Thailand Matthayom 1 Curriculum - Foreign Languages

The Foreign Languages curriculum in Thailand's Matthayom 1 (equivalent to Grade 7) has undergone changes since the introduction of the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) and the subsequent shift towards a Competency-Based Curriculum (CBC).

Core Curriculum (2008)

The 2008 curriculum emphasized eight learning areas, including Foreign Languages. Within Foreign Languages, there were four strands:

1. Language for Communication: This strand focused on developing listening, speaking, reading, and writing skills for communication and information exchange. It aimed to equip students with the ability to express feelings, interpret information, and present data and concepts effectively. 2. Language and Culture: This strand highlighted the relationship between language and culture. It aimed to foster an appreciation for the cultures of native speakers and the ability to use language appropriately in different social contexts. 3. Language and Relationship with Other Learning Areas: This strand encouraged the use of foreign languages to connect with other subjects, promoting further learning and broadening students' perspectives. 4. Language and Relationship with Community and the World: This strand focused on using foreign languages in practical situations within the school, community, and globally. It aimed to prepare students for future education, work, and cross-cultural exchange.

English was the primary foreign language in the core curriculum, with other languages like French, German, Chinese, Japanese, Arabic, Pali, and neighboring countries' languages offered at the discretion of individual schools. The curriculum allocated 40 hours per year to Foreign Languages in Matthayom 1.

Competency-Based Curriculum (CBC)

More recently, Thailand has been moving towards a Competency-Based Curriculum. While the full implementation details for Matthayom 1 Foreign Languages are not readily available, the general direction is towards developing practical skills and competencies. One proposed framework suggests a focus on seven core competencies: Communication and Collaboration, Creativity and Imagination, Critical Thinking and Problem Solving, Learning to Learn, Digital Literacy, and Citizenship.

This framework emphasizes the application of skills and knowledge in real-life situations, rather than rote memorization. It also recognizes the importance of entrepreneurship in Thailand and suggests incorporating business-related skills into the curriculum. The proposed framework also suggests leveraging the skills of foreign educators in Thailand to support the implementation of the CBC. This could involve roles such as English editors, advisors, and teacher trainers.

It's important to note that the CBC is still evolving, and specific details about its implementation in Matthayom 1 Foreign Languages may vary. Further research and consultation with official sources like the Ministry of Education are recommended for the most up-to-date information.