Academic & Curriculum
Under the policies and the purposes of the Office of the Basic Education Commission (OBEC) and the Ministry of Education in the Basic Education Core Curriculum B.E. 2551 (Updated B.E. 2560), Arissanusorn School, therefore, complied and made the school curriculum as the English Program education following the structure of the Basic Education Core Curriculum. The framework will set the school groundwork in the school outline in teaching by specifying vision, objectives, learner’s efficiencies, and performances.
Moreover, the structure will also assist in the school academic standards and assessments, in learning schedules, and in designing assessments and evaluations. These school groundworks will conform with the educational standards throughout the preparation and the learning keys in each level that expect learners to be ready efficiently and skillfully as they live in the 21st century.
Moreover, the structure will also assist in the school academic standards and assessments, in learning schedules, and in designing assessments and evaluations. These school groundworks will conform with the educational standards throughout the preparation and the learning keys in each level that expect learners to be ready efficiently and skillfully as they live in the 21st century.
Primary Education Levels (G1-G6)
Competencies of learners refer to the suitable characteristics required from learners for them to achieve learning. These consist of knowledge, skills, motivations, personality, and thinking skills and are following The Basic Education Core Curriculum B.E. 2551 (Updated B.E. 2560) that aims for the full development of learners in all aspects; morality, wisdom, happiness, and potential for further education and livelihood.
The five key competencies are as follows:
Communication capacity: The capacity to receive and relay information, i.e., speech, thought, knowledge, understanding, feelings and opinions for exchanging information and experience. This capacity will be beneficial to oneself and society i.e., negotiation, critical thinking, information evaluation through proper reasoning and sound judgment and the ability to determine efficient methods of communication while bearing in mind possible adverse effects on oneself and society.
Thinking capacity: The capacity for analytical, synthetic, constructive, critical, and systematic thinking. This capacity will lead to the creation of bodies of knowledge or information for judicial decision-making regarding oneself and society.
Problem-Solving capacity: The capacity to properly eliminate problems and obstruction, based on sound reasoning, moral principles, and accurate information. Appreciation of relationships and changes in various social situations. Ability to seek and apply knowledge to prevent and solve problems and capability of judicious decision-making, bearing in mind the possible adverse effects on oneself, society, and the environment.
Capacity for Applying Life Skills: The capacity for applying various processes in daily life i.e., self-learning, continuous learning, working and social harmony through the strengthening of happy interpersonal relationships, the elimination of problems and conflicts through proper means, the ability for self-adjustment to keep pace with social and environmental changes, and the capacity for avoiding undesirable behavior with adverse effects on oneself and others.
Capacity for Technological Application: The capacity to choose and apply different technologies i.e., skills in the application of technological processes for self-development and social development concerning learning, communication, work. Including the capability of problem-solving through constructive, proper, appropriate, and ethical means.
Thinking capacity: The capacity for analytical, synthetic, constructive, critical, and systematic thinking. This capacity will lead to the creation of bodies of knowledge or information for judicial decision-making regarding oneself and society.
Problem-Solving capacity: The capacity to properly eliminate problems and obstruction, based on sound reasoning, moral principles, and accurate information. Appreciation of relationships and changes in various social situations. Ability to seek and apply knowledge to prevent and solve problems and capability of judicious decision-making, bearing in mind the possible adverse effects on oneself, society, and the environment.
Capacity for Applying Life Skills: The capacity for applying various processes in daily life i.e., self-learning, continuous learning, working and social harmony through the strengthening of happy interpersonal relationships, the elimination of problems and conflicts through proper means, the ability for self-adjustment to keep pace with social and environmental changes, and the capacity for avoiding undesirable behavior with adverse effects on oneself and others.
Capacity for Technological Application: The capacity to choose and apply different technologies i.e., skills in the application of technological processes for self-development and social development concerning learning, communication, work. Including the capability of problem-solving through constructive, proper, appropriate, and ethical means.
- Learning Structure / Year
- Learning Structure / Week
- Primary 1
- Primary 2
- Primary 3
- Primary 4
- Primary 5
- Primary 6
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 1
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 2
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 3
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 4
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 5
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
Learning Time Structure of Primary class, Arissanusorn School English Program according to the Core Curriculum of Ministry of Education.
Grade 6
**Note** Mathematics, Science and Technology, Foreign Language (English), Health and Physical Education use English as the main language in the class – English Program
The Principles of the Assessment
The assessment of learning in accordance with the Basic Education Core Curriculum B.E.2551 (Updated 2560) is a process of data collecting, checking, learning outcomes and abilities of learner analyzing in according to the core curriculum standards/indicators. Schools must have an organized process in order to have an effective and accurate assessment for learners and for the school’s educational quality assurance. Including schools must be able to certify the internal assessment and the external assessment according to the educational quality assurance system. Schools should prescribe the following principles as a guideline in the assessment:
- A school is responsible for involving learners in their own assessment.
- The aim of the assessment is to develop and assess the abilities of learners.
- The assessment must correspond with the learning standards and learning indicators of the school’s curriculum. Reading ability, writing ability, Critical thinking, desired characteristics, and learner developmental activity assessment must be provided as well.
- The assessment is a part of the learning management process so it must have many suitable methods with which to assess the abilities of learners i.e, their knowledge, thinking skills, learning processes, behavior, attitude, level, and the nature of subjects based on accuracy, trustworthiness, and fairness.
- The assessment is based on the learner’s progress, behavior, learning behaviors, activity participation, and an examination alongside learning management of each level and educational plan.
- Learners themselves and the relevant authorities are allowed to participate in an inspection of the learning assessment.
- Learning outcomes can be transferred between schools and educational plans.
- A school must issue evidence of their progress to provide a learning assessment and to report and certify learning outcomes.
