1.Tellthe 1.Tellthe 1.Tellthe 1.Solve numbers numbers numbers numbers numbers problemsof andrelations andrelations andrelations andthe andrelations pattern. inpatterns inpatterns inpatterns relationsin inpatterns ofnumbers ofnumbers ofnumbers patterns ofgiven thatincreases thatincreases thatincreases ofnumber numbers. by1sand by5s,10s by3s,4s, which 2s,and and100s, 25sand increases decreases anddecreases 50s,and ordecreases by1s. by2s,10s decreases inequal 2.Identify and100s. by3s,4s, amount theforms 2.Identify 5s,25s eachtime. andrelations theforms and50sand 2.Identify inpatterns andrelations inrepeated theforms inwhich inpatterns patterns. andrelations formsare inwhich 2.Identify inpatterns relatedin formsare theforms ofagiven oneofthe relatedin andrelations form. following oneofthe inpatterns respects: following inwhich shape,size respects: formsare orcolour. shape,size relatedin orcolour. twoofthe following respects: shape,size orcolour.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Analyseandexplain - - 1.Haveconceptofsets relationsofagiven andtheiroperation. pattern. 2.Understandand usereasoningthrough inductionanddeduction. 3.Haveconceptofrelation andfunction,andshow relationandfunction throughvariousmethods, e.g.,tables,graphs andequations. 4.Understandconcept ofsequenceandexpress generalterms offinitesequence. 5.Understandconcepts ofarithmeticandgeometric sequences,andexpress generaltermsofarithmetic andgeometricsequences.
    • Basic Education Core Curriculum 2 B.E. 2551 (A.D. 2008) Strand 4: Algebra StandardMA4.2:Ability to apply and to interpret algebraic expressions, equations, inequalities, graphsandothermathematicalmodelstorepresentvarioussituationsandtoapply themforproblem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - - 1.Writean equation basedon asituation orproblem, solvethe equation andcheck theanswer.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Solvesimplelinear 1.Solveproblemsof 1.Applyknowledge 1.DrawVenn-Eulerdiagrams equationswith linearequations oflinearinequalities andapplyforproblem- onevariable. withonevariable, withonevariable solving. 2.Writelinear andbeaware forproblem-solving, 2.Checkthevalidityof equationswithone ofthevalidity andbeawareofthe reasoningusingVenn-Euler variablefromsimple oftheanswer. validityofthe diagrams. situationsor 2.Findcoordinates answer. 3.Solveequationsand problems. ofpointsand 2.Writeagraph inequalitieswithone 3.Solveproblems explainthe showinglinkof variable(degreenot involvingsimple characteristics twosetsof morethantwo). linearequations ofgeometric quantitieswith 4.Constructrelationsor withonevariable, figuresobtained linearrelationship. functionsfromsituations andbeawareof fromtranslation, 3.Drawgraphsof orproblemsandapply thevalidityof reflectionand linearequations themforproblem-solving. theanswer. rotationon withtwovariables. 5.Applygraphsofequations, 4.Drawagraphon theplaneof 4.Readandinterpret inequalitiesandfunctions theplaneofthe therectangular meaningofsystems forproblem-solving. rectangular coordinatesystem. oflinearequations 6.Understandtheconcepts coordinatesystem withtwovariables ofthesumsofthefirstn showingthe andothergraphs. termsofarithmeticseries, relationshipof 5.Solvesystemsof andfindthesumsof thetwosetsof linearequations arithmeticseriesusing quantitiesgiven. withtwovariables, applicableformulas. 5.Readandinterpret applythemfor themeaningof problem-solving, thegraphon andbeawareof theplaneof thevalidityof therectangular theanswer. coordinatesystem given.
    • Basic Education Core Curriculum  B.E. 2551 (A.D. 2008) Strand 5: Data Analysis and Probability StandardMA5.1: Understandingandabilitytoapplystatisticalmethodologyfordataanalysis Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - 1.Collectand 1.Collectand 1.Drawbar 1.Readdata categorise categorise chartswith fromline dataabout data. shorteningof graphsand themselves 2.Read linesto pie-charts. andthe datafrom represent 2.Draw surroundings pictograms, numbers. comparative indailylife. barcharts 2.Read barcharts 2.Readdata andtables. datafrom andline fromsimple 3.Draw comparative graphs. pictograms pictograms barcharts. andbar andbar charts. charts.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 5 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - 1.Readandpresent 1.Setupanissueand 1.Understandsimple datausing writequestions methodologyforopinion pie-charts. aboutitandset polling. appropriatemethods 2.Findarithmeticmean, ofstudyandofdata median,mode,standard collection. deviationandpercentile 2.Findarithmetic ofdata. mean,median 3.Selectcentraltendency andmodeof suitabletodata non-frequency andobjectives. distributiondata, andmake appropriateselection forutilisation. 3.Presentdatain appropriateforms. 4.Read,interpret andanalysethe dataobtained frompresentations.
    • Basic Education Core Curriculum  B.E. 2551 (A.D. 2008) Strand 5: Data Analysis and Probability StandardMA5.2:Application of statistical methodology and knowledge of probability for valid estimation Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - 1.Tellwhether 1.Explain adescribed eventsby situation: termswith -definitely similar happens; meaningto: - mayor -definitely maynot happens; happen; - mayor - definitely maynot not happen; happens. - definitely not happens.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.explainwhich, 1.Explainevents 1.Findprobability 1.Applyopinionpollresults eventsdescribed, described: ofeventsfrom forprojectingevents aremorelikelyto - whichdefinitely randomsampling thatmayhappenin happen. happens; withequal givensituations. - which probabilityfor 2.Explainrandomsampling, definitelynot eachresult,and events,probabilityof happens; applyknowledge events,andapplyresults - whicharemore ofprobabilityfor obtainedforprojecting likelytohappen. validprojection eventsthatmayhappen ofevents. ingivensituations.
    • Basic Education Core Curriculum 8 B.E. 2551 (A.D. 2008) Strand 5: Data Analysis and Probability StandardMA5.3: Application of knowledge of statistics and probability for decision-making andproblem-solving Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - - -
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008)  Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Applyknowledge 1.Applydata,information ofstatisticsand andstatisticsfordecision- probabilityfor makingandproblem- decision-making. solving. 2.Discusspossible 2.Applyknowledge errorsinpresenting ofprobabilityfor statisticaldata. decision-making andproblem-solving.
    • Basic Education Core Curriculum100 B.E. 2551 (A.D. 2008) Strand 6: Mathematical Skills and Processes StandardMA6.1:Ability in problem-solving, reasoning, communication and presentation of mathematical concept, linking various bodies of mathematical knowledge, and linking mathematics with other disciplines; and attaining ability for creative thinking Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Apply 1.Apply 1.Apply 1.Apply 1.Apply 1.Apply diverse diverse diverse diverse diverse diverse methodsfor methodsfor methodsfor methodsfor methodsfor methodsfor problem- problem- problem- problem- problem- problem- solving. solving. solving. solving. solving. solving. 2.Appropriately 2.Appropriately 2.Appropriately 2.Appropriately 2.Appropriately 2.Appropriately apply apply apply apply apply apply mathematical mathematical mathematical mathematical mathematical mathematical knowledge, knowledge, knowledge, and and and skillsand skillsand skillsand technological technological technological processes processes processes knowledge, knowledge, knowledge, forproblem- forproblem- forproblem- skillsand skillsand skillsand solving. solving. solving. processes processes processes 3.Suitably 3.Suitably 3.Suitably forproblem- forproblem- forproblem- provide provide provide solving. solving. solving. reasoning reasoning reasoning 3.Suitably 3.Suitably 3.Suitably fordecision- fordecision- fordecision- provide provide provide makingand makingand makingand reasoning reasoning reasoning appropriately appropriately appropriately fordecision- fordecision- fordecision- presentthe presentthe presentthe makingand makingand makingand conclusions. conclusions. conclusions. appropriately appropriately appropriately presentthe presentthe presentthe conclusions. conclusions. conclusions.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 101 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Applydiverse 1.Applydiverse 1.Applydiverse 1.Applydiversemethods methodsfor methodsfor methodsfor forproblem-solving. problem-solving. problem-solving. problem-solving. 2.Appropriatelyapply 2.Appropriatelyapply 2.Appropriatelyapply 2.Appropriatelyapply mathematicaland mathematicaland mathematicaland mathematicaland technologicalknowledge, technological technological technological skillsandprocessesfor knowledge,skills knowledge,skills knowledge,skills problem-solvinginvarious andprocessesfor andprocessesfor andprocessesfor situations. problem-solvingin problem-solvingin problem-solvingin 3.Suitablyprovidereasoning varioussituations. varioussituations. varioussituations. fordecision-makingand 3.Suitablyprovide 3.Suitablyprovide 3.Suitablyprovide appropriatelypresentthe reasoningfor reasoningfor reasoningfor conclusions. decision-making decision-making decision-making 4.Accuratelyandsuccinctly andappropriately andappropriately andappropriately usemathematicallanguage presentthe presentthe presentthe andsymbolsfor conclusions. conclusions. conclusions. communication, 4.Accuratelyand 4.Accuratelyand 4.Accuratelyand communicationofconcepts succinctlyuse succinctlyuse succinctlyuse andpresentation. mathematical mathematical mathematical 5.Linkvariousbodiesof languageand languageand languageand mathematicalknowledge symbolsfor symbolsfor symbolsfor andlinkmathematical communication, communication, communication, knowledge,principles communication communication communication andprocesseswiththose ofconceptsand ofconceptsand ofconceptsand ofotherdisciplines. presentation. presentation. presentation. 6.Attainabilityforcreative thinking.
    • Basic Education Core Curriculum102 B.E. 2551 (A.D. 2008) Strand 6: Mathematical Skills and Processes StandardMA6.1:Ability in problem-solving, reasoning, communication and presentation of mathematical concept, linking various bodies of mathematical knowledge and linking mathematics with other disciplines; and attaining ability for creative thinking Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Accurately 4.Accurately 4.Accurately 4.Accurately 4.Accurately 4.Accurately use use use use use use mathematical mathematical mathematical mathematical mathematical mathematical languageand languageand languageand languageand languageand languageand symbolsfor symbolsfor symbolsfor symbolsfor symbolsfor symbolsfor communication, communication, communication, communication, communication, communication, communication communication communication communication communication communication ofconcepts ofconcepts ofconcepts ofconcepts ofconcepts ofconcepts and and and and and and presentation. presentation. presentation. presentation. presentation. presentation. 5.Linkvarious 5.Linkvarious 5.Linkvarious 5.Linkvarious 5.Linkvarious 5.Linkvarious bodiesof bodiesof bodiesof bodiesof bodiesof bodiesof mathematical mathematical mathematical mathematical mathematical mathematical knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, andlink andlink andlink andlink andlink andlink mathematics mathematics mathematics mathematics mathematics mathematics withother withother withother withother withother withother disciplines. disciplines. disciplines. disciplines. disciplines. disciplines. 6.Attainability 6.Attainability 6.Attainability 6.Attainability 6.Attainability 6.Attainability forcreative forcreative forcreative forcreative forcreative forcreative thinking. thinking. thinking. thinking. thinking. thinking.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 10 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 5.Linkvariousbodies 5.Linkvariousbodies 5.Linkvariousbodies ofmathematical ofmathematical ofmathematical knowledge,and knowledge,andlink knowledge,and linkmathematical mathematical linkmathematical knowledge, knowledge, knowledge, principlesand principlesand principlesand processeswiththose processeswiththose processeswiththose ofotherdisciplines. ofotherdisciplines. ofotherdisciplines. 6.Attainabilityfor 6.Attainabilityfor 6.Attainabilityfor creativethinking. creativethinking. creativethinking.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Science Why it is necessary to learn science Scienceplaysanimportantroleinourpresentandfutureworldcommunities,asit relates to our eveyday life and livelihoods. Science also involves technologies, devices andvariousproductsatourdisposal,whichfacilitateourlifeandwork.Allthisbenefitis fromourscientificknowledge,whichiscombinedwithcreativityaswellasotherdisciplines. Science enables us to develop our thinking skills in various respects - logical, creative, analyticalandcritical.Italsoenablesustoacquireinvestigativeskillsforseekingknowledge, the ability of systematic problem-solving, and verifiable decision-making based on diverse data and evidences. Science is essential to the modern world, which is intrinsically aknowledgesociety.Allofusthereforeneedtobeprovidedwithscientificknowledgesoas toacquireknowledgeandunderstandingofnatureandman-madetechnologiesandtoapply themthroughlogical,creativeandmoralapproaches. What is learned in science Thelearningareaofscienceisaimedatenablinglearnerstolinkknowledgewith processes,acquireessentialskillsforinvestigation,buildupknowledgethroughinvestigative processes,seekknowledgeandsolvevariousproblems.Learnersareallowedtoparticipatein allstagesoflearning,withactivitiesorganizedthroughdiversepracticalworksuitabletotheir levels.Themaincontentareasareprescribedasfollows: l Living Things and Processes of Life:livingthings;basicunitsoflivingthings; thestructuresandfunctionsofvarioussystemsoflivingthingsandtheprocessesoflife;the biodiversity; genetic transmission; the functioning of various systems of living things, the evolutionanddiversityoflivingthingsandthebiotechnology l Life and the Environment: diverse living things in the environment; the relationship between living things and the environment; the relationships among living things in the eco-system; the importance of natural resources, utilization and management ofnaturalresourcesatlocal,nationalandgloballevels;thefactorsaffectingsurvivalofliving thingsinvariousenvironments
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 105 l Substances and Properties of Substances: the properties of materials andsubstances;bindingforcesbetweenparticles;changesinthestateofsubstances;thesolutionformation and chemical reaction of substances, chemical equations and separation ofsubstances l Forces and Motion: the nature of electromagnetic, gravitational and nuclearforces; forces acting on objects; motion of objects; frictional forces; moment of variety ofmotionsindailylife l Energy:energyandlife;energytransformation;thepropertiesandphenomenaoflight, sound, electrical circuits, electromagnetic waves, radioactivity and nuclear reactions; the interrelationship between substances and energy; energy conservation; the effects ofutilizationofenergyonlifeandtheenvironment l Change Process of the Earth: the structure and components of the Earth;geologicalresources;thephysicalpropertiesofsoil,rock,waterandair;thepropertiesoftheearth surface and atmosphere; change processes of the earth’s crust; the geologicalphenomena;thefactorsaffectingatmosphericchange l Astronomy and Space: evolution of the solar system; galaxies; the universe;interrelationshipandeffectsonlivingthingsontheearth;therelationshipbetweenthesun,themoonandtheearth;theimportanceofspacetechnology l Nature of Science and Technology: the scientific processes; investigation forseekingknowledge,problem-solving,andscientificmind
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Learners’Quality Grade 3 graduates l Understand the general characteristics of living things and the existence of diverselivingthingsinthelocalenvironment l Understandthephenomenaandchangesinmaterialsinthesurroundings;natural forces;formsofenergy l Understandthephysicalpropertiesofsoil,rock,water,air,thesunandstars l Pose questions about living things, materials and objects as well as various phenomenainthesurroundings;observe,exploreandverifytheuseofsimpleinstruments, andtransferwhathasbeenlearnedthroughstory-telling,writingordrawingpictures l Apply scientific knowledge and processes in life and search for additional knowledge;implementtheprojectsorworkassignmentsasprescribedorinterested l Show enthusiasm, interest in learning and appreciation of the environment aroundthem;showkindness,careandconcernforotherlivingthings l Carry out assignments with determination, care, economy and honesty until successfullycomplete,andworkhappilywithothers
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 10Grade 6 graduates l Understand the structure and function of various systems of living things andrelationshipsamongdiverselivingthingsindifferentenvironments l Understand the properties and distribution of groups of materials; states ofsubstances;propertiesofsubstancesandcausingchangesinsubstances;substancesindailylife;simplemethodsofseparatingsubstances l Understandtheeffectsofforceactingonobjects;pressure;basicprinciplesofbuoyancy;propertiesandbasicphenomenaoflight,soundandelectricalcircuits l Understand the characteristics, the components and properties of the earthsurfaceandatmosphere;relationshipbetweenthesun,theearthandthemoon,whichaffectsnaturalphenomena l Posequestionsaboutwhatistobelearned;giveestimatesofseveralpossibleanswers; plan, investigate and verify by applying tools and devices; analyse data andcommunicateknowledgeobtainedfrominvestigationandverification l Apply scientific knowledge and processes in life and search for additionalknowledge;implementprojectsortasksasprescribedorinterests l Show interest, determination, responsibility, care and honesty in seekingknowledge l aware of the value of knowledge of science and technology; show Beappreciation,honourandrespectofinventors’rightstotheirachievements l Show recognition, care and concern as evident in conscientious behaviour forutilization,protectionandconservationofnaturalresourcesandtheenvironment l Workconstructivelywithothers;bereadytoexpresstheiropinionsandlisten tootheropinions
    • Basic Education Core Curriculum108 B.E. 2551 (A.D. 2008) Grade 9 graduates l Understand the characteristics and main components of cells of living things; relationship of function in various systems; genetic transmission; biotechnology; diversity oflivingthings;livingthings’behaviourandresponsestostimuliintheenvironment l Understand the components and the properties of solutions; pure substances; transformation of substances through change of their state; solution forming and chemical reaction l Understandthefrictionalforces;momentofforces;varietyofmotionindaily life; rules for energy conservation; energy transfer; heat equilibrium; reflection, refraction anddensityoflight l Understandtherelationshipbetweenelectricalquantities;principlesofelectrical domesticcircuits;electricalenergyandbasicprinciplesofelectroniccircuits l Understandthechangeprocessesoftheearth’scrust;geologicalsources;factors affecting atmospheric change; the reactions within the solar system and effects on various thingsontheearth;theimportanceofspacetechnology l Understand the relationship between science and technology; the development andeffectsofdevelopmentonqualityoflifeandtheenvironment l Pose questions with prescription and control of variables; give estimates to several possible answers; plan, investigate, verify, analyse and evaluate data conformity andcreatebodiesofknowledge l Transfer thoughts and knowledge obtained from investigation and verification throughverbalorwrittenpresentation,display,orapplicationofinformationtechnology l Apply scientific and technological knowledge and processes in life and seek additionalknowledge;createprojectsorworkpieceswiththeirinterests l Show interest, determination, responsibility, care and honesty in investigating andseekingknowledgeusingreliabledevicesandmethods
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 10 l aware of the value of scientific and technological knowledge applied Be indailylifeandlivelihood;showappreciation,honourandrespectofinventors’rightstotheirachievements l Showrecognition,careandconcern,andappreciatebehaviourforutilizationandconservationofnaturalresourcesandlocalenvironment l Workconstructivelywithothers;bereadytoexpresstheiropinionsandlistentootheropinions Grade 12 graduates l Understandthemaintenanceofcellequilibriumandmechanismsformaintainingequilibriumoflivingthings l Understandtheprocessesofgenetictransmission,variation,mutation,evolution oflivingthingsandfactorsaffectingtheirsurvivalinvariousenvironments l Understand the processes, importance and effects of biotechnology on humanbeings,livingthingsandtheenvironment l Understand kinds of important particles that form components of atomicstructures, sequencing of elements in the Periodic Table, chemical reactions and writingchemicalequations,andfactorsaffectingratesofchemicalreaction l Understand kinds of binding forces between particles and various propertiesofsubstancesthatarerelatedtobindingforces l Understand the origin of petroleum, natural gas separation and fractionaldistillation of crude oil, the application of petroleum products for useful purposes and theireffectsonlivingthingsandtheenvironment l Understand kinds, properties and important reactions of polymers andbiomolecularsubstances l Understand the relationships between quantities involving various types ofmotion; the properties of mechanical waves; the quantities of sound and hearing; theproperties,benefitsandharmsofelectromagneticwaves,theradioactivityandnuclearenergy
    • Basic Education Core Curriculum110 B.E. 2551 (A.D. 2008) l Understand the change processes of the Earth and geological phenomena affectinglivingthingsandtheenvironment l Understandtheoriginandevolutionofthesolarsystem,galaxies,theuniverse, andtheimportanceofspacetechnology l Understandhowscientificknowledgeresultsindevelopmentofvariouskindsof technologies,andhowtechnologicaldevelopmentresultsindiscoveryofadvancedscientific knowledge,aswellastheeffectsoftechnologyonlife,societyandtheenvironment l Identify problems; pose questions for investigation and verification by prescribingtherelationshipsbetweenvariousvariables;searchfordatafromvarioussources; proposeseveralpossiblehypotheses;decidetoinvestigatefeasiblehypotheses l Planprocessesofinvestigationandverificationforproblem-solvingoranswering questions;analyseandlinktherelationshipsofvariousvariablesbyapplyingmathematical equations or creating models from results or knowledge obtained from investigation and verification l Transfer thoughts and knowledge obtained from investigation through verbal orwrittenpresentation,displayorapplicationofinformationtechnology l Explain scientific knowledge and apply scientific processes for living and seekingadditionalknowledge;createprojectsorworkpieceswiththeirinterests l Show interest, dedication, responsibility, care and honesty in investigating andseekingknowledgebyusingaccurateandreliabledevicesandmethods l aware of the value of scientific and technological knowledge applied Be in daily life and livelihood; show appreciation, pride, respect, and make references to achievements and accomplishments resulting from local wisdom and development ofmoderntechnology l Show recognition, care and concern as well as appreciative behaviour for utilizationandconservationofnaturalresourcesandtheenvironment;volunteertocooperate withthecommunitytoprotectandtakegoodcareofnaturalresourcesandlocalenvironment
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 111 l Show satisfaction and appreciation of abilities to discover knowledge, findanswersorsolveproblems l Workconstructivelywithothers;expressopinionsbasedonreliablereferencesandsoundreasoningresultingfromscientificandtechnologicaldevelopmentandapplication,bearinginmindmoralobligationtosocietyandtheenvironment;andbereadytolistentootheropinions
    • Basic Education Core Curriculum112 B.E. 2551 (A.D. 2008) Strand 1: Living Things and Life Processes StandardSC1.1: Understanding of the basic units of living things; the relationship between structuresandfunctionsofvarioussystemsoflivingthingswhichareinterlinked; havinginvestigativeprocessforseekingknowledge;abilitytotransferandputthe knowledgeintopracticeandcareforlivingthings Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Comparethe 1.Experiment - 1.Experiment 1.Observe 1.Explain differences andexplain andexplain andspecify human between theessential thefunctions the growthfrom livingthings ofwaterand ofthe components birthto andnon- lighttoplant bundles offlowers adulthood. livingthings. life. andstomas andthe 2.Explainthe 2.Observe 2.Explainthe ofplants. structures interrelated andexplain nutrients, 2.Explain relatedto functioning the waterandair water, reproduction ofdigestive, characteristics areessential carbon of respiratory andthe factorsfor dioxide, angiosperms. and functionsof thegrowth lightand 2.Explain circulatory external ofplantsand chlorophyll, reproduction systemsof structuresof animals,and essential offlowers, human plantsand putitinto factorsfor plants,plant beings. animals. practice. plants propagation, 3.Analyse 3.Observe 3.Exploreand growthand andputit nutrients andexplain explain photosynthesis. intopractice. anddiscuss the abilitiesof 3.Experiment 3.Explain body characteristics, plantsand andexplain lifecycles requirements thefunctions animalsto responsesof ofsome fornutrients andthe respondto plantsto kindsof in importance light, light,sound angiosperms. proportions ofexternal temperature andtouch. 4.Explain withgender human andtouch. animal andage. organs reproduction aswellas and healthcare. propagation.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Observeandexplain 1.Explainthe - 1.Experimentandexplainthe theformsandthe structuresandthe maintenanceofcell characteristicsof functionsof equilibriumoflivingthings. thecellsof digestive,circulatory, 2.Experimentandexplainthe unicellularand respiratory, mechanismsfor multicellular excretoryand maintenanceofwater organisms. reproductive equilibriuminplants. 2.Observeand systemsofhuman 3.Searchfordataandexplain comparethe beingsandanimals themechanismsfor essential aswellasnerve controllingtheequilibrium componentsofplant systemofhuman ofwater,mineralsand andanimalcells. beings. temperatureofhuman 3.Experimentand 2.Explainthe beingsandanimals,and explainthefunctions relationshipof putitintopractice. ofessential varioussystemsof 4.Explainthebody’simmune componentsofplant humanbeingsand system,andapplythis andanimalcells. putitintopractice. acquiredknowledgefor 4.Experimentand 3.Observeandexplain healthcare. explaintheprocesses behaviourofhuman ofpassing beingsandanimals substancesthrough respondingto cellsbydiffusion internalandexternal andosmosis. stimuli. 5.Experimentto 4.Explainthe findsomefactors principlesandthe essentialfor effectsof photosynthesis biotechnological ofplants,and applicationin explainthatlight, propagationto chlorophyllcarbon improvebreeding dioxideandwater andincrease essentialfor productivityof photosynthesis.
    • Basic Education Core Curriculum11 B.E. 2551 (A.D. 2008) Strand 1: Living Things and Life Processes StandardSC1.1: Understanding of the basic units of living things; the relationship between the structuresandfunctionsofvarioussystemsoflivingthingswhichareinterlinked; havinginvestigativeprocessforseekingknowledge;abilitytotransferandputthe knowledgeintopracticeandcareforlivingthings Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Exploreand 4.Explain 5.Explain explainthe behaviour lifecycles abilityofthe ofanimals ofsome humanbody responding kindsof torespondto tolight, animals light, temperature andputit temperature andtouch, intopractice. andtouch. andputit 5.Explain intopractice. thefactors essentialfor thelifeand growthof human beings.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 115 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Experimentand animals,andputit explaintheresultsof intopractices. plantphotosynthesis. 5.Experiment,analyse 7.Explainimportance andexplain ofthephotosynthesis nutrientsinfoods processofplants withenergyquantity onlivingthingsand andproportion theenvironment. togenderandage. 8.Experimentand 6.Discusstheeffects explainthegroups ofaddictive ofcellsinvolved substanceson intransportationof varioussystemsof waterinplants. thebody,and 9.Observeandexplain guidelinesfor thestructures self-protectionfrom ofthesystemsof addictivesubstances. waterandnutrients transportation inplants.10.Experimentand explainthefloral structuresinplant reproduction.11.Explainthesexual andasexual reproduction processesofplants.
    • Basic Education Core Curriculum11 B.E. 2551 (A.D. 2008) Strand 1: Living Things and Life Processes StandardSC1.1: Understanding of the basic units of living things; the relationship between the structuresandfunctionsofvarioussystemsoflivingthingswhichareinterlinked; havinginvestigativeprocessforseekingknowledge;abilitytotransferandputthe knowledgeintopracticeandcareforlivingthings Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 12.Experimentand explainthe responses ofplantstolight, waterandtouch.13.Explainthe principlesandthe effectsof biotechnological applicationfor propagation, improvedbreeding andincreased productivityof plants,andputit intopractice.
    • Basic Education Core Curriculum118 B.E. 2551 (A.D. 2008) Strand 1: Living Things and Life Processes StandardSc1.2: Understandingoftheprocessandtheimportanceofgenetictransmission;theevolution oflivingthings;thebiodiversity;theapplicationofbiotechnologyaffectinghumans and the environment; having investigative process for seeking knowledge and scientificreasoning;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifythe 1.Explainthe 1.Discuss - 1.Explore, - characteristics benefitsof various compare ofliving plantsand characteristics andspecify thingsin animalsin ofliving theirown localarea, localarea. thingsinthe characteristics and immediate andthoseof categorise environment. theirfamily themusing 2.Compare members. external andspecify 2.Explain characteristics thesimilar geneticthe ascriteria. characteristics transmission ofparents ofeach andchildren. generationof 3.Explain livingthings. thesimilar 3.Distinguish characteristics between ofparents flowering andchildren andnon- originating flowering fromgenetic plants. transmission, 4.Specifythe andputit characteristics intopractice. of 4.Searchfor monocellular dataand and discussabout multicellular kindsof plantsusing extinctliving theirexternal thingsand organsas kindsthat criteria. existinthe presenttime.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Observeandexplain 1.Explaintheprocesses thecharacteristicsof ofgenetictransmission, chromosomeswith transformation,mutation geneticunitsor andtheoriginof genesintheir biodiversity. nuclei. 2.Searchfordataanddiscuss 2.Explainthe abouttheeffectsof importanceof biotechnologyonhuman genesorDNA beingsandtheenvironment, andtheprocessof andputitintopractice. transmittinggenetic 3.Searchfordataand characteristics. discussabouttheeffects 3.Discussthegenetic ofbiodiversityonhuman diseasesresulting beingsandtheenvironment. fromabnormality 4.Explainthenatural ofgenesand selectionprocessesand chromosomes, theireffectsondiversity andputitinto oflivingthings. practice. 4.Exploreandexplain thebiodiversityin localareaenabling livingthingsto maintainthebalance oflife. 5.Explaintheeffects ofbiodiversity onhumanbeings animals,plantsand theenvironment.
    • Basic Education Core Curriculum120 B.E. 2551 (A.D. 2008) Strand 1: Living Things and Life Processes StandardSC1.2: Understandingoftheprocessandtheimportanceofgenetictransmission;theevolution oflivingthings;thebiodiversity;theapplicationofbiotechnologyaffectinghumans and the environment; having investigative process for seeking knowledge and scientificreasoning;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Categorise animals intogroups using external characteristics andsome internal characteristics ascriteria.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 121 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Explaintheeffects ofbiotechnology onlivingofhuman beingsandthe environment.
    • Basic Education Core Curriculum122 B.E. 2551 (A.D. 2008) Strand 2: Life and the Environment StandardSC2.1: Understandingofthelocalenvironment;therelationshipbetweentheenvironment andlivingthings;therelationshipbetweenlivingthingsintheeco-system;having investigative process for seeking knowledge and scientific reasoning; transferring andputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - 1.Explorethe - - 1.Explore environment anddiscuss inthelocal aboutthe areaand relationship explainthe ofgroupsof relationship livingthings between invarious livingthings habitats. andthe 2.Explorethe environment. relationship ofliving thingsin termsof foodchain andfood web. 3.Searchfor dataand explainthe relationships between thelivesof livingthings andthe environment.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 12 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Explore,various 1.Explaintheequilibrium eco-systemsin oftheeco-system. localareaand 2.Explaintheprocessesof explainthe changeandreplacement relationshipsofthe oflivingthings. componentswithin 3.Explaintheimportanceof theeco-systems. biodiversityandpropose 2.Analyseandexplain guidelinesforproviding therelationshipof careandpreservation. energytransmission inlivingthings intermsoffood chainandfoodweb. 3.Explainwaterand carboncyclesand theirimportance totheeco-system. 4.Explainthefactors affectingchangein sizeofpopulation intheeco-system.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 2: Life and the Environment StandardSC2.2: Appreciating the importance of natural resources; the utilization of natural resourcesatlocal,nationalandgloballevels;andtheapplicationofknowledgefor managementofnaturalresourcesandlocalenvironmentonasustainablebasis Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - 1.Explore - - 1.Searchfor natural dataand resources discussabout anddiscuss sources about ofnatural utilizationof resources localnatural ineach resources. localarea 2.Specifythe beneficial utilization tolife. ofnatural 2.Analysethe resources effectsof causing population environmental increaseon problems. theutilization 3.Discuss ofnatural andpresent resources. ideasfor 3.Discuss economical aboutthe andcost- effectson effective livingthings utilization from ofnatural environmental resources changedue and tonatureand participate human inthe beings. practice.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 125 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Analysethe 1.Analysecausesofthe environmentand environmentandnatural naturalresources resourcesproblems problemsinthe atlocal,national localarea,and andgloballevels. proposeguidelines 2.Discussaboutguidelines forproblem-solving. forpreventingandsolving 2.Explainthe theenvironmentand guidelinesfor naturalresourcesproblems. preserving 3.Planandobserve, thebalanceof preserveanddevelop theeco-system. theenvironmentand 3.Discussaboutthe naturalresources. sustainable utilizationofnatural resources. 4.Analyseandexplain theutilizationof naturalresourcesin termsofthe Sufficiency Economy Philosophy. 5.Discussaboutthe environmental problemsand proposerelevant guidelinesfor problem-solving.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 2: Life and the Environment StandardSC2.2: Appreciating the importance of natural resources; the utilization of natural resourcesatlocal,nationalandgloballevels;andtheapplicationofknowledgefor managementofnaturalresourcesandlocalenvironmentonasustainablebasis Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Discuss about guidelines fortaking careofand preserving natural resources andthe environment. 5.Participate inproviding careand preservation ofnatural resources inthelocal area.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 12 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Discussand participatein providingcare andpreservingthe localenvironment onasustainable basis.
    • Basic Education Core Curriculum128 B.E. 2551 (A.D. 2008) Strand 3: Substances and Properties of Substances StandardSC3.1: Understanding of the properties of substances; the relationship between the properties of substances and the structures and binding forces between particles; having investigative process for seeking knowledge and scientific reasoning; transferringandputtingtheknowledgeintopratice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Observe 1.Specifyand 1.Classifykinds - 1.Experiment 1.Experiment andspecify comparethe andthe andexplain andexplain theapparent properties properties theproperties theproperties characteristics ofmaterials ofmaterials ofvarious ofsolids, orthe formaking formaking kindsof liquidsand properties toysand oftoysand materialse.g gases. ofmaterials articlesof articlesof elasticity, 2.Categorise formaking everyday everyday hardness, substances toysor use. use. toughness, intogroups. articles 2.Chooseand 2.Explainthe heat 3.Experiment ofeveryday use utilization conductivity andexplain use. appropriate ofeachkind anddensity. theseparation 2.Classify andsafe ofmaterial. 2.Searchfor ofmaterials thematerials materials dataand through formaking andarticles. discussabout sifting, toysor the precipitation, articles application filtering, ofeveryday ofmaterials sublimation useand indailylife. and specifythe evaporation. criteriaof 4.Exploreand the categorise classification. various substances usedindaily lifeusing their properties and utilization ascriteria.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 12 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Experimentand 1.Exploreandexplain - 1.Searchfordataandexplain classifysubstances thecomponentsand thestructureofatomsand intogroups thepropertiesof nuclearsymbolsof usingtheirtexture elementsand elements. orparticlesizeas compounds. 2.Analyseandexplainthe criteriaandexplain 2.Searchfordata electronicconfiguration thepropertiesof andcomparethe inatomsandthe eachgroup. propertiesof relationshipbetween 2.Explainthe metallic,non- electronsinoutermost propertiesand metallic,semi energy-levelwiththe thetransitionof metallicandnuclear propertiesofelementsand substancesusing elementsandput theformationofreactions. particlearrangement theknowledgeinto 3.Explainthesequencingof models. practice. elementsandpredictthe 3.Experimentand 3.Experimentand propertiesofelements explaintheacid- explainthe inthePeriodicTable. basepropertiesof principles 4.Analyseandexplain solutions. ofsubstance formationofchemical 4.VerifypHvalue separationby bondsincrystalnetwork ofsolutions,andput methods andinmoleculesof theknowledgeinto offiltering, substances. practice. crystallisation, 5.Searchfordataand expunctions, explaintherelationship distillationand betweenboilingpoint, chromatography, meltingpointandstate andputthe ofsubstanceswithbinding knowledgeinto forcesbetweenparticles practice. ofsubstances.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Strand 3: Substances and Properties of Substances StandardSC3.1: Understanding of the properties of substances; the relationship between the properties of substances and the structures and binding forces between particles; having investigative process for seeking knowledge and scientific reasoning; transferringandputtingtheknowledgeintopratice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Discuss aboutthe selection ofcorrect andsafe application ofeachkind ofsubstance.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 3: Substances and Properties of Substances StandardSC3.2: Understandingoftheprinciplesandthenatureofchangeinthestateofsubstances; the solution formation; the chemical reaction; having investigative process for seekingknowledgeandscientificreasoning;transferringandputtingtheknowledge intopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - 1.Experiment - - 1.Experiment andexplain andexplain theeffectsof the changein properties objectsupon ofsubstances forceactsor when heatingor dissolveand cooling. changetheir 2.Discuss state. aboutthe 2.Analyse benefitsand andexplain detriments thechanges thatmay resultingin arisedueto transition changesin ofsubstances theobjects. tonew substances with different properties. 3.Explainthe affectsof thechanges ofsubstances onliving thingsand the environment.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Experimentand 1.Experimentand - 1.Experiment,explainand explainthemethods explainthechanges writeequationsofgeneral ofpreparing inproperties,mass chemicalreactionsfound solutionswith andenergywhen indailylife,theeffectsof densityin substanceshave chemicalsubstanceson percentage,and chemicalreactions livingthingsandthe discussabout andexplainfactors environment. puttingthe affectingthe 2.Experimentandexplain knowledgeinto chemicalreactions. theratesofchemical practice. 2.Experiment,explain reactionsandfactors 2.Experimentand andwritechemical affectingchemicalreactions explainthechange equationsof andputitintopractice. ofproperties,mass reactionsofvarious 3.Searchfordataandexplain andenergyof substances,andput theoriginofpetroleum, substanceswhen itintopractice. naturalgasseparation changestateand 3.Searchfordataand andthefractional dissolve. discussaboutthe distillationofcrudeoil. 3.Experimentand effectsofchemical 4.Searchfordataanddiscuss explainthefactors substancesand abouttheapplicationof affectingstate chemicalreactions productsfromnaturalgas changesandthe onlivingthingsand andfractionaldistillation dissolutionof theenvironment. ofcrudeoilandtheeffects substancess. 4.Searchfordataand oftheseproductsonliving explainthesafe thingsandtheenvironment. application,waysof 5.Experimentandexplain preventingand theoriginofpolymers remedyingdangers andtheirproperties. fromchemical substances.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 3: Substances and Properties of Substances StandardSC3.2: Understandingoftheprinciplesandthenatureofchangeinthestateofsubstances; the solution formation; the chemical reaction; having investigative process for seekingknowledgeandscientificreasoning;transferringandputtingtheknowledge intopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Discussaboutthe utilizationofpolymersand theeffectsfromproduction andtheutilizationof polymersonlivingthings andtheenvironment. 7.Experimentandexplain thecomponents,benefits andsomekindsofreactions ofcarbohydrates. 8.Experimentandexplain thebenefitsandsomekinds ofreactionsoffatandoil. 9.Experimentandexplain thecomponents,benefits andsomekindsofreactions ofproteinsandnucleic acids.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 4: Forces and Motion StandardSC4.1: Understanding of the nature of electromagnetic, the gravitational and nuclear forces;havinginvestigativeprocessforseekingknowledge;transferringandputting theknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Experiment 1.Experiment 1.Experiment - 1.Experiment - andexplain andexplain andexplain andexplain theactof theforces theeffectsof finding pullingor originating forcesacting additionof pushing from onobjects. twoforces objects. amagnet. 2.Experiment actingon 2.Explainthe thefallingof objects. application objectson 2.Experiment ofmagnets. theground andexplain 3.Experiment andexplain airpressure. andexplain thegravity. 3.Experiment theelectrical andexplain forces liquid resulting pressure. fromrubbing 4.Experiment somekinds andexplain ofmaterials. buoyant forces ofliquid, floating andsinking ofobjects.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Searchfordataand 1.Experimentand 1.Explainthe 1.Experimentandexplainthe explainscalarand explainfinding accelerationand relationshipbetweenforces vectorquantities. resultantforceof theeffectsof andmotionofobjectsin 2.Experimentand severalforceson resultantforces gravitationalfieldsandput explaindistance, thesameplane actingonobjects. theknowedgeintopractice. speed,displacement actingonobjects. 2.Experimentand 2.Experimentandexplainthe andvelocityof 2.Explainresultant explainthe relationshipbetweenforces motionofobjects. forcesactingon actionaryand andmotionofparticlesin staticobjectsor reactionaryforces electricalfields,andputit objectsmovingwith betweenobjects, intopractice. constantvelocity. andputthe 3.Experimentandexplainthe knowedgeinto relationshipbetweenforces paractice. andmotionofparticlesin 3.Experimentand magneticfields,andputit explainbuoyant intopractice. forcesactingon 4.Analyseandexplainthe liquid. nuclearandelectricalforces amongparticlesinnuclei.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 4: Forces and Motion StandardSC4.2: Understandingofthecharacteristicsandvarioustypesofmotionofnaturalobjects; having investigative process for seeking knowledge and scientific reasoning; transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - 1.Experiment - andexplain thefrictional forcesand putitinto practice.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Experimentand 1.Experimentandexplain explainthe therelationshipbetween differencesbetween displacement,time, static,frictionand velocity,acceleration forces,andputit ofthemotionsinastraight intopractice. line. 2.Experimentand 2.Observeandexplainthe explainthemoment simpleprojectile,circular offorces,andputit andharmonicmotions. intopractice. 3.Discussabouttheresults 3.Observeandexplain ofinvestigationand themotionsof thebenefitsofsimple objectsinastraight projectile,circularand lineandincurves. harmonicmotions.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Strand 5: Energy StandardSC5.1: Understanding of the relationship between energy and living; the energy transformation;theinterrelationshipbetweensubstancesandenergy;theeffectsof energy utilization on life and the environment; having investigative process for seekingknowledge;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - 1.Experiment 1.Identify 1.Experiment 1.Experiment 1.Experiment andexplain natural andexplain andexplain andexplain that energy themotion theorigin howto electricity sources oflightfrom andthe connect isaform producing itssource. propagation asimple ofenergy. electricity. 2.Experiment ofsound. electrical 2.Explore 2.Explainthe andexplain 2.Experiment circuit. andgive importance thereflection andexplain 2.Experiment examples ofelectrical oflighton theoriginof andexplain ofelectric energyand objects. highpitched theelectrical appliances proposehow 3.Experiment andlow- conductors transforming toconsume andclassify pitched andthe electrical itsafelyand objectsbased sound. insulators. energyinto economically. onvisualising 3.Experiment 3.Experiment otherforms fromsources andexplain andexplain ofenergy. oflight. loudandsoft aseries 4.Experiment sound. connection andexplain 4.Explore ofcells,and therefraction anddiscuss putitinto oflight aboutthe practice. passing detrimental 4.Experiment thoughtwo effectson andexplain kindsof listeningto the transparent excessively connection mediums. loudsounds. ofbulbsin 5.Experiment bothseries andexplain andparallel the circuits,and transformation putitinto oflightinto practice. electrical energy,and
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Experimentand 1.Experimentand 1.Explainthekinetic 1.Experimentandexplainthe explainthe explainthe andgravitational qualitiesofmechanical temperatureandits reflectionand potentialenergy, wavesandexplainthe measurement. refractionoflight, rulesforconservation relationshipbetweenspeed, 2.Observeandexplain andputitinto ofenergyandthe frequencyandwavelength. theheattransmission, practice. relationshipbetween 2.Explaintheoriginofsound andputitinto 2.Explaintheeffects thesequantities,and waves,soundbeats,sound practice. ofbrightnesson putitintopractice. intensity,levelofsound 3.Explainheat humanbeingsand 2.Experimentand intensity,hearingofsounds adsorptionand otherlivingthings. explainthe andsoundquality,andput emissionthrough 3.Experimentand relationshipbetween itintopractice. radiation,andputit explainthe potentialdifference, 3.Discussabouttheresults intopractice. absorptionoflight, electricalcurrent ofsearchingfordataon 4.Explainthethermal heat,seeingcolours andresistance,and noisepollutionaffecting equilibriumandthe ofobjects,andput putitintopractice. humanhealthandpropose effectsofheaton itintopractice. 3.Calculateelectrical waystopreventfromit. substanceexpansion energyofelectric 4.Explaintheelectromagnetic andputitinto appliances,andput wavesandtheirspectrums practice. itintopractice. andpresenttheresultsof 4.Observeanddiscuss searchingfordataon aboutcorrect,safe benefitsandpreventionof andeconomical harmfromelectromagnetic connectionof waves. electricalcircuits 5.Explainnuclearreaction, athome. fission,fusionand 5.Explainthe therelationshipbetween resistors,diodes manandenergy. andtransistorsand 6.Searchfordataonenergy experimentthe originatingfromnuclear connectingbasic reactionsandtheeffectson electroniccircuits lifeandtheenvironment. withtransistors.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 5: Energy StandardSC5.1: Understanding of the relationship between energy and living; the energy transformation;theinterrelationshipbetweensubstancesandenergy;theeffectsof energy utilization on life and the environment; having investigative process for seekingknowledge;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 putitinto 5.Experiment practice. andexplain 6.Experiment originof andexplain amagnetic thatwhite field light produced comprises whenelectric various currentis coloured presentin lights,and awire,and putitinto putitinto practice. practice.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 7.Discussabouttheresults ofnuclearpoweronplants andputitintopractice. 8.Explainthekindsandthe propertiesofradiation fromradioactiveelements. 9.Explaintheoriginof radioactivityandidentify methodsofchecking radiationinthe environment,their application,andtheeffects onlivingthingsand theenvironment.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 6: Change Processes of the Earth StandardSC6.1: Understanding of various processes on the earth surface and the interior; the relationshipbetweenvariousprocessescausingchangesinclimate,topographyand formoftheearth;havinginvestigativeprocessforseekingknowledgeandscientific reasoning;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Explore, 1.Exploreand 1.Exploreand 1.Exploreand 1.Explore, 1.Explain experiment categorise explainthe explainthe experiment andclassify andexplain soilusing physical soil andexplain rocksusing the physical propertiesof formation. theformation their components propertiesas waterinthe 2.Specify ofclouds, characteristics andthe criteria,and localarea, kindsand mist,dew, and physical putitinto andputit theproperties rainandhail. propertiesas propertiesof practice. intopractice. ofsoilused 2.Experiment criteria,and soilinthe 2.Searchfor forgrowing andexplain putitinto localarea. dataand plantsin theformation practice. discussabout thelocal ofwater 2.Explore the area. cycle. andexplain components 3.Designand thechanges ofairand makesimple ofrocks. the instruments 3.Searchfor importance for dataand ofair. measuring explain 3.Experiment temperature, geological andexplain humidityand disasters themotion airpressure. affecting ofair 4.Experiment human resulting andexplain beings from theformation andthe different ofwind,and environment temperature. putitinto inthelocal practice. area.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Searchforrelevant 1.Explore,experiment - 1.Searchforrelevant informationand andexplainthesoil informationandexplain explainthecomponents profile,thesoil principlesfordividing andthedivisionof propertiesand theearthstructure. atmosphericlayers thesoilformation 2.Experimentgeological coveringtheearth process. processsimulationmodels surface. 2.Explore,analyse andexplaintheearth 2.Experimentand andexplainthe geologicalchange explainthe utilizationofsoil processes. relationship andimprovement 3.Experimentsimulation between ofsoilquality. modelsandexplain temperature, 3.Experiment theprocessesthatform humidityandair geologicalprocess mountains,faults,folds, pressureand simulationmodels earthquakesandvolcanic climate-affecting toexplaintherock eruptions. phenomena. formationprocess 4.Searchforrelevant 3.Observe,analyse andthe informationandexplain anddiscussabout characteristicsof theimportanceof theformationof rockcomponents. geologicalphenomena, climatephenomena 4.Testandobserve earthquakesandvolcanic affectinghuman thecomponentsand eruptionsaffectingliving beings. thepropertiesof thingsandtheenvironment. 4.Searchforrelevant rocksfortheir 5.Explore,analyseand information,analyse classification,and explainthestratigraphy andinterpret putitintopractice. fromrocklayerorientation, meaningsofweather 5.Verifyandexplain fossilsandgeological forecastsdata. thephysical structurestoexplainthe 5.Searchfor,analyse characteristicsof originanddevelopment andexplainthe mineralsandputit ofthelocalarea. effectsofclimateon intopractice. livingthingsandthe environment.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 6: Change Processes of the Earth StandardSC6.1: Understanding of various processes on the earth surface and the interior; the relationshipbetweenvariousprocessescausingchangesinclimate,topographyand formoftheearth;havinginvestigativeprocessforseekingknowledgeandscientific reasoning;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Searchforrelevant 6.Searchforrelevant 6.Searchforrelevant information,analyse informationand information,analyse andexplainthe explainthe andexplainthebenefits naturalfactorsand formationprocess, ofgeologicaldata. man-modeactions thecharacteristics affectingchanges andtheproperties oftheearth ofpetroleum,coal temperature,ozone andoilshale,and holesandacidrain. putitintopractice. 7.Searchforrelevant 7.Exploreandexplain information,analyse thecharacteristics andexplainthe ofnaturalwater effectsofglobal sources,utilization warming,ozone andconservationof holesandacidrain localwatersources. onlivingthingsand 8.Experimentwith theenvironment. simulationmodels andexplainthe formationprocess ofgroundwater sourcesand undergroundwater sources.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 6: Change Processes of the Earth StandardSC6.1: Understanding of various processes on the earth surface and the interior; therelationshipbetweenvariousprocessescausingchangesinclimate,topography and form of the earth; having investigative process for seeking knowledge andscientificreasoning;transterringandputtingtheknowledgeintopractice. Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 9.Experimentthe simulationmodels andexplainthe processesof weathering,erosion, sweepingaway, pilingupand crystallisation andtheeffectsof theseprocesses. 10.Searchforrelevant information,make amodelandexplain theearthstructure andcomponents.
    • Basic Education Core Curriculum150 B.E. 2551 (A.D. 2008) Strand 7: Astronomy and Space StandardSC7.1: Understanding of the evolution of the solar system, galaxies and the universe; theinterrelationshipswithinthesolarsystemandtheireffectsonlivingthingson the earth; having investigative process for seeking knowledge and scientific reasoning;transferringandputtingtheknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifythat 1.Search 1.Observe 1.Makeamodel 1.Observe 1.Make inthesky forand andexplain toexplainthe andexplain amodel therearethe discussthe therising characteristics theformation andexplain sun,the importance andsetting ofthesolar ofdirections theformation moonand ofthesun. ofthesun, system. (north,east, ofseasons, stars. themoon, south,west) waxingand causesdays andthe waningof andnights phenomena themoon, anddirection oftherising thesolar setting. andfalling eclipsesand ofstars thelunar usingstar eclipses,and chart. putitinto practice.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 151 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Searchforrelevant 1.Searchforrelevant informationand informationandexplainthe explainthe formationandtheevolution relationships ofthesolarsystem, betweenthesun, galaxiesandtheuniverse. earth,themoon 2.Searchforrelevant andotherplanets, informationandexplainthe andtheeffectson natureandtheevolution theenvironment offixedstars. andlivingthings. 2.Searchforrelevant informationand explainthe componentsofthe universe,galaxies andthesolar system. 3.Specifyposition ofconstellations, andputitinto practice.
    • Basic Education Core Curriculum152 B.E. 2551 (A.D. 2008) Strand 7: Astronomy and Space StandardSC7.2: Understandingoftheimportanceofspacetechnologyutilisedforspaceexploration and natural resources for agriculture and communication; having investigative process for seeking knowledge and scientific reasoning; tranferring and putting theknowledgeintopractice Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - - - 1.Searchfor dataand discussabout theprogress andthe benefitsof space technology.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - - 1.Searchforrelevant 1.Searchforrelevant informationand informationandexplain discussaboutthe thelaunchingofsatellites, processofutilising andcalculatethevelocity spacetechnology ofsatellitesrevolving forexplorationof aroundtheearth. space,objects 2.Searchforrelevant inthesky,weather informationandexplain conditions,the thebenefitsofsatellites naturalresourcesfor invariousrespects. agricultureand 3.Searchforrelevant communication. informationandexplain thelaunchingofspace ships,andspaceexploration utilisingspaceships andspacestations.
    • Basic Education Core Curriculum15 B.E. 2551 (A.D. 2008) Strand 8: Nature of Science and Technology StandardSC8.1: Application of the scientific process and scientific reasoning in investigation for seeking knowledge and problem-solving; knowing that most natural phenomena assumedefinitepatternswhichareexplainableandverifiablewithinlimitationsof dataandinstrumentsavailableduringparticularperiodsoftime;andunderstanding thatscience,technology,societyandtheenvironmentareinterrelated Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Pose 1.Pose 1.Pose 1.Pose 1.Pose 1.Pose questions questions questions questions questions questions aboutthe aboutthe aboutthe aboutthe aboutthe aboutthe studymatters studymatters studymatters studyissues, studyissues, studyissues, asprescribed asprescribed asprescribed mattersor mattersor mattersor orinaccord orinaccord andin situations situations situations withtheir withtheir accordwith asprescribed asprescribed asprescribed interests. interests. theirinterests. andin andin andin 2.Planfor 2.Planfor 2.Planfor accordwith accordwith accordwith observation, observation, observation, their their their exploration, exploration, propose interests. interests. interests. verification, verification, methodsof 2.Planfor 2.Planfor 2.Planfor studyand studyand exploration, observation observation observation research research verification, andpropose andpropose andpropose usingtheir usingtheir studyand methodsof methodsof methodsfor ownideas ownideas research exploration, exploration, exploration, andoftheir andoftheir usingtheir verification, verification, verification, teachers. teachers. ownideas, studyand studyand studyand 3.Usematerials 3.Usesuitable ofgroups, research, research, research, and materials, andthe andthe andthe andthe instruments instruments expectations. expectations. expectations. expectations. toexplore and andverify equipmentto andrecord exploreand resultsusing verify,and simple recordthe methods. data.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 155 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Posequestions 1.Posequestions 1.Posequestions 1.Posequestionsbased prescribingthe prescribingthe prescribingthe onscientificknowledge issuesorthe issuesorthe issuesorthe andunderstandingortheir importantvariables importantvariables importantvariables interestsorfromcurrent forexplorationand forexplorationand forexplorationand issuesforcomprehensive verificationor verificationor verificationand andreliableexploration conduct conduct conduct andverification. comprehensive comprehensive comprehensive 2.Makehypothesessupported andreliablestudy andreliablestudy andreliablestudy bytheories,orthe andresearchon andresearchon andresearchon expectations,ormake mattersoftheir mattersoftheir mattersoftheir modelsorformatsleading interest. interest. interest. toexplorationand 2.Makeverifiable 2.Makeverifiable 2.Makeverifiable verification. hypothesesand hypothesesand hypothesesand 3.Searchforandcollect planseveral planseveral planseveral datarequiringconsideration methodsof methodsof methodsof offactorsorimportant explorationand explorationand explorationand variables,factorsaffecting verification. verification. verification. otherfactors,uncontrollable 3.Selecttechniques 3.Selecttechniques 3.Selecttechniques factorsandthenumber andmethodsof andmethodsof andmethodsof oftimestorepeatthe quantitativeand quantitativeand quantitativeand explorationandverification qualitative qualitative qualitative processtoensurereliable explorationand explorationand explorationand andsufficientdata. verificationyielding verificationyielding verificationyielding 4.Selectmaterials,techniques, accurateandsafe accurateandsafe accurateandsafe methodsandinstruments resultsusing resultsusing resultsusing utilisedinaccurate appropriate appropriate appropriate observation,measurement, materialsand materialsand materialsand explorationandverification equipment. equipment. equipment. inwidthandindepthfor quantitativeandqualitative dimensions.
    • Basic Education Core Curriculum15 B.E. 2551 (A.D. 2008) Strand 8: Nature of Science and Technology StandardSC8.1: Application of the scientific process and scientific reasoning in investigation for seeking knowledge and problem-solving; knowing that most natural phenomena assumedefinitepatternswhichareexplainableandverifiablewithinlimitationsof dataandinstrumentsavailableduringparticularperiodsoftime;andunderstanding thatscience,technology,societyandtheenvironmentareinterrelated Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Putthedata 4.Putthedata 3.Select 3.Select 3.Select 3.Select obtained intogroups, suitable accurateand accurateand accurateand fromthe andcompare materials, appropriate appropriate appropriate exploration andpresent instruments instruments instruments instruments andthe theresults. and for for and verification 5.Posenew equipmentto exploration exploration methodsfor intogroups questions exploreand and and exploration andpresent arisingfrom verify,and verification. verification and theresults. theresults recordthe 4.Recordthe inorderto verification 5.Express ofthe data. quantitative obtain inorderto theopinions exploration 4.Putthedata data,and reliabledata. obtain ofthe andthe intogroups, present 4.Recordthe comprehensive exploration verification. compare theresults. quantitative andreliable andthe 6.Express itwiththe 5.Posenew and data. verification. thegroup expectations questionsfor qualitative 4.Recordthe 6.Recordand opinions,and andpresent subsequent data,verify quantitative explain putitinto theresults. exploration theresults and resultsofthe abodyof 5.Posenew and with qualitative exploration knowledge. questions verification. expectations, data,analyse andthe 7.Recordand arisingfrom 6.Expressthe andpresent andverify verification clearly theresultsof opinions theresults theresults intheform explainthe exploration andthe andthe with ofpictures resultsofthe and conclusions conclusions. expectations, orshort exploration verification. aboutwhat 5.Posenew andpresent writing. andthe 6.Expressthe theylearn. questionsfor theresults 7.Verbally verification opinionsand subsequent andthe presenttheir intheform collectthe exploration conclusions. workclearly. ofpictures, datafrom and diagramsor groups verification. explanations. leadingto knowledge creation.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 4.Collectthedata 4.Collectthedata 4.Collectthedata 5.Collectthedataand andprocessit andprocessit andprocessit systematicallyandaccurately quantitativelyand quantitativelyand quantitativelyand recordtheresults qualitatively. qualitatively. qualitatively. ofexplorationand 5.Analyseand 5.Analyseand 5.Analyseand verificationaddressing evaluateconformity evaluateconformity evaluateconformity bothquantity,andquality ofeye-witnesses ofeye-witnesses ofeye-witnesses byverifyingprobability, withtheconclusions withtheconclusions withtheconclusions appropriatenessorerrors bothsupportingand bothsupportingor bothsupportingor inthedata. contradictingthe contradictingthe contradictingthe 6.Processthedatabytaking hypothesesanddata hypothesesand hypothesesanddata intoconsiderationaccurate abnormalityfrom dataabnormality abnormalityfrom quantitativereportingofthe explorationand fromexploration explorationand results,andpresent verification. andverification. verification. thedatathroughappropriate 6.Createmodelsor 6.Createmodelsor 6.Createmodelsor techniquesandmethods. formatsexplaining formatsexplaining formatsexplaining 7.Analysethedata,interpret orshowingthe orshowingthe orshowingthe meaningsofdataand resultsofexploration resultsofexploration resultsofexploration evaluatetheconformityof andverification. andverification. andverification. theconclusionsormain 7.Posequestions 7.Posequestions 7.Posequestions substanceforverification leadingtoexploration leadingto leadingto withthehypotheses. andverificationof explorationand explorationand 8.Considerreliabilityofthe relevantmatters,and verificationof verificationof methodsandtheresultsof applytheknowledge relevantmatters, relevantmatters, theexplorationand gainedinnew andapplythe andapplythe verificationbasedonthe situationsorexplain knowledgegained knowledgegained principlesoferrorof theconcepts, innewsituations innewsituationsor measurementand processesandthe orexplainthe explaintheconcepts, observation,and resultsoftheproject concepts,the theprocessesand recommendimprovement ortaskclearly. processesandthe theresultsofthe oftheexplorationand resultsoftheproject projectortask verificationmethods. ortaskclearly. clearly.
    • Basic Education Core Curriculum158 B.E. 2551 (A.D. 2008) Strand 8: Nature of Science and Technology StandardSC8.1: Application of the scientific process and scientific reasoning in investigation for seeking knowledge and problem-solving; knowing that most natural phenomena assumedefinitepatternswhichareexplainableandverifiablewithinlimitationsof dataandinstrumentsavailableduringparticularperiodsoftime;andunderstanding thatscience,technology,societyandtheenvironmentareinterrelated Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 8.Verbally 7.Recordand 7.Recordand 6.Freely 5.Posenew presenttheir explainthe clearlyand expressthe questionsfor workclearly. authentic directly opinions,the subsequent resultsofthe explainthe explanations exploration exploration resultsofthe andthe and and exploration conclusions verification. verification, andthe aboutwhat 6.Freely using verification. theylearn. expressthe diagrams. 8.Presentand 7.Recordand opinions, 8.Presentand displaywork explainthe providethe displaywork toexplain resultsofthe explanations, toshowthe theprocesses exploration the processes andthe and agreements, andthe resultsof verification andthe resultsof theirwork basedonreal conclusions theirwork clearly. situationsand aboutwhat clearly. references. theylearn. 8.Presentand 7.Recordand displaytheir explainthe workto resultsofthe explainthe exploration processes and andresults verification clearly. basedon real situations, with rationality andeye- witnessesfor reference.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 8.Recordandexplain 8.Recordandexplain 8.Recordandexplain 9.Applytheresultsobtained theresultsof theresultsof theresultsof fromtheexplorationand theadditional theadditional theadditional theverification,inregard observation, observation, observation, tothemethodologyand exploration, exploration, exploration, thebodiesofknowledge, verificationand verificationand verificationand posenewquestions,and researchfrom researchfrom researchfrom applyresultstoproblem- varioussources varioussources varioussources solvingtonewsituations andaccept andaccept andacceptthe andtoreallife. thechangeswith thechanges changeswiththe 10.Realisetheimportance thenewadditional withthenew newadditionaldata, oftheneedtoparticipate data,eye-witnesses additionaldata, eye-witnessesorthe andtoberesponsible orthecontradictory eye-witnessesor contradictorydata. forexplanation,agreeing data. thecontradictory 9.Displaytheirwork, onviewsanddrawing 9.Displaytheirwork, data. writethereports theconclusionsabout writethereports 9.Displaytheirwork, and/orexplainthe theresultsofscientific and/orexplainthe writethereports concepts,processes learningpresented concepts,processes and/orexplainthe andresultsofthe tothepublic. andresultsofthe concepts,processes projectortask 11.Recordandlogically projectortask andresultsofthe clearly. explaintheresultsof clearly. projectortask theexplorationandthe clearly. verification;useevidence forreferenceorconduct additionalresearchinorder tofindreliableevidence, andacceptthenew knowledgeaccordingto newandadditionaldata andeye-witnesses.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Strand 8: Nature of Science and Technology StandardSC8.1: Application of the scientific process and scientific reasoning in investigation for seeking knowledge and problem-solving; knowing that most natural phenomena assumedefinitepatternswhichareexplainableandverifiablewithinlimitationsof dataandinstrumentsavailableduringparticularperiodsoftime;andunderstanding thatscience,technology,societyandtheenvironmentareinterrelated Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 8.Presentand displaytheir workand explainthe processes andresults clearly.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 12.Displaytheirwork,write thereportsand/orexplain theconcepts,processes andresultsoftheirproject ortaskclearly.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) SocialStudies,ReligionandCulture Why it is necessary to learn social studies, religion and culture Thelearningareaofsocialstudies,religionandcultureenableslearnerstoacquire knowledgeandunderstandthelivesofhumanbeingsasindividualsandcoexistingmembers ofasociety.Theareaaddressesself-adjustmentinaccordwithexigenciesofenvironmental situations and management of limited resources. Learners acquire the understanding of development and changes in accord with exigencies of various periods, times and factors, leadingtounderstandingofoneselfandothers.Learnersalsoacquirepatience,forbearance and acceptance of differences. They are endowed with morality and the ability to adjust knowledgegainedforapplicationinleadingtheirlivesasgoodcitizensofthecountryand desiredmembersoftheworldcommunity. What is learned in social studies, religion and culture The learning area of social studies, religion and culture focuses on coexistence insocietiesthatareinterlinkedandthathavemanydifferences,enablingthelearnerstoadjust themselves to various environment. They will thus become good, responsible citizens with knowledge,skills,moralityanddesiredvalues.Themainstrandsprescribedareasfollow: l Religion, Morality and Ethics: the fundamental concepts about religion, morality,ethicsandtheprinciplesofBuddhismorthoseoflearners’religions;theapplication ofreligions,theprinciplesandteachingsforself-developmentandpeacefulandharmonious coexistence; the ability to do good deeds; acquisition of desired values; continuous self- developmentaswellasprovisionofservicesforthecommunity l Civics, Culture and Living:politicalandadministrativesystemsofthepresent society; the democratic form of government under a constitutional monarchy; the characteristics and the importance of good citizenship; cultural differences and diversity; values under a constitutional monarchy; rights, duties and freedoms to achieve a peaceful existenceinThaisocietyandtheworldcommunity
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 l Economics:theproduction,distributionandconsumptionofgoodsandservices;management of limited resources available; a balanced lifestyle and the application of theprinciplesofSufficiencyEconomyindailylife l History: the historical times and periods; the historical methodology; thedevelopmentofmankindfromthepasttothepresent;therelationshipsandthechangesofvariousevents;theeffectsofimportanteventsinthepast;thepersonalitiesthatinfluencedvarious changes in the past; the historical development of the Thai nation; the cultureandThaiwisdom;theoriginsoftheimportantcivilizationsoftheworld l Geography:thephysicalcharacteristicsoftheearth;thephysicalcharacteristics,resourcesandclimateofThailandandvariousotherregionsoftheworld;theutilizationofmaps and geographical instruments; the inter-relationship of various things in the naturalsystem;therelationshipbetweenmanandthenaturalenvironmentandman-madeobjects;thepresentationofgeo-dataandinformation;thepreservationoftheenvironmentforsustainabledevelopment Learners’QualityGrade 3 graduates l Knowaboutthemselvesandthosearoundthemaswellasthelocalenvironment,theplaceswheretheylive,canlinktheexperiencestothewiderworld l Haveskills,andnecessaryknowledgetodevelopmorality,ethics,behaviourandpracticesinaccordwiththeprinciplesandteachingsoftheirreligions;begoodcitizensandhave a sense of responsibility; live and work with others; participate in the classroomactivities,andputdecision-makingintopractice l Know about themselves, and their families, schools and communities on anintegrated basis; understand concepts about the present and the past; have fundamentaleconomicknowledge;havebeengivenideasaboutfamilyincomeandexpensesunderstandtherolesofproducersandconsumers;knowbasicsavingandthemethodologyofSufficiencyEconomy l Know and understand the basic concepts of religion, morality, ethics, civics,economics,historyandgeography,soastoprovidefoundationfornigherunderstanding
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Grade 6 graduates l Know about their own provinces, regions and the country regarding history, physical characteristics, societies, traditions and culture as well as politics, administration andeconomicsituations,withemphasisonThainationhood l Understand the religion, morality and ethics; observe the principles and teachingsoftheirreligions,aswellasexhibitgreaterparticipationinthereligiousritesand ceremonies l Conduct themselves well in accord with the status, roles, rights and duties aswellasexhibitgreaterparticipationintheircustoms,traditionsandcultureactivities l ComparetheinformationofprovincesinThailandwithneighbouringcountries; developthesociologicalconceptsregardingtoreligions,morality,ethics,civics,economics, history and geography in order to gain experiences and understanding of the eastern and western worlds regarding to religions, morality, ethics, values, beliefs, customs, traditions, culture and way of life; develop the concepts of organisation of social order and social changefromthepasttothepresent Grade 9 graduates l KnowaboutworldaffairsthroughcomparativestudiesofThailandandcountries invariousregionsoftheworldinordertodeveloptheconceptsofpeacefulcoexistence l Gainessentialskillsinordertobecomecriticalthinkers;developtheconcepts and widened experiences in comparing Thailand with other countries i.e., Asia, Australia, Oceania, Africa, Europe, North America and South America, regarding religions, morality, ethics, values, beliefs, customs, traditions, culture, politics, administration, history and geographyusinghistoricalandsociologicalmethods l Knowandunderstandtheconceptsandfutureeventsanalysing,andputitinto practice
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15Grade 12 graduates l Havewiderandmoreprofoundknowledgeabouttheworldaffairs l Begoodcitizens,moralityandethics;observetheprinciplesoftheirreligions aswellasdesiredvalues;livehappilywithothersinthesociety;havepotentialitytofurthertheireducation l Know about This wisdom, pride in Thai nationalism, the history of the Thaination; adhere to the way of life and the democratic form of government under aconstitutionalmonarchy l Havegoodconsumptionhabits;appropriatelychooseanddecideonconsumption;beawareofandparticipateinpreservationofThaitraditions,cultureandtheenvironment,lovetheirlocalareasandthecountry;bededicatedtoprovidingservicesandgoodthingsforthesociety l Have knowledge and capability of managing their own learning; be able toguidethemselvesandseekknowledgefromvariouslearningsourceslifelong
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMastersandthemoral principlesofBuddhismorthoseofone’sfaithandotherreligions;havingtheright faith;adherencetoandobservanceofthemoralprinciplesforpeacefulcoexistence Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Recountin 1.Tellthe 1.Explainthe 1.Explainthe 1.Analysethe 1.Analysethe briefthelife importance importance importance importance importance ofthe ofBuddhism ofBuddhism ofBuddhism ofBuddhism ofBuddhism Buddhaor orthatof orthatof orthatof orthatof asthe thelivesof learners’own learners’own learners’own learners’own national theMasters religions. religionsas religionsas religions religionor oflearners’ 2.Summarise asignificant thespiritual ascultural theimportance own thelifeof foundationof focalpoint heritageand oflearners’ religions. theBuddha Thaiculture. forbelievers. apivotfor own 2.Appreciate frombirth 2.Summarise 2.Summarise developing religions. andtellthe toordination thelifeof thelifeof theThai 2.Summarise modelsof orthelives theBuddha theBuddha nation. thelifeof livingand ofthe fromthe from 2.Summarise theBuddha theinsights Mastersof practice enlightenment thelifeof fromthe fromthe learners’own ofself- topropagation theBuddha announcement disciples, religionsas mortification orthelives fromarrival ofhiscoming lives, prescribed. totheGreat ofthe atthetown deathtothe theBuddha’s Deceaseor Mastersof ofKapilavastu FourHoly previous thelivesof learners’own tohis Placesof lives,the theMasters religionsas important Buddhism talesand oflearners’ prescribed. deedsor orthelives exemplary own thelivesof ofthe believersas religionsas theMasters Mastersof prescribed. prescribed. oflearners’ learners’own ownreligions religionsas asprescribed. prescribed.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainthe 1.Explainthe 1.AnalyseIndiansociety dissemination dissemination dissemination andreligiousbeliefsbefore ofBuddhismor ofBuddhismor ofBuddhismor theperiodoftheBuddha learners’own learners’own learners’own orthepastsocietiesofthe religionsto religionsto religionsto Mastersoflearners’own Thailand. neighbouring variouscountries religions. 2.Analysethe countries. worldwide. 2.AnalysetheBuddhaas importanceof 2.Analysethe 2.Analysethe ahumanbeingwithhigh Buddhismor importanceof importanceof self-trainingin learners’own Buddhismorthat Buddhismorthat enlightenment,founding, religionsforthe oflearners’own oflearners’own teachingmethodsand Thaisocial religionsin religionsin disseminationofBuddhism environment contributing contributingto oranalyselivesofthe aswellasself- tomutual civilisationand Mastersoflearners’own developmentand understanding worldpeace. religionsasprescribed. familydevelopment. withneighbouring 3.Discussthe 3.Analysethelifeofthe 3.Analysethelife countries. importanceof Buddharegardingreligious oftheBuddhafrom 3.Analysethe Buddhismorthat administrationoranalyse birthtothepractice importanceof oflearners’own thelivesoftheMasters ofself-mortification Buddhismorthat religionsandthe oftheirreligionsas orthelivesofthe oflearners’own principlesofthe prescribed. Mastersoflearners’ religionsasa Sufficiency 4.Analysethepractices ownreligionsas foundationof Economy oftheMiddlePathin prescribed. culture,national Philosophyand Buddhismortheconcepts identityandnational thesustainable oflearners’ownreligions heritage. development. asprescribed. 5.Analysethedevelopmentof properfaithandwisdomin Buddhismortheconcepts oflearners’ownreligions asprescribed.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMastersandthemoral principlesofBuddhismorthoseofone’sfaithandotherreligions;havingtheright faith;adherencetoandobservanceofthemoralprinciplesforpeacefulcoexistence Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 3.Tellthe 3.Appreciate 3.Appreciate 3.Appreciate 3.Appreciate 3.Appreciate meaningand andtellthe andtellthe andconduct andconduct andconduct respectthe modelsof modelsof themselves themselves themselves TripleGems, livingand livingand inaccord inaccord inaccord observethe theinsights theinsights withthe withthe withthe principles fromthe fromthe modelsof modelsof modelsof oftheThree thedisciples’ thedisciples’ livingand livingand livingand Admonitions lives, lives theinsights theinsights theinsights ofthe theBuddha’s theBuddha’s fromthe fromthe fromthe Buddha,or previous previous thedisciples’ thedisciples’ thedisciples’ themoral lives,the lives,the live, live, live,the principles talesand talesand theBuddha’s theBuddha’s Buddha’s oflearners’ exemplary exemplary previouslives, previous previous own believersas believers. thetalesand lives,the lives,the religionsas prescribed. 4.Tellthe exemplary talesand talesand prescribed. 4.Tellthe meaning believersas exemplary exemplary 4.Appreciate meaning,the andthe prescribed. believersas believersas andpray importance importance 4.Payrespect prescribed. prescribed. toextend andrespect ofthe totheTriple 4.Explainthe 4.Analysethe loving- theTriple Tipitaka Gems, components importance kindness Gemsand (thethree observethe andthe andrespect toallandbe observethe divisionsof principlesof importance theTriple consciousor principles theBuddhist theThreefold ofthe Gems, thespiritual oftheThree Canon)or Learningand Tipitaka observethe development Admonitions thescriptures theThree (thethree principlesof inaccord inBuddhism, oflearners’ Admonitions divisionsof theThreefold withthe orthemoral own inBuddhism, theBuddhist Learningand guidelines principles religions. orthemoral Canon)or theThree oflearners’ oflearners’ principles thescriptures Admonitions own own oflearners’ oflearners’ oftheBuddha religionsas religionsas own own orthe prescribed. prescribed. religionsas religions. principles prescribed.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 4.Analyseandconduct 4.Analysethe 4.Analysethelife 6.Analysethedemocratic themselvesinaccord importanceof oftheBuddhafrom characteristicsinBuddhism withthemodels Buddhismorthat variousposesof orthedemocraticconcepts oflivingandthe oflearners’own Buddhaimagesor inlearners’ownreligions insightsfromthe religionsfor analysethelives asprescribed. disciples’lives, community oftheMastersof 7.AnalysetheBuddhist theBuddha’s developmentand learners’own principlesandthescientific previouslives, fororganisingsocial religionsas principlesortheconcepts thetalesand order. prescribed. oflearners’ownreligions exemplarybelievers 5.Analysethelife 5.Analyseand asprescribed. asprescribed. oftheBuddhaor conductthemselves 8.Analyseself-trainingand 5.Explainthe thelivesofthe inaccordwith self-development,self- Buddha’svirtues Mastersoflearners’ themodelsofliving relianceanddetermination andtheimportant ownreligionsas andtheinsights toattainliberationin teachingswithin prescribed. fromthedisciples’ Buddhismorsimilar theframeworkof 6.Analyseandconduct lives,theBuddha’s conceptsinthelearners’ theFourNoble themselvesinaccord previouslives,the ownreligionsasprescribed. Truthsorexplain withthemodels talesandexemplary 9.AnalyseBuddhismasthe theprinciplesof oflivingandthe believersas scienceofeducationthat learners’own insightsfromthe prescribed. emphasisestherelationship religionsas disciples’lives, 6.Explainthevirtues betweenthecausesand prescribed; theBuddha’s oftheSanghaand problem-solvingmethods appreciateand previouslives, theimportant orsimilarconceptsin applytheteaching thetalesand teachingswithinthe learners’ownreligionsas forsolvingtheir exemplarybelievers frameworkof prescribed. ownproblemsand asprescribed. theFourNoble 10.AnalyseBuddhism thoseoftheir Truthsorthemoral regardingself-training families. principlesof toavoidheedlessness;aim learners’own toachievethebenefitsand religionsas thepersonal,socialand prescribed. worldpeaceortheconcepts oflearners’ownreligions asprescribed.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMastersandthemoral principlesofBuddhismorthoseofone’sfaithandotherreligions;havingtheright faith;adherencetoandobservanceofthemoralprinciplesforpeacefulcoexistence Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Appreciate 5.Payrespect 5.Appreciate 5.Payrespect oflearners’ thefamily totheTriple family totheTriple ownreligion members’ Gemsand members’ Gemsand asprescribed. andother observethe andother observethe 5.Appreciate people’s principlesof people’s principlesof their gooddeeds theThree gooddeeds theThreefold countrymen’s inaccord Admonitions inaccord Learningand gooddeeds withthe inBuddhism, withthe theThree inaccord religious orthemoral religious Admonitions withthe principles. principles principles, inBuddhism, religious 6.Appreciate oflearners’ aswellas orthemoral principles andprayto own tellthe principles andputit extend religionsas guidelines oflearners’ intopractice. loving- prescribed. forliving. own 6.Appreciate kindnessto 6.Appreciate 6.Appreciate religionsas andpray all,andbe andpray andprayto prescribed. toextend consciousor toextend extend 6.Appreciate loving- spiritual loving- loving- andprayto kindnessto development kindnessto kindnessto extend all,traintheir inaccord all,andbe all,andbe loving- spiritand withthe consciousor consciousor kindnessto acquire guidelines spiritual spiritual all,andbe wisdom; oflearners’ development development consciousor beconscious own inaccord inaccord spiritual orspiritual religionsas withthe withthe development development prescribed. guidelines guidelines inaccord inaccord oflearners’ oflearners’ withthe withthe ownreligions own guidelines guidelines asprescribed. religionsas oflearners’ oflearners’ prescribed. ownreligions own asprescribed. religionsas prescribed.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Appreciatethe 7.Explaininbrief 7.Appreciateand 11.AnalyseBuddhismand valuesofspiritual thestructureandthe analyseself-conduct SufficiencyEconomy developmentfor areasoftheTipitaka inaccordwiththe Philosophyandthenational learningandliving (thethreedivisions moralprinciples sustainabledevelopment byadoptingthe oftheBuddhist ofself-development ortheconceptsoflearners’ Yonisonamasikara Canon)orthe topreparethemselves ownreligionsasprescribed. wayofthinking, scripturesof forworkandfor 12.Analysetheimportance i.e.,through learners’own familylife. ofBuddhismregardingthe theapproachof religions. 8.Appreciatethe perfecteducation,politics true-falsevalues, 8.Explainthe valuesofspiritual andpeaceortheconcepts benefits-harms Buddha’svirtues developmentfor oflearners’ownreligions andsolutions, andtheimportant learningandliving asprescribed. orspiritual teachingswithin byadoptingthe 13.Analysetheprinciples development theframeworkof Yonisonamasikara withintheframework inaccordwith theFourNoble wayofthinking, oftheFourNobleTruths theguidelinesof Truths,orexplain i.e.,throughthe ortheprinciplesofthe learners’own theprinciples approachofthe teachingsoflearners’ religions. oflearners’own FourNobleTruths ownreligions. 7.Praytoextend religionsas andthrough 14.Analysetheinsightsand loving-kindnessto prescribed; investigationfor themodelsoflivingfrom all,traintheirspirit appreciateand rootcauses, thedisciples’lives,the andacquirewisdom putitintopractice. orthespiritual Buddha’spreviouslives, throughconscious developmentin thetalesandexemplary breathingorin accordwith believersasprescribed. accordwiththe guidelinesof 15.Analysethevaluesand guidelinesof learners’own theimportanceofsettling learners’own religions. questionsofdoctrineand religionsas fixingthetextofthe prescribed. Tipitaka(thethreedivisions oftheBuddhistCanon)or thescripturesoflearners’ ownreligionsand disseminationofdoctrine.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMastersandthemoral principlesofBuddhismorthoseofone’sfaithandotherreligions;havingtheright faith;adherencetoandobservanceofthemoralprinciplesforpeacefulcoexistence Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 7.Tellthe 7.Tellthe 7.Observe 7.Observe 7.Observe namesof namesand themoral theprinciples themoral thereligions, the principles oflearners’ principles theMasters importance oflearners’ own oflearners’ andthe of,and own religionsto own importance behave religionsfor develop religions ofthe appropriately harmonious themselves tosolve scriptures towardsthe coexistence andthe problems oflearners’ religious inthenation. environment. oftheevil own objects, 8.Explainin pathsand religions placesand briefthe addictive andthose peopleof livesof substances. ofother learners’ theMasters 8.Explainin religions. ownreligions. ofother briefthe religions. important principles ofother religions. 9.Explainthe important characteristics ofreligious ritesand ceremoniesof otherreligions andconduct themselves appropriately when participating insuchrites and ceremonies.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 8.Analyseandobserve 9.Appreciatethe 9.Praytoextend 16.Firmlybelieveinthe themoralprinciples valuesofspiritual loving-kindnessto effectsofdoinggooddeeds oflearners’own developmentfor all,traintheirspirit andevil;analysesituations religionsbasedon learningandliving andacquirewisdom anddecidetotakeaction theprinciplesof byadoptingthe throughconscious orconductthemselves Sufficiency Yonisonamasikara breathingorin reasonablyandappropriately Economy,andcare wayofthinking, accordwiththe inaccordwiththemoral forandprotect i.e.,throughthe guidelinesof andethicalprinciples,and theenvironment meansofstimulating learners’own setgoalsandrolesinlife forpeaceful moralityandthe religions. forpeacefulcoexistence coexistence. relationshipsof 10.Analysethe andharmoniouscoexistence 9.Analysethereasons spiritualteachings, differencesand inthenation. usingtolearnother orspiritual accepttheways 17.Explaininbriefthelives religions. developmentin oflifeofother oftheMastersofother10.Treatotherreligion accordwiththe religionbelievers. religions. believers guidelinesof 18.Appreciateandrealise appropriatly. learners’own theimportanceofethical11.Analyseactions religions. valuesthatdeterminethe oftheexemplary 10.Praytoextend differentbeliefsand figuresinreligious loving-kindnessto behavioursofbelievers relationsandpresent all,traintheirspirit ofvariousreligionsfor guidelinesfortheir andacquirewisdom eliminatingconflictsand ownactions. throughconscious forpeacefulcoexistence breathingorin insociety. accordwiththe guidelinesof learners’own religions.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.1: Knowledgeandunderstandingofthehistory,theimportance,theMastersandthemoral principlesofBuddhismorthoseofone’sfaithandotherreligions;havingtheright faith;adherencetoandobservanceofthemoralprinciplesforpeacefulcoexistence Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 11.Analyseself- 19.Appreciatethevaluesof, conductinaccord firmlybelieveandshow withthemoral determinationforpersonal principlesof improvementthroughthe learners’own spiritualandlearning religionsfor developmentbyadopting appropriate theYonisonamasikaraway behaviouramidst ofthinking,orthespiritual thetideofglobal developmentinaccordwith changeandfor theguidelinesoflearners’ peaceful ownreligions. coexistence. 20.Praytoextendloving- kindnesstoall,traintheir spiritandacquirewisdom inaccordwiththe principlesofthe foundationsof consciousnessorthe guidelinesoftheirreligions. 21.Analysethemajormoral principlesforpeaceful coexistenceofother religions,persuade, encourageandprovide supportotherstorecognise theimportanceofmutually doinggooddeeds. 22.Proposetheguidelinesto organisecooperative activitiesofallreligionsfor problem-solvingandsocial development.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 1: Religion, Morality and Ethics StandardSO1.2: Understanding, awareness and personal conduct of devout believers; and furtheranceofBuddhismorone’sfaith Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Provide 1.Conduct 1.Conduct 1.Discuss 1.Organise 1.Explaintheir servicesto themselves themselves aboutthe simpleand knowledge templesor appropriately appropriately importance useful ofvarious placesof andcorrectly andcorrectly ofand ceremonies partsof worship towardsthe towardsthe participatein oftheir placesof worship oftheir disciples disciples, maintaining religions andconduct religions. oftheir placesof placesof andconduct themselves 2.Profess religionsas worship, worship themselves appropriately. themselves prescribed. andreligious oftheir correctly. 2.Havethe asBuddhists 2.Conduct objects religions. 2.Conduct manners orbelievers themselves oftheir 2.Havethe themselves ofgood oftheir correctly religionsas manners inreligious believersas religions. inreligious prescribed. ofgood ritesand prescribed. 3.Explain 3.Conduct ritesand 2.Appreciate believersas ceremonies thebenefits themselves ceremonies thevaluesof prescribed. andon obtained correctly asprescribed. andconduct 3.Conduct important from inreligious themselves themselves religious participation ritesand correctlyin correctly daysas inreligious ceremonies religious inreligious prescribed, ritesand andon ritesand ritesand anddiscuss ceremonies important ceremonies ceremonies thebenefits andactivities religious andon andon obtained onimportant religious daysas important important from daysas prescribed. religious religious participation prescribed, daysas daysas inthese andconduct prescribed. prescribed. activities. themselves 3.Profess 3.Havethe correctly. themselves manners 4.Profess asBuddhists ofgood themselves orbelievers believersas asBuddhists orbelievers oftheir prescribed. oftheir religions. religions.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Provideservicesto 1.Treatotherpeople 1.Analysethe 1.Treatthedisciples,family placesofworship appropriatelyin disciples’duties membersandthosearound oftheirreligions. accordwiththe androlesandtreat themappropriately. 2.Explainthe principlesoftheir thedisciples 2.Conductthemselves disciples’behaviour religionsas correctlyas correctlyinreligiousrites soastoserveasa prescribed. prescribed. andceremoniesinaccord modelforpersonal 2.Havethemanners 2.Treatotherpeople withtheprinciplesoftheir conduct,andtreat ofgoodbelievers appropriatelyin religions. thedisciplesoftheir asprescribed. accordwiththe 3.Professthemselvesas religionsappropriately. 3.Analysethevalues religiousprinciples Buddhistsorbelievers 3.Treatotherpeople ofreligiousrites asprescribed. oftheirreligions. appropriatelyin andconduct 3.Dothedutiesof 4.Analysethemoral accordwiththe themselves goodbelievers. principlesanddoctrines principlesoftheir correctly. 4.Conductthemselves relatedtotheimportant religionsas 4.Explainthe correctlyin daysandthefestivalsof prescribed. teachingsrelated religiousrites theirreligions,andconduct 4.Organisereligious toimportant andceremonies. themselvescorrectly. ceremoniesand religiousdaysand 5.Explainthehistory 5.Organisetheseminars conductthemselves conductthemselves ofimportant andproposetheguidelines correctlyinreligious correctly. religiousdaysas toupholdtheirreligions ritesandceremonies. 5.Explainthe prescribed,and resultingthedevelopment 5.Explainthehistory differencesof conductthemselves ofthemselves,ofthenation andtheimportance religiousrites correctly. andoftheworld. ofthereligiousdays andceremonies 6.Professthemselves asprescribed,and inaccordwiththe asBuddhistsor conductthemselves practicesofother believersoftheir correctly. religionswitha religions. viewtoattaining 7.Presentthe mutualacceptance guidelinestothe andunderstanding. uphold theirreligions.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 2: Civics, Culture and Living in Society StandardSO2.1: Understandingandpersonalconductinaccordwiththedutiesandtheresponsibilities of good citizens; observance and preservation of Thai tradition and culture; and enjoyingpeacefulcoexistenceinThaisocietyandtheworldcommunity Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifythe 1.Observethe 1.Summarise 1.Begood 1.Citeexamples 1.Abidebythe advantages agreements, thebenefits citizens andconduct lawsrelating andbea rules, ofand and themselves tothedaily good regulations, observe community inaccord lifeoftheir memberof ordersand familyand members. withthe familiesand thefamily duties local 2.Begood status,roles, communities. andthe requiredin traditions leadersand rights, 2.Analysethe school. dailylife. andculture. good freedoms cultural 2.Citeexamples 2.Observe 2.Telltheir followers. andduties changesover oftheirown Thai ownwayof 3.Analysethe ofgood timeand goodness manners. lifeandthat children’s citizens. preservethe andthatof 3.Show ofothersin fundamental 2.Propose fineculture. othersand behaviour diversified rights methodsof 3.ShowThai tellthe ofaccepting cultures. provided protecting manners effectsof different 3.Explainthe bylaw. themselves appropriately. those ideas,beliefs significance 4.Explainthe andothers 4.Explainthe goodnesses. andpractices ofthe cultural fromthe different without important differences violationof cultural prejudice. official ofvarious children valuesof 4.Respecttheir holidays. groupsof rights. various ownrights 4.Citeexamples localpeople. 3.Appreciate groupsof andthose ofpeople 5.Propose thevaluesof peoplein ofothers. whose methodsof Thaiculture Thaisociety. achievements peaceful thataffect arebeneficial coexistence thewayof totheir indailylife. lifeinThai communities. society.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Abidebythelaws 1.Explainandabide 1.Explainthe 1.Analyseandabidebythe inprotecting bythelawsrelating differencesof lawsrelatingtothemselves, personalrights. tothemselves, committing theirfamilies,communities, 2.Specifytheirown theirfamilies, misdeedsin thenationandtheworld capacityof communitiesand criminaland community. providingservices thecountry. civilcases. 2.Analysetheimportance tothesocietyand 2.Appreciatethevalues 2.Participatein ofsocialstructure,social thenation. ofself-conductin protectingothers refinementandsocial 3.Discussaboutthe accordwiththe inaccordwiththe changes. culturalvalues status,roles,duties, principlesofhuman 3.Conductthemselvesand whicheitherarethe freedomsandduties rights. participateinencouraging factorsofgaining ofgoodcitizens 3.PreserveThai otherstoconduct goodrelationshipor alongthe cultureandchoose themselvessoastobe mayleadtomutual democraticpath. toabsorb goodcitizensofthenation misunderstanding. 3.Analysetheroles, appropriate andtheworldcommunity. 4.Showrespecttheir theimportanceand universalculture. 4.Evaluatethehumanrights ownrightsand therelationshipsof 4.Analysethefactors situationsinThailandand freedomsand socialinstitutions. ofconflictsinthe proposethedevelopmental thoseofothers. 4.Explainthe country,andpropose guidelines. similaritiesand ideastomitigate 5.Analysethenecessity thedifferences theconflicts. toimprove,changeand betweenThai 5.Proposethe preserveThaicultureand cultureandthose conceptsofliving choosetoabsorbuniversal ofothercountries happilyinthe culture. intheAsianregion countryandinthe inordertogain worldcommunity. creatingmutual understanding.
    • Basic Education Core Curriculum180 B.E. 2551 (A.D. 2008) Strand 2: Civics, Culture and Living in Society StandardSO2.1: Understandingandpersonalconductinaccordwiththedutiesandtheresponsibilities of good citizens; observance and preservation of Thai tradition and culture; and enjoyingpeacefulcoexistenceinThaisocietyandtheworldcommunity Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Participate 5.Follow inthe various, preservation information and andevents dissemination indailylife, ofthelocal andchoose wisdom toreceive oftheir andutilise communities. the information appropriately.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 181 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum182 B.E. 2551 (A.D. 2008) Strand 2: Civics, Culture and Living in Society StandardSO2.2: Understanding of the political and administrative systems of the present society; adherenceto,faithin,andupholdingofthedemocraticformofgovernmentunder aconstitutionalmonarchy Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Explainthe 1.Specifythe 1.Explainthe 1.Explainthe 1.Compare structure, relationship rolesand sovereign structure, theroles rolesand between dutiesof power power, andduties dutiesofthe themselves community andthe dutiesand ofthelocal familyand andthe membersin importance importance administrations theschool family participating ofthe oflocal andthoseof members. membersas invarious democratic administra- thecentral 2.Specifytheir partofthe activities system. tion. government. ownroles, community. through 2.Explain 2.Specifythe 2.Participate rightsand 2.Specifythose democratic thepeople’s roles,duties inthe processes. dutiesinthe withthe 2.Analysethe rolesand andmethods democracy familyand authority differences dutiesin ofassuming activities inthe indecision- ofdecision- theelection postsinlocal inlocalareas school. making making process. administra- andinthe 3.Participate inschool processes 3.Explainthe tions. country. indecision- andin inclass, importance 3.Analysethe 3.Discuss makingand community. schooland ofthe community aboutthe takepartin community monarchy benefits rolesandthe thefamily bymeansof inthe recivedfrom importance andthe directvoting democratic thelocal ofexercising school andbyelecting formof administration electoral activities representatives government organizations. rightsinthe through tovote. undera democratic democratic 3.Citeexamples constitutional system. processes. ofchanges monarchy. inclassroom, schooland community resulting from individualand group decisions.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 18 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explaininbrief 1.Explainthe 1.Explainvarious 1.Analysetheimportant theprinciples, legislativeprocess. formsofgovernment politicalissuesofvarious intents,structure 2.Analysethepolitical adoptedatpresent countriesfromvarious andimportant andadministrative time. sourcesofinformationas substanceofthe informationaffecting 2.Makeacomparative wellasproposeremedial currentConstitution thepresentThai analysisof guidelines. oftheKingdom society. Thailand’sform 2.Proposepoliticaland ofThailand. ofgovernment administrativeguidelines 2.Explaintheroles andthoseofother leadingtocreating ofbalancing countrieswith understandingandmutual sovereignpowers democraticsystems benefitsamongcountries. inthecurrent ofgovernment. 3.Analysetheimportance Constitutionofthe 3.Analysevarious andnecessitytouphold Kingdomof provisionsofthe thedemocraticformof Thailand. currentConstitution governmentundera 3.Observethe relatingtoelections, constitutionalmonarchy. provisionsofthe participationand 4.Proposetheguidelinesand currentConstitution checkingapplication participateinchecking oftheKingdomof ofstatepower. applicationofstatepower. Thailandconcerning 4.Analyseproblematic themselves. issuesthathamper democratic developmentof Thailandand proposeremedial guidelines.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 3: Economics StandardSO3.1: Understandingandabilityofmanagingresourcesforproductionandconsumption; efficient and cost-effective utilization of limited resources available; and understandingtheprinciplesofSufficiencyEconomyforleadingabalancedlife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specify 1.Specifythe 1.Distinguish 1.Specifythe 1.Explainthe 1.Explainthe goodsand resources between factors factorsof rolesof services utilisedfor desireand affecting producing responsible utilisedin producing necessityin choicesin goodsand producers. dailylife. goodsand utilising buyinggoods services. 2.Explainthe 2.Cite servicesin goodsand andservices. 2.Applythe rolesof examplesof dailylife. services. 2.Tellthe conceptsof sharp daily 2.Telltheir 2.Analyse consumers’ the consumers. economical ownincome theirown fundamental Sufficiency 3.Tellthe expensesand andexpenses expenses. rightsand Economy methodsand appreciate sources 3.Explainthe protecttheir Philosophy benefitsof thebenefits andthose limited ownbenefits inorganising sustainable ofsaving. oftheir resources as various utilization 3.Cite families. available consumers. activitiesin ofresources. examplesof 3.Keeprecords affecting 3.Explainthe thefamily, economical oftheirown goods principlesof theschool consumption incomeand production, Sufficiency andthe resourcesin expenses. goods Economy community. dailylife. 4.Specifythe consumption andapply 3.Explainthe advantages andservices. themintheir main ofappropriate owndaily principles expensesto lives. andthe theincome advantages andthoseof ofa saving. cooperative.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 185 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthemeaning 1.Analysethefactors 1.Explaintheprice 1.Discussaboutfixing andtheimportance affectingthe mechanisminthe ofpricesandwagesin ofeconomics. investmentand economicsystem. theeconomicsystem. 2.Analysethevalues thesaving. 2.Participatein 2.Realisetheimportance andtheconsuming 2.Explainthefactors problem-solving oftheSufficiencyEconomy behaviourofpeople ofgoodsproduction andinlocal Philosophytothesocio- insocietyaffecting andservicesand developmentalong economicsystemofthe theeconomiesof theinfluencing thelinesof country. communitiesand factorsofgoods Sufficiency 3.Realisetheimportance thecountry. productionand Economy. ofthecooperativesystem 3.Explainthe services. 3.Analysethe toeconomicdevelopment historical 3.Proposethe relationshipbetween atcommunityandnational development,the guidelinesto theconceptsof levels. principlesandthe developlocal Sufficiency 4.Analyseeconomicproblems importanceof productionalong Economyandthose ofthecommunityand theSufficiency thelinesofthe ofthecooperative proposetheremedial Economy Sufficiency system. guidelines. Philosophyfor Economy. Thaisociety. 4.Discussaboutthe guidelinestoprotect theirownrightsas consumers.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 3: Economics StandardSO3.2: Understanding of various economic systems and institutions; the economic relations;andthenecessityforeconomiccooperationintheworldcommunity Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Explainthe 1.Explain 1.Identifythe 1.Explainthe 1.Explainthe 1.Explainthe reasonsand variousways goodsand economic basicroles relationships thenecessity ofexchanging services relationships andthe betweenthe towork goodsand procuredby ofpeoplein functionsof producers, legally. services. thestatefor the banks. the 2.Tellthe people. community. 2.Identifythe consumers, relationship 2.Identifythe 2.Explain advantages thebanks between importance thebasic andthe andthe buyersand oftaxesand functionsof disadvantages government. sellers. thepeople’s money. oftakingout 2.Cite rolesin loans. examples payingtaxes. ofeconomic 3.Explain grouping thereasons inthelocal intrade area. competition resulting thereduction ofgoods prices.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 18 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Analysetheroles, 1.Discussabout 1.Explainthe 1.Explainthegovernment’s thefunctionsand variouseconomic government’sroles rolesconcerningfinancial thedifferencesof systems. andfunctionsinthe andlocalpoliciesinthe typesoffinancial 2.Citeexamples economicsystem. nationaleconomic institutionsandthe oftheeconomic 2.Expressthe development. centralbank. dependenceand opinionsabout 2.Analysetheeffectsof 2.Citeexamplesof thecompetitionin thegovernment’s economicliberalisation economicdependence theAsianregion. economicpolicies affectingThaisociety. andthecompetition 3.Analysethe andactivities 3.Analysetheadvantages inthecountry. distributionof affecting andthedisadvantagesof 3.Specifythefactors resourcesin individuals,groups theinternationaleconomic influencing theworldaffecting ofpeopleandthe cooperationinvarious determinationof theinternational nation. forms. demandandsupply. economicrelations. 3.Discussabout 4.Discussabout 4.Analysetheinternal therolesand theeffectsof andtheexternal theimportance intellectualproperty tradecompetition ofinternational laws. affectingthe economicgroupings. productionquality, 4.Discusstheeffects andquantityandthe ofinflationandthe pricesofgoods. liquidityshortage. 5.Analysethe disadvantagesof unemployment andtheguidelines tosolve unemployment problems. 6.Analysethecauses andmethodsof internationaltrade discrimination.
    • Basic Education Core Curriculum188 B.E. 2551 (A.D. 2008) Strand 4: History StandardSO4.1: Understandingofthemeaningandthesignificanceofhistoricaltimesandperiods; andabilitytousehistoricalmethodologyforsystematicanalysisofvariousevents Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Usespecific 1.Comparethe 1.Countthe 1.Investigate 1.Explainthe days, termsforthe important timeperiod historical importance months,year timesof eras,based bydecade, development ofhistorical andthe eventsinthe onthe centuryand ofthelocal methodology countingof past,present calendar millennium. areausing inmakinga timeperiod, andfuture. usedin 2.Explain avarietyof simplestudy basedon 2.Make dailylife. theagesin evidence. ofhistorical thecalendar sequences 2.Make studyingthe 2.Collectdata events. usedindaily oftheevents sequences briefhistory fromvarious 2.Presentdata life. intheir ofthe ofmankind. sourcesin froma 2.Makea familiesor important 3.Categorise orderto varietyof sequence intheirown events theevidence reasonably evidence oftheevents livesusing inschool usedin answerthe inorderto indailylife, relevant andin studying historical understand basedon evidence. community historical questions. eventsof thedayand using development 3.Explainthe thepast. timeof relevant ofthelocal differences theevents. evidenceand area. between 3.Telltheir datasources. truthsand ownorigins facts andthoseof concerning theirfamilies thehistory byasking ofthelocal those area. concerned.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 18 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Analysethe 1.Evaluatethe 1.Reasonablyanalyse 1.Beawareoftheimportance importanceoftime reliabilityof thehistorical ofthehistoricaltimes instudyinghistory. historicalevidence mattersandthe andtheperiodsindicating 2.Comparetheeras invariousforms. importantevents thechangesinthe usedinthevarious 2.Analysethe usinghistorical developmentofmankind. systemsforstudying differencesbetween methodology. 2.Createnewbodies history. truthsandfactsof 2.Applyhistorical ofhistoricalknowledge 3.Applythehistorical historicalevents. methodologyto throughthesystematic methodologyto 3.Recognisethe studyvarious applicationofhistorical studyhistorical importanceof mattersoftheir methodology. events. interpretingthe interests. reliablehistorical evidence.
    • Basic Education Core Curriculum10 B.E. 2551 (A.D. 2008) Strand 4: History StandardSO4.2: Understanding of the development of mankind from the past to the present; realisingtheimportanceoftherelationshipsandthecontinuouschangesofevents, andabilitytoanalysetheireffects Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Searchfor 1.Specifythe 1.Explain 1.Explainin 1.Explainthe changes thechanges factors inbrief briefthe present inenviron- intheways influencing thesettling influenceof social, mental ofdailylife thesettling andthe Indianand economic conditions, oftheir and development Chinese andpolitical objects, community development ofhuman civilisations situationsof utensilsand members ofthe beings onThailand Thailand lifestyles fromthepast community. inthe andon neighbouring between tothe 2.Summarise pre-historic Southeast countries. theirown present. theimportant andhistoric Asia. 2.Tellin timeand 2.Explainthe characteristics ages. 2.Discussin briefthe thetimesof effectsofthe ofthe 2.Cite briefthe relationship theirparents changeson customs, examples influenceof ofthe and the traditions ofthe foreign ASEAN grandparents. community andculture historical cultureson Group. 2.Tellthe members’ ofthe evidence thepresent eventsofthe waysoflife. community. foundin Thaisociety. pastaffecting 3.Compare thelocal themselves thecultural areathat atpresent. similarities show and mankind differences development. oftheirown community andother communities.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 11 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthesocial, 1.Explainthesocial, 1.Explaininbriefthe 1.Analysetheimportanceof economicand economicand social,economic theancientcivilisationsand political political andpolitical thecommunicationbetween developmentof developmentof developmentofthe theEasternandWestern thecountries theAsianregion. variousregionsof worldsaffectingthe intheSoutheast 2.Specifythe theworld. developmentandthe Asianregion. importanceof 2.Analysetheeffects changesintheworld. 2.Specifythe theoriginsof ofchangeleading 2.Analysevariousimportant importanceof theancient tocooperationand eventsaffectingsocial, theoriginsof civilisationsin conflictsinthe20 th economicandpolitical thecivilisationsin theAsianregion. centuryaswellas changesleadingtothe theSoutheastAsian theattemptsto presentworld. region. solvethese 3.Analysetheeffectsof problems. expansionofinfluence ofEuropeancountriesto thecontinentsofAmerica, AfricaandAsia. 4.Analysethe21stcentury worldsitution.
    • Basic Education Core Curriculum12 B.E. 2551 (A.D. 2008) Strand 4: History StandardSO4.3: Knowledge of the historical development of Thailand as a nation; culture; Thai wisdom;cherishing,prideinandpreservationofThainationalism Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Explain 1.Specifythe 1.Specify 1.Explainin 1.Explainin 1.Explain themeaning benefactors thenames briefthe briefthe inbrief andthe ofthelocal andbriefthe development development Thailand’s significance areaor achievements ofthe ofthe development ofthe thenation. oftheThai Sukhothai Ayutthaya duringthe important 2.Cite kingswho kingdom. andThonburi Rattanakosin symbolsof examples foundedthe 2.Tellthelives kingdoms. period. Thaination ofculture, Kingdom andthe 2.Explainthe 2.Explain andconduct traditionand ofThailand. achievements factors thefactors themselves Thaiwisdom 2.Explainin ofthe contributing contributing well. thatshould briefthelife important toeconomic toThailand’s 2.Tellthe bepreserved. andthe peopleof prosperity economic important achievements theSukhothai andthe prosperity cultural ofthecurrent period. administrative andthe places king. 3.Explain achievements administrative inthe 3.Relateheroic important ofthe achievements community. deedsof Thaiwisdom Ayutthaya duringthe 3.Specifywhat theThai ofthe kingdom. Rattanakosin inthelocal ancestors Sukhothai 3.Tellthe period. areathey who periodthat livesandthe 3.Cite cherishand participated shouldbe achievements examplesof beproudof. indefending preserved. ofthe achievements thenation. important ofthe peopleofthe important Ayutthaya peoplein andthe various Thonburi respects periods. duringthe Rattanakosin period.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explaininbrief 1.Explainvarious 1.Analysevarious 1.Analysetheimportant thehistorical aspectsof aspectsof issuesofThaihistory. developmentofthe developmentofthe Thailand’s 2.Analysetheimportance Thaiterritoryduring Ayutthayaandthe developmentduring ofthemonarchyto thepre-Sukhothai Thonburikingdoms. theRattanakosin theThaination. period. 2.Analysethefactors period. 3.Analysethefactors 2.Analysevarious contributingto 2.Analysethefactors conducivetocreation aspectsof securityand contributingto ofThaiwisdomand developmentofthe prosperityofthe Thailandsecurity Thaiculturethataffect Sukhothaikingdom. Ayutthayakingdom. andprosperity thepresentThaisociety. 3.Analysethe 3.SpecifyThai duringthe 4.Analysetheachievements influenceofculture wisdomandculture Rattanakosinperiod. oftheimportantpeople, andThaiwisdom oftheAyutthaya 3.AnalyseThai bothThaiandforeign,who oftheSukhothai andtheThonburi wisdomandculture havecontributedtocreating periodandofthe periodsandthe oftheRattanakosin ThaicultureandThai presentThaisociety. influenceofsuch periodandtheir history. wisdomonthe influenceonthe 5.Plan,setguidelinesand developmentof developmentof participateinpreservation theThaination theThaination. ofThaiwisdomandThai inthesubsequent 4.Analysetheroles culture. period. ofThailandin theperiodof democracy.
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 4: History StandardSO4.3: Knowledge of the historical development of Thailand as a nation; culture; Thai wisdom;cherishing,prideinandpreservationofThainationalism Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Explainthe 4.Explainthe important importance Thaiwisdom ofThai ofthe wisdom Ayutthaya ofthe andthe Rattanakosin Thonburi periodthat periodsthat shouldbe shouldbe preserved. preserved.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 15 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum1 B.E. 2551 (A.D. 2008) Strand 5: Geography StandardSO5.1: Understandingofthephysicalcharacteristicsoftheearthandtheinter-relationship ofvariousthingsinthenaturalsystemwhichaffectoneanother;theutilizationof maps and geographical instruments for searching, analysing, drawing conclusions andefficientutilizationofgeo-dataandinformation Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Differentiate 1.Specify 1.Usemaps, 1.Usemaps 1.Knowthe 1.Use various various diagramsand and positions geographical thingsinthe naturaland photographs photographs; (geographical instruments surroundings, man-made inefficiently specifythe specifications, (various bothnatural thingsseen searching important latitude, kindsof and athomeand forgeo-data physical longitude), maps, man-made. atschool. inthe characteristics distanceand photographs) 2.Specifythe 2.Specifythe community. oftheirown directionof tospecify relationships simple 2.Drawsimple province. theirown theimportant ofposition, positions diagrams 2.Specify region. physical distance andthe toshow sourcesof 2.Specify andsocial anddirection physical locations resources theimportant characteristics ofvarious characteristics ofthe andvarious marks ofthe thingsinthe ofvarious important thingsin andthe country. surroundings. thingsonthe placesin theirown geographical 2.Explainthe 3.Specify globe,maps, school province characteristics relationships themain diagramsand andin usingmaps. oftheirown betweenthe directions photographs. community 3.Usemaps regionon physical andpositions 3.Explainthe areas. toexplain amap. characteristics ofvarious relationships 3.Tellthe the 3.Explainthe andthe things. ofphenomena relationships relationships relationships natural 4.Usesimple between ofthe ofvarious ofthe phenomena diagrams theearth,the physicaland thingsin physicaland ofthe toshow sunandthe thesocial theprovince. thesocial country. positions moon. characteristics characteristics ofvarious ofthe oftheirown thingsinthe community. region. classroom. 5.Observe andtell thechanges ofweather inaday.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Selectgeographical 1.Usegeographical 1.Usegeographical 1.Usegeographical instruments(globe, instrumentsto instrumentsto instrumentstocollect, maps,graphs,charts) collect,analyse collect,analyse analyseandefficiently insearchingfor andpresentdata andpresentthe presentgeo-dataand datatoanalysethe onthephysicaland physicalandsocial information. physicalandthe socialcharacteristics characteristicsof 2.Analysetheinfluenceof socialcharacteristics ofEuropeand NorthandSouth geographicalconditions ofThailand,Asia, Africa. America. causingthephysical Australiaand 2.Analysethe 2.Analysethe problemsornatural Oceania. relationships relationships disastersinThailandand 2.Explainthe betweenthe betweenthe otherregionsoftheworld. internationaldate physicalandsocial physicalandsocial 3.Analysethechangesinthe lineandcompare characteristicsof characteristicsof areainfluencedbythe thedaysandthe EuropeandAfrica. NorthandSouth geographicalfactorsin timesofThailand America. Thailandandinvarious withthoseofother continents. continents. 4.Analysewhetherthenatural 3.Analysethecauses changesintheworldresult ofthenatural fromhumanornatural disasters actions. andlinkthe guidelinesfor preventingthe naturaldisasters andthedisaster warninginThailand, Asia,Australiaand Oceania.
    • Basic Education Core Curriculum18 B.E. 2551 (A.D. 2008) Strand 5: Geography StandardSO5.2: Understandingoftheinterrelationshipbetweenmanandthephysicalenvironment leadingtoculturalcreativity;theawarenessofandtheparticipationinconservation ofresourcesandtheenvironmentforsustainabledevelopment Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellvarious 1.Explainthe 1.Comparethe 1.Explain 1.Analyse 1.Analysethe thingsof importance environmental thephysical thephysical relationship naturalorigin andthe changesinthe environment environment betweenthe affecting value community ofthe influencing naturaland humanlife. ofnatural fromthepast community the thesocial 2.Observe andsocial tothepresent. affecting characteristics environments andcompare environments. 2.Explainthe thepeoplein ofthe inthe dependence settlingand the 2.Distinguish theprovince. themigration country. environmental andcost- onthe 2.Explainthe environment ofpeoplein 2.Explain changes effectively environ- theregion. thenatural andthe inthe usethe natural mental 2.Explainthe transformation surroundings. depletingand resources changesin influence inThailand 3.Participatein thenon- inmeeting theprovince ofnatural fromthepast organising depleting thebasic andthe environment tothe environmental natural needsand resultsof leadingto presentand orderoftheir resources. livelihood such lifestyles theresults houseand 3.Explainthe ofhuman changes. andcultural ofsuch classroom. relationship beings. 3.Participatein creativityin changes. ofseasons 3.Explain conservation theregion. 3.Plantouse andhuman about ofthe 3.Present utilising pollution examples life. environment reflecting thenatural 4.Participatein causedby inthe theresultsof resources rehabilitating man. province. conservation inthe and 4.Explainthe and community. improvingthe differences destruction environment between ofthe ofschool urbanand environment, andofthe ruralareas. andpropose community. 5.Beaware theconcepts ofthe for environmental environment changesinthe conservation community. intheregion.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 1 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explaintheeffects 1.Analysethe 1.Analysethe 1.Analysethesituationsand ofnaturalchanges formationof formationof thecrisisrelatingto inAsia,Australia thenewsocial thenewsocial thenaturalresourcesand andOceania. environment environment theenvironmentofThailand 2.Analysethe resultingfrom resultingfrom andoftheworld. cooperationbetween thenaturalandthe thenaturalandthe 2.Specifypreventiveand variouscountries socialchangesof socialchangesof problem-solvingmeasures, affectingnatural EuropeandAfrica. NorthandSouth rolesoforganisationsand resourcesinAsia, 2.Specifythe America. coordinatinginternaland Australiaand guidelinesfor 2.Specifythe externalcooperationrelating Oceania. conservationofthe guidelinesfor tolawsonenvironmentand 3.Exploreandexplain naturalresources conservationofthe managementofnatural thelocationsof andtheenvironment naturalresources resourcesandenvironment. economicandsocial inEuropeand andtheenvironment 3.Specifytheguidelinesfor activitiesinAsia, Africa. inNorthandSouth conservationofthenatural Australiaand 3.Exploreand America. resourcesandthe Oceaniausinga discussabout 3.Exploreanddiscuss environmentinvarious varietyofdata theenvironmental aboutthe regionsoftheworld. sources. issuesandproblems environmental 4.Explaintheutilizationof 4.Analysethephysical inNorthandSouth issuesandthe theenvironmentforcultural andthesocial America. problemsinNorth creativityrepresentinglocal factorsaffecting 4.Analysethecauses andSouthAmerica. identitiesbothinThailand theflowof andtheeffectson 4.Analysethecauses andaroundtheworld. thoughts, Thailandfromthe andthecontinuing 5.Participateinproblem- technologies,goods environmental effectsofthe solvingandleadinglives andpopulationsin changesinEurope environmental alongthelineof Asia,Australiaand andAfrica. changesinNorth conservationofthe Oceania. andSouthAmerica resourcesandthe onThailand. environmentforsustainable development.
    • Basic Education Core Curriculum200 B.E. 2551 (A.D. 2008) HealthandPhysicalEducation Why it is necessary to learn health and physical education Health or state of health means the human condition with full development in allrespects-physical,mental,socialandintellectualorspiritual.Healthorstateofhealthis thereforeimportant,asitislinkedtoalldimensionsoflife.Allshouldlearnabouthealth for acquisition of knowledge, accurate understanding with proper attitude, morality and appropriatevalues,aswellaspracticalskillsinhealthforacquiringhygienichabits,resulting intheachievementofasocietyofquality. What is learned in health and physical education Healthandphysicaleducationistostudyabouthealthwiththeaimsofmaintaining and strengthening health and sustainable development of quality of life of individuals, familiesandcommunities. Health Education places emphasis on enabling learners to concurrently develop behavioursregardingknowledge,attitude,morality,valuesandhealthpractices. Physical Education places emphasis on enabling learners to participate in kinestheticactivities,physicalexercises,playinggamesandsports.Itservesasaninstrument inholisticdevelopmentinallrespects-physical,mental,emotional,socialandintellectual, aswellasimpartingcapacitiesforhealthandsports.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 201 Thelearningareaofhealthandphysicaleducationincludesthefollowingbodies ofknowledge: l Human Growth and Development: the nature of human growth anddevelopment; the factors affecting growth; the relationships and the linkages in thefunctioning of various body systems as well as self-conduct for attaining growth anddevelopmentinaccordwithlearners’age l Life and Family:thelearners’valuesandthoseoftheirfamilies;self-adjustment to the changes in various respects - physical, mental, emotional, sexual; creating andmaintainingtherelationshipswithothers;thesexualhygienepracticesandlifeskills l Movement, Doing Physical Exercises, Playing Games, Thai and International Sports: various forms of movement; the participation in a variety of physical activities and sports, both as individuals and in teams, and both Thai and international sports; theobservance of rules, regulations, orders, agreements for participation in physical activities andsports,andhavingsportingspirit l Strengthening of Health, Capacity and Disease Prevention:theprinciplesandthemethodsofselectingfood,thehealthproductsandservices;thecapacity-strengtheningforhealthandthepreventionofcommunicableandnon-communicablediseases l Safety in Life: self-protection from various risk behaviours, i.e., health risks,accidents,violence,harmfrommedicinesandaddictivesubstancesaswellastheguidelinesforpromotingsafetyinlife
    • Basic Education Core Curriculum202 B.E. 2551 (A.D. 2008) Learners’Quality Grade 3 graduates l knowledge and understanding of human growth and development, Have thefactorsaffectinggrowthanddevelopment,themethodsofestablishingtherelationships infamilyandingroupsoffriends l Have good health habits in eating, rest and sleep, cleanliness of all parts of thebody,playinggamesanddoingphysicalexercises l Protectthemselvesfromaddictivesubstances,sexualharassmentandknowhow torefuseimproperaffairs l able to control their own movements in accord with development of each Be age range; be skilful in basic movements and participate in physical activities; engage in gamesandactivitiesforphysicalcapacity-strengtheningforhealthwithenjoymentandsafety l Beskilfulinselectingfood,toys,utensilsbeneficialtohealth;beabletoavoid andprotectthemselvesfromaccidents l able to conduct themselves properly when face with emotional and health Be problems l Followrules,orders,agreements,adviceandsteps,andwillinglycooperatewith othersuntilachievingthegoal l Observetheirownrightsandrespectthoseofothersintheteam
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 20Grade 6 graduates l Understand the relationships and the linkages in the functioning of varioussystemsofthebodyandknowhowtotakecareofimportantpartsofsuchsystems l Understand the nature of changes in various respects - physical, mental,emotional, social, and sexual urge of men and women; when entering the age of puberty andadolescence,beabletoappropriatelyadjustandmanagethemselves l Understandandappreciatethevalueofhavingawarmandhappylifeandfamily l Beproudofandappreciatethevalueoftheirgender;beabletocorrectlyandappropriatelyobservesexualpractices l Protect and avoid risk factors and risk behaviours detrimental to health orconducivetocontractingdiseases,accidents,violence,addictionandsexualharassment l Beskilfulinbasicmovementsandself-controlincoordinatedmovement l Know the principles of movement and be able to choose to participate inphysicalactivities,games,folkgames,Thaisportsandinternationalsportswithsafetyandenjoyment;havesportingspiritbyobservingrules,regulations,theirownrightsanddutiesuntilachievingthegoal l Plan and regularly participate in physical activities and activities for physicalcapacity-strengtheningforhealthasappropriateandrequired l Beabletoappropriatelymanageemotions,stressandhealthproblems l Beskilfulinseekingknowledgeandinformationtostrengthenhealth
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Grade 9 graduates l Understand and recognise the importance of factors affecting growth and developmentinvariousageranges l Understand,acceptandbeabletoadjustthemselvestothechangesinvarious respects-physical,mental,emotional;sexualfeelings;genderequality;esfablishandmaintain therelationshipwithothers;makedecisionsandsolvelifeproblemsappropriately l Choose to consume appropriate food in suitable portions beneficial to growth anddevelopmentinaccordwiththeirages l skilful in assessing the influences of sex, friends, family, community and Be culture on their attitudes and the values of health and life, and be able to appropriately managesuchinfluences l Protect themselves from and avoid the risk factors or the risk behaviours detrimentaltohealthandconducivetocontractingdiseases,accidents,misuseofmedicine, addictionandviolence;knowhowtostrengthensafetyforthemselves,familyandcommunity l Participate in physical, sports and recreational activities as well as activities forphysicalcapacity-strengtheningforhealthbyapplyingtheprinciplesofmechanicalskills with safety and enjoyment, and regularly engage in such activities in accord with their aptitudesandinterests l Show realisation of the relationship between health behaviours, disease prevention,healthmaintenance,emotion,andstressmanagement;dophysicalexercises,play sportsandenjoyhealthylifestyles l Realisetheirownself-worth,potentialandindependence l Observe rules, regulations, duties and responsibilities; respect their own rights andthoseofothers;cooperateinsportcompetitionsandsystematicteamworkingwithself- determinationandsportingspirituntilachievingthegoalswithdelightandenjoyment
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 205Grade 12 graduates l Throughthesystematicplanning,beabletoefficientlytakecareoftheirhealth,strengthen health, protect themselves from diseases, and avoid risk factors and riskbehavioursdetrimentaltohealthandconducivetoaccidents,misuseofmedicine,addictionandviolence l Showlove,care,concerntoothersandunderstandingoftheinfluencesoffamily,friends,societyandcultureonsexbehaviours,thewayoflifeandhealthylifestyles l physical exercises, play sports, participate in the recreational activities, Doengageinactivitiesforstrengtheningcapacityforhealthbyaccuratelyandregularlyapplyingskillsandmechanismswithdelightandenjoyment l Showresponsibility;cooperateandobserverules,regulations,rightsandsafetyprincipleswhileparticipatinginphysicalactivities,andplaysportsuntilachievingtheirgoalsandthoseoftheirteams l Showgoodmannersinwatching,playingandcompetingwithsportingspiritand alwayspractisegoodmannerstoinfusewithgoodpersonality l Analyseandassesstheirpersonalhealthtodeterminestrategiestoreducerisksand strengthen and maintain health; disease prevention, and ability to accurately andappropriatelymanageemotionsandstress l Applytheprocessesofcivilsocietytostrengthencommunitysafetyanddesiredlifestyles
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Strand 1: Human Growth and Development StandardHP1.1: Understandingofthenatureofhumangrowthanddevelopment Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Explainthe 1.Explainthe 1.Explainthe 1.Explain 1.Explainthe 1.Explainthe characteristics characteristics characteristics thephysical importance importance andthe andthe andthe andthe ofthe ofthe functionsof functions growthof mental digestiveand reproductive theexternal ofthe thehuman growth theexcretory andthe organs. internal body. andthe systemson circulatory 2.Explainthe organs. 2.Compare development health, systems methodsof 2.Explainthe theirgrowth inaccord growthand affecting takingcare methodsof withstandard withtheir development. health, ofthe takingcare criteria. ages. 2.Explainthe growthand external ofthe 3.Specifythe 2.Explainthe methodsof development. organs. internal factors importance takingcare 2.Explainthe organs. affectingthe ofmuscles, ofthe methods 3.Explain growth. bonesand digestiveand oftaking thenature joints theexcretory careofthe ofhuman affecting systemsfor reproductive, life. health, normal the growthand functioning. circulatory development. andthe 3.Explainthe respiratory methodsof systemsfor takingcare normal ofmuscles, functioning. bonesand jointsfor efficient functioning.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 20 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainthechanges 1.Comparethechanges 1.Explaintheprocesses importanceof inphysical,mental, inphysical,mental, ofstrengtheningand thenerveand emotional,social emotional,social maintainingefficient theductlessgland andintellectual andintellectual functioningofvarious systemsaffecting respectsof respectsateach organsystems. health,growthand teenagers. stageoflife. 2.Planforhealthcarein developmentof 2.Specifythefactors 2.Analysethesocial accordwithconditions teenagers. affectinggrowth influencesandthe oftheirowngrowthand 2.Explainthemethods anddevelopment expectationsonthe developmentandthose oftakingcareofthe inphysical,mental, changesof oftheirfamilymembers. nerveandthe emotional,social teenagers. ductlessgland andintellectual 3.Analysethe systemsfornormal respectsof advertisingmedia functioning. teenagers. influencinggrowth 3.Analysethe anddevelopmentof conditionsoftheir teenagers. ownphysicalgrowth withstandard criteria. 4.Searchforthe guidelinesfor self-development toattaingrowthin accordwiththeir ages.
    • Basic Education Core Curriculum208 B.E. 2551 (A.D. 2008) Strand 2: Life and Family StandardHP2.1: Understandingandappreciationofoneself;family;sexeducation;andhavinglife skills Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specify 1.Specify 1.Explainthe 1.Explainthe 1.Explainthe 1.Explainthe family theirroles, importance characteristics sexual importance members, dutiesand andthe offriends changesand of loveand thoseoftheir differences andofgood conduct establishing bondsamong family ofthefamily family themselves and family members. tothem. members. appropriately. maintaining members. 2.Tellthe 2.Explain 2.Exhibittheir 2.Explainthe the 2.Tellwhat importance themethods behaviours importance relationships theydelight offriends. toestablish appropriate ofawarm withothers. inandare 3.Specifythe the totheir familyin 2.Analyse proudof behaviours relationships genderin accordwith therisk themselves. appropriate inthefamily accordwith Thaiculture. behaviours 3.Tellthe tosex. andgroups Thaiculture. 3.Specifythe conducive characteristics 4.Explainthe offriends. 3.Citeexamples desiredand tosexual ofthe pridein 3.Tellthe ofthe undesired intercourse, differences being methodsof methodsof behaviours contracting between female avoiding refusing inresolving AIDSand malesand ormale. behaviours harmfuland theconflicts premature females. conducive inappropriate inthefamily pregnancy. tosexual actionsin andgroups harassment. sexual offriends. affairs.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 20 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Analysethefactors 1.Explainmother- 1.Analysetheinfluencesof appropriatemethods influencingattitudes and-childhealth, family,friends,societyand forself-adjustment aboutsexualaffairs. familyplanning cultureonsexualbehaviour tophysical,mental 2.Analysethe andtheappropriate andtheirlifestyle. andemotional problemsandthe methodforself- 2.Analysethevaluesofsex changesandsexual effectsofhaving conduct. inaccordwithThaiand development. sexualintercourseat 2.Analysethefactors othercultures. 2.Showtheskillsin schoolage. affectingpregnancy. 3.Selectappropriateskillsin refusingsexual 3.Explainthemethods 3.Analysethecauses preventingandreducing harassment. ofself-protection andpropose conflictsandsolving andavoidsexually theguidelinesto problemsconcerningsexual transmitteddiseases, preventandsolve affairsandfamilyaffairs. AIDSandunwanted familyconflicts. 4.Analysethecausesandthe pregnancy. effectsofpossibleconflicts 4.Explainthe amongthelearnersorthe importanceof youthsinthecommunity genderequalityand andproposetheguidelines conductthemselves tosolvetheproblems. appropriately.
    • Basic Education Core Curriculum210 B.E. 2551 (A.D. 2008) Strand 3: Movement, Physical Exercise, Games, Thai and International Sports StandardHP3.1: Understanding and having skills in movement; physical activities; playing games andsports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Movebody 1.Controlbody 1.Controlbody 1.Control 1.Arrange 1.Showthe while movements movements themselves thepatterns kinesthetic standingstill, while while using ofintegrated skillswith movingand standingstill, standingstill, integrated movements othersin using movingand movingand kinesthetic andcontrol relaysandin equipment. using using skillswhile themselves integration 2.Play equipment. equipment. standingstill, using whilestanding miscellaneous 2.Play 2.Movebody movingand kinesthetic still,moving gamesand miscellaneous usingthe using skillsin andusing participate gamesand kinesthetic equipment. accordwith equipment andthe inphysical participate skillsin 2.Practise thepatterns movements activities inphysical playing free-hand prescribed. attunedto requiring activities miscellaneous physical 2.Playgames songs. natural requiring games. exercisesin leadingto 2.Classifythe movement. movements accordwith sportschosen kinesthetic while therhythm. andthe principles standingstill, 3.Play kinesthetic regarding moving imitating activitiesin accepting andusing gamesand relays. andusing equipment. activities 3.Control forcesand inrelays. movements thebalance 4.Play regarding ofbody atleastone accepting movements kindofbasic andusing inplaying sports. forcesand gamesand balance. sports,and applythe results toimprove their practices andthose ofothers.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 211 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Increasetheirown 1.Applytheresults 1.Playonekindof 1.Analysetheconcepts capacitiesinline ofself-conduct Thaiand ofvariouspatterns withthekinesthetic regardingthe internationalsports, ofmovements principlesthatuse mechanicalandthe usingtheirown inplayingsports. themechanicaland kinestheticskills techniques. 2.Usetheircapacitiesfor thebasicprinciples inplayingsports 2.Applytheprinciples, increasingteampotential, leadingtoplaying fromavariety theknowledgeand bearinginmindtheeffects sportsskills. ofdatasourcesinto thekinesthetic onothersandonthe 2.Playonekindof theconclusionof skills,thephysical society. Thaiand theirowncontexts. activities,thegames 3.PlayonekindofThai internationalsports 2.Playonekindof andsportsto sports,internationalsports inindividualsand Thaiand strengthentheir insingles/doublesand inteamsusingthe internationalsports healthcontinuously. inteam. basicskillsofthe inindividualsand 3.Participateinatleast 4.Performthemovements sports. inteams. onerecreational creatively. 3.Participateatleast 3.Comparethe activityandtransfer 5.Participateintheout-of- onerecreational efficiencyof theknowledgeand schoolrecreational activityandapplyit patternsof themethodologyto activities,andapplythe intolearningother movementsaffecting others. principlesandtheconcepts learningareas. playingsportsand intoimprovingand activitiesindaily developingtheirown life. qualityoflifeandofthe 4.Participateinatleast society. onerecreational activityandapply theknowledgeand theprinciplesgained intotheirdaily lives.
    • Basic Education Core Curriculum212 B.E. 2551 (A.D. 2008) Strand 3: Movement, Physical Exercise, Games, Thai and International Sports. StandardHP3.1: Understanding and having skills in movement; physical activities; playing games andsports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Performthe 3.Playone mechanical kindofThai skillsin and participating international inphysical sportsin activities individuals andplaying andinteams. sports. 4.Usethe 5.Playonekind mechanical ofThaiand skillsto improve international andincrease sportsin theirown individuals capacities andinteams. andthose 6.Explainthe ofothers principles inplaying and sports. participatein 5.Participatein atleastone atleastone recreational recreational activity. activity,and applythe knowledge orthe principles obtained intostudying andseeking other learning areas.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum21 B.E. 2551 (A.D. 2008) Strand 3: Movement, Physical Exercise, Games, Thai and International Sports StandardHP3.2: Favourofphysicalexercise,playinggamesandsportswithregularpractices;self- discipline;observanceofrights,rulesandregulations;havingsportingspirit;having truecompetitivespirit;andappreciationoftheaestheticsofsports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Enjoydoing 1.Enjoydoing 1.Select 1.Dophysical 1.Dophysical 1.Explainthe physical physical physical exercisesand exercisesby benefitsand exercise exerciseand exercises, playgames followingthe theprinciples andplaying playing folkgames andsports patterns,and ofdoing gamesas gamesby andgames theylike; playgames physical advised. themselves. suitableto analysetheir requiring exercise 2.Observe 2.Observethe theirown own thinking tohealth, therules, rules, strengths, developmental skillsand tophysical regulations regulations weaknesses effects decision- capacity and and and following making. andtothe agreements agreements limitations. theexamples 2.Regularly personality- inplaying ofgames 2.Observe andthe playtheir strengthening. gamesas played therules, practicesof favourite 2.Playgames advised. inteams. regulations others. sportswith requiring and 2.Observethe avarietyof planning agreements rulesand alternatives skills,and ofphysical regulations fortheirown increase exercises, ofbasic practice,and skillsfor gamesand sportsthey havesporting physical folkgames play. spirit. exercisesand by 3.Observethe movements themselves. rulesand ona regulations systematic ofplaying basis. games,Thai 3.Playtheir sportsand favourite international sportsand sportsthey regularly play. assesstheir ownplaying skills.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 215 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainthecauses 1.Havegoodmanners 1.Dophysicalexercisesand importanceofdoing ofthechangesin inplayingand playsportssuitableto physicalexercise thephysical,the watchingsports themselvesregularlyand andplayingsports. mental,the withthesporting usetheircapacitiesto 2.Dophysical emotional,thesocial spirit. increasethepotential exercisesand andtheintellectual 2.Dophysical oftheteam,todecrease choosetoparticipate respectsresulting exercisesandplay egoism,andbearinmind insportsinaccord fromregularlydoing sportsregularly theeffectsonthesociety. withtheiraptitudes physicalexercise andproudlyapply 2.Explainandobservethe andinterests andplayingsports. theconceptsand rights,rules,regulations totheirhighest 2.Chooseto theprinciples andvariousstrategieswhile potential,aswellas participateindoing todeveloptheir playingandcompeting assesstheirown physicalexercises qualityoflife. insportsandapplythem performanceand andplayingsports 3.Observetherules, intoconcludingthe thatofothers. inaccordwiththeir regulationsand practicalguidelinesand 3.Observetherules, aptitudesand agreementsof continuouslyapplythem regulationsand interestsaswellas playingthesports intodailylife. agreements analysethe chosen,andapply 3.Performgoodmannersin stipulatedforthe individual theconceptsinto watching,playingand sportschosen. differencesto developingtheir competinginsportswith 4.Planoffensiveand providethe qualityoflifeinthe thesportingspiritand defensivestrategies guidelinesforself- society. alwaysapplytheminto ofplayingsports development. 4.Distinguishthe practiceofgood chosenand 3.Havediscipline, offensiveandthe personality. systematically observetherules, defensivestrategies 4.Participateinthephysical applythemintheir regulationsand andapplytheminto activitiesandplaysports playing. agreementsin practice. happily;appreciatethe 5.Cooperateinplaying playingthesports valuesandtheaesthetics teamsportsand chosen. ofsports. inteam-working withenjoyment.
    • Basic Education Core Curriculum21 B.E. 2551 (A.D. 2008) Strand 3: Movement, Physical Exercise, Games, Thai and International Sports StandardHP3.2: Favourofphysicalexercise,playinggamesandsportswithregularpractices;self- discipline;observanceofrights,rulesandregulations;havingsportingspirit;having truecompetitivespirit;andappreciationoftheaestheticsofsports Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Observetheir 4.Observethe ownrights, rulesand donot regulations infringeon ofthesports thoseof theyplay, othersand bearinmind acceptthe theirown individual safetyand differences thatof inplaying others. games,Thai 5.Distinguish sportsand theoffensive international andthe sports. defensive strategies andapply theminto playing sports. 6.Playgames andsports asaunity andhave sporting spirit.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Makeacomparative 4.Plantheoffensive 5.Presenttheresults analysisandaccept andthedefensive oftheirownhealth thedifferences strategiestoplay developmentfrom betweentheirown thesportschosen, doingphysical methodsofplaying andapplythem exerciseandplaying sportsandthoseof intopractice. sportsregularly. others. 5.Applytheresultsof playingsportsinto theirownpractice.
    • Basic Education Core Curriculum218 B.E. 2551 (A.D. 2008) Strand 4: Health-Strengthening Capacities and Disease Prevention StandardHP4.1: Appreciation and having skills in health-strengthening; maintaining their health; diseasepreventionandstrengtheningcapacityforhealth Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Observethe 1.Tellthe 1.Explainthe 1.Explainthe 1.Recognisethe 1.Explainhow principlesof characteristics transmission relationship importance toprevent theNational ofgood andthe betweenthe ofobserving andsolvethe Health health. methodsof environment theNational environmental Regulations 2.Take self- andhealth. Health problems asadvised. nutritious protection 2.Explainthe Regulations. affecting 2.Tellthe food. fromthe statesof 2.Searchforthe health. information symptoms 3.Specifythe diseases. emotions forhealth- 2.Analysethe oftheir utensils 2.Classify andfeelings strengthening. effectsof ownillness. andtoys the5groups affecting 3.Analysethe thespread 3.Follow detrimental ofessential health. advertising ofdiseases advicewhen tohealth. nutrients. 3.Analysethe mediato andpropose beingill. 4.Explainthe 3.Takeadiet information inform the symptoms withall onthelabels decision- guidelines andtheways the5groups offood makingwhen toprevent toprotect ofessential andhealth buyingfood theinfectious themselves nutrientsin products andhealth diseases fromillnesses appropriate tomake products. foundin andinjuries. proportion. consumption 4.Observethe Thailand. 5.Followthe 4.Perform choices. requirements 3.Performthe ofself- advicewhen thecorrect 4.Testand protection responsibility beingill. methodof improve fromthe forthe brushing physical diseases health teeth. capacities frequently ofthepublic. 5.Strengthen fromthe foundin 4.Continuously physical resultsof dailylife. strengthen capacities physical 5.Testand andimprove asadvised. fitnesstest. improve theirphysical thephysical capacity. capacityfrom theresults ofphysical fitnesstest.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Choosetoconsume 1.Choosetotake 1.Setthemenus 1.Analysetherolesand foodsuitableto thehealthservices suitabletovarious theresponsibilitiesof theirages. withproperreasons. ages,bearinmind individualsforhealth- 2.Analysethe 2.Analysetheeffects thecost-effectiveness strengtheninganddisease problemsarising oftechnological andthenutritional preventioninthe fromthenutritional applicationson value. community. statusaffecting health. 2.Proposethe 2.Analysetheinfluences health. 3.Analysethemedical guidelinesto ofadvertisingmediaon 3.Controltheirown advancement preventdiseasesthat healthtomakechoices weighttothenorm. affectinghealth. arethemaincauses ofconsumption. 4.Strengthenand 4.Analysethe ofillnessanddeath 3.Observetheconsumers’ improvetheir relationshipofthe oftheThaipeople. rights. physicalcapacity balancebetween 3.Collectthedata 4.Analysethecausesand fromthetestresults. physicalandmental andproposethe proposetheguidelinesto health. guidelinestosolve protectthemselvesfrom 5.Explainthebasic healthproblemsin illnessesanddeathofthe characteristicsand thecommunity. Thaipeople. thesymptomsof 4.Planandallocate 5.Planandimplementthe thosewhohave timetodophysical healthdevelopmentplans mentalhealth exercise,restand forthemselvesandtheir problems. strengthentheir families. 6.Recommend physicalcapacity. 6.Participateinstrengthening theself-conduct 5.Testtheirphysical anddevelopingcommunity methodstomanage capacityand health. emotionsandstress. developinaccord 7.Deviseandfollowtheplans 7.Developtheirown withtheindividual ofdevelopingphysicaland physicalcapacities differences. mechanicalcapacities. tomeetthecriteria prescribed.
    • Basic Education Core Curriculum220 B.E. 2551 (A.D. 2008) Strand 5: Safety in Life StandardHP5.1: Preventionandavoidanceoftheriskfactors;thebehavioursdetrimentaltohealth; accidents;takingmedicines;addictivesubstances;andviolences Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specify 1.Knowhow 1.Knowhow 1.Explainthe 1.Analyse 1.Analyse harmful toprotect toprotect importance thefactors theeffectsof thingsat themselves themselves ofmedicines influencing theviolence homeand fromthe from andthe theaddiction fromthe atschool, accidents accidentsat proper ofaddictive natural andthe inwaterand home,at methods substances. disasterson methodsof onland. schooland oftaking 2.Analysethe thebody,the prevention. 2.Tellthe while medicines. effectsof mindandthe 2.Tellthe namesofthe travelling. 2.Performthe thetakingof society. causesand conventional 2.Performthe methods medicines 2.Specifythe thewayto medicines methodsof ofthefirst andof self-conduct preventharm andtake askingfor aidtreatment addictive toprotect resulting themas helpwhen whentaking substances themselves from advised. facing thewrong onthebody, fromthe playing. 3.Specify dangerous medicines, themind,the natural 3.Express thedangers incidentsor thechemicals, emotions,the disasters. wordsor ofaddictive accidents. theinsect societyand 3.Analysethe gestures substances 3.Perform andanimal thebrain. causesof toaskfor andthe themethods bites,andthe 3.Knowhow drug helpwhen dangerous ofthefirst injuriesfrom toprotect addiction facing substances aid playing themselves andpersuade dangerous aroundthem, treatment. sports. fromtaking othersto incidentsat andthe worng avoidthe homeand methodsto medicines addictive atschool. protect andaddictive substances. themselves. substances.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 221 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Performthemethods 1.Specifythemethods, 1.Analysetherisk 1.Participateinprotection ofthefirstaid thefactorsandthe factorsandtherisk themselvesfromthe treatmentandsafe sourcesofassistance behavioursaffecting medicines,theaddictive transferofthe andrehabilitation healthandthe substancesandtheviolence patients. fordrugaddicts. methodsof fortheirownhealth, 2.Tellthe 2.Explainthemethods prevention. familyandsociety. characteristicsand ofavoidingtherisk 2.Avoidresortingto 2.Analysetheeffectsfrom thesymptomsof behavioursandthe violenceand possession,takingandsale drugaddictionand risksituations. persuadefriendsto oftheaddictivesubstances. thepreventionof 3.Applylifeskills avoidresorting 3.Analysethefactors drugaddiction. toprotectthemselve violencefor affectinghealthand 3.Explainthe andtoavoid problem-solving. violenceoftheThaipeople relationshipof dangeroussituation. 3.Analysethe andproposetheguidelines takingdrugswith influenceofthe ofprevention. thecontracting mediaonbehaviours 4.Planandsettheguidelines diseaseandthe relatedtohealthor todecreasetheaccidents accidents. violence. andtostrengthensafety 4.Performhowto 4.Analysetheeffects inthecommunity. persuadeothers ofconsuming 5.Participateinsafety tolessen,abandon alcoholicdrinks strengtheninginthe andstoptaking onhealthand community. drugs. causingofthe 6.Applytheproblem-solving accidents. skillsintheriskand 5.Performtheproper violentsituation. methodsof 7.Performthepropermethods resuscitation. ofresuscitation.
    • Basic Education Core Curriculum222 B.E. 2551 (A.D. 2008) Strand 5: Safety in Life StandardHP5.1: Preventionandavoidanceoftheriskfactors;thebehavioursdetrimentaltohealth; accidents;takingmedicines;addictivesubstances;andviolences Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Observe 3.Analyse 4.Analyse thesymbols thedamages theinfluence orthe from ofmedia warning cigarette onhealth signsof smoking behaviours. harmful andalcoholic 5.Knowhow objects drinkson toprotect orplaces. healthand themselves 5.Explain analyse fromharm thecauses methodsof orfrom andthe prevention. playimg dangers sports. offires, andexplain themethods offire prevention aswellas performthe fireescape routes.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 22 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Art Why it is necessary to learn art The learning area of art helps learners to develop creativity, artistic imagination, beauty appreciation, aesthetics and worthiness, which affect the quality of human lives. Artisticactivitieshelplearnerstodevelopinvariousrespects-physical,mental,intellectual, emotional and social, as well as the environmental development. Artistic activities also strengthen self-confidence in learners, thus providing a foundation for future education or livelihood. What is learned in art The learning area of art is aimed at developing knowledge and understanding inlearners,enablingthemtoacquireartisticskillsandtechniques,andtoappreciateartistic values. This provides them with opportunities to freely express themselves in various branchesofart.Themaincontentsinclude: l Visual Arts:knowledgeandunderstandingofcompositionofart,visualelements; ability to create and present works of visual arts from imagination using appropriate instruments as well as artistic techniques and methods ability to analyse and criticise the valuesofvisualartworks;understandingoftherelationshipbetweenvisualarts,historyand culture; appreciation of the values of art works representing the cultural heritage, local wisdom,Thaianduniversalwisdom;artappreciationandapplicationindailylife l Music: knowledge and understanding of the composition of music; ability to express themselves freely through music, analyse and criticise the values of music and convey feelings freely through music; music appreciation and application in daily life; appreciation of the relationship between music, history and culture; appreciation of music representingtheculturalheritage,localwisdom,Thaianduniversalwisdom;abilitytosing andplayvariousmusicinstrumentsexpresstheideaaboutmusicalsounds,expressaesthetic feelings about music and understand the relationship between music, tradition, culture and historicalevents
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 225 l Dramatic Arts: knowledge and understanding of the composition of dramaticarts;abilitytocreativelyexpressthemselvesthroughdramaticarts,usebasicvocabularyofdramaticarts,analyseandcriticisethevaluesofdramaticarts,conveyfeelingsandthoughtsfreely,createvariousformsofmovementandapplydramaticartsindailylife;understandingof the relationship between dramatic arts, history and culture; appreciation of the values ofdramaticartsrepresentingtheculturalheritage,localwisdom,Thaianduniversalwisdom Learners’Quality Grade 3 graduates l Know and understand about shapes, forms and distinguish visual elements ofvariousthingsin,thenaturalenvironmentandinthevisualartworks;havebasicskillsinusing materials and instruments to create painting using lines, shapes, forms, colours andsurfaces; be able to create collages, sculptures and simple mobiles; convey thoughts andfeelings from stories, incidents and real life; create art works in accord with theirpredilection;beabletoperformthereasonsandthemethodsofimprovingtheirownwork l Know and understand the importance of visual art works in daily life, thesources of visual art works in the local area as well as know how to use materials,instrumentsandthemethodsofcreatingvisualartworksinthelocalarea l Knowandunderstandtheoriginsofsoundandthepropertiesofsound;knowand understand roles, functions, meanings and the importance of the songs heard aroundthem;beabletoreciteverses,singsongs,beattimeandattunebodymovementstosongs;read,writeandusesymbolsinsteadofsoundsandbeattime;expressopinionsaboutmusic andtheirownsinging;participateinmusicalactivitiesindailylife l Know and understand the unique characteristics of local music; appreciate andrecognisetheimportanceandthebenefitsofmusicinthelifestylesofthelocalpeople l Create various forms of movement; be able to perform musical callisthenicsbasedonstylesofdramaticart;havegoodmannersinviewingtheperformances;knowtherolesoftheperformersandtheaudience;knowthebenefitsoftheperformanceofdramaticartsindailylife;participateintheperformancessuitabletotheirage
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) l KnowandunderstandThaichildren’sgamesandlocaldramaticarts;appreciate andtakeaprideinfolkgames;beabletolinkwhattheyseeinfolkgameswiththeThaiway oflife;beabletotelltheoutstandingfeaturesandtheuniquecharacteristicsofThaidramatic artsaswellastheimportanceoftheperformanceofThaidramaticarts Grade 6 graduates l Knowandunderstandtheutilizationofvisualelements,shapes,forms,lightand shadow;havebasicskillsinutilisingmaterialsandinstruments,conveyingthoughts,emotions andfeelings;abletoapplytheprinciplesofarrangingsize,proportion,balance,weight,light and shadow as well as complementary colours suitable for creating two-dimensional and three-dimensionalworksofvisualarts,e.g.,worksofmixedmedia,paintings,sculpturesand lithographs, be able to draw diagrams, layout and illustrations for portraying thoughts and imagination of various incidents, and be able to compare the differences of materials, instrumentsandmethodsofworks;understandtheproblemsofarrangingartisticelements, the principles of subtraction and addition in sculptures, conveying meaning of their own visualartworks;knowthemethodsofimprovingtheirworksandappreciatethevaluesof visualartworkseffectingpeople’slivesinthesociety l Knowandunderstandtherolesofvisualartworksreflectinglifeandsociety, andtheinfluencesofreligiousbelief,faithandcultureaffectingcreationofvisualartworks inthearea l Know and understand about musical sounds, singing voices and the musical instruments,andtheirrolesandduties;knowtheupanddownmovementsofmelodies,the compositionofmusic,themusicaltermsinsongs,thelinesandtheemotionsofthesongs heard;singandplayamusicalinstrument;dosimpleimprovisations;useandmaintainthe musicalinstrumentsproperly;readandwriteThaiandinternationalmusicscoresinvarious forms;knowthecharacteristicsofgoodmusicians;expresstheopinionsaboutthemusical elements; convey feelings of the songs heard; be able to integrate music to the activities relatingtodramaticartsandstory-telling l Know and understand the relationship between music and the way of life, tradition,Thaiandothercultures,musicinthepastandtheinfluencesofcultureonmusic; appreciate the values of music from different cultures; recognise the importance of conservation
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 22 l Know and understand the composition of dramatic arts; be able to present the laban notations and the basic dance vocabulary; create simple movements andperformancesofdramaticartandtheatricalwork;conveystylesoremotionsandbeabletodesign simple costumes or props; understand the relationship between dramatic arts andtheatrical work and what they encounter in daily life; express opinions upon viewing theperformancesanddescribetheirownfeelingsaboutthedramaticartworks l Know and understand the relationship and the benefits of dramatic arts andtheatricalwork;beabletocomparevariouskindsofThaiperformancesineachlocalareaand things that reflect culture and tradition; appreciate the values of conservation andtransmissionoftheperformancesofThaidramaticart Grade 9 graduates l Know and understand the visual elements and the principles of design anddiverse techniques for creating two-dimensional and three-dimensional of visual art works tocommunicatemeaningclearlyanalyseformsandcontents,andevaluatethevaluesoftheirownvisualartworksandthoseofothers;beabletochoosevisualartworksbyapplyingappropriatelysetcriteria;abletodesignpictures,symbolsandgraphicsforpresentingdata;haveknowledgeandnecessaryprofessionalskillsrelevanttovisualartworks l Know and understand the changes and the development of national and local visual art works in different periods; appreciate the values of visual art works that reflectcultureandbeabletocomparevisualartworksfromvariousperiodsandcultures l Knowandunderstandthedifferencesofsounds,elements,emotionsandfeelingsofsongsfromvariouscultures;beskilfulinsingingandplayingmusicalinstruments,bothsoloandintheorchestra;beskilfulincomposingsimplesongs;beabletoreadandwritescores on a scale with basic musical notation; know and understand the factors affectingforms of musical works, elements of musical works and those of other branches of art;expressopinionsanddescribeemotionsandfeelingsaboutsongs;beabletopresentsongsoftheirpredilectionwithproperreasons;beskilfulinassessingqualityofsongsandmusicalperformances; know various professions related to music and the roles of music in theentertainmentbusiness;understandtheinfluenceofmusiconindividualsandonthesociety
    • Basic Education Core Curriculum228 B.E. 2551 (A.D. 2008) l Knowandunderstandtheorigins,therelationships,theinfluencesandtheroles ofmusicofdifferentculturesinvariousperiods;analysethefactorsleadingtotheacceptance ofmusicalworks l Know and understand the meaning of dance vocabulary or of the theatre vocabularyforinterpretationandcommunicationthroughtheperformanceaswellasdevelop forms of performances; be able to apply simple criteria in evaluating the quality of the performances;makeacomparativecriticismofdramaticartworksthroughtheapplicationof knowledgeofcompositionofdramaticarts;participateinorganisingtheperformances;apply theconceptsoftheperformances,dulyadjusted,todailylife l KnowandunderstandtypesofThaiplaysineachperiod;knowandunderstand thefactorsaffectingthechangesinThaidramaticarts,folkdramaticarts,Thaiplaysandfolk plays;comparethespecialcharacteristicsoftheperformancesofdramaticartsfromvarious cultures,aswellasbeabletodescribeandcreatepropsandcostumesforperformanceof dramaticartsandplays;understandtheimportanceandtherolesofdramaticartsandplaysin dailylife Grade 12 graduates l Know and understand the visual elements and the principles of design for communicatingmeaning;knowthemeaningofvisualartsvocabulary;explaintheobjectives and the contents of visual art works; have skills and techniques in utilising materials, instrumentsandhigherprocessesincreatingvisualartworks;analysethecontentsandthe concepts,thetechniquesandthemethodsofexpressionofThaiandinternationalartists,as well as apply various technologies for designing and creating works appropriately, express opinions about social situations through caricatures and cartoons, and assess and criticise visualartworksbasedontheprinciplesofartcriticismtheories l MakeacomparativeanalysisofvisualartworksofEasternandWesternstyles; understand the influences of the cultural heritage and the international wisdom affecting thecreationofvisualartworksinthesociety
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 22 l Knowandunderstandtheformsofvarioustypesofsongsandorchestras,anddistinguish the forms of both Thai and international orchestras; understand the influence ofcultureoncreatingmusic;compareemotionsandfeelingsinspiredfrommusicofdifferentcultures;readandwriteThaiandinternationalmusicscoreswithvariousbeatsandrhythms;beskilfulinsingingorplayingmusicalinstruments,bothsoloandinorchestra,setcriteriaforappropriatelyassessingqualityoftheirownandothers’musiccompositions;beabletoapplymusictootheractivities l Make a comparative analysis of the forms and the outstanding characteristics of Thai and international music in various cultures; understand the roles of music inreflecting the concepts and the values of people in the society and the social status ofmusicians in various cultures; establish the guidelines and participate in promoting andconservingmusic l skilful in performances of diverse forms; have initiative in performances Be ofdramaticartsinduosandingroups;createshortplaysintheformoftheirpredilection;beable to analyse the essence of performances of dramatic arts and plays intended to communicate meaning; analyse the influences of costumes, light, colour, sound, scenery,instruments and places affecting performances; criticise the performances of dramatic arts and plays; develop and apply assessment criteria for evaluating performances, and be able to analyse the gestures and the movements of people in daily life and apply them toperformances l Understand theevolutionof dramaticartsand theperformanceof Thaiplays,andtherolesoftheimportantpersonalitiesofThailand’sworldofdramaticartsandplaysinvariousperiods;beabletocomparethepresentationsofperformancesonvariousoccasions,andproposetheconceptsforconservationofThaidramaticarts
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Strand 1: Visual Arts StandardAR1.1:Creation of visual art works through imagination and creativity; analysis and criticismonthevaluesofthevisualartworksthroughfreeexpressionoffeelings andthoughts;appreciationandapplicationofvisualartsindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Discuss 1.Describe 1.Describe 1.Comparethe 1.Describe 1.Specifythe aboutforms, formsand formsand characteristics therhythms complementary characteristics shapesfound shapesin offormsand andthe coloursand andsizesof inthenature nature,the shapesinthe positionsof discussabout man-made andthe environment nature,the various using products environment. andthevisual environment thingsseen complementary andthings 2.Specifythe artworks. andthevisual inthe coloursto aroundthem visual 2.Specifythe artworks. environment convey innature. elements materials 2.Discuss andthevisual thoughts 2.Expressthe inthe andthe aboutthe artworks. andfeelings. feelings environment instruments influences 2.Comparethe 2.Explainthe aboutthe andvisual utilisedin ofwarm differences principles natureand artworks theworks huesand between ofarranging their usinglines, when coolhues visual size, surroundings. colours, viewing onhuman artworks proportion 3.Havebasic formsand them. emotions. createdwith andbalance skillsin shapes. 3.Distinguish 3.Distinguish different inthevisual using 3.Create thevisual thevisual materials, artworks. materialsand variousvisual elements elements instruments 3.Createvisual instruments artworks ofvarious ofvarious andmethods. artworks tocreate usinglines thingsinthe thingsinthe 3.Paint withtwo visualart andforms. nature,the nature,the picturesby dimensions works. 4.Havebasic environment environment applying tothree 4.Createvisual skillsinusing andvisual andvisual techniques dimensions artworks materialsand artworks artworks oflight byapplying experimenting instruments usinglines, usinglines, andshadow, theprinciples withtheuse tocreate colours, colours, weightand oflightand ofcolours three- forms, forms,shapes, hues. shadowand through dimensional shapesand surfacesand weight. simple visualart surfaces. blankspace. techniques. works.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Describethe 1.Discussabout 1.Describethe 1.Analysetheapplication differencesand thevisualelements environmentand ofvisualelementsandthe thesimilaritiesof regardingforms worksofarts principlesofdesignin visualartworksand andconceptsof chosenbyapplying communicatingmeaning theenvironment thevisualartworks theknowledgeof throughvariousforms. byapplyingthe chosen. visualelements 2.Describetheobjectivesand knowledgeofvisual 2.Describethe andtheprinciples thecontentsofartwork elements. differencesandthe ofdesign. usingvisualarts 2.Specifyanddescribe similaritiesofforms 2.Specifyand vocabulary. theprinciplesof andmethodsof describethe 3.Analysethechoicesof designingvisual utilisingmaterials techniquesand materials,instruments artworks andinstrumentsin themethodsof andtechniquesofartists emprasisingon particularartists’ artistsincreating inexpressingthemselves unity,harmonyand works. visualartworks. throughvisualarts. balance. 3.Drawpictureswith 3.Analyseand 4.Haveskillsandtechniques 3.Drawapictureof diversetechniques describethemethods toutilisethematerials,the landscapesshowing tocommunicate ofusingvisual instrumentsandthehigher shortandlong themeaningand elementsandthe processestocreatevisual distancesinthree thestories. principlesofdesign artworks. dimensions. 4.Setevaluation increatingtheir 5.Createvisualartworks 4.Collectthesculptures criteriaandcriticise ownvisualart usingvarioustechnologies orworksofmixed visualartworks. works. onwiththeprinciplesof mediatocreate 5.Applyresultsof 4.Beskilfulin designandthearrangingof three-dimensional suchcriticism creatingatleast artisticelements. storiesemhasising forimproving 3visualartworks. 6.Designvisualartworks onunity,harmony anddeveloping 5.Beskilfulin appropriatetotheoccasions andconveyingthe theworks. integratingvarious andplaces. storiesoftheworks. 6.Drawpictures materialstocreate 5.Designpictures, showingthe visualartworksby symbolsorother personalityandthe applyingthe graphicstopresent characteristicsofthe principlesofdesign. thoughtsanddata. playcharacters.
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Strand 1: Visual Arts StandardAR1.1:Creation of visual art works through imagination and creativity; analysis and criticismonthevaluesofthevisualartworksthroughfreeexpressionoffeelings andthoughts;appreciationandapplicationofvisualartsindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Drawand 5.Createthe 4.Drawand 4.Havethe 4.Createthe 4.Createthe paintthe collagesby paintthe basicskills sculptures sculptures landscapes cuttingor pictures inutilising from byapplying fromtheir tearing ofobjects materialsand plasticine theprinciples ownfeelings. paper. aroundthem. instruments orclaywith ofaddition 6.Drawthe 5.Havethe tocreatethe imagination. and picturesto basicskills sculptures. 5.Createthe subtraction. convey inutilising 5.Havethe lithographs 5.Createvisual storiesabout materialsand basicskills withthe artworksby theirown instruments inutilising arranging applyingthe tocreate familiesand sculptures. materialsand positions principlesof thoseoftheir 6.Drawthe instruments ofvarious formsand neighbours. picturesto tocreatethe objectsin blankspace. 7.Collect convey paintings. thepictures. 6.Createvisual thevisual thoughts 6.Describethe 6.Specifythe artworksby artworks andfeelings characteristics problemsin usingthe anddescribe from ofthe arranging complementary whatthey incidents paintings artistic colours,and see,including inreallife withthe elementsand theprinciples thecontents usingforms, arrangingof conveying ofarranging andthe shapes, distance, meaning size, relevant coloursand depth, intheir proportion stories. surfaces. weightand ownvisual andbalance. 8.Createvisual 7.Describethe lightand artworks, artworksin reasonsand shadowin andthe theformof themethods thepaintings. methodsof mobiles. ofcreating theworks visualart improvement. workswith techniques and materials.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 6.Evaluatevisual 7.Describethe 6.Createbothtwo- 7.Analyseandexplain artworksand methodsofutilising dimensionaland theobjectivesoftheartists describethe visualartworksin three-dimensional inchoosingthematerials, methodsof advertisementto artworkstoconvey theinstruments,the improvingtheirown enticeandpresent theexperienceand techniquesandthecontents andothers’works examples. theimagination. tocreatevisualartworks. byusingprescribed 7.Createvisual 8.Evaluateandcriticisevisual criteria. artworksto artworksbyapplying communicate theartcriticismtheory. meaningthrough 9.Classifyvisualartworks storiesbyapplying toreflecttheirown visualelementsand developmentandprogress. theprinciplesof 10.CreateThaiand design. internationalvisual 8.Analyseanddiscuss artworksbystudyingthe theforms,contents conceptsandthemethods andthevaluesof usedbyartiststheyadmire. theirownvisual 11.Drawandpaintpicturesin artworksandthose theformofcaricaturesor ofothersorthose cartoonstoexpressthe ofartists. opinionsaboutthepresent 9.Createvisual situationinthesociety. artworksto describevarious eventsbyusingthe diversetechniques. 10.Specifythecareers relatedtovisualart worksandtheskills requiredtoengage insuchcareers.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 1: Visual Arts StandardAR1.1:Creation of visual art works through imagination and creativity; analysis and criticismonthevaluesofvisualartworksthroughfreeexpressionoffeelingsand thoughts;appreciationandapplicationofvisualartsindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 8.Specifywhat 7.Drawand 7.Describethe 7.Createvisual isadmired paintthe benefitsand artworksin andwhat pictures thevalues theformof shouldbe usingwarm ofvisual diagrams, improved huesand artworks plansand intheirown coolhues tohuman illustrations visual toconvey lifeinthe toconvey artworks. feelingsand society. thoughtsor 9.Specify imagination. various andclassify 8.Compare incidents. thepictures thethoughts basedon andthe thevisual feelings elements conveyed highlighted throughtheir particularly ownand invisual others’visual artworks. artworks. 10.Describethe 9.Chooseto characteristics, usehuesto theforms conveythe andthe emotionsand shapesin thefeelings designing increating various visual objectsin artworks. theirhouse andintheir school.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 11.Choosethevisual artworksby applying appropriately prescribedcriteria andmountthe exhibitions.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 1: Visual Arts StandardAR1.2: Understanding of the relationship between the visual arts, the history and the culture; appreciating visual art works that represent the cultural heritage, the localwisdom,andThaianduniversalwisdom Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifythe 1.Tellthe 1.Tellabout 1.Specifyand 1.Specifyand 1.Describe visualart importance thesources discussabout describethe theroles worksin ofthevisual ofthevisual thevisual characteristics ofvisual dailylife. artworks artworks artworksin andtheforms artworks seenindaily inthelocal theevents ofvisualart reflectinglife life. area. andthe worksinthe andsociety. 2.Discuss 2.Explainthe celebrations learning 2.Discuss aboutvarious materials,the ofthelocal resources aboutthe typesof instruments culture. ortheart influences visualart andthe 2.Describe exhibitions. ofthe worksinthe methodsof thevisual 2.Discuss religious localarea creating artworks about beliefsand with thevisual fromvarious thevisual thefaiths themethods artworks cultures. artworks onvisual ofcreating inthelocal reflectingthe artworks andthe area. cultureand inthelocal materialsand thewisdom area. instruments inthelocal 3.Specifyand utilised. area. describethe localcultural influences onthe creation ofpersonal visualart works.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Specifyanddescribe 1.Specifyanddescribe 1.Studyanddiscuss 1.Analyseandcomparethe thecharacteristics variouscultures aboutthevisual visualartworksinEastern andtheformsof reflectingthevisual artworksreflecting andWesternstyles. thenationaland artworksatpresent theculturalvalues. 2.Specifythevisual thelocalvisual time. 2.Comparethe artworksofthefamous artworksfromthe 2.Describethe differencesofvisual artistsanddescribeabout pasttothepresent changesinThai artworksineach theoutcomesofthe time. visualartworksin periodofThaiand socialacceptance. 2.Specifyand eachperiodwith universalcultures. 3.Discussaboutthe comparethevisual theconceptsand influencesofinternational artworksinvarious thecontentsofthe culturesonvisualartworks regionsofThailand. works. inthesociety. 3.Comparethe 3.Comparethe differencesof conceptsin theobjectivesin designingworksof creatingvisual artofThaiand artworksofThai universalcultures. anduniversal cultures.
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Strand 2: Music StandardAR2.1: Understanding of and ability in creative self-expression through music; analysis and criticism on the values of music; free conveyance of feelings and thoughts onmusic;appreciationandapplicationofmusicindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Know 1.Distinguish 1.Tellthe 1.Tellthe 1.Specify 1.Describe differrent thesources forms simplelines themusical thesongs things ofsounds andthe ofthesongs. elements heardusing produce heard. characteristics 2.Distinguish ofsongs themusical different 2.Distinguish ofthe thetypesof utilisedto elements sounds. theproperties musical musical convey andthe 2.Tellthe ofhigh- instruments instruments emotions. musical characteristics pitchedand seenand playedin 2.Distinguish vocabulary. ofloudand low-pitched, heardin thesongs the 2.Distinguish softsounds loudandsoft dailylife. heard. characteristics thetypes,the andthepace andlongand 2.Utilisethe 3.Specifythe ofthesinging rolesandthe ofrhythm. shortsounds picturesor directions soundand functionsof 3.Reciteverses ofmusic. thesymbols ofsimple theinstrument Thaimusical andsing 3.Beattime torepresent up-and-down soundin instruments andthe simple ormove thesounds movements varioustypes instruments songs. theirbodies andthebeat. ofthetune, oforchestras. ofother 4.Participate inattunement 3.Tellthe theform,the 3.Readand cultures. inmusical tothelyrics rolesandthe beatandthe write5 3.Readand activities ofthesongs. functionsof tempoofthe scalesof writeThai with 4.Singsimple thesongs songsheard. Thaiand and enjoyment. songs heard. 4.Readand international international 5.Tellthe suitableto 4.Singand writeThai musicscores. musicscores relevance theirages. playsimple and 4.Usemusical ofsimple ofsongs 5.Tellthe music. international instruments tunes. usedindaily meaning 5.Movetheir musicscores. tomake 4.Playthe life. andthe bodiesin 5.Singby rhythmand musical importance attunement usingpitches melody. instruments ofsongs toemotions suitableto toaccompany heard. ofthesongs theirages. thesingeron heard. thesinging withsimple beatsand tunes.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Read,writeandsing 1.Comparethe 1.Comparethe 1.Comparetheformsof Thaiandinternational utilisationof elementsutilisedin thedifferenttypesofsongs musicscores. musicalelements themusicalworks andorchestras. 2.Comparethesinging fromdifferent andinotherart 2.Classifyintotypesand soundsandthe cultures. works. formsoforchestras,both musicalinstruments 2.Read,writeand 2.Singandplaymusic Thaiandinternational. soundsfrom singThaiand insoloandin 3.Explainthereasonsfor differentcultures. internationalmusic groupswiththe peoplefromdifferent 3.Singandplaythe scoreswiththe techniquesof culturestocreatedifferent musicalinstruments notations. singing,playing, musicalworks. toaccompanythe 3.Specifythe self-expressionand 4.ReadandwriteThaiand singeronthe importantfactors sound. internationalmusicscores singingindiverse influencingthe 3.Composeshort withvarioustempos. forms. creationofthe songswithsimple 5.Singorplaymusicinsolo 4.Classifythetypes musicalworks. beats. orinorchestrawiththe ofThaiorchestras 4.Singandplaythe 4.Explainthereasons techniquesofexpression andtheorchestras musicalinstruments forchoosingthe andthequalityofthe ofvariouscultures. insoloandingroups. musicalelementsin performance. 5.Expresstheopinions 5.Describethe creatingtheirown 6.Createcriteriafor abouttheemotions emotionsofthe musicalworksand appropriatelyevaluating ofthesongswith songsandthe intheworksof thequalityoftheirown thedifferenttempos feelingstowards others. andothers’compositions andthedifferent thesongsheard. 5.Comparethe andmusicperformances. volume. 6.Evaluatethe differencesoftheir 7.Comparetheemotions 6.Comparethe developmentoftheir ownmusicalworks andthefeelingsroused emotionsandthe ownmusicalskills andothers’works. frommusicalworksfrom feelingswhen afterthepractice. 6.Explainthe differentcultures. listeningtodifferent 7.Specifyvarious influencesofmusic 8.Applymusictoother typesofmusic. careersconnected onpeopleandon works. withmusicandthe thesociety. rolesofmusicin theentertainment business.
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Strand 2: Music StandardAR2.1: Understanding of and ability in creative self-expression through music; analysis and criticism on the values of music; free conveyance of feelings and thoughts onmusic;appreciationandapplicationofmusicindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 6.Express 6.Playand 5.SingThaior 5.Describe theopinions takecareof international theirfeelings abouttheir themusical songsor towards ownmusic instruments modern music. andsinging inacorrect Thaisongs 6.Expressthe andof andsafe suitableto opinions others. way. theirages. abouttune, 7.Applymusic 7.Specifythat 6.Makesimple beat,voice indailylife musiccan improvisations harmonyand orother beused usingthe soundquality occasions fortelling linesof ofthesongs appropriately. stories. question-and- heard. answertype. 7.Playmusic alongwith theactivities inexpressing their imagination.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 7.Presentone 7.Presentororganise ofthesongsthey themusical admireanddiscuss performances aboutthe integratingwith outstandingfeatures otherlearning thatmakethesong strandsinthearea delightful. ofart. 8.Usecriteriafor evaluatingthe qualityofthemusic orsongsheard. 9.Playandmaintain themusical instrumentswith careand responsibility.
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Strand 2: Music StandardAR2.2:Understandingoftherelationshipbetweenthemusic,thehistoryandtheculture; appreciating the musical works that represent the cultural heritage, the local wisdom,andThaianduniversalwisdom Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellabout 1.Tellthe 1.Specifythe 1.Tellthe 1.Explainthe 1.Explainthe themusicof relationship outstanding sources relationship storiesof thelocal ofsinging characteristics andthe between Thaimusic area. soundand andthe relationships musicand inthepast. 2.Specifywhat those unique ofThaiway traditionin 2.Distinguish musicthey ofmusical featuresof oflife various themusic admirein instruments musicin reflectedin cultures. fromthe theirlocal inlocal theirlocal thelocal 2.Explainthe different area. songsby area. musicand valuesof periods. usingsimple 2.Specifythe songs. musicfrom 3.Discuss words. importance 2.Specifythe different aboutthe 2.Performand andthe importance cultures. influencesof participate benefitsof ofconserving cultureon themusical musictothe and thelocal activitiesin livesofthe promoting music. theirlocal localpeople. themusical area. culture.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explaintherole,the 1.Describetheroles 1.Describethe 1.AnalysetheformsofThai relationshipandthe andtheinfluences evolutionofmusic andinternationalmusicin influencesofmusic ofmusiconthe invariousperiods. variousperiods. onThaisociety. culturesofvarious 2.Discussabout 2.Analysethesocialstatus 2.Specifythediversity countries. theoutstanding oftheartistsinvarious ofmusicalelements 2.Describethe characteristics cultures. indifferentcultures. influencesofculture leadingtothe 3.Comparetheoutstanding andthehistorical acceptance musicalcharacteristics eventsontheforms ofthemusical invariouscultures. ofmusicin works. 4.Explaintherolesofmusic Thailand. inreflectingthechangesin theconceptsandthevalues ofpeopleinthesociety. 5.Proposetheguidelinesto promoteandconservethe musicasthenational heritage.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 3: Dramatic Arts StandardAR3.1: Understandingandcreationofself-expressionthroughdramaticarts;analysisand criticismonthevaluesofdramaticarts;freeexpressionoffeelingsandthoughts; appreciationandapplicationofdramaticartsindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Imitatethe 1.Movewhile 1.Create 1.Specify 1.Describethe 1.Createthe movements. remaining various thebasic elementsof movements 2.Showsimple inthesame formsof skillsin thedramatic andthe gesturesto placeand movement thedramatic arts. performances communicate while inshort artsandthe 2.Showthe conveying themeanings moving situations. theatrical gesturesin thestylesor insteadof about. 2.Showthe works attunement theemotions. words. 2.Showthe musical communicating tosongsor 2.Design 3.Tellwhat movements calisthenics themeanings thestories simple theylikefrom thatfreely basedonthe andthe basedon costumes viewingor reflecttheir formsof emotions. theirown orprops. participating own dramatic 2.Usethelaba thoughts. 3.Showthe inthe emotions. arts. notationand 3.Perform simple performances. 3.Show 3.Compare thedance thedramatic dramaticarts gesturesto theroles vocabulary artswiththe andthe communicate andthe orthesimple labanotation theatrical themeanings dutiesofthe theatre andthedance works. insteadof performers vocabulary vocabularyin 4.Describe words. andthe inconveying communicating theirown 4.Creatively audiences. thestories. themeaning creative performthe 4.Participatein 3.Showthe andtheself- feelingsfor calisthenics. theactivities movements expression. thedramatic 5.Specifythe of invarious 4.Participate artsandthe mannersin performances beatsbased inwriting theatrical viewingthe suitableto ontheirown thestory works. performances. theirages. thoughts. linesorshort 5.Expressthe 5.Tellthe 4.Showthe plays. opinions benefitsof performances inviewing thedramatic ofthe the artsindaily dramaticarts performances. life. induosorin groups.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainthe 1.Specifythestructure 1.Haveskillsinvarious influencesoffamous integrationofother ofplaysusingthe formsoftheperformances. performerswho branchesofarts theatrevocabulary. 2.Createshortplaysinthe enticetheemotions withthe 2.Usetheappropriate formoftheirpredilection. orthethoughts performances. dancevocabulary 3.Beinitiativeinthe fromtheaudience. 2.Createthe orthetheatre performancesofdramatic 2.Usethedance performancesusing vocabularyto artsinduosandingroups. vocabularyorthe theelementsofthe comparepeople’s 4.Criticisetheperformances theatrevocabulary dramaticartsand gesturesindailylife basedontheprinciplesof inperformances. thetheatricalworks. andthoseinthe thedramaticartsandthe 3.Performthe 3.Analysetheir performances. theatricalworks. dramaticartsand ownandothers’ 3.Havethinkingskills 5.Analysetheessenceof thetheatricalworks performancesusing indeveloping dramaticartperformances insimpleforms. theappropriate theformsof andthetheatricalwork 4.Usethecollective dancevocabularyor theperformances. intendedtocommunicate skillsintheprocess thetheatre 4.Haveskillsin meaning. ofproducing vocabulary. interpretingand 6.Describeandanalyse performances. 4.Proposetheopinions communicating theinfluencesofthe 5.Applythesimple forimproving throughthe costumes,lights,colours, criteriaprescribed theperformances. performances. sounds,propsandsets inassessingthe 5.Linkthelearning 5.Makeacomparative affectingtheperformances. qualityofthe areaofthedramatic criticismofdifferent 7.Developandapplythe performances artsandthetheatrical dramaticartworks evaluationcriteriain viewed,withthe workswithother usingtheknowledge assessingtheperformances. emphasisonthe learningareas. oftheelementsof 8.Analysepeople’sgestures sounds,thegestures thedramaticarts. andmovementsindaily andthemovement. 6.Participatein lifeandapplythem organisingthe intotheperformances. performances, takingvariousroles andduties.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 3: Dramatic Arts StandardAR3.1: Understandingandcreationofself-expressionthroughdramaticarts;analysisand criticismonthevaluesofdramaticarts;freeexpressionoffeelingsandthoughts; appreciationandapplicationofdramaticartsindailylife Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Tellwhat 5.Compare 6.Explainthe performances thevarious relationship theyadmire dramaticart betweenthe withthe performances. dramaticarts emphasis 6.Tellthe andthe onthemain benefits theatrical pointsof obtained worksin thestoryand fromviewing whatthey theoutstanding the encounterin featuresof performances. dailylife. thecharacters.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 7.Presenttheconcepts fromthecontents oftheperformances thatcouldbe adjustedfor applicationindaily life.
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Strand 3: Dramatic Arts StandardAR3.2: Understanding of the relationship between the dramatic arts, the history and the culture;appreciatingdramaticartperformancesthatrepresenttheculturalheritage, thelocalwisdom,andThaianduniversalwisdom Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifyand 1.Specifyand 1.Tellaboutthe 1.Explainthe 1.Compare 1.Explain playThai playfolk dramaticart historyof varioustypes aboutthe children’s games. performances dramaticarts ofThai things games. 2.Linkwhat theyviewed orthesimple performances importantto 2.Tellwhat theyseein inthelocal performances. inthelocal thedramatic theylike folkgames area. 2.Comparethe area. art inThai withwhat 2.Specifythe dramaticart 2.Specify performances dramaticart theyseein outstanding performances orperform andthe performances. thelifestyle characteristics withthose thedramatic theatrical ofThai andthe fromother artsand work. people. unique cultures. thefolk 2.Specify 3.Specifywhat featuresof 3.Explainthe dramaticarts thebenefits theyadmire dramaticart importance reflecting obtained andare performances. ofpaying cultureand fromthe proudofin 3.Explainthe respectin tradition. performances folkgames. importanceof learningand orviewing dramaticarts performing thedramatic performances. thedramatic art arts. performances 4.Specifythe andthe reasonsfor plays. conserving and transmitting thedramatic art performances.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Specifythefactors 1.Comparethespecial 1.Designandcreate 1.Comparethepresentation affectingthechanges characteristicsofthe theinstrumentsand oftheperformances inthedramaticarts, dramaticart thecostumesfor onvariousoccasions. thefolkdramatic performancesfrom performingthe 2.Discusstherolesof artsandThaiand variouscultures. dramaticartsand importantpersonalities folktheatrical 2.Specifyorperform theplaysfrom intheworldofdramatic works. thedramaticarts, variouscultures. artsandthetheatricalworks 2.Describetypes folkdramaticarts, 2.Explainthe inThailandduringthe ofThaiplaysin Thaiandfolkplays importanceand variousperiods. variousperiods. orotherforms therolesof 3.Describetheevolution ofentertainment dramaticartsand ofThaidramaticarts favouredinthepast. thetheatricalworks andthetheatricalworks 3.Explainthe indailylife. fromthepasttothepresent influencesofculture 3.Expressthe time. onthecontent opinionsaboutthe 4.Presenttheconceptsfor oftheplays. conservationofthe conservingThaidramatic dramaticarts. arts.
    • Basic Education Core Curriculum250 B.E. 2551 (A.D. 2008) OccupationsandTechnology Why it is necessary to learn occupations and technology The learning area of occupations and technology contributes to the development oflearnersinacquiringknowledgeandunderstandingthebasicskillsessentialtotheirlives. Learners will thus be alert to the changes and able to apply the knowledge about living, occupations and technology into their work with creativity and competitiveness in Thai societyandtheworldcommunity.Learnerswillbeabletoseetheprospectsfortheirfuture careers,loveworkingandhaveafavourableattitudetowardswork,aswellasleadahappy lifeinthesociety,basedontheprinciplesofsufficiency. What is learned in occupations and technology The learning area of occupations and technology is aimed at learners’ holistic developmentwithaviewtoenablingthemtoacquiretheknowledge,thecapacityandthe essential skills required for work. Learners will thus efficiently see the prospects of their futurecareersandfurthereducation.Themaincontentsinclude: l Life and Family:workindailylife;abilitytohelpthemselves,theirfamilies andsocietyundertheguidanceoftheprinciplesofsufficiencyeconomy;intentnottodestroy theenvironment;emphasisontheactualpracticeuntiltheattainmentoftheconfidenceand theprideintheiraccomplishmentsinordertodiscovertheirowncapacities,aptitudesand interests l Design and Technology:creativedevelopmentofhumancapacitiesbyapplying theknowledgewithtechnologicalprocessestocreateobjects,utensilsandmethodologies,or toincreaseefficiencyinlife l Information and Communication Technology (ICT): process of information technologies; communication; the search for data; application of data and information; solutionofproblemsorcreationofwork;valuesandeffectsofICT l Occupations: skills essential to learners’ occupations; recognition of theimportanceofmorality,ethicsandfavourableattitudetowardsoccupations;abilitytouse technologiesappropriately;appreciationofvaluesofhonestoccupations;andabilitytoseethe prospectsforfuturecareers
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 251 Learners’Quality Grade 3 graduates l Understand the working methods to help themselves, their families and thepublic;usethematerialsandtheequipmentcorrectlyasrequiredforthetypeofwork;haveskillsintheprocessesofwork;beenthusiatic,punctual,economic,careforsafety,cleanandcarefulinworkingandhavetheawarenesstoprotecttheenvironment l Understand the benefits of the objects and the utensils in daily life; solve problemsandrespondtoneedsthroughcreativethinking;beskilfulinmakingsimpletoysandutensilsbyapplyingthetechnologicalprocesses,i.e.,identifyproblemsorneeds,collectdata, design by conveying ideas through a two-dimensional sketch, construct and evaluate;choosethematerialsandtheinstrumentsappropriateforapplication;choosetouseobjectsandutensilscreativelyindailylife,andrecycletheobjectsandtheutensils l Understandandbeskilfulinsearchingfordataatallstages,presentingthedata invariousformsandapplyingthemethodsofICTmaintenanceGrade 6 graduates l Understand and improve the steps of working; have skills in management,teamworking and systematic working, and have creative thinking; be diligent, patient,responsibleandhonestinworking;havethemannersandtheawarenesstoconsumewaterandelectricityeconomicallyandcost-effectively l Understandthemeaningandtheevolutionoftechnologyandtheelementsofthetechnologicalsystem;haveideasforsolvingproblemsorrespondingtodiverseneeds;applythe knowledge and the skills into making objects and utensils safely according to theirinterestsi.e.,identifytheproblemsortheneeds,collectthedata,designbyconveyingideasthroughathree-dimensionalsketchoramindmap,takeactionandevaluate;choosetoapplytechnologiescreatively,andmanagethetechnologiesthroughtransformationandrecycling l Understand the basic principles of problems-solving; be skilful in utilisingcomputerstosearchfordata,storethedata,preparegraphics,documentandpresentthedata,andworkwithawarenessandresponsibility l Know and understand about occupations as well as have the knowledge, thecapacityandmoralityrelatedtothoseoccupations
    • Basic Education Core Curriculum252 B.E. 2551 (A.D. 2008) Grade 9 graduates l Understand the efficient work processes; apply group processes in work; beskilfulinseekingknowledge,solvingproblemsandmanagement;havethecharacteristics of hard working that show sacrifice and morality; make correct decisions with proper reasoningandhaveanawarenessofeconomicalandcosteffectiveuseofenergy,resources andtheenvironment l Understandthetechnologicalprocessesandlevels;havecreativityinproblem- solving or responding to the needs; make objects and utensils or use the methodology according to the technological processes by conveying ideas through an image, leading to creating work or the models of the ideas and reporting results; choose to apply the technologies creatively to life, society and the environment and manage the technologies throughreducinguseofresourcesorchoosetoapplythetechnologieswithoutthenegative effectsontheenvironment l Understandthebasicprinciplesofcommunicatingdata,computernetworks,and theprinciplesandthemethodsofsolvingproblemsorimplementingtheprojectsthroughICT processes;beskilfulinsearchingforandcommunicatingdatathroughcomputernetworksin a moral and ethical manner, and use of computers for solving problems and making applicationsofICTforpresentationofaccomplishedtasks l Understandtheguidelinesforchoosingoccupations,havingfavourableattitudes andrecognisetheimportanceoflivelihood,methodsofseekingemploymentandnecessary qualifications for employment; analyse the guidelines for entering employment; have basic skillsrequiredforoccupationsofinterest,andevaluatelivelihoodalternativesinaccordwith knowledge,aptitudesandinterests
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25Grade 12 graduates l Understandthemethodsofworkingfortheirlivelihoods;establishachievementsthrough creative thinking; be skilful in teamworking, management, problem-solving andseekingknowledge;workmorallyandhaveanawarenessofcost-effectiveandsustainableuseofenergyandresources l Understand the relationship between technology and other disciplines; analyse technologicalsystems;havecreativityinproblem-solvingorrespondingtotheneeds;makeanddevelopobjectsandutensilsthroughsafetechnologicalprocessesbyusingsoftwaretodesign or present the accomplishments; analyse and choose to apply the technologiesappropriatetodailylife,societyandtheenvironment,andmanagethetechnologiesthroughthecleantechnologiesmethods l Understand the components of the information systems, the components and the principles of functioning of computers, systems of data communication for computernetworks,thecharacteristicsofcomputersandconnectingaccessories,andbeskilfulinusingcomputerstosolveproblems;writeprogramminglanguages;developcomputerprograms;usehardwareandsoftware;communicateandsearchfordataontheInternet;usecomputerstoprocessdatatoserveasinformationfordecision-making;useICTtopresentachievementsandusecomputerstocreateworkorprojects l Understand the guidelines for entering the employment, the choices and the application of technologies appropriate to the occupations; have experiences in the occupations they have aptitudes and interests, and have the desired characteristics fortheoccupations
    • Basic Education Core Curriculum25 B.E. 2551 (A.D. 2008) Strand 1: Living and Family StandardOT1.1:Understandingoftheconceptofthework;possessingcreativityandskillsinvarious respect-workprocesses,management,problem-solving,teamworkandinvestigation forseekingknowledge,morality,diligence,andawarenessoftheneedtoeconomise ontheconsumptionofenergy,resourcesandtheenvironmentforlivingandforfamily Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Tellthe 1.Tellthe 1.Explainthe 1.Explainthe 1.Discussthe methodsof methodsand methodsand reasonsfor reasonsfor guidelines workingfor thebenefits thebenefits workingto working toworkand self- ofworking ofworking reachthe correctlyat improve gratification. forself- tohelp goals. eachstage eachstage 2.Usesimple gratification themselves, 2.Workin requiredby ofthework. materials, andtheir theirfamilies stagesto thework 2.Applythe instruments families. andthe reachthe process. management and 2.Economically public. goalswith 2.Applythe and equipment use 2.Usethe diligence, management teamwork inworking materials, materials, patience, skillsinthe skills. safely. instruments instruments responsibility systemic, 3.Conduct 3.Workfor and and andhonesty. refinedand themselves self- equipment equipmentas 3.Conduct creative withgood gratification suitableto requiredfor themselves work. manners with thetypeof varioustypes withgood 3.Conduct when enthusiasm work. ofwork. manners themselves working and 3.Worksafely 3.Workin when withgood withfamily punctuality. tohelp stagesas working. manners members themselves requiredby 4.Economically when andothers. andtheir thework andcost- working families. process, effectively withfamily paying consume members. attentionto energyand 4.Havean cleanliness, resources awareness carefulness when ofthe and working. economical conservation andcost- ofthe effective environment. consumption ofenergy andresources.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 255 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Analysethestages 1.Applytheskillsin 1.Discussabout 1.Explainthemethodsof ofworkasrequired seekingknowledge theefficientstages workingforaliving. bytheworkprocess. forwork ofworking. 2.Estabishtheachievements 2.Applythegroup development. 2.Applytheskills throughcreativethinking processesin 2.Applytheskillsfor forteamworking andhaveteamworkskills. workingwith problem-solving withmorality. 3.Havethemanagementskills sacrifice. processeswhen 3.Discussaboutthe forwork. 3.Makedecisions working. workbyapplying 4.Havetheskillsfor withproperreasons 3.Beawareofhard themanagement problem-solvingprocesses. insolvingthework workingand skillsfor 5.Havetheskillsforseeking problems. economicallyand economisingon knowledgeforaliving. cost-effectively theenergy,the 6.Havethemoralityand consumeresources resourcesandthe thedesiredcharacteristics whenworking. environment. whenworking. 7.Cost-effectivelyand sustainablyconsumeenergy andresourcesinworking forconservationofthe environment.
    • Basic Education Core Curriculum25 B.E. 2551 (A.D. 2008) Strand 2: Design and Technology StandardOT2.1: Understandingofthetechnologyandtechnologicalprocesses;designingandmaking objects,utensilsorthemethodologiesthroughthecreativetechnologicalprocesses; selective utilization of the technologies beneficial to one’s life, society and the environment;participationinsustainabletechnologicalmanagement Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - 1.Tellthe 1.Makesimple - 1.Explain 1.Explainthe benefits toysand themeaning components ofobjects utensilsby andthe ofthe andutensils identifying evolutionof technological usedindaily problems technology. system. life. orneeds, 2.Safelymake 2.Safelymake 2.Makesimple collecting objectsand objects toysand information, utensilsof andutensils utensilsby designingby interestby ofinterestby identifying transforming identifying identifying problems ideasinto problems problems orneeds, atwo- orneeds, orneeds, collecting dimensional collecting collecting information, sketch, information, information, designingby makingand selectingthe selectingthe conveying evaluating. methodsof methodsof theideas 2.Select designby designby througha objectsand conveying transforming two- utensilsfor theideas theideas dimensional creativeuse througha intoathree- sketch, indailylife. three- dimensional makingand 3.Recyclethe dimensional sketchor evaluating. objectsand sketch, amindmap, theutensils. makingand makingand evaluating. evaluating. 3.Applythe knowledge andtheskills intomaking objectsand utensils.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 - 1.Explainthe 1.Explain 1.Explainandlinkthe technological technologicallevels. relationshipbetweenthe process. 2.Safelymakeobjects technologyandtheother 2.Safelymakeobjects andutensilsor disciplines. andutensilsor themethodologies 2.Analysethetechnological themethodologies throughthe system. throughthe technological 3.Safelymakeobjects technological process;design andutensilsorthe processby byconveying methodologiesinaccord conveyingtheideas theideasthrough withthetechnological throughathree- aprojectedpicture, processbyconveyingthe dimensionalsketch leadingtomaking ideasthroughanimageand oraprojected themodelsof models,leadingtomaking picture,leading objectsandutensils, thingsorconveying tomakingthe orconveyingthe theconceptsofthe modelsofobjects conceptsofthe methodologythrough andutensils,or methodology themodels,andreporting conveyingthe throughthemodels, ontheresultsbyusingor conceptsofthe andreportingonthe presentingtheachievements. methodology resultsofpresenting 4.Havecreativityinproblem- throughthemodels, themethodology. solvingorrespondingto andreportingonthe needsfortheirown resultsofpresenting productsordevelopment themethodology. ofothers’products.
    • Basic Education Core Curriculum258 B.E. 2551 (A.D. 2008) Strand 2: Design and Technology StandardOT2.1: Understandingofthetechnologyandtechnologicalprocesses;designingandmaking objects,utensilsorthemethodologiesthroughthecreativetechnologicalprocesses; selective utilization of the technologies beneficial to one’s life, society and the environment;participationinsustainabletechnologicalmanagement Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 3.Applythe 4.Haveatleast 3.Applythe knowledge twocreative knowledge ofappropriate featuresin andtheskills utilizationof solvingthe intomaking utensilsand problemsor theobjects equipment responding andthe intomaking totheneeds. utensils. simpletoys 5.Choosethe andutensils. technologies 4.Haveatleast tousein onecreative dailylifefor featurein thebenefits solvingthe oflifeand problemsor thesociety responding andreusethe toneeds. objectsand theutensils.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 3.Havecreativity 5.Applythetechnologies inproblem-solving suitabletodailylifefor orrespondingtothe thebenefitoflife, needsintheirown thesocietyand production. theenvironment,and 4.Applythe sustainablymanage technologiesinto thetechnologiesthrough life,thesocietyand themethodologyofclean theenvironment, technologies. andreducethe comsumption ofresourcesor choosetousethe technologieswithout thenegativeeffects ontheenvironment.
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Strand 3: Information and Communication Technology (ICT) StandardOT3.1: Understanding, appreciation and efficient, effective and ethical application of information technology in searching for data, communicating, problem-solving, workingandlivelihood Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Tellthe 1.Tellthe 1.Search 1.Tellthe 1.Search 1.Tellthebasic information benefitsof forthe namesand forand principles ofinterest information information thefunctions collectthe ofproblem- andthe andcollect instagesand ofthe information solving. sourcesof the presentitin information ofinterest 2.Usea information information variousforms. technology andofuseful computer aroundthem. ofinterest 2.Tellthe instruments. purposes tosearchfor 2.Tellthe fromthe methodsof 2.Tellthebasic fromthe information. benefitsof various caringfor principles various 3.Storeuseful information reliable and ofthe reliable information technology sources. maintaining functionof sources. invarious instruments. 2.Tellthe the acomputer. 2.Create forms. benefitsof information 3.Tellthe documentary 4.Presentthe andconserve technology advantages workforuse information thesources instruments. andthe indailylife inappropriate of disadvantages with formsby information. ofoperating responsi- choosing 3.Tellthe the bility. applied namesand computers. software. thefunctions 4.Usethe 5.Use ofthebasic computers’ acomputer instruments functioning tofacilitate formingthe systemsfor creationof major work. workpieces components 5.Create from ofacomputer. imagesor imagination workfrom orfromwork imagination performed with indailylife responsibility with byusing awarenessand graphics responsibility. programmes.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainthebasic 1.Explainthe 1.Explainthecomposition principles principlesofthe principlesof oftheinformationsystem. offunction, communicating implementing 2.Explainthecomponents therolesand informationandthe aprojectrequiring andtheprinciplesofthe thebenefitsof computernetworks. theapplicationof functionofacomputer. acomputer. 2.Explainthe information 3.Explaintheinformation 2.Discussaboutthe principlesand technologies. communicationsystem maincharacteristics themethodsof 2.Writethebasic forcomputernetworks. andtheeffectsof problem-solving programming 4.Tellthecharacteristics information throughthe languages. ofacomputerand technologies. information 3.Usetheinformation theconnectingaccessories. 3.Processthedata technology technologiesin 5.Efficientlysolveproblems soastoserve processes. formsappropriate throughtheinformation asinformation. 3.Searchfor tothetypeofwork. technologyprocesses. information 4.Usethecomputers 6.Writeprogramming andcommunicate tofacilitatecreation languages. throughthe ofworkfrom 7.Developcomputerprojects. computernetworks imaginationorfrom 8.Usehardwareandsoftware morallyand workperformedin appropriatetovarioustasks. ethically. dailylifeinaccord 9.Communicateandsearch 4.Usesoftware withtheprinciples forinformationthroughthe forwork. ofproject Internet. implementation 10.Usethecomputersin withawarenessand processingdatatoserve responsibility. asinformationfor decision-making. 11.Usetheinformation technologiestopresentthe achievementsinappropriate formsastargeted.
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Strand 3: Information and Communication Technology (ICT) StandardOT3.1: Understanding, appreciation and efficient, effective and ethical application of information technology in searching for data, communicating, problem-solving, workingandlivelihood Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 12.Usethecomputersto facilitatecreationofwork orprojectswiththe awarenessandthe responsibility. 13.Telltherecommended instructionsforthe informationtechnologies users.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 4: Occupations StandardOT4.1: Understandingandacquiringthenecessaryskillsandexperiences;properperception of future career; the technological application for occupational development; possessingmoralityandfavourableattitudetowardscareers Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 - - - 1.Explainthe 1.Collect 1.Explorethe meaningand information hidden the ofvarious possibilites importance occupations thatliewith ofthe inthe themselves occupations. community. toplan 2.Specifythe forfuture differences occupations. ofvarious 2.Specifythe occupations. knowledge, thecapacities andthe morality relevantto the occupations ofinterest.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Explainthe 1.Explainhowto 1.Explainhowto 1.Discussaboutthe guidelinesfor strengthen searchforthe guidelinesfortakingup choosingthe occupationalskills. employmentthrough theoccupationsofinterest. occupations. 2.Specifyself- diversemethods. 2.Chooseandapply 2.Havefavourable preparationfor 2.Analysethe technologiesappropriate attitudetowards enteringthe guidelinesfor totheoccupations. livelihood. employmentfield. enteringthe 3.Haveexperiencesinthe 3.Recognisethe 3.Havethebasic employmentfield. occupationstheyhave importanceof skillsrequiredfor 3.Evaluatealternatives aptitudeandinterest. generatingthe takingup fortakingup 4.Havethedesired occupations. occupations occupations characteristicsforthe ofinterest. accordingtotheir occupations. knowledge,attitudes andinterests.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) ForeignLanguages Why it is necessary to learn foreign languages In the present global society, learning foreign languages is very important and essential to daily life, as foreign languages serve as an important tool for communication, education,seekingknowledge,livelihoodandcreatingunderstandingofculturesandvisions of the world community. Foreign languages enable learners to be aware of diversity of cultures and viewpoints in the world community, conducive to friendship and cooperation with various countries. They contribute to learners’ development by giving learners better understandingofthemselvesandothers.Thelearnersarethusabletolearnandunderstand differences of languages and cultures, customs and traditions, thinking, society, economy, politicsandadministration.Theywillbeabletouseforeignlanguagesforcommunicationas wellasforeasierandwideraccesstobodiesofknowledge,andwillhavevisioninleading theirlives. The foreign language constituting basic learning content that is prescribed for theentirebasiceducationcorecurriculumisEnglish,whileforotherforeignlanguages,e.g., French, German, Chinese, Japanese, Arabic, Pali and languages of neighbouring countries, itislefttothediscretionofeducationalinstitutionstopreparecoursesandprovidelearning managementappropriately.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2What is learned in foreign languages The learning area of foreign languages is aimed at enabling learners to acquirea favourable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood andpursuing further education at higher levels. Learners will thus have knowledge andunderstanding of diversified matters and events of the world community, and will be abletocreativelyconveytheconceptionsandculturesofThainesstotheglobalsociety.Themaincontentsinclude: l Language for Communication:useofforeignlanguagesinlistening,speaking,reading and writing, exchanging data and information, expressing feelings and opinions,interpreting, presenting data, concepts and views on various matters, and creatinginterpersonalrelationshipsappropriately l Language and Culture:useofforeignlanguagesinaccordancewiththeculture ofnativespeakers;relationships,similaritiesanddifferencesbetweenlanguagesandculturesof native speakers; languages and cultures of native speakers and Thai culture; andappropriateapplication l Language and Relationship with Other Learning Areas: use of foreignlanguages to link knowledge with other learning areas, to seek knowledge and to broadenlearners’worldviews l Language and Relationship with Community and the World:useofforeignlanguages in various situations in the classroom, in community and in the global society,forming a basic tool for further education, livelihood and exchange of knowledge with theglobalsociety
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Learners’Quality Grade 3 graduates l in compliance with the orders and the requests heard; pronounce Act the alphabets, words, groups of words, simple sentences and simple chants by observing theprinciplesofpronunciation;accuratelytellthemeaningsofthewordandgroupsofwords heard;answerquestionsfromsentences,dialoguesorsimpletalesheardorread l Engage in interpersonal communication using short and simple words through thepatternsheard;usesimpleordersandrequests;telltheirneedsinsimplewords;request and give personal data together with their friends; tell their own feelings about various objectsaroundthemorvariousactivitiesthroughthepatternsheards l Verbally provide information about themselves and matters around them; categorisewordsamongpersons,animalsandobjectstheyhaveheardorread l Speakandactbyobservingsocialmanners/cultureofnativespeakers;tellthe names and simple terms about festivals/important days/celebrations and lifestyles of native speakers;participateinlanguageandculturalactivitiesfittedattheiragelevels l Telldifferencesbetweensoundsofthealphabets,words,groupsofwordsand simplesentencesinforeignlanguagesandthoseintheThailanguage l Identifywordsrelatedtootherlearningareas l Listen/talkaboutsimplesituationsintheclassroom l Useforeignlanguagestocollectrelevanttermsaroundthem l able to use foreign languages (focus on listening and speaking) to Be communicateaboutthemselves,theirfamilies,schools,theirsurroundingenvironment,foods, beverages,freetimeandrecreationaround300-450words(concretewords) l Usesimplesentencesinconversations
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2Grade 6 graduates l in compliance with the orders, the requests and the instructions that Act theyhaveheardandread;accuratelyreadsentences,texts,talesandshortversesaloudbyobserving the principles of reading; choose/specify the sentences and text corresponding to the meanings of symbols or signs read; tell the main idea and answer questions afterlisteningtoandreadingdialogues,simpletalesandstories l Speak/writeininterpersonalcommunication;giveorders,makerequestsandgiveinstructions;speak/writetoexpressneeds;askforhelp;willingandrefusetogivehelpinsimplesituations;speakandwritetoaskforandgiveinformationaboutthemselves,friends,familiesandmattersaroundthem;speak/writetoexpresstheirfeelingsaboutvariousmattersandactivitiesaroundthem,aswellasprovidebriefjustifications l Speak/writetogiveinformationaboutthemselves,friendsandthesurroundingenvironment;drawpictures,plans,chartsandtablestoshowthevariousinformationthattheyhaveheardandread;speak/writetoshowopinionsaboutvariousmattersaroundthem l Use words, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of native speakers; give information about thefestivals/importantdays/celebrations/lifestylesofnativespeakers;participateinlanguageandculturalactivitiesinaccordancewiththeirinterests l Tell similarities/differences between the pronunciation of various kinds of sentences, use of punctuation marks and word order regarding sentence structure of foreign languages and of Thai language; compare the similarities/differences between thefestivals,celebrationsandtraditionsofnativespeakersandthoseofThai l Search for and collect the terms related to other learning areas from learningsourcesandpresentthemthroughspeaking/writing l Useforeignlanguagestocommunicateinclassroomandinschool l Useforeignlanguagesinsearchingforandcollectingvariousinformation l able to use foreign languages (focus on listening, speaking, reading and Bewriting)tocommunicateaboutthemselves,theirfamilies,schools,theirenvironment,foods,beverages, free time and recreation, health and welfare, selling and buying, and climatearound1,050-1,200words(concreteandabstractwords) l Usesimpleandcompoundsentencestoconveymeaningsinvariouscontexts
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Grade 9 graduates l in compliance with the requests, the instructions, the clarifications and Act the explanations that they have heard or read; accurately read texts, news, advertisements, tales and short verses aloud by observing the principles of reading; specify/write various formsofnon-textinformationrelatedtosentencesandtextsthattheyhaveheardandread; chooseandspecifythetopics,mainideasandsupportingdetails,andexpressopinionsabout whattheyhaveheardorreadfromvarioustypesofmedia,aswellasprovidejustifications andexamplesforillustration l Speak and write for an exchange of information about themselves, various matters around them, situations and news of interest society, and communicate such informaion continuously and appropriately; use appropriate requests, clarifications and explanationsandgivesuitableinstructions;speakandwritetoshowneeds;offerandprovide assistance;acceptandrefusetogivehelp;speakandwriteappropriatelytoaskforandgive information,describe,explain,compareandexpressopinionsaboutwhattheyhaveheardor read; speak and write to describe their own feelings and opinions about various matters, activities,experiencesandnews/incidents,aswellastoprovideappropriatejustifications l Speak and write to describe themselves, experiences, news/incidents/various issues of interest to society; speak and write to summarise the main idea/theme or topic identifiedfromtheanalysisofmatters/news/incidents/situationsofinterest;speakandwriteto expressopinionsaboutactivities,experiencesandincidents,aswellasprovidejustifications l Chooseappropriatelanguage,toneofvoice,gesturesandmannersbyobserving social manners and culture of native speakers; explain about the lifestyles, customs and traditionsofnativespeakers;participatein/organiselanguageandculturalactivitiesoftheir interests l Compareandexplainthesimilaritiesandthedifferencesbetweenpronunciation of various kinds of sentences and word orders regarding sentence structures of foreign languages and of Thai language; compare and explain the similarities and the differences between the lifestyles and culture of native speakers and those of Thai and apply them appropriately
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 l Search for, collect and summarise information related to other learning areasfromlearningsources,andpresentthemthroughspeakingandwriting l Use language for communication in real situations/simulated situations in theclassroom,school,communityandsociety l Useforeignlanguagesinsearching/conductingresearch,collectinganddrawingconclusions about knowledge/various information sources from the media and variouslearning sources for further study and livelihood; disseminate/convey to the publicinformationandnewsabouttheschool,communityandlocalareainforeignlanguages l able to use foreign languages (focus on listening, speaking, reading and Bewriting) to communicate about themselves, their families, schools, the environment, foods,beverages,freetimeandrecreation,healthandwelfare,buyingandselling,climate,educationandoccupations,travellingprovisionofservices,places,languageandscienceandtechnologyaround2,100-2,250words(wordsofhigherabstractquality) l Usecompoundandcomplexsentencestoconveymeaningsinvariouscontextsinbothformalandinformalconversations
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Grade 12 graduates l Observe instructions in manuals for various types of work, clarifications, explanations and descriptions that they have heard and read; accurately read aloud texts, news, announcements, advertisements, poems and skits by observing principles of reading; explain and write sentences and texts related to various forms of non-text information thattheyhaveheardorread;identifythemainidea,analysetheessence,conclude,interpret and express opinions from listening and reading feature articles and materials for entertainmentpurpose,aswellasprovidejustificationsandexamplesforillustration l Speak and write to exchange information about themselves, various matters aroundthem,experiences,situations,news/incidents,issuesofinterestandcommunicatethem continuouslyandappropriately;chooseanduserequests,clarifications,explanationsandgive instructions;speakandwritetoshowneeds;offerandprovideassistance;speakandwrite appropriatelytoaskforandgivedata,describe,explain,compareandexpressopinionsabout matters/issues/news/incidents about which they have heard and read; speak and write to describetheirownfeelingsandexpressopinionsaboutvariousmatters,activities,experiences andnews/incidentswithproperreasoning l Speak and write to present information about themselves/experiences/news/ incidents, matters and various issues of interest; speak and write about the main idea and theme identified from analysis of matters, activities, news, incidents and situations in accordance with their interests; speak and write to express opinions about activities, experiences and incidents in the local area, society and the world, as well as provide justificationsandexamplesforillustration l Choose the language, tone of voice, gestures and manners appropriate to thelevelofthepersons,time,occasionsandplacesbyobservingsocialmannersandculture ofnativespeakers;explain/discussaboutlifestyles,thoughts,beliefsandoriginsofcustoms and traditions of native speakers; participate in, advise and organise language and cultural activitiesappropriately
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 l Explain/comparedifferencesbetweenthestructuresofsentences,texts,idioms,sayings, proverbs and poems in foreign languages and Thai language; analyse/discusssimilarities and differences between the lifestyles, beliefs and culture of native speakers andthoseofThais,andapplythemwithreasons l Conduct research/search for, make records, conclude and express opinions aboutthedatarelatedtothelearningareasfromvarioussources,andpresentthemthroughspeakingandwriting l Use language for communication in real situations/simulated situations in theclassroom,school,communityandsociety l Useforeignlanguagesinsearchingfor/conductingresearch,collecting,analysingandsummarisingknowledge/variousinformationfromthemediaandvariouslearningsources forfurtherstudyandlivelihood;disseminate/conveytothepublicinformationandnewsabout theschool,communityandlocalarea/nationinforeignlanguages l able to use foreign languages (focus on listening, speaking, reading and Bewriting) to communicate about themselves, their families, schools, the environment, foods,beverages,interpersonalrelationships,freetimeandrecreation,healthandwelfare,sellingandbuying,climate,educationandoccupations,travelling,provisionofservices,places,languageandscienceandtechnologyaround3,600-3,750words(wordswithdifferentlevelsofusage) l Usecompoundandcomplexsentencestoconveymeaningsinvariouscontextsinbothformalandinformalconversations
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 1: Language for Communication StandardFL1.1: Understanding and ability in interpreting what has been heard and read from varioustypesofmedia,andabilitytoexpressopinionswithreasons Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Actin 1.Actin 1.Actin 1.Actin 1.Actin 1.Actin compliance compliance compliance compliance compliance compliance withsimple withorders withorders withorders, withorders, withorders, ordersheard. andsimple andrequests requestsand requestsand requestsand 2.Specifythe requests heardor simple simple instructions alphabets heard. read. instructions instructions heardand andthe 2.Specifythe 2.Pronounce heardor heardand read. sounds; alphabets andspellthe read. read. 2.Accurately accurately andthe givenwords; 2.Pronounce 2.Accurately readaloud pronounce sounds; accurately andspellthe readaloud thegiven andspell pronounce readaloud givenwords; thegiven paragraphs, simplewords andspellthe groupsof accurately sentences,the talesand byobserving givenwords; words, readaloud paragraphs shortpoems theprinciples accurately sentences groupsof andtheshort byobserving ofreading. readsimple andsimple words, poemsby theprinciples 3.Choose sentences chantsby sentences, observingthe ofreading. thepictures byobserving observing simpletexts principlesof 3.Match corresponding theprinciples theprinciples andchants reading. thesentences tothe ofreading. ofreading. byobserving 3.Draw/Match ortheshort meaningsof 3.Match 3.Match theprinciples thepicture paragraphs wordsand thepictures thepicture ofreading. orsignswith withthe groupsof withthe orthe 3.Match themeanings meaningsof wordsheard. meanings symbolswith thepictures ofsentences symbolsor 4.Answerthe ofwords, themeanings orsymbols andtheshort signsread. questions groupsof ofgroups orsignswith paragraphs from wordsand ofwordsand themeanings heardor listeningto sentences sentences ofsentences read. thematters heard. heard. andshort aroundthem. paragraphs heardor read.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Actincompliance 1.Actincompliance 1.Actincompliance 1.Observetheinstructionsin withorders, withrequests, withrequests, manualsforvarioustypes requests,instructions instructions, instructions, ofwork,clarifications, andsimple clarificationsand clarificationsand explanationsand explanationsheard simpleexplanations explanationsheard descriptionsheardandread. andread. heardandread. andread. 2.Accuratelyreadaloud 2.Accuratelyread 2.Accuratelyread 2.Accuratelyread paragraphs,news, aloudparagraphs, aloudparagraphs, aloudparagraphs, advertisements,poems talesandshort news,advertisements news,advertisements andskitsbyobserving poemsbyobserving andshortpoems andshortpoems theprinciplesofreading. theprinciples byobserving byobserving 3.Explainandwritesentences ofreading. theprinciples theprinciples andparagraphsrelatedto 3.Matchthesentences ofreading. ofreading. variousformsofnon-text andtheparagraphs 3.Specify/write 3.Specifyandwrite information,aswellas withthenon-text sentencesand variousformsof specifyandwritevarious informationread. paragraphsrelated non-textinformation formsofnon-text 4.Specifythetopic tovariousformsof relatedtosentences informationrelatedtothe andthemainidea non-textinformation andparagraphs sentencesandthe andanswerthe read. heardorread. paragraphsheardorread. questionsfrom 4.Choosethetopic 4.Specifythetopic, 4.Identifythemainidea, listeningtoand andthemainidea, themainideaand analysetheessence, readingthedialogues, tellthesupporting thesupporting interpretandexpressthe thetalesand detailsandexpress detailsandexpress opinionsfromlisteningto theshortstories. theopinionsabout theopinionsabout andreadingfeaturearticles whathasbeenheard whathasbeenheard andentertainmentarticles, andread,aswellas andreadfrom aswellasprovidethe providethe varioustypesof justificationsandthe justificationsandthe media,aswellas examplesforillustrations. simpleexamples providethe forillustrations. justificationsand theexamplesfor illustrations.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) Strand 1: Language for Communication StandardFL1.1: Understanding and ability in interpreting what has been heard and read from varioustypesofmedia,andabilitytoexpressopinionswithreasons Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 4.Answerthe 4.Answerthe 4.Answerthe 4.Tellthe 4.Tellthe questions questions questions mainpoints mainidea from from from andanswer andanswer listeningto listeningto listeningto thequestions thequestions sentences, orreading andreading from from dialogues sentences, sentences, listeningto listeningto orsimple dialogues dialogues andreading andreading taleswith orsimple andsimple dialogues dialogues, illustrations. tales. tales. andsimple simpletales talesorshort andstories. paragraphs.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Strand 1: Language for Communication StandardFL1.2: Possessing language communication skills for effective exchange of information; efficientexpressionoffeelingsandopinions Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Speakinan 1.Speakinan 1.Speakinan 1.Speak/write 1.Speak/write 1.Speak/write exchange exchange exchange inan inan inan withshort withshort withshort exchangein exchangein exchangein andsimple andsimple andsimple interpersonal interpersonal interpersonal wordsin wordsin wordsin communication. communication. communication. interpersonal interpersonal interpersonal 2.Useorders, 2.Useorders, 2.Useorders communication communication communication requests requests, requests byfollowing byfollowing byfollowing andsimple permission andgive themodels themodels themodels permission. andgive instructions. heard. heard. heard. 3.Speak/write simple 3.Speak/write 2.Usesimple 2.Useorders 2.Useorders toexpress instructions. toexpress ordersby andsimple andsimple theirown 3.Speak/write theneeds, requestsby following requestsby following needsand toexpress askforhelp themodels following themodels toaskfor theneeds, andagree heard. themodels heard. helpin askforhelp andrefuse 3.Expresstheir heard. 3.Expresstheir simple andagree togivehelp ownsimple 3.Expresstheir ownsimple situations. andrefuseto insimple needsby ownsimple needsby 4.Speak/write givehelp situations. following needsby following toaskfor insimple 4.Speakand themodels following themodels andgive situations. writetoask heard. themodels heard. information 4.Speak/write forandgive 4.Askforand heard. 4.Askforand about toaskfor information givesimple 4.Askforand givesimple themselves, andgive about information givesimple information theirfriends information themselves, about information about andfamilies. about theirfriends, themselves about themselves themselves, familiesand byfollowing themselves andtheir theirfriends, matters themodels byfollowing friendsby familiesand aroundthem. heard. themodels following matters heard. themodels aroundthem. heard.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Converseto 1.Converse 1.Converseand 1.Converseandwriteto exchange appropriatelyto writetoexchange exchangeinformationabout informationabout exchange informationabout themselvesandvarious themselves,various informationabout themselves,various mattersaroundthem, activitiesand themselves,various mattersaround experiences,situations, situationsindaily mattersaround them,situations, news/incidentsandissues life. themandvarious newsandmattersof ofinteresttothesociety, 2.Userequests, situationsindaily interesttosociety, andcommunicatethe instructions life. andcommunicate informationcontinuously andclarifications 2.Useorders, theinformation andappropriately. accordingto instructions, continuouslyand 2.Chooseanduserequests, thesituation. clarificationsand appropriately. instructions,clarifications 3.Speakandwrite explanations 2.Userequestsand andexplanationsfluently. appropriatelyto accordingto giveinstructions, 3.Speakandwritetoexpress expressneeds,ask thesituation. clarificationsand needsandoffer,accept forhelpandagree 3.Speakandwrite explanations andrefusetogivehelpin andrefusetogive appropriatelyto appropriately. simulatedorrealsituations. helpinvarious expressneeds,offer 3.Speakandwrite 4.Speakandwrite situations. helpandagreeand appropriatelyto appropriatelytoaskforand 4.Speakandwrite refusetogivehelp expressneeds,offer giveinformation,describe, appropriatelyto invarioussituations. helpandagreeand explain,compareand askforandgive 4.Speakandwrite refusetogivehelp expressopinionsabout informationand appropriatelytoask invarioussituations. matters/issues/newsand expressopinions forandgive 4.Speakandwrite situationsheardandread. aboutwhathasbeen information, appropriatelytoask heardorread. describeandexpress forandgive opinionsaboutwhat information, hasbeenheardor explain,compare read. andexpress opinionsaboutwhat hasbeenheardor read.
    • Basic Education Core Curriculum280 B.E. 2551 (A.D. 2008) Strand 1: Language for Communication StandardFL1.2: Possessing language communication skills for effective exchange of information; efficientexpressionoffeelingsandopinions Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 5.Telltheir 5.Speakto 5.Speak/write 5.Speak/write ownfeelings expresstheir toexpress toexpress aboutvarious ownfeelings theirown theirown objects aboutvarious feelings feelings aroundthem matters aboutvarious aboutvarious orvarious aroundthem matters matters activitiesby andvarious aroundthem aroundthem following activitiesby andvarious andvarious themodels following activities, activities, heard. themodels aswellas aswellas heard. providebrief providebrief justifications. justifications.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 281 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 5.Speakandwriteto 5.Speakandwriteto 5.Speakandwriteto 5.Speakandwritetodescribe expresstheirown expresstheirown describetheirown theirownfeelingsand feelingsand feelingsand feelingsand opinionsaboutvarious opinionsabout opinionsabout opinionsabout matters,activities, variousmatters variousmatters variousmatters, experiencesandnews/ aroundthem, aroundthem, activities, incidentswithproper variousactivities, variousactivities, experiencesand reasons. aswellasprovide aswellasprovide news/incidents, briefjustifications briefjustifications aswellasprovide appropriately. appropriately. justifications appropriately.
    • Basic Education Core Curriculum282 B.E. 2551 (A.D. 2008) Strand 1: Language for Communication StandardFL1.3: Abilitytospeakandwriteaboutinformation,conceptsandviewsonvariousmatters Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Speakto 1.Speakto 1.Speakto 1.Speak/write 1.Speak/write 1.Speak/write give give give togive togive togive information information information information information information about about about about about about themselves themselves themselves themselves themselves themselves, andmatters andmatters andmatters andmatters andmatters theirfriends aroundthem. aroundthem. aroundthem. aroundthem. aroundthem. andthe 2.Categorise 2.Speak/draw 2.Draw environment wordsinto picturesto pictures, aroundthem. groups show layoutand 2.Draw accordingto relationships chartsto pictures, thetypesof ofvarious showvarious layout,charts persons, objects information andtablesto animalsand aroundthem heard showvarious objectsbased according orread. information onwhatthey towhatthey 3.Speak/write heard haveheard haveheard toexpress orread. orread. orread. opinions 3.Speak/write 3.Speakto aboutvarious toexpress express matters opinions simple aroundthem. aboutvarious opinions matters aboutmatters aroundthem. aroundthem.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 28 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Speakandwriteto 1.Speakandwriteto 1.Speakandwriteto 1.Speakandwritetopresent describethemselves, describethemselves, describethemselves, datathemselves/ theirdailyroutines, theirdailyroutines, experiences/ experiences,news/incidents, theirexperiences experiencesand matters/various mattersandvariousissues andtheenvironment news/incidentsof issuesofinterest ofinteresttosociety. aroundthem. interesttosociety. tosociety. 2.Speakandwriteto 2.Speak/writeto 2.Speakandwriteto 2.Speakandwriteto summarisethemainidea/ summarisethemain summarisethemain summarisethemain themeidentifiedfrom idea/theme idea,themeand idea/themeand analysisofmatters, identifiedfromthe topicidentifiedfrom topicidentifiedfrom activities,news,incidents analysisofmatters/ analysisofmatters/ analysisofmatters/ andsituationsinaccordance incidentsofinterest news/incidentsof news/incidents/ withtheirinterests. tothesociety. interesttothe situationsofinterest 3.Speakandwritetoexpress 3.Speak/writeto society. tosociety. opinionsaboutactivities, expressopinions 3.Speakandwrite 3.Speakandwrite experiencesandincidents aboutactivities toexpressopinions toexpressopinions inthelocalarea,society orvariousmatters aboutactivitiesor aboutactivities, andtheworld,aswellas aroundthem variousmatters experiencesand providejustificationsand aswellasprovide aroundthem incidents,aswellas examplesforillustrations. briefjustifications. andexperiences, provide aswellasprovide justifications. briefjustifications.
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Strand 2: Language and Culture StandardFL2.1: Appreciating the relationship between language and culture of native speakers and abilityinusinglanguageappropriateiy Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Speakand 1.Speakand 1.Speakand 1.Speakand 1.Usewords, 1.Usewords, make make make politely toneofvoice toneofvoice, accompanying accompanying accompanying make andpolite gesturesand gesturesin gesturesin gesturesin accompanying gesturesin manners accordance accordance accordance gesturesin accordance politelyand withthe withthe withsocial accordance withsocial appropriately cultureof cultureof manners/ withsocial mannersand byobserving thenative thenative cultureof mannersand cultureof thesocial speakers. speakers. native cultureof native mannersand 2.Tellthe 2.Tellthe speakers. native speakers. cultureof namesand namesand 2.Tellthe speakers. 2.Answerthe thenative vocabulary vocabulary namesand 2.Answerthe questions/ speakers. ofnative ofnative simple questions tellthe 2.Give speakers’ speakers’ vocabulary about importance information important important aboutthe festivals/ offestivals/ aboutthe festivals. festivals. festivals/ important important festivals/ 3.Participate 3.Participate important days/ days/ important inlanguage inlanguage days/ celebrations celebrations days/ andcultural andcultural celebrations andsimple andsimple celebrations/ activities activities andlifestyles lifestyles lifestyles lifestyles appropriate appropriate ofthenative ofthenative ofthenative ofthenative totheirage totheirage speakers. speakers. speakers. speakers. levels. levels. 3.Participate 3.Participate 3.Participate 3.Participate inlanguage inlanguage inlanguage inlanguage andcultural andcultural andcultural andcultural activities activities activitiesin activitiesin appropriate appropriate accordance accordance totheirage totheirage withtheir withtheir levels. levels. interests. interests.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 285 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Uselanguage,tone 1.Uselanguage,tone 1.Choosethe 1.Choosethelanguage, ofvoice,gestures ofvoice,gestures language,toneof toneofvoice,gestures andmannerspolitely andmanners voice,gesturesand andmannersappropriateto andappropriately appropriateto mannersappropriate variouspersons,occasions byobservingsocial variouspersons tovariouspersons andplacesbyobserving mannersandculture andoccasionsby andoccasionsin socialmannersandculture ofthenative observingsocial accordancewith ofthenativespeakers. speakers. mannersofthe thesocialmanners 2.Explain/discussthe 2.Describethe nativespeakers. andcultureofthe lifestyles,thoughts,beliefs festivals,important 2.Describethe nativespeakers. andoriginsofcustoms days,lifestylesand festivals,important 2.Describethe andtraditionsofthenative traditionsofthe days,lifestylesand lifestyles,customs speakers. nativespeakers. traditionsofthe andtraditionsofthe 3.Participatein,giveadvice 3.Participatein nativespeakers. nativespeakers. andorganiselanguage languageand 3.Participatein 3.Participatein/ andculturalactivities culturalactivities languageand organiselanguage appropriately. inaccordancewith culturalactivities andcultural theirinterests. inaccordancewith activitiesin theirinterests. accordancewith theirinterests.
    • Basic Education Core Curriculum28 B.E. 2551 (A.D. 2008) Strand 2: Language and Culture StandardFL2.2: Appreciatingthesimilaritiesandthedifferencesbetweenlanguageandcultureof thenativespeakersandThaispeakers,andabilityinusingaccurateandappropriate language Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Specifythe 1.Specifythe 1.Tellthe 1.Tellthe 1.Tellthe 1.Tellthe alphabets alphabets differences differences similarities/ similarities/ andsounds andsounds ofthesounds ofthesounds differences differences ofthe ofthe ofthe ofthe between between alphabets alphabets alphabets, alphabets, pronunciation pronunciation offoreign offoreign words, words, ofvarious ofvarious languages languages groupsof groupsof kindsof kindsof andThai andThai wordsand words, sentences, sentences, language. language. simple sentences useof useof sentences and punctuation punctuation inforeign paragraphs marksand marksand languages inforeign wordorderin wordorderin andThai languages accordance accordance language. andThai with with language. structuresof structuresof 2.Tellthe sentences sentences similarities/ inforeign inforeign differences languages languages betweenthe andThai andThai festivalsand language. language. celebrations 2.Tellthe 2.Comparethe intheculture similarities/ differences/ ofnative differences similarities speakersand betweenthe betweenthe thosein festivalsand festivals, Thailand. celebrations celebrations ofnative and speakers traditions andthose ofnative ofThais. speakers andthose ofThais.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 28 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Tellthedifferences 1.Compareand 1.Compareand 1.Explain/comparethe andthesimilarities explainthe explainthe differencesbetween between similaritiesandthe similaritiesandthe thestructuresofsentences, pronunciationof differencesbetween differencesbetween paragraphs,idioms,sayings, variouskindsof pronunciationof pronunciation proverbsandpoemsin sentences,useof variouskindsof ofvariouskinds foreignlanguagesand punctuationmarks sentencesandword ofsentencesin Thailanguage. andwordorderin orderinaccordance accordancewiththe 2.Analyse/discussthe accordancewiththe withthestructures structuresof similaritiesandthe structuresof ofsentencesin sentencesinforeign differencesbetween sentencesinforeign foreignlanguages languagesandThai thelifestyles,beliefsand languagesandThai andThailanguage. language. cultureofthenative language. 2.Compareand 2.Compareand speakersandthoseof 2.Comparesimilarities explainthe explainthe Thais,andapplythem anddifferences similaritiesandthe similaritiesandthe appropriately. betweenthefestivals, differencesbetween differencesbetween celebrations, thelifestylesand thelifestylesand importantdaysand cultureofnative thecultureofthe lifestylesofnative speakersandthose nativespeakersand speakersandthose ofThais. thoseofThais,and ofThais. applythem appropriately.
    • Basic Education Core Curriculum288 B.E. 2551 (A.D. 2008) Strand 3: Language and Relationship with Other Learning Areas StandardFL3.1: Usingforeignlanguagestolinkknowledgewithotherlearningareas,asfoundation forfurtherdevelopment,seekingknowledgeandbroadeningone’sworldview Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Explainthe 1.Explainthe 1.Explainthe 1.Searchfor 1.Searchfor 1.Searchfor termsrelated termsrelated termsrelated andcollect andcollect andcollect toother toother toother theterms theterms theterms learning learning learning related related related areas. areas. areas. toother toother toother learning learning learning areas,and areas,and areasfrom presentthem presentthem learning through through sources,and speaking/ speaking/ presentthem writing. writing. through speaking/ writing.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 28 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Searchfor,collect 1.Searchfor,collect 1.Searchfor,collect 1.Research/searchfor,make andsummarise andsummarise andsummarise records,summarise theinformation/ theinformation/ theinformation/ andexpressopinionsabout factsrelatedtoother factsrelatedtoother factsrelated theinformationrelatedto learningareasfrom learningareasfrom tootherlearning otherlearningareas,and learningsources, learningsources, areasfromlearning presentthemthrough andpresentthem andpresentthem sources,andpresent speakingandwriting. throughspeaking/ throughspeaking/ themthrough writing. writing. speaking/writing.
    • Basic Education Core Curriculum20 B.E. 2551 (A.D. 2008) Strand 4: Language and Relationship with Community and the World StandardFL4.1: Ability to use foreign languages in various situations: in school, community and society Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Listen/speak 1.Listen/speak 1.Listen/speak 1.Listenand 1.Listen,speak 1.Use insimple insimple insimple speakin andread/ languagefor situations situations situations situations writein communication inthe inthe inthe inthe various invarious classroom. classroom. classroom. classroom situations situations andin inthe inthe school. classroom classroom andin andin school. school.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 21 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Uselanguagefor 1.Uselanguagefor 1.Uselanguagefor 1.Uselanguagefor communication communication communication communicationinreal inrealsituations/ inrealsituations/ inrealsituations/ situations/simulated simulatedsituations simulatedsituations simulatedsituations situationsintheclassroom, intheclassroom intheclassroom, intheclassroom, school,communityand andinschool. schooland school,community society. community. andsociety.
    • Basic Education Core Curriculum22 B.E. 2551 (A.D. 2008) Strand 4: Language and Relationship with Community and the World StandardFL4.2: Using foreign languages as basic tools for further education, livelihood and exchangeoflearningwiththeworldcommunity Grade-level Indicators Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1.Useforeign 1.Useforeign 1.Useforeign 1.Useforeign 1.Useforeign 1.Useforeign languages languages languages languages languages languages tocollect tocollect tocollect tosearchfor tosearchfor tosearchfor relevant relevant relevant andcollect andcollect andcollect termsaround termsaround termsaround various various various them. them. them. information. information. information.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 2 Grade-level Indicators Interval Indicators Grade 7 Grade 8 Grade 9 Grades 10-12 1.Useforeign 1.Useforeign 1.Useforeign 1.Useforeignlanguages languagesin languagesin languagesin inconductingtheresearch, conductingthe conductingthe conductingthe collecting,analysingand researchfor research,collecting research,collecting summarisingknowledge/ knowledge/various andsummarising andsummarising variousinformationfrom informationfromthe knowledge/various knowledgeand themediaanddifferent mediaanddifferent informationfrom variousinformation learningsourcesforfurther learningsourcesfor themediaand fromthemediaand educationandlivelihood. furthereducation differentlearning differentlearning 2.Disseminate/conveyto andlivelihood. sourcesforfurther sourcesforfurther thepublictheinformation educationand educationand andthenewsaboutthe livelihood. livelihood. school,thecommunityand 2.Disseminate/convey 2.Disseminate/convey thelocalarea/thenationin tothepublicthe tothepublicthe foreignlanguages. informationandthe informationand newsaboutthe thenewsabout schoolinforeign theschool, languages. thecommunity andthelocalareain foreignlanguages.
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) References English Kittisunthorn, C., (2003). Standards-based curriculum: The first experience of Thai teachers. DoctoralDissertation,JamiaIslamiaUniversity,Delhi,India. Ministry of Education. (2001). Basic Education Curriculum B.E. 2544 (A.D.2001). Bangkok:KurusapaLadpraoPublishing. NationalEconomicandSocialDevelopmentBoard.(2006).The Tenth National Economic and Social Development Plan (2007-2011) Nutravong,R.,(2002).School-based curriculum decision-making: A study of the Thailand reform experiment.DoctoralDissertation,IndianaUniversity,Bloomington.U.S.A. Office of the National Education Commission. (1999). National Education Act of B.E. 2542 (1999).Bangkok:PrintingPressoftheExpressTransportationOrganization ofThailand(E.T.O.). Thai สำนักงานเลขาธิการสภาการศึกษา.(2547).ข้อเสนอยุทธศาสตร์การปฏิรูปการศึกษา.กรุงเทพฯ:เซ็นจูรี่. สำนักผู้ตรวจราชการและติดตามประเมินผล. (2548). การติดตามปัญหาอุปสรรคการใช้หลักสูตร การศึกษาขั้นพื้นฐาน พ.ศ. 2544.บันทึกที่ศธ0207/2692ลงวันที่19กันยายน2548. สำนักวิชาการและมาตรฐานการศึกษา. (2546 ก.). สรุปผลการประชุมวิเคราะห์หลักสูตรการศึกษา ขั้นพื้นฐาน.วันที่27-28ตุลาคม2546โรงแรมตรังกรุงเทพฯ.(เอกสารอัดสำเนา). สำนักวิชาการและมาตรฐานการศึกษา. (2546 ข.). สรุปความเห็นจากการประชุมเสวนาหลักสูตร การศึกษาขั้นพื้นฐาน 5 จุด.พฤศจิกายน2546(เอกสารอัดสำเนา). สำนักวิชาการและมาตรฐานการศึกษา. (2548 ก). รายงานการวิจัยการใช้หลักสูตรการศึกษาขั้นพื้นฐาน ตามทัศนะของผู้สอน.กรุงเทพฯ:โรงพิมพ์องค์การรับส่งสินค้าและพัสดุภัณฑ์(ร.ส.พ.). สำนั ก วิ ช าการและมาตรฐานการศึ ก ษา. (2548 ข.). รายงานการวิ จั ย โครงการวิ จั ย เชิ ง ทดลอง กระบวนการสร้างหลักสูตรสถานศึกษาแบบอิงมาตรฐาน. กรุงเทพฯ: โรงพิมพ์องค์การรับส่ง สินค้าและพัสดุภัณฑ์(ร.ส.พ.). สุวิมล ว่องวาณิช และ นงลักษณ์ วิรัชชัย. (2547). การประเมินผลการปฎิรูปการเรียนรู้ ตามพระราช บัญญัติการศึกษาแห่งชาติ พ.ศ. 2542 พหุกรณีศึกษา. เอกสารการประชุมทางวิชาการ การวิจัยเกี่ยวกับการปฏิรูปการเรียนรู้ โดยสำนักงานเลขาธิการสภาการศึกษากระทรวงศึกษาธิการ วันที่19-20กรกฎาคม2547.
    • Basic Education Core Curriculum B.E. 2551 (A.D. 2008) 25 Translation Contributors Honorary Advisors KhunyingKasamaVaravanNaAyutthaya Mr.WinaiRodjai Mr.SuchartWongsuwan Mrs.BenjalugNamfa Mrs.PavaneeThamronglerdrit Translator Mrs.SrinoiPovatongExecutive Editor Mr.WendellEugeneKaterenchuk Mrs.BenjalugNamfaEditorial Team Mrs.PrapaNualmanee Mrs.ChatkaewBhaowises Mr.ChesterL.Morgan Mr.BartoszMirakowski MissRungnapaNutravong MissChantraTantipongsanuruk Mrs.SaowaphaSakdaProduced by BureauofAcademicAffairsandEducationalStandards OfficeoftheBasicEducationCommission MinistryofEducation
    • Basic Education Core Curriculum2 B.E. 2551 (A.D. 2008) 79NgamwongwanRd.KwangLadyao,KhetChatuchak,Bankok,10900 Tel.02561-4567Fax0-2579-5101