National Framework Curricular Perspective 2009

National Education Framework 2009 i

National Education Framework Curricular Perspective 2009 ii National Education Framework 2009

ACKNOWLEDGEMENTS

This work has been drawn from the ideas, theories and experiences of many people. These have provided an insightful direction to the creation of the NEF. We express our gratitude to and appreciation for different individuals and groups who have given a concrete shape to the National Education Framework 2009.

the Honorable Minister of Education and the members of the Visioning Workshop who carved a vision for the Bhutanese citizen,

the core group members of REC who gave constructive feedback and relevant inputs and facilitated the process of creating this document,

the iDiscoveri Core Group members who conceptualized the framework and provided enriching guidance in developing the NEF, and

the design team that gave this work a readable form. National Education Framework 2009 iii

CONTENTS

Chapter 1: Vision, Goals and Objectives of School Education 1 1.1 Executive Summary 1 1.2 Purpose of the National Education Framework 2 1.3 His Majesty’s address to the Nation 3 1.4 Constitutional Obligation 4 1.5 Schematic View of the Chapter 5 1.6 The National Vision 5 1.7 Education Goals and Indicators 5 1.8 Principles guiding National Education Framework 7 1.8.1 Developmental Appropriateness 7 1.8.2 Learner and Learning 8 1.8.3 Teaching for Constructing Knowledge 10 1.8.4 Effective 11 1.8.5 Language learning 13 1.8.6 Knowledge and Understanding 14 1.8.7 Culture and Values 15 1.8.8 Community Involvement 16 1.8.9 Local Knowledge 17 1.9 The Bhutanese Citizen 17 1.10 Aims of the School Curriculum 18 1.10.1 Key Objectives of the School Curriculum 18 1.11 Structure of Schooling 19 1.11.1 Pace Setting Schools 20 1.12 School Curriculum Design 22 1.12.1 Early Childhood Education and Care 22 1.12.2 Basic Education 22 1.12.3 Higher Secondary Education and & Training (VET) 23 1.13 Rationale and Scope of the Curriculum 23 1.13.1 English 25 1.13.2 25 1.13.3 Mathematics 26 1.13.4 Science 26 1.13.5 Social Science 27 1.13.6 Visual and Performing Arts 27 1.13.7 Health and 28 1.13.8 Information and Communication Technology 28 1.13.9 Values and Life Skills 29 iv National Education Framework 2009

1.14 Effective Pedagogy 30 1.15 Assessment 31 1.16 Medium of Instruction 32 1.17 Instructional Time 34

Chapter 2: Organization of Curriculum at Key Stages of Schooling 35 2.1 Introduction 35 2.2 Scope and Sequence of Key Learning Areas 36 2.2.1 Key Stage 1 36 2.2.2 Key Stage 2 37 2.2.3 Key Stage 3 39 2.3 Learning Standards at Key Stages of schooling 41

Chapter 3: Organization of the Curriculum at the Higher Secondary Stage 56 3.1 Introduction 56 3.2 Overall Objectives of Higher Secondary Education 56 3.3 Diversification and Flexibility: Academic and Vocational Streams 57 3.4 Semesterisation of Higher Secondary Stage and Credit System 57 3.5 Curriculum Organisation: Academic Stream 58 3.5.1 Objectives of Academic Stream 59 3.5.2 Key Learning Areas 59 3.5.3 Course Requirements for Certification 60 3.5.3.1 Foundation Skills-based Courses 60 3.5.3.2 Elective Courses 62 3.5.4 Weightage for Different Curricular Areas 63 3.6 Vocational Education and Training 63 3.6.1 Objectives of Vocational Education and Training 64 3.6.2 Key Learning Areas 64 3.6.3 Course Requirements for Certification 65 3.6.3.1 Foundation Skills-based Courses 65 3.6.3.2 Elective Courses 66 3.6.4 Weightage for Different Curricular Areas 67 3.6.5 Linking VET Programmes with Industry 67

References and Documents used for reference 69 Vision, Goals and Objectives of School Education 1

Chapter Vision, Goals and Objectives 1 of School Education

1.1 EXECUTIVE SUMMARY strengthened the vision for as a whole, and more specifically the vision of The National Education Framework (NEF) a Bhutanese citizen. intends to ensure equitable access to education, improve the quality of learning To unfold the vision into a reality and create a systemic framework that certain goals are identified to provide provides scope for success and raise the a road map and the relevant indicators standards of learning. With His Majesty’s that demonstrate how the country is statement that the “nation’s Vision can doing. People have a vision to create an only be fulfilled if the scope of our dreams economically prosperous, environmentally and aspirations are matched by the reality sustainable, well governed and a culturally of our commitment to nurturing our future vibrant Bhutan. citizens”, and the constitutional obligation that provides “education for the purpose of The principles described in this document improving knowledge, values and skills of are derived from philosophical orientation, the entire population with education being psychological principles and socio cultural directed towards the full development of perspectives and have the child as the the human personality”, the NEF sets out focus. It provides a clear direction of how to organize the curriculum to achieve its curriculum is organized in a school. The objectives. Buddhist way of life, the Bhutanese culture and the societal values are an integral part The core group held a visioning workshop of the child’s life and are encouraged and with the key stakeholders to capture the modeled in the everyday curriculum. vision for the Bhutanese Education system that nurtures an ideal Bhutanese citizen. One of the significant aspects of the The Honorable Minister of Education made curriculum is its contribution to the gross a key note address urging the participants national happiness by providing scope for to “ dream our most cherished dreams demonstrating relevant actions in daily and spin our most cherished dreams” life. This curriculum also focuses on the and create a third space to identify the development of life skills that enable the current reality and where Bhutan wants to individuals to translate their knowledge, move as a nation. The visioning workshop skills and values into actual abilities. 2 National Education Framework 2009

The key objectives of a school curriculum as a medium of instruction. In this context and the vocational education and training the instructional time is an equally are elaborated which creates a base for important consideration. Considering the structuring the stages of schooling. The fact that students take long hours to reach entire schooling is organized into three key the school, the terrain is difficult and stages, namely Key Stage 1 (K1 to Class 2), weather conditions are severe, the time Key Stage 2 (Class 3 to 6) and Key Stage given is suggestive and can be modified 3 (Class 7 to 10) and the stage of higher suitably for local contexts. secondary education. In this document the rationale and scope One of the significant steps taken is to of the key learning areas (subjects offered) create a strong Early Childhood Education are explained and significant changes are and Care component before the formal recommended that focus on integrating schooling begins. The emphasis is to provide knowledge, understanding concepts and access to early stimulation and a program acquiring of skills relevant in the present on school readiness and to ensure that world and for future needs. Children learn the window of opportunity is not lost. In differently and at different pace. The the primary and secondary education the learning standards for each subject area at curricular focus is on making the learning the key stages are suggested they provide meaningful and relevant to the students the time and scope for students to achieve and providing the scope for students the level at their pace. All the subject areas constructing their knowledge and not just till Class 10 form the core curriculum that acquiring information. The curriculum up to each student is expected to achieve. this level is broad based in the sense that the schools provide a diversity of experiences In the context of pedagogical practices this that develop the individual holistically. In the document elaborates certain principles that higher secondary stage the diversification determine the effective transaction of the of curriculum ensures that students who curriculum and establishe a relationship want to pursue higher education have the between the teacher and the student. opportunity to do so and those who wish The assessment principles focus not only to enter the world of work get adequate on learning and achievement but also preparation. on changing the way teachers teach and students learn. This means that reforms are required in the teaching learning processes, relevant Finally the document aspires to involve all resources are required to improve the the stakeholders of education to make the quality of classroom transactions, the reform successful and meaningful for the nature of assessment needs to be modified child. and most importantly the professional development of teachers has to be 1.2 PURPOSE OF NEF organized to align with the objectives. With the demand for English and the The National Education Framework seeks to wish to retain the learning of Dzongkha enhance the quality and raise progressively there are suggestions for simultaneous the standards of education in Bhutan. introduction of both languages initially with the use of mother tongue as a We recognize that realizing the education facilitative language in the early years. rights of all Bhutanese children will With school experience and a strong necessitate complementary measures for language acquisition approach students (i) ensuring equitable access to education are ready in the key stage 2 to use English and (ii) improving quality and relevance Vision, Goals and Objectives of School Education 3

of education to enhance student learning. At the level of the education system as a While enhancing the outreach of primary whole, qualitative improvement initiatives and secondary education to children in will focus on improving the policies which rural and remote communities and others make possible the learning gains for the who are unable to enroll in schools remains individual learners and the creation of a major priority, the task of improving a climate of achievement and creativity quality assumes more significance in the in the institutions and other learning context of the phenomenon of under places. We want to move from a system achievement. Research shows that which is focused mainly on providing and expanding educational access without monitoring inputs to schooling—access, ensuring acceptable levels of educational financing, teacher certification, school quality results in low efficiency – children facilities, etc. -- to a system in which the do not learn, grade repetition remains districts and local efforts play an active high and a large number of students drop role in monitoring school performance out before completing basic education. and developing alternative structures for Therefore, efforts to promote equitable the delivery of schooling and build an access and improve quality ought to go interdependence of local structures taking hand in hand. decisions on what students should know and be able to do. Efforts to promote qualitative improvement will involve a package of interventions 1.3 His Majesty’s Address to the designed to improve quality at three Nation levels: In the context of education reform the • at the level of the individual learner; most inspiring personality is His Majesty • at the school/institutional level, and Jigme Khesar Namgyel Wangchuck himself. • at the level of the education system as People of Bhutan draw their inspiration and a whole. the motivation to move forward from His Majesty’s involvement in the development Interventions designed to improve quality of the education system in Bhutan. As his at the level of the individual learner Majesty1 rightly puts it, “if there is one will seek to improve the quality of his/ word that will stand out above all other her learning, i.e. the extent to which the words when we describe our country’s expected essential learnings are attained amazing journey of modernization over both in terms of their breadth and depth the last few decades - it is Education. Our and the degree in which the potential of institutions, our leaders of today – all of us, the learner is realized. including me – are the proud products of the Bhutanese education system.” Interventions designed to improve quality at the institutional level will He goes on to state that, “Our education focus on enabling the schools to attain system built and nurtured with your hard the high standards of performance that work and dedication has served us well. But are set up and on improving the ways in we must understand that the times have which the learners are helped to realize changed here in Bhutan and all around us in them. We want to move towards a system the world. We cannot face new challenges where the schools take responsibility to with the same tools. The private sector create a learning climate, enable teachers is adjusting itself to new challenges and to deepen their knowledge and skills opportunities; the bureaucracy is finding required and make informed decisions to its place in a new system of governance; improve their school performance. the entire country is adapting to new 4 National Education Framework 2009

roles in our young democracy. Thus, every As he rightly puts it – “Our nation’s Vision person and institution must evolve to meet can only be fulfilled if the scope of our the aspirations of our people and the dreams and aspirations are matched by the changing needs of our nation. Therefore it reality of our commitment to nurturing is the duty of parents, policy makers and our future citizens.” With this encouraging the government to put the right tools in note it becomes all the more imperative to their hands – the right books, the right reorganize and restructure the curriculum curriculum, and the right direction.” framework to meet the present day challenges of education. Going further he elaborates that to realize the vision of Bhutan, “we must 1.4 CONSTITUTIONAL OBLIGATION build an education system that nurtures people with the right skills, knowledge The Constitution of the Kingdom of and training to fulfill this Vision. The Bhutan has clear statements regarding sooner we realize this better. We can the educational principles of state policy. dream of a strong bureaucracy of the It gives direction to the people of Bhutan highest standards but we must not forget about their responsibilities towards the that those standards must be set in development and nurturing of young school where our future bureaucrats are. Bhutanese Citizen. The education We can dream of world class IT parks, of framework upholds the educational being an international financial centre, principles stated in the constitution and of competing at international standards makes efforts to realize it for its citizens. but we must not forget that we can have none of these if our schools and colleges Article 9 of The Constitution of the do not bestow such talents and skills. Kingdom of Bhutan2 elaborates on the We can dream of a nation of environmental Principles of State Policy. The following conservation, GNH, a strong economy, statements elaborates on the areas that a vibrant democracy and yet none are the state provides to its citizens. possible or sustainable if we have not already toiled and sweated in the building • The state shall strive to promote those of a strong education system.” circumstances that will enable the successful pursuit of Gross National It is thus imperative that the country must Happiness. also bring new plans and preparation to • The state shall endeavour to provide meet the changing realities. He points out the right to work, vocational guidance that in all the countries where progress and training, and just and favourable has been strong in the areas they strive conditions of work. to develop, the strength of the education • The state shall endeavour to provide system has been in Math and Science. In education for the purpose of improving Bhutan, Mathematics is one of our main knowledge, values and skills of the weaknesses - most students do not like entire population with education being Math and the majority scores less than 50%. directed towards the full development We have similar weaknesses in Science and of the human personality. amazingly, even English. • The state shall provide free education to all children of school going age He states that, “a nation’s future will mirror up to tenth standard and ensure that the quality of her youth – a nation cannot technical and professional education fool herself into thinking of a bright future shall be generally available and that when she has not invested wisely in her higher education shall be equally children.” accessible to all on the basis of merit. Vision, Goals and Objectives of School Education 5

1.5 SCHEMATIC VIEW OF THE CHAPTER

1.6 THE NATIONAL VISION3 1. All children aged 0-5 years are supported to ensure that they grow Vision for Bhutan healthy, develop to their full potential, • An economically prosperous, and receive care and stimulation to environmentally sustainable, well promote best possible start in life; governed, and culturally vibrant and all 4 - 5-year olds are adequately Bhutan. prepared to commence primary • A creative and highly skilled citizen schooling and enabled to attain the capable of responding to the emerging learning readiness required to make global challenges. steady progress in the early years of • Young people who will be contributing primary education. To ensure: to equitable and sustainable socio- • Health index: all children economic development and well-being immunized by age 1 ( BCG, polio, of the community in which they live. DPT, MMR, Hepatitis B) by 2015 • Nutrition : Weight for Age 1.7 EDUCATION GOALS AND INDICATORS and Weight for Height ( MDG Indicators) The 12 education goals4 that Bhutan aims • Early Stimulation Programmes in to achieve are: home and community and early 6 National Education Framework 2009

learning centres 5. At least 70 per cent of higher secondary • Sensitize communities through education graduates are provided with multimedia public information opportunities to pursue and complete including radio, TV, newspapers tertiary education by 2020. and other emerging technologies. 6. All differently-abled children and young 2. All school-age children (6-16 years) are people are provided with opportunities enabled to complete quality basic edu- to access basic education. cation that is inclusive, learner-centered and gender-equitable resulting in: 7. Ensure that all pupils are enabled to • Increase in the High school attain the standards established for completion rate the essential learnings (knowledge, • Decrease in the High school skills, attitudes and values).Key actions dropout rate are to: • Achieve gender parity at the • Raise the Student achievement secondary level level aligned to the grade level expectancies. 3. All basic school graduates will have • Achieve Science, Math and lan- to be provided with opportunity to guage proficiency level compara- complete higher secondary education. ble to international benchmarks Key indicators are: • Conduct national education as- • Each Dzongkhag has a higher sessment every four years, at the secondary school with boarding end of Class 4, 6 and 10 to track facilities the quality of learning. • Achieve gender parity at higher secondary and tertiary level so 8. Curricular relevance is enhanced to that girls get more opportunity promote holistic development of for better remunerative jobs and pupils and to make learning contents high profile occupations. more relevant to the diverse needs of • Well designed assessment system learners and to the changing national for tracking progress and public goals and educational priorities. Key examination at the end of Classes action is: 10th and 12th. • Implement standards based curriculum in all subject areas from 4. Higher secondary education diversified 2010. to ensure that: • At least 70 per cent of basic educa- 9. The system of tion graduates are provided with reformed to ensure adequate supply opportunities to complete general of teachers with quality, character and higher secondary education by competence and to institutionalize 2020. continuing professional development • At least 30 per cent of basic of practicing teachers. Resulting in education graduates are provided • A criterion based system of selec- with opportunities to complete tion, recruitment and retention of vocational education and training teachers. and to prepare them for productive • Defined Career path for teachers employment by 2020. in the school system • Set up Career Information systems • All teachers are graduates by the for making informed choices on year 2020 vocation taken up • Ongoing school embedded profes- Vision, Goals and Objectives of School Education 7

sional development program decision making, and make the district • Four week professional develop- and local initiatives successful. While ment course for in service teachers there is a link between the goals and the every three years in the . indicators of measurement it is important to interpret these results in the context of 10. The entire population is made literate the reform that could perhaps influence in the national language (Dzongkha) the estimates of the progress. and numerate, and the productivity of young people and adults in the 1.8 PRINCIPLES GUIDING NATIONAL age group 18-40 is enhanced through EDUCATION FRAMEWORK expanded access to life long learning, skill training and life-skills programmes. The immediate goal of this document is to To be achieved by: provide a framework that can aid current • opportunities educational reform efforts. The curriculum in more number of towns and framework is based upon certain guiding remote places. principles. These principles are derived • Increase in the percentage of from (a) philosophical orientation of adults becoming literate and learning in Bhutan, (b) psychology of numerate by providing different human development and learning, (c) models of learning. the socio cultural environment and (d) economic - political situation of Bhutan 11. The structures for the planning and and the child itself as an individual entity. management of the education sector The principles keep the learner at the are strengthened, decentralised and centre and affirm that curriculum adheres made more responsive to the emerging to all the principles described. This educational priorities and to the demands section focuses on the child as a learner, of the expanding school education; who constructs its own knowledge, that childhood is a period of growth and 12. Partnership between schools, parents, change and that the significant adults communities, employers and private and the society form a scaffold that providers (public-private partnership) supports the growth and development of established to support the expansion the child. and qualitative improvement of educational services. Important step:

• Pace setting schools of excellence in Local Knowledge partnership with the private sector Community with a government regulatory Involvement mechanism. Culture And Values • Parent Association active in influ- encing decisions in schools Knowledge And

Understanding Developmental The need to improve the quality of learning Constructing Appropriateness Knowledge in the schools has long been recognized. Learner Effective Pedagogy Bhutan as a nation needs clear education And Learning Language Learning goals with visible and measurable indicators to achieve the desired results. These goals will provide direction to improve the quality of education, create 1.8.1 Developmental Appropriateness a strong support for education reform, A developmentally appropriate curriculum provide comparable data for informed is based on knowledge about how children 8 National Education Framework 2009

develop and learn. As Katz states5, “In 1.8.2 Learner and Learning developmental approach to curriculum Children learn in a variety of ways….. design….(decisions) about what should through experiences, making and doing be learned and how best it should be things, experimentation, reading and learned depend on what we know of researching, thinking and reflecting, the learner’s developmental status and expressing themselves in speech, writing, our understanding of the relationship through movement both individually between early experience and subsequent and with others. Different kinds of development.” The period from infancy research contribute to the understanding to adolescence is marked by rapid growth of learner and learning. These are and change. Because development and experimental studies, observational learning are so complex, no one theory studies, ethnographic studies, and field is sufficient to explain these phenomena. studies in the schools and classrooms. Theories have undergone changes, they Most recent technologies have made are constantly questioned, and researchers it possible to learn about the brain obtain new knowledge. However a broad functioning and optimal conditions for based review of literature shows that there learning. Brain research contributes new is a wide agreement about certain patterns understandings about how children learn. in children’s growth and development. Brain research extends and supports the Following is a list of principles that contributions of Piaget (1969) — that guide decisions about developmentally children learn through interactions and appropriate curriculum. experiences within their environments

o Children’s growth and development proceed in a predictable direction towards greater complexity, Development organization and internalization. follows a o Development occurs in a relatively ordered sequence with later knowledge, skills and values built on pattern those acquired earlier. o Early development is critical and can have a cumulative and deferred impact on later development.

o Development is holistic; comprises of five major domains that are inter-dependent. The five domains of Devlopment children’s development are physical; cognitive; personal, social and emotional, language and creative. is holistic The child develops as a whole and development in one domain can significantly impact the development in other areas.

o Development and intelligence do not proceed at the same rate. Different intelligence develops at Development different time and pace. rate varies o Growth is uneven. Learning comes in spurts and be followed by periods of consolidation.

o Development and learning result from the interaction of biological maturation and the environment that the child lives in. Environment o Development and learning is distinctly influenced by culture, environment and personality and heredity o Children are active learners; draw on their varied experiences to construct their understanding of the interact world around them. o Children develop and learn best in a safe and secure environment, where they are valued and their needs are met. Vision, Goals and Objectives of School Education 9

— and of Vygotsky (1978) — that both impact on the learning system of Bhutan. personal and social meanings are socially constructed; furthermore, that language Since the focus is to make learning is central to this process rather than just meaningful it is important to understand reflecting thought (Braunger & Lewis how children learn and what implication it 1997, p. 12). Learning takes place within has on the child centered pedagogy. and outside schools. Schools can provide opportunity for all the learners to learn Children learn through active with understanding and relate to the participation. world. • Children learn best when they are physically, intellectually, and The Bhutanese system of learning emotionally engaged in meaningful consists of the triadic activities of (thos experiences. When children are pa, literally hearing), reflection (bsam pa, motivated, they maintain engagement, literally thinking) and meditation (sgom attention, and focus, they persist pa, literally practising), of which the first though the activity may be difficult. two constitute scholarly activities. These three are also sometimes presented in the • Play engage the child’s whole being. binary sets of reading (klog pa), which Through their play, children develop includes the first two, and renunciation sensory motor control, eye-hand co- (spong ba), which corresponds to the ordination, problem solving skills, third activity of practice or meditation social skills and creativity. Physical, (Karma, 2000)6. While the above teachings social, intellectual, and emotional are done through oral transmission, it development is all enhanced through may be noted here that the tradition of play. thirteen crafts (bzo rig bcu gsum), the concept of which is unique to Bhutan, is • Children represent their understanding less associated with in a variety of ways. As children and is often practised outside religious grow their repertoire of the forms of institutions. It concentrates more on representation expands. Learning a hands on activities practiced outside the variety of ways of representing allows monasteries. students with diverse backgrounds, interests, and abilities to be successful. The dominance of modern education, brain research and recent findings has influenced • Children learn by reflecting on their the traditional system of learning in the own learning. Reflection develops as country. Bhutan will have to respond to the a process. Children first learn about growing demands of scientific methods of their thinking through discussion and learning while retaining the essentials of dialogue, then they internalize the its traditional approach. What is required is reflective talk with others as “inner to accept and create a common ground on speech” (Vygotsky 1978) or “inner which modernists can recognize the value dialogue” (Lindfors 1999). of traditional thinkers and traditionalists can quench the spiritual thirst of the Children learn in diverse ways and at a modernists. Within the gamut of emerging different pace. modern approach to learning we try to • Children vary in their thinking conserve the essential value system of and learning styles, their previous Buddhist philosophy. Only then the cultural experiences and the pace at which and linguistic gap between the two can be they learn. Current understanding is merged. This convergence has a significant that intelligence is multidimensional 10 National Education Framework 2009

and that it cannot be captured by a • Competent learners self-regulate single ability. One useful model for their learning. Successful learners education is Gardner’s (1983; 1993) understand their learning process, Theory of Multiple Intelligences. adapt their learning to different Gardner identifies several distinct types situations, transfer their learning to of intelligence, including linguistic, new and unfamiliar situations. Self- musical, logical-mathematical, spatial, regulation develops through learning bodily - kinesthetic, interpersonal, and experiences that promote autonomy intrapersonal. rather than dependence (Deci et al. 1991; Sweet & Guthrie 1996). • Children vary in their learning needs, they learn at different rates and in • Because learning is also a social and different degrees. Some learn fast, cultural process, children learn through while others learn at a slow and easy social interaction, construct their own pace. However children’s need for understanding of concepts, and they safety, security, belongingness, care benefit from instruction by more and equal opportunities remain similar competent peers and adults. Vygotsky’s to all. (1978) Theory of the Zone of Proximal Development provides a framework for • Children come from different cultural understanding the relationship between and linguistic backgrounds. Connecting the personal and social, between language to their direct experiences development and learning. Vygotsky allows children to create various ways viewed the primary role of the adult as of thinking about and understanding one of facilitator or mediator, who guides the world. the child’s participation in a learning task by providing directions and clues. These Learning is both an individual and a actions of the adult or the competent group process. peer provide a scaffold for the learning • Children begin to learn from birth and child: “the adult observes what the child it continues through its life. As children does, determines the degree and type learn they begins to make connections of support needed, guides the child’s between new and previously known participation and gradually removes information. They acquire knowledge, support to allow the learner to take on skills and attitudes. Thus learning the tasks independently.” is an interplay of development and experience, personal and social, and in 1.8.3 Teaching for Constructing which cognition and emotion play an Knowledge equally important role. Traditionally teachers use didactic instructional methods, where they provide • Children construct meaning by students with information, considered integrating new information with prior by the teacher as ‘true knowledge’. knowledge, cognitive changes occur Students are expected to memorize this due to conceptual reorganization. information and reproduce the same in Brain actively analyses patterns and the examinations. This kind of information relationship and also creates patterns by loading education puts a lot of stress on synthesizing the information. Language students. The question that arises is, how can plays an important role by mediating the school make learning more meaningful learning by moving the child from the for students. In order to understand this concrete activity to the abstract realm shift, teachers must first understand that of concepts (Vygotsky, 1978). their existing teaching-learning practices Vision, Goals and Objectives of School Education 11

are output driven and does not provide they are thinking. This review is a form the scope for constructing knowledge by of reflection and often brings to the the children. surface inconsistencies or gaps in a train of thought. Constructivism is a philosophy founded on the belief that we construct our own Learning takes place through interactions understanding of the world by reflecting with the environment, nature and people, on our experiences that had meaning both through actions and language. and importance to us. We connect new A Student in Constructivist Classroom ideas with our existing ones; each of us typically explores, debates, asks questions, generates our own “rules” and “mental formulates, applies and reflects, tests models”, which we use to make sense of hypothesis and draws his own conclusions. our experiences. Learning is the process Since it encourages cooperative learning of adjusting our mental models to the students compare their findings and accommodate new experiences. These results with those of others and learn situations had to occur in a social context from each other. The child demonstrates such as a classroom where students joined solutions and procedures, elaborates and in manipulating materials and thus created interprets ideas and gets the opportunity a community of learners who built their to verify and validates his own beliefs. knowledge together. A Constructivist Teacher is like the leader of Some of the principles on which a democratic learning group who accepts constructivism7 is based upon are: student autonomy and initiative. The teacher creates tasks and situations that • Teacher provides opportunities to trigger are challenging and allows independent the students’ own thinking. One of the thinking and multiple ways of solving prerequisites for this would be that the the problem and encourages creativity teacher believes that students can think. and self discipline in learners. Learning experiences are designed in such a way • Apart from being familiar with the subject that students go beyond the textbooks to matter of the curriculum; teachers also seek knowledge and understanding. The have to have a repertoire of situations teacher adjusts the teaching strategies to that evokes the students’ spontaneous students’ responses, encourages students interest, encourages learner initiative to analyze, interpret and predict, asks and autonomy, nurtures learners natural open- ended questions and uses evidence, curiosity and enquiry learning. primary sources and interactive material in the teaching repertoire. In other words the • Many words that teachers associate with teacher provides support with appropriate specialized meanings in the particular challenge to move the child’s understanding discipline evoke very different associations forward. in the beginning student. In order to foster reorganization of existing meaning and 1.8.4 Effective Pedagogy the formation of new conceptual relations, Learning is a result of active interaction teachers must have at least an inkling of between a teacher, student and the the students’ present ideas and theories. surrounding world to which they belong to. Teacher and student engagement is critical • The formation of concepts requires because it has the potential to define reflection, and teachers must have some whose knowledge becomes a part of the means to provoke it. By far the easiest school related knowledge and whose voice way is to get students to talk about what will eventually shape it. Children are not 12 National Education Framework 2009

passive learners, they need opportunity and no heat, but only an affair of mirrors to reason and think and have the courage confronting each other”. to dissent. What children bring to the school is important to further the learning How does the third corner of the process. Participatory teaching and triangle9 affect the relations between learning, emotion and experience need the other two corners? How does the to have a pace in the classroom. David “IT” enter into the pattern of mutual Hawkins (1974)8 elaborates upon this idea interest and exchange between the in his model of “ I – thou – It” teacher and the child?

Teaching entails a set of practices or It methodologies that can be used to attain this goal. A teacher must necessarily intervene and connect so that she and the Example students can actually be involved together in the process of sharing the world they are Engagement The 3 Es already a part of. This is very important. The IT forms the context, the subject

I Thou matter and the goal that both teacher Emotional Support and the student strive for. The teacher creates an opportunity for the students to “I” the child has a special relationship with nurture their imagination, foster creativity, the adults “Thou”. From the day the child challenge their thinking, and encourage is born it has an emotional connect first students to be independent learners. While with the mother and then with other adults the teacher encourages and scaffolds the around. In a school setting specifically the student to engage (physically, emotionally teacher is the “thou”. Learning starts the and behaviourally) with the IT, she also moment children come in contact with takes a participatory role with the students the world around. They have a knack to seek knowledge of the IT. She sets an for sorting their experiences and fitting example of being curious, imaginative, them together like a jigsaw. This helps questioning and seeking knowledge and them in developing relationships with in the process observing, sharing and people and objects around them. They test reflecting along with the students. and try things out before arriving at any There are bound to be several challenges, conclusions. It is the relationships that one but the attitude should be not to give forms with those around that shape the up. Perseverance, optimism and hope personality and character of an individual. are essential. The positives to be gained from this ‘I-Thou’ relationship between Indeed, even the great hero Achilles cannot the teacher and the child are ‘confidence’, be lord of anything, much less know his ‘trust’ and ‘respect’. The teacher has done own worth, except through a “resonance something for the child which he/she with others”. Similarly, children acquire could not do for himself/herself, and he/ competence and knowledge only when she knows it. Of course, this function of they are able to communicate with others the teacher isn’t going to go on forever: who are involved with them in their it is bound to end when the children leave learning and activities. school. By that time it is expected that they would have internalized this function and, Hence, as Hawkins says, “without a Thou, in a sense, become educated enough to be the I cannot evolve. Without an It there their own teacher. is no content for the context, no figure Vision, Goals and Objectives of School Education 13

1.8.5 Language Learning longer. Second language acquisition takes Languages are national resources. Learning many years and is often described in terms different languages enables children to of Cummins11 (1976) construct of two engage meaningfully with people of other types of proficiency. The first is called Basic cultures and languages, and this in turn Interpersonal and Communication Skills enhances their understanding of their (BICS) and the second type of proficiency own language. Children understand that is called Cognitive Academic Language language is a system for communication of Proficiency (CALP). BICS is the language meanings deeply embedded in a culture. skill used for everyday communication and It provides opportunities to children and is related to the context, real life events adults to engage in real life situations and helps in achieving the daily routine and connect with the wider world. Most functions. However BICS proficiency importantly language develops the critical does not ensure that it will translate into thinking and reasoning of an individual academic and abstract language of school and as a result enables them to be lifelong learning. Academic tasks require deeper learners. cognitive engagement and this is achieved through CALP, which is less context Children are born with an innate ability dependent, has technical vocabularies, to learn different languages, and that complex grammar, and requires higher individual languages are acquired in order thinking and expression. specific socio-cultural and political contexts. As Aurorin (1977)10 points out, “language There is a strong and yet complex cannot exist and develop outside society. relationship among language, culture, Development of language is ultimately and thought. It has remained one of the stimulated by our cultural heritage and the most challenging puzzles for linguists, needs of social development, but we should psychologists, and cognitive scientists not overlook the reverse dependence either. in general. According to the strong Human society cannot do without language version of the Sapir-Whorf Hypothesis, as it is the most important, most perfect our thought is entirely constructed by and universal means of communication, our linguistic system: “The background formation of thought and accumulation linguistic system of each language . . . is and transmission of expression.” It is itself the shaper of ideas, the programme equally important to realise that language and guide for the individual’s mental are not ‘discrete objects out there’, almost activity” (Whorf quoted in Carroll 1956: frozen in time and space, both physical 212–14). The cognitive, social, and cultural and mental. They are actually constantly patterns that govern our perception of changing, fluid systems of behaviour that the world are largely shaped, formulated, human beings acquire and change to and even dictated by the structures of the define themselves and the world around languages we speak. them. Very often languages are treated as entities and people form strong stereotypes In Bhutan Dzongkha and other dialects about them. We need to be aware of both exist in the society. However English in these aspects of language. Bhutan is becoming a part of this matrix, though marginally at the moment, but Language learning is also developmental. with a clear indication of becoming an It takes considerable amount of time to inevitable part of the overall Bhutanese become fluent in a new language. Young linguistic and cultural repertoire. One children take at least 5 to 6 years to develop of the major objectives of language the basic skills in their first language and teaching is to equip learners with the second language learning may take much ability to become literate, and read and 14 National Education Framework 2009

write with understanding. Our effort is being they must have a good knowledge to sustain and enhance the degree of base as well as learn the process to acquire multilingualism and the metalinguistic and organize that knowledge. awareness that children have. Thus the selection and organization of 1.8.6 Knowledge and Understanding curricular content for children becomes The school curriculum has certain important. This scheme of organisation aims and it seeks to fulfill those aims. of knowledge considers seven basic forms The curriculum needs to provide of understanding, namely: mathematics, opportunities to create a knowledge base natural sciences, social sciences, history, where children can think rationally and aesthetic, ethics, and philosophy. (adapted appreciate their culture, be a productive from Dhankar, 2005)12. member of the society. The knowledge children acquire and the understanding It is important to understand how that they develop is organized in various knowledge is organized and at the same disciplines. Knowledge is a creation of time have a unitary philosophy of the the human mind. It involves experience, curriculum. This provides a basis to make concept formation, ways of investigation a choice of what shall be included and and ways of validating the findings. In excluded from the course of study. Since other words there has to be some kind we focus on a holistic development of experience base for knowledge. of a person, the curriculum we decide The knowledge has several forms and should also reflect that unifying quality. there are certain specific features in the A curriculum planned as a comprehensive developed forms of knowledge. design for learning contributes as a basis for the growth of community. • Each discipline involves certain central concepts and sub concepts. A complete person should be • These concepts denote a certain kind • skilled in the use of speech, symbol, of experience, and a form of possible and gesture relationships in which the experience • factually well informed can be understood. • capable of creating and appreciating • The form has expressions or statements objects of aesthetic significance that in some way or the other are • endowed with a rich and disciplined testable against experience. life in relation to self and others • There are specific techniques and skills • able to make wise decisions and to for exploring experience and their judge between right and wrong distinctive expressions. • possessed of an integral outlook.

Yet the dividing lines that can be drawn These are the aims of general education between different disciplines by means of for the development of whole persons. the four suggested distinguishing marks A curriculum developing the above are neither clear enough nor sufficient for basic competences is designed to satisfy demarcating the whole world of modern the essential human need for meaning. knowledge as we know it. The central Instruction in language, mathematics, feature to which they point is that the major science, art, personal relations, morals, forms of knowledge, or disciplines, can history, religion, and philosophy constitutes each be distinguished by their dependence the educational answer to the formation on some particular kind of test against of a mature person. experience for their distinctive expressions. If we want children to be conscious human While making curricular choices it is important Vision, Goals and Objectives of School Education 15

to move from facts to understanding, Traditional Bhutanese values not only movement away from the textbook culture, address individual self discipline and the emphasis on cross disciplinary approach, conduct of interpersonal relationships inclusion of new subject areas in the but also delineate the responsibility of all contemporary society and the developmental sentient beings. Values are described as a considerations to make it meaningful, set of ideas and beliefs which influences the engaging and relevant for the children. The thought(s) and action(s) of a person. Values figure below represents how knowledge is help people to organize social relations organised into different disciplines. by distinguishing between what is socially acceptable form what is not. The concept 1.8.7 Culture and Values of ley judrey13 (actions have consequences) Deeply embedded in Bhutan culture is the and tha damtshig (sacred commitment philosophy and practices of , to others) is central to Bhutanese values. profoundly influencing their spiritual, It is vital to appreciate and value life by cultural and traditional way of living. understanding the preciousness of human

• Comprises of highly abstract concepts, clear conceptual relationship between the concepts. • Logical deduction or step by step investigation is necessary. Mathematics • Validating the concepts is based on logical deduction by a set of axioms and definitions. • Methodology to validate is highly precise in nature.

• Comprises of concepts ( like atom, neuron, electricity etc) that are interconnected with theories, that attempts to describe the natural and manmade world. Sciences • Scientific inquiry involves observation of phenomenon, experimentation with objects and actions, formulation and testing of hypothesis, • Empirical observation necessary to verify predictions and progress on falsifiability.

• Concepts revolve around social phenomena like community, culture, identity, modernization etc, as it aims at developing critical understanding of human beings, the society in which they live . • Human purposes and welfare becomes important understanding to change the reality. Social Sciences • In addition to sciencitic inquiry , investigation into human reasons and rationalizations and the society in context, observation of human ideals becomes imperative. • Precision is appropriate to the human world and there is enough room to make guesses, modify and come across uncertain trends and patterns.

• Concepts related to the past and its implication for present and future. • Construction of understanding is based on evidence, Creation and establishing of facts is inseparable from building of narrative History • Interpretation is made in terms of human purposes • Use of method of social science, procedural norms, and cross validating in a community of investigators. • Inferences are at the most probable, what is important is the coherence and relevance in the present times.

• Related to rhythm, harmony, expression , values (aesthetics), actions, reasons, concepts, relations • Creation is what matters, and cannot be investigated for truth. Creation has no predefined methods. Aesthetics • One can educate the artisitc imagination to critically assess what is good and what is not, though it is open to choices and subjectivity.

• Concerned with human values, reason, principles and ideals that forms the core of any form of understanding. Ethics • Since it relates to human welll being it involves understanding reasons for making judgements, what is wrong and what is right, • It is often difficult to decide, has open choices and can be contested.

(adapted from Dhankar, 2005) 16 National Education Framework 2009

life (M-lue-Rinpoche) and its impermanence and servant).The pairing of duty and (me-tagpa). Thus, forms the obligation reinforces the need for social apparatus that would help the Bhutanese responsibility. The need for respecting youth to bloom into responsible, productive interdependence featured strongly and compassionate citizens. Students will in traditional societies for pragmatic be encouraged to value: reasons also. People living in harsh and isolated conditions necessitated • Individual self discipline: Bhutanese that they have cordial relation with values emphasizing the domba nga community people. or the five lay Buddhist undertakings namely not killing, not taking what Since culture and values form the bedrock is not given to you rightfully, not of Bhutanese national identity it is lying, not consuming intoxicants and important for the Bhutanese to ensure avoiding sexual misconduct. This is that its culture and values are transmitted important for harmonious co existence through education. The values should and the practice of domba nga is find expression in school’s philosophy, said to foster personal development curriculum, classrooms and relationships. and accumulation of positive karma With strongly articulated values it is or merits. In the present world possible to demonstrate it in practices in respecting self and others, integrity their everyday actions and interactions in (which involves being responsible, home, school and community. honest, ethical and accountable) and innovation with curiosity (think 1.8.8 Community Involvement reflectively and creatively) makes an The connection between what is written individual discipline oneself. in the textbooks and curriculum and what • Individual relationship with one finds in the community or the socio nature: This reflects the idea of cultural world is very strong. Children may interdependence which is viewed read about plurality of peoples, their ways as, “the fundamental law of nature of working or how a particular social group where all forms of life regardless of functions. However it makes sense to the religion, law, education survive by child when it makes real life connections mutual cooperation based on their with the immediate world and the global interconnectedness”. This philosophy community at large. To make this happen extends reverence to all species, the it demands a great sense of awareness values of environmental care and and deep engagement on the part of the protection, aversion to pollution curriculum developers and teachers. of land, air and water as important aspects of traditional values. While school knowledge provides a • Relationship with others in the perspective through which students can society: The idea of tha damtshig develop a critical understanding of the outlines the sacred commitment community, it becomes the responsibility to others in society. Students value of the local community representatives and community and participation for the people from different walks of life to be common good. This is best illustrated engaged with students from time to time. in the pairing of duty and obligation Communities may have a say in making between: pha da bhu gi damtshig curricular choices and the school should (parent and child), lobey da lobtu gi be prepared to engage in a conversation damtshig (teacher and pupil), nyen da with the community to reason out the drok gi damtshig (husband and wife), educational values of such decisions. In and poen da yok gi damtshig (master other words the community becomes Vision, Goals and Objectives of School Education 17

an active stakeholder in the curriculum cultural context that has a rich source of decision and transaction of curriculum in local stories, songs, folk tales and art that the schools. makes the curriculum even richer. When children get to know their immediate 1.8.9 Local Knowledge environment they can compare it with Communities are a storehouse of other remote environment and appreciate knowledge about different aspects the differences and similarities. of Bhutan’s environment, traditional knowledge passed over generations and 1.9 Vision for Bhutanese Citizen local traditions and people’s practical ecological understanding. The third The profile of a Bhutanese citizen gives principle of Education as rightly put by direction in the shaping of the curriculum Sri Aurobindo is to work from the near to and its effective transaction. the far, from that which is to that which shall be. The child’s community and • We aspire our young minds14 to be local environment forms the context for o Creative: intellectually curious, learning and constructing knowledge. open minded, questions and The need to bring out the relevance of innovates and strive for excellence; context means to make the boundaries of appreciates beauty of Bhutan and school and local environment porous, use the world, ideates (think about the context as different entry points to ideas); thinks divergently and learning and to enable children make the analyses critically, good problem connect with their world around. Hence solver it becomes important to contextualize education and more specifically in the o Industrious: keen to share and early stges of schooling. collaborate, energetic, masters While children acquire knowledge about proficiency in specific skills related different concepts and their relationships to work life, it is important to connect this knowledge to the natural environment around them, o Communicator: makes connec- see their relevance in the outside world tions between home and school, and derive meaning out of it. Else it secure, socially adjusted, globally becomes a mere accumulation of facts and aware, interactive, cooperative, information. builds relationships beyond com- munity When children come to school they bring along with them their experiences of the o Knowledgeable: curious & seeks natural world, rich repertoire of language knowledge, enjoys learning and is and a base for small numbers. So it is the self motivated learner; constructs responsibility of the teachers to build upon knowledge and makes sense of it rather than disregarding it and beginning the world, global view of the something that is alien to the child. The issues that confront Bhutan and local environment is a natural learning how they relate to the rest of the resource, which must be considered while world making choices of what should be included in the curriculum and concrete examples o Caring: respects, cares and loves from the environment can be cited while the family and the community transacting lessons in the classroom. The respects peers, care for ecological local environment not only includes the sustainability; values team work natural surroundings, but also the socio and collaboration; cognizant of 18 National Education Framework 2009

the struggle and contribution of understanding of the world, shows its people and leaders leadership qualities, manage conflict. o Mindful: conscious of self and others, culturally aware, self 1.10 Aim of the School Curriculum disciplined and believes in self; discover their own world view, The entire foundation of school curriculum ideals & identity to establish is based on the principles, culture and values identity of the self; appreciates and the objectives of GNH that the country Buddhist values and tolerance aspires for its citizens. The overall aim of of other cultures and diversity; school education is to enable the learners global citizen with strong cultural to discover their talents and develop their and moral values, integrity and potentialities to the fullest. It aspires to tolerance develop their physical and interpersonal skills, cognitive abilities and subject-matter o Reflective:a lifelong learner who expertise, attitudinal and emotional is able to develop an identity, use predispositions, character formation and knowledge to make a difference in work habits. It further develops the social community and country, adaptive and human values needed for enhancing and flexible, deductive, sets one’s life-long well-being, functioning narrow goals directly related to as responsible citizens, contributing to self, evaluates the consequences Bhutan’s economic prosperity and to the of action of self and others social and cultural life of the community in which they live. The citizens respond to o Disciplined: responsibility to self the global challenges and changes that are and others; understand the rules shaping the lives of Bhutanese people. of life; spirit of entrepreneurship; national pride; analyses and 1.10.1 Key objectives of school evaluates the consequences of the curriculum actions of self; accommodative, Towards the ideal of enabling all children adaptive, flexible; judges and young people in Bhutan to achieve situations and constructs his own the maximum benefit from their learning code of morality; moral values are experience, the school curriculum will seek internalized; equity and diversity to develop and promote among learners as hallmark of life the following:

o Productive: competent to apply • Language abilities (listening, the concepts of academic disci- speaking, reading and writing) and plines learnt in the working world, communication skills needed for social participate and contribute; knows living and further learning; the value of hard work; apply rea- • Mathematical abilities to develop a son to thinking and action logical mind and enable learners to perform mathematical operations and o Skillful: Makes decisions that are their application in everyday life; considerate of others, committed to • Scientific temper characterised by sustainability and the preservation spirit of enquiry, courage to question, of the environment, work to objectivity, divergent and independent solve the issues that confront thinking, and knowledge of scientific Bhutan, connects knowledge from methods of enquiry and its use in all curricular areas to enhance solving problems; Vision, Goals and Objectives of School Education 19

• Abilities to explore and understand the to uphold sovereignty, integrity environment in its totality (natural and and foster the development of the social, political and their interactive country; promotion of international processes), the environmental understanding. problems and the ways and means to • Knowledge and appreciation of the preserve the environment, including diverse cultural and social systems conservation of natural resources and of people living in different parts of energy for sustainable development; Bhutan and the country’s composite • Abilities to investigate into various cultural heritage; issues and problems at the local, • Capability of appreciating and regional, and national and global levels tolerating differences and diversities of and the make one’s own independent various sorts/ideologies and the ability assessment; to choose between alternative value • Competencies necessary for self- systems with strong commitment to learning, self-directed learning to the national goal of creating a vibrant acquire new knowledge and skills on a democracy and an economically lifelong basis; prosperous Bhutan; • Knowledge, attitude and habits • Ability to appreciate and discover necessary for keeping physically and beauty in various life situations, mentally fit and strong in conformity including art forms, and to participate with the normal developmental in activities that promote one’s creative pattern; expression and capacity for aesthetic • Pre-vocational skills, willingness to work appreciation; hard, and entrepreneurship necessary • Capability of preserving Bhutan’s for increasing productivity and for national identity, and appreciation participating in economic process; and for the need of a balanced synthesis broad generic competencies such as between the change-oriented problem solving skills, evaluative skills technologies, modernity and the and interpersonal and team skills that continuity of the country’s traditions can be applied to a variety of work and cultural heritage; situations; • Appreciation of the need for global • Capability to obtain and accumulate fraternity and the positive and factual information, including negative impact of the processes of through the use of information and globalization and localisation in the communication technologies, as well context of Bhutan’s drive for economic as to reflect, evaluate and internalise prosperity; information, and to reach rational • To develop the knowledge, skills, conclusions and make appropriate attitude and values required decisions in situations of increasing for entrepreneurship and self- complexity and uncertainty. employment. • Values that make a person humane • To develop dignity of labour and a and socially effective in various social healthy attitude amongst students settings and including inculcation towards work and life. of democratic, moral and spiritual values; development of self confidence 1.11 Structure of Schooling to innovate and face unfamiliar situations,; fostering a health attitude The entire schooling till class 10th is organized to the dignity of labour and hard into three key stages with certain underlying work; a commitment to principles of principles. The key stages are organized secularism and social justice; dedication considering the developmental stages of 20 National Education Framework 2009

children. From the developmental perspective apprenticeship is the goal. At this stage there is a movement in the child’s language students complete their basic education and and thought at different period in life. The are ready to make decisions about their way stages are elaborated as follows: forward.

Key Stage 1: This stage ranges from Higher Secondary Stage: At this stage (16 early childhood education to Grade 2. In to 18-19 years) the young mind is moving the early years (4 to 8 years) children towards making critical decisions about learn through exploration and concrete one’s career and physically and cognitively experience and their different abilities ready to enter into the world of work. progress at different pace. While their Diversification of curriculum at this stage physical growth and language develops is important and necessary so that students faster in the years, their thinking are maturationally ready to enter the world is still based on perceptual cues and cannot of work, and make informed choices and take others perspective into account. be a productive member of the society. This period is best termed as the “period of symbolic mastery”. In the early years The pedagogical practices required at each what is most crucial is the opportunity to stage is aligned to the needs of the children explore, to work intensively with materials and how children learn at each stage. In the that nourish the human intelligences early years the organizing principle of the and combination of intelligences. The curriculum is the physical environment of developmental tasks expected from the program. The caregiver/teacher creates children are developmentally organized. a warm, inviting environment, ensures that Children at age 8 are ready to respond to children are safe, and follows practices that the demands of formal schooling. promote children’s physical and mental health and learning. For example in the Key Stage 2: In the Primary Years (8-12 key stage 1 teacher provide routines and years) when children move towards age 7 to structures; consider what children already 8 there is a new quality of mind that emerges know about a given subject and how to and they can take perspectives, two sided help them to construct new understandings thinking emerges and their memory capacity based on that knowledge. increases. What we expect children to learn also varies at each stage. The curriculum is By organizing into key stages it is easy organized based on how children learn at to have attainment targets at each key each stage. Children are capable of making stage as a checkpoint to see how children mental operations, think logically and ready are doing. Children progress at different for a deeper understanding of different pace and reach the level of expectation at subject areas. As children move towards different time. Children take time and need middle childhood children they are exposed space to reach the level of expectation. The to a broad range of disciplines in a systematic key stages give the children a range of time way; they aim to achieve excellence in and opportunity to achieve their goals. different skills. Also it is a checkpoint for the teachers and relevant adults to know the progress and Key Stage 3: In the Adolescent years (12 developmental delays if any. to 16 years), one of the significant aspect is the movement towards abstract thinking, 1.11.1 Pace Setting Schools dealing logically with multifaceted situations Pace setting schools are centers of excellence and the development of metacognitive that not only demonstrates high quality abilities. For older students education for of education but also sets an example for understanding, disciplinary mastery and other schools to strive for excellence. The Vision, Goals and Objectives of School Education 21

Structure of Schooling

Po s t Vo c a t i o n a l Se c o n d a r y (3-4 y e a r s ) In s t i t u t e s /Jo b Sc h o o l

Preparatory Courses to get into University/Job Market

Foundation Studies: Dzongkha, Foundation Studies: , Quantitative Dzongkha, English language, reasoning, Writing, Combined Quantitative reasoning, Writing, Humanities and/or Combined Computer Sciences Elective Studies: Elective Studies: • Health and Applied Services Humanities - sociology, geography, • Business, Financial and history, economics, psychology, Applied Services political science, development studies • Hydro electric power and Languages - Dzongkha, English Applied Services Hi g h e r literature, foreign languages, • Information and Se c o n d a r y Vo c a t i o n a l Sciences - biology, physics, Communication Technology Sc h o o l & Te c h n i c a l mathematics, chemistry, computer and Applied Services Cl a s s 11-12 In s t i t u t e s science, design and technology, • Tourism and Applied Services Ag e s : 17-18 environment and ecology • Manufacturing Commerce - accounts, business • Civil and Applied Services mathematics, finance • Education and Applied Services

Ke y St a g e 3 Key Stage 3: Basic Education, Class VII to X (4 years) Ages 12 - 16 Cl a s s 7-10 Core subjects: Eng., Dz., Math, Science, Social Science, Art, Music and Movement, Health and Physical Ag e s : 12-16 Education, , Values and life skills, ICT, Cross Curricular Goals

Ke y St a g e 2 Key Stage 2: Primary Education, Class III to VI (4 years) Ages 8 - 12 Cl a s s 3-6 Core subjects: Eng., Dz., Math, Science, Social Science, Art, Music and Movement, Health and Physical Ag e s : 8 -12 Education , Values and life skills, Cross Curricular Goals

Key Stage 1: Early Childhood Education, Class I - II (2 years) Ages 6 to 8 Ke y St a g e 1 Core subjects: Eng., Dz., Math, Environment Studies, Art, Music and Movement, Health and Physical Ag e s : 4 -8 Education, Values and life skills, Cross Curricular Goals

ECCE: ECCE: Foundation Stage: K1 and K2 (4 years) Ages 4 to 6 (Integrated & localised Curriculum) Fo u n d a t i o n St a g e Physical and Motor Dev, Cognitive/ Intellectual Dev, Language Dev, Social and Emotional Dev, Creative Ag e s : 4-6 Expression and Aesthetic Appreciation

Early Childhood Care and Development: (2 years) Ages – 2-4 (Home Based Stimulation) ECCD Physical and Motor Dev, Cognitive/ Intellectual Dev, Language Dev, Social and Emotional Dev, Creative Ag e s : 2-4 Expression and Aesthetic Appreciation 22 National Education Framework 2009

objective of setting up pace setting schools is learning. to strive for excellence coupled with equity • Schools and community centers and social justice, provide opportunities providing venues for community for talented children to develop their full activities and for facilitating community potential and facilitate the process of connectedness, especially for the young school improvement. While it comprises of children. Services for young children the same curriculum organized for the basic need to be delivered in an integrated education, it models good infrastructure, way to make the whole system work curriculum and evaluation and school for every child, as early childhood governance. By setting an example it gives programmes have the potential to be impetus to other schools to raise their level effective centres for integrated services and achieve greater heights. for children and families. • Early childhood learning and It gives opportunity to the policy makers development programs are designed to set up pace setting schools or model in such a way that it seeks the active schools in the Key Stage 3 that will comprise participation of families. of the same curriculum as that of other schools with significant difference in the 1.12.2 Basic Education benchmarking of quality. (Primary, Secondary) According to ISCED classification basic 1.12 School Curriculum comprises of primary and lower secondary schooling with basic life skills The curriculum for each of the key stages for youth and adults. Bhutan has set itself will have a specific focus. The following a challenge and opportunity to provide sections elaborate the key aspects of each basic education till Class 10th. Our attempt stage. is to make all the children complete basic education to be able to adapt in 1.12.1 Early Childhood Education the knowledge driven society and make and Care (ECCE) informed choices for their career and life. Every child has a right to safe and a nurturing A broad based basic education implies environment - a place where the child is not only cared for but his/her strengths is • All children will acquire the knowledge, recognised and encouraged. Family plays skills and dispositions laid out in the the key role in nurturing the young child. curriculum till grade 10. Early childhood services supplement and • These curricular areas provide minimum support the care provided to a young child required knowledge base and skill at home and aim at providing a secure and proficiency needed for survival and a stimulating environment to the children, adaptation. A broad based education where each child grows into a happy, helps students develop qualities like responsible, confident and a competent creativity, confidence and perseverance, individual. This foundation period is the skills essential in a rapidly progressing most significant & critical period of growth world. for children. The focus needs to be on: • Children will complete their studies • High quality educational program that in all the disciplines provided and stimulates the different domains of this is imperative to make informed development. decisions for their future studies and • Providing a comprehensive package, employment. in terms of nutrition, health and • The curriculum up to this level is broad education to all children. based in the sense schools provide rich • School readiness for success in future diversity of experiences that develops Vision, Goals and Objectives of School Education 23

the students holistically. Apart from a critical mass of highly skilled, learning academics equal importance is given oriented, entrepreneurial workforce with to develop themselves in music, art and upgraded skills and knowledge base. The movement and sports and demonstrate Bhutan Labour Market Study (2009) practices that are closely related to recommends industry’s participation in the the values imbibed. Students develop development and delivery of coursework, knowledge and skills in all the key focus on apprenticeship programs, learning areas. supplement tertiary education with vocational skills, and improve student’s core 1.12.3 Higher Secondary competencies in critical thinking and problem Education and VET solving skills at the basic education level. In the recent times there has been growing demand for and participation in secondary 1.13 Rationale and Scope education as more and more countries move of the Curriculum towards universal primary education. At this stage of development some show keen The curriculum framework is based on the interest to pursue general or academically guiding principles which acknowledge a oriented programs that leads them to tertiary developmentally appropriate curriculum; education. There are a group of children who how children learn and make meaning of show inclination towards vocational and their experiences through a constructivist technical field of study. Worldwide vocational approach and how teachers make the effort education and training (VET) enrolments are to bridge the learners’ prior knowledge with more prominent at the higher secondary their learning styles in the context of the new level than lower secondary level. Hence experiences. The curriculum ensures that there is a need for reorganizing the structure development and learning are interrelated and composition of higher secondary level and that it is an ongoing process. programmes of study. Developmentally children are mature to make informed The curriculum is organized around the decision about their career and life at the essential elements of concepts, skills, higher secondary stage of education. disposition and actions and each of these elements are reflected in the learner profile Vocational orientation to sensitize children to as well as the scope and sequence of what work life, develop dignity of labour, and children should learn in each of the subject appreciate different kinds of craft work and areas. The learning is developmentally to develop skill set needed for work life in appropriate, relevant and meaningful, future is introduced in the secondary grades. intellectually and emotionally engaging, and adequately challenging for the students. It is Vocational Education and Training (VET) understood that children learn the best when begins at the higher secondary level where they are able to connect with the experiences, students take diverse pathways depending search for meaning and make sense of their on their interest, needs and abilities. world around. Students interested in the academic path The learning standards define what can follow and complete courses needed students are expected to know and to do to enter the university education. Students at key stages along the learning continuum inclined towards to enter the job market prescribed for school education. The opt for the VET stream. The curricular essential learning for each key learning emphases are designed to match their areas and at grade level encompass learning abilities and interests. knowledge, skills and attributes that are content-based, performance-based or One of the aims of the tenth plan is to achieve both. They may include (i) knowledge, 24 National Education Framework 2009

skills and attributes that are specific needed for good communication and to key learning areas such as english, continued learning. Essential learning, thus, mathematics, and science etc., (ii) skills describes ‘what students know and can do’ such as higher-order thinking skills, and and describes the progression of learning social and interpersonal skills that are at key milestones of school education. required for meeting real-life challenges, (ii) skills such as literacy, numeracy, life This Diagram shows the organization of skills, information and communication the key areas of the curriculum and further technologies, and cultural skills that are the subject specific scope is elaborated.

Key Learning • Key learning Areas are the subject areas or the disciplines that are included in the curriculum. Areas ( KLA)

Learning • Each KLA has a list of Learning Standards that are generic outcomes students are expected to attain Standards by the end of the key stage. of KLA • Key Stages gives a range of time and opportunity to the students to reach the expected learning level.

Essential • The Learning Standards are further organized as essential learning for each KLA at the Class Level. Learning of These are specific learning that is expected of students at the end of each Class. KLA • The assessment is organized around these essential learning.

Subject offered at key stages: KS 1 KS 2 KS 3 KLA SUBJECTS KG1 KG2 I II III IV V VI VII VIII IX X Mother Tongue Dzongkha LANGUAGES English

MATHEMATICS

ENVIRONMENT STUDIES

SCIENCE Integrated Science Physics Chemistry Biology SOCIAL SCIENCES Social Studies History Civics Geography

VISUAL AND PERFORMING ARTS HEALTH & PHY EDU ICT

Index Home language for facilitative purpose Key learning areas Vision, Goals and Objectives of School Education 25

1.13.1 English creative and imaginative texts. As children The advent of the English language to listen, speak, read, write, or represent, Bhutan was a matter of choice. When they construct meaning through language. Bhutan looked beyond its borders and In order to derive meaning from spoken or began to prepare itself to modernize and written words the students must actively join the community of nations, it was search for meaning, and bring meaning to English language that enabled it to interact the experience. As they progress students with the international community. English use their skills to engage with different is seen as the most advantageous language kinds of tasks and texts that are challenging to assist Bhutan in the articulation of its in nature and of increasing depth. identity and the elevation of its profile in the many organizations to which it English language is organized into strands would belong. English has enhanced its like capacity to participate more effectively • Listening, speaking & and purposefully in the global community. communicating • Reading and viewing Considering the fact that the Bhutanese • Writing and presenting. community aspires to be proficient in English language and at the same time By engaging in the process of language retain the learning of Dzongkha till higher acquisition and literacy development the grades we propose a DUAL IMMERSION students will be: language framework from • Confident and fluent speakers and to Grade 12. There is a simultaneous good listeners introduction of both languages in the • Appreciative and critical readers and kindergarten and transition from basic viewers interpersonal communicative skills (BICS) • Creative writers and designers in the lower grades to Cognitive Academic • Effective communicators with flexible Language Proficiency (CALP) in the primary language usage and higher grades. Research in this field has typically indicated that proficiency in the 1.13.2 dzongkha language can be achieved when subject Dzongkha, the national language of matter is taught through that language. Bhutan is taught as a major language Since one of main aims of the bilingual subject in the schools across the country. curriculum program is to achieve proficiency Dzongkha is considered as an important in both languages (Dzongkha & English), it national identity of Bhutan. Being the is proposed that core subjects be taught national language, study of Buddhist in both languages (details provided in the philosophy, official correspondences, medium of instruction section below). public speeches, public meetings and parliamentary sessions are conducted in LANGUAGE, in its broadest sense, Dzongkha. The constitutional post holders encompasses oral, written, and visual and the parliamentarians must possess very modes of communication. Communication good knowledge of Dzongkha. skills develop in a social environment that encourages children to communicate LANGUAGE, in its broadest sense, in natural, meaningful ways. Students encompasses oral, written, and visual develop essential communications skills, modes of communication. Communication deep understanding of how language skills develop in a social environment is constructed and how language is that encourages children to communicate interpreted. Students develop a sense of in natural, meaningful ways. Students appreciation for the language, and produce develop essential communications skills, 26 National Education Framework 2009

deep understanding of how language and the ability to think in abstract ways. is constructed and how language is Statistics focuses on the use of patterns interpreted. Students develop a sense of and relationship in the data. Both help in appreciation for the language, and produce interpreting, explaining and making sense creative and imaginative texts. As children of the world around. listen, speak, read, write, or represent, they construct meaning through language. The mathematics curriculum is organized In order to derive meaning from spoken or into strands like written words the child must actively search • Reasoning, problem solving and for meaning, and bring meaning to the communicating experience. As they progress students use • Numbers , Number systems and their skills to engage with different kinds Operation of tasks and texts that are challenging in • Algebra nature and of increasing depth. • Geometry and patterns • Measurement Dzongkha language is organized into • Data handling strands like • Listening, speaking and By engaging in relevant mathematical communicating learning experiences students will: • Reading and viewing • Develop relevant concepts, skills and • Writing and presenting. dispositions to operate confidently in the areas of numbers, algebra, By engaging in the process of language measurement, geometry and data acquisition and literacy development the handling. students will be: • Develop the ability to think critically, • Confident and fluent speakers and strategically and logically in varying good listeners in formal and informal contexts. situations. • Develop the skills to structure and • Appreciative and critical readers and organize, work out procedures viewers of Dzongkha literature and represent and communicate • Creative writers and designers information effectively. • Effective communicators with flexible • Create models and predict outcomes language usage to reason and justify, seek patterns and • Understand how language changes generalizations. over time to meet new demands. • Make reasonable estimate and calculate • Explore the relationship between with precision and use step by step language and culture. investigation to make interpretations. • Develop study habits so they will become lifelong learners. 1.13.4 Science Science is a way of investigating and 1.13.3 Mathematics questioning phenomena, exploring the Mathematics is an exploration of patterns natural and physical world, experimenting and relationships of quantities, space and with objects and tools and testing time. To achieve these students need to hypothesis. It encompasses generating, think and act mathematically and develop testing and justifying ideas, gathering intuition to apply concepts to explore evidences and communicating inferences… and solve everyday problem situations. in order to develop scientific knowledge and Study of mathematics equips students understanding of the immediate world and with a powerful set of tools that include the wider universe. In involves very precise logical reasoning, problem solving skills and logical investigations, curiosity and Vision, Goals and Objectives of School Education 27

intuition to get deeper into the mysteries make informed decisions for themselves of nature to test and confirm, and make and the society. informed decisions about real world issues. In the process the students will have to The strands of social sciences are: make judgments about moral, social and • Social Inquiry Skills ethical issues and the role of science and • Geography technology in the present times. • History and Community • Citizenship The strands that the science curriculum is organized into are: While engaging with experiences related • Scientific Inquiry to social science the students will • Life Processes • Materials and their processes • Understand the influence of past ideas, • Physical processes events and the contributions of people to their local community, contemporary By engaging in science study students will: Bhutan and its neighbouring countries and the global community, • Appreciate the biology of living things, • Explore and understand peoples relationship and interdependence of perspectives and values, the ways living things. people make decisions on issues and • Develop an understanding of the actively participate in social actions structure and properties of materials • Question, gather information, develop and their usage perspectives on relevant issues and • Use scientific knowledge and skills make choices while decision making to make informed choices about the • Appreciate Bhutan’s historic and implication of science in their quality geographical context and its place of life and culture within regional and global contexts • Develop a scientific perspective to issues • Appreciate Bhutan’s cultural heritage and good scientific practices useful for and relate to different cultures across themselves and the society and to the the world sustainability of the environment. • Understand the legal, political and economic systems, including 1.13.5 Social Science contemporary institutions and practices Social science learning area in the curriculum in local, national, regional and global provides opportunities to understand how contexts to ensure a sustainable future the life experiences of people are the result for all of particular social, cultural, economic, political and environmental relationships 1.13.6 Visual and Performing Arts that characterise communities at particular Dance, music, theatre, visual arts have times and places. Students develop an endured in all cultures and it is the understanding of Bhutan’s history, culture, universal basic language that celebrates society natural and built environments, unique artistic expression of oneself, the and the political and economic systems. community and the wider culture. The Furthermore they go beyond Bhutan and arts convey knowledge and meaning not understand the socio political, economic learned through the study of other subjects. systems of the wider world and they It stimulates imagination, activates the appreciate different cultures. As they senses and feelings and develops a sense of progress they develop a sense of identity well being. Students get the opportunity where they relate to their culture and to envision, set goals, determine a method heritage, deal with contemporary issues and to reach a goal and try it out, identify 28 National Education Framework 2009

alternatives, evaluate, revise, solve reliance, perseveration, sense of personal problems, imagine, work collaboratively, and social responsibility for themselves and apply self-discipline. As they study and and others, of the environment and wider create in the field of arts, students use the society. potential of the human mind to its full and unique capacity. The visual and performing The strands of health and physical education arts are a vital part of a well-rounded are: educational program for all. • Physical Growth and development • Personal Health and Community The strands of Visual and Performing arts health are: • Social relationship • Visual Art • Mental and Emotional health • Music • Movement: Dance and Drama While engaging in such activities students:

While engaging in the experiences • Develop and maintain health related students fitness, endurance and muscular strength, coordination and balance, • Process, analyze and respond to sensory flexibility and agility. information through language and • Demonstrate positive traits like fairplay, skills specific to the different Arts area. teamship and sportsmanship in a variety • Create, perform and participate in of tasks dance and movement, visual arts and • Develop understanding, skills and music attitudes that enhance interaction with • Understand the historical and cultural others dimension of dance, music and visual • Develop healthy communities and arts environments by taking responsible • Respond and relate to different art and critical actions. forms and make connections between them 1.13.8 Information & Communication • Appreciate and critically analyse to Technology make judgments about music, dance In the present times Information and and visual arts. Communication technology prepares • Learn to work both independently and students to move along in a rapidly collaboratively to construct meaning changing world in which different activities, and produce work, respect and value and different kinds of work is transformed other’s work. by access to developing technology. Increasingly students use technology to 1.13.7 Health and Physical Education explore, investigate, analyse, interpret and In this section the focus in on the health, present information and understanding physical well being, psychosocial well using ICT tools. Students use ICT tools being of children and the community. for accessing as well as representing Through physical education students information. Thus it has implication for acquire knowledge, skills and values schools, home and at work. towards the pursuit of a lifelong physically active and healthy lifestyle. Students get In the early stages ICT is used as tool develop the opportunity to participate in a variety ideas and record work, exchange and share of sports and games and acquire concepts information and as students’ progress they and skills to participate both for leisure use a range of tools to support their work and competition. They develop a sense of in other subject areas. In the later stages Vision, Goals and Objectives of School Education 29

of learning students develop a better The term values education in Bhutan is understanding of how different tools work, equated with Tsi-thong Shey-yon ( Tsi-thong, how to use it and what are its limitations. values and Shey-yon, Education). The term They are able to carry out increasing range Sam-choed Shey-yon is also widely used as of complex tasks. In the higher grades it explains the concept of values education students study about the ICT, choose and better. The words sam and choed which are design ICT systems for a specific purpose the contracted forms of sampa (thought) and evaluate its implementation. and choedpa (action) makes us understand that this shey-yon (education) concerns the While engaging in the use of ICT students: development of right thought and action.

• Explore a variety of ICT tools for Values education in the Bhutanese gathering information, investigating framework would primarily focus on the and presenting it nurturing of sem (mind) since it is the • Use ICT to share and exchange source of everything that is good or bad. If information in different forms. it can be nurtured well, then the thought • Use various tools for measuring, and action which ensues from it will be recording and interpreting data related good. The prominence of sem (mind) as an to subject areas, test predictions and inevitable building block of good thought discover patterns and relationships in and action, is accentuated by the Bhutanese the data. aphorism: • Use varied range of tools for efficiency and developing capability, compare “Mind is the Master of all. their use of tool with how it is used in Body and Speech are but slaves that the wider world perform good and bad deeds.”

1.13.9 Values and Life Skills The students will be encouraged to The true quintessence of education is participate and contribute to Gross National not just about endowing the children Happiness by conserving the environment, with literacy and numeracy skills but also promoting cultural and spiritual heritage, about building moral fibre and preparing working for sustainable and equitable responsible citizens who are aware of Ley economic development and adhering to Judrey (actions have consequences) and good governance practices. Tha Damtshig (mutual trust and affection). It is vital to appreciate and value life by On a similar vein the life skills are defined understanding the preciousness of human as abilities for adaptive and positive life (M-lue-Rinpoche) and its impermanence behavior, that enables individuals to (me-tagpa). Thus, values education forms the deal effectively with the demands and apparatus that would help the Bhutanese challenges of everyday life. There is a core youth to bloom into responsible, productive set of skills that are at the heart of any and compassionate citizens. skills based initiatives for the promotion

decision making - creative thinking - communication - self-awarness - coping with - problems solving critical thinking interpersonal empathy emotions strssors relationships

life skills behaviour knowledge positive prevention (for psycho- reinforce- attitudes health of health + social com- + ment or values behaviour problems petence) change 30 National Education Framework 2009

and well being of adolescents. While the others in a warm and caring fashion. values of Buddhist philosophy nurtures the • a pride in being Bhutanese in a world mind the life skills15 enables individuals to community and sharing its unique translate the knowledge, skills and values cultural heritage; into actual abilities, ie. “What to do and • a commitment to the Buddhist how to do”. WHO document organizes life Philosophy of non-violence, tolerance, skills into six main categories as described compassion, love and peace which below. It further gives an example of how has enabled the Bhutanese to live curriculum can be organized where the in harmony, respecting individual different attributes interact to enable differences. children to prevent health problems. 1.14 Effective Pedagogy While students are engaged in their experiences they develop: Within curriculum framework one of • love for learning, curiosity, logical and the important aspects is the pedagogical critical thinking. practices that determine the effective • love for and loyalty to the king, people transaction of the curriculum. While there and the country, are varied views about what is an effective • develop an attitude of resourcefulness pedagogy, there are certain practices and self-reliance which can lead to self that are universally agreed upon. There employment as well as to seek out and are certain knowledge and skills teachers find employment in the private sector; need to create a relevant and worthwhile • a sense of self-discipline and duty; this experiences for individual students and would involve accepting responsibility for groups of learners. Students learn best for one’s own actions, being punctual when teachers: and fulfilling commitments, taking pride in personal cleanliness and grooming, • Structure flexible and sufficient and actively pursuing personal health learning experiences for individual and fitness; and groups • understand how people are alike and Teachers establish learning goals, plan different, and learn to appreciate the for and support students to learn well, differences organize learning experiences, deliver • be honest, open and co-operative in and reflect on it. Students get the their dealing and relationship with opportunity to engage in new learning other people; seeking support in times experiences in a variety of contexts. of need There is space and opportunity for • an attitude of pursuing excellence in responding to the special learning their personal and group endeavour; needs. • generating new ideas and adapting to changing social circumstances • Create a supportive learning • making decisions about life plans, environment generating solutions to problems and Learning takes place in social and doing conflict resolutions. cultural context. Thus it is important • Recognition of different emotions, to create a safe environment understand how emotions affect action where students feel accepted and coping with emotional distress. unconditionally, an environment that • to think not only for their material is based on mutual trust and respect advantage, but also how to serve that provide social support for student others, less fortunate than themselves achievement. Effective teachers build and think of the positive welfare of a relationship with the students that Vision, Goals and Objectives of School Education 31

are caring, inclusive and trustworthy. and give feedback on a continuous basis and also to inform instruction. • Construct relevant learning Teachers establish essential learning experiences that connect with the goals and relevant assessment criteria, world beyond school collect information about student Create learning experiences that performance from various sources, and builds on previous knowledge and use different tool to make judgments interests of children and children are about student learning. They able to integrate new learning with communicate to the families about what they already understand. Engage student progress and use assessment students in experiences that integrates to guide curriculum planning, ideas and information that cuts across implementation and assessment. curriculum and is related to real life situations. Encourage reflective 1.15 Assessment thought and action in students by enabling students to assimilate their The primary purpose of assessment is learning, relate to what they already to improve student learning as well as know, adapt to their own purposes, improve teaching practices. Assessment and translate their thoughts into is the purposeful, systematic and action. ongoing collection of evidence for use in making judgments about students’ • Construct intellectually demonstrations of learning and is an challenging learning experiences integral part of the learning and teaching Provide learning experiences in which process. students examine an idea, concept or issue, where students question and Evidence of demonstrations of students’ share ideas and knowledge. The teacher learning will be gathered from different provides opportunities for students sources across a range of contexts, and to use higher order critical thinking be recorded over time using a variety skills to solve problems and construct of assessment techniques and recording meaning and understanding. tools. Assessment techniques should be selected to best suit the context in which • Facilitates collaborative learning the learning is being demonstrated Design and implement learning and the type of evidence required. The experiences where students engage in evidence gathered should be relevant shared activities, make dialogue and to the learning being assessed and be conversation with peers and people collected in a focused and systematic around and in a wider community. way. Teachers encourage students to create a learning community within Assessments and related resources not only the classroom. The classroom culture capture data on learning and achievement, is such that individual differences but are basically changing the way teachers are respected, collaborative learning teach, students learn, and parents engage is encouraged, and students and in classrooms around the world. They teachers are ready to take and receive provide essential information to guide constructive feedback. education reform and improvement, and allow us to fairly hold ourselves accountable • Assess and report on student for providing students with the quality learning education they need to compete and thrive It is important to assess students in the world economy. 32 National Education Framework 2009

Principles of effective assessment are:

• States what students know and are able to do, their strength in different areas and at the same time central to gives directions what they still need to do. classroom • Provides information to the students, teachers and parents … who need to know the progress and practices achievement of students to help them achieve their potentials

is key to • Evaluates the effectiveness of instructional practices and informs and enhances the instructional development practices. of professional • Observe learning, give feedback to learners and support learners in self assessment and reflection. skill

• Assessment is planned and based on certain criteria; students are informed of the criteria about how part of and why they are to be assessed. effective • Assessment is obtained through varied formal and informal approaches with a clear purpose in mind planning and students are assessed at different points in time to enhance the reliability and consistency of the information obtained.

fosters • emphasizes on progress and achievement and not on failure. motivation in • protects learner’s autonomy by giving constructive feedback and opportunity for self improvement the learners

• focuses on student learning, how students learn and not only what they learn. develops self & • engage students in self reflection, identify the next steps in their learning. peer assessment • encourages students to take feedback from peers.

1.16 Medium of Instruction English can be the medium of instruction when children enter primary classes there Children enter school with a wide repertoire will be frequent language switching by of vocabulary and good communication skills the teacher while teaching in the class. in their mother tongue. They have a well Academic tasks require deeper cognitive developed system of social communication engagement and this is achieved through (BICS or Basic Interpersonal Communication CALP, which is less context dependent, has Skills) in their mother tongue (MT). With technical vocabularies, complex grammar, BICS as their foundational resources, they and requires higher order thinking and can develop Cognitive Academic Language expression. Sine CALP generally takes longer Proficiency (CALP) which involves reading, to be acquired than BICS it is important to writing and other classroom skills, proficiency keep in mind that for English to be the in using language for effective regulation medium of instruction the children should of their thinking and problem solving and have a well developed CALP. Thus one has for thinking about languages. In the early to see the readiness of children and decide stage and more specifically in the preschool at which age there is complete switching years it is important to have mother tongue to English only as a medium of instruction. as the medium of instruction. The following chart gives the scope and Once children are fluent with their MT sequence of using Dzongkha and English they acquire Dzongkha and English for simultaneously and a later transition to communication simultaneously. While English as medium of instruction. Vision, Goals and Objectives of School Education 33

Key Stage 3: Basic Education, Class VII to X (4 years) Ages 12 - 16 Core subjects: Eng., Dz., Math, Science, Social Science, Art, Music and Movement, Health and Physical Education, ICT Key Stage 3 Grades 7 – 10 Medium of Instruction for core subjects (other than Languages) Ages: 12-16 Math & Sciences: English as MOI Social Sciences: English as MOI Misc. subjects: Either English Language Studies : Dzongkha & English

Key Stage 2: Primary Education, Class III to VI (4 years) Ages 8 - 12 Core subjects: Eng., Dz., Math, General Science, Social Science, Art, Music and Movement, Health and Physical Education Key Stage 2 Grades 3-6 Medium of Instruction for core subjects (other than Languages) Ages: 8 -12 Math & Sciences: English as MOI Social Sciences: English as MOI Misc. subjects: Either English or Dzongkha Language Studies : Dzongkha & English

Key Stage 1: Early Childhood Education, Class I - II (2 years) Ages 4 to 8 Core Subjects: Eng., Dz., Math, Environment Studies, Art, Music and Movement, Health and Physical Education

Key Stage 1 Medium of Instruction for core subjects (other than Languages) Grades 1-2 Math: English as MOI Ages: 4 -8 EVS: Dzongkha as MOI Misc. subjects: Either English or Dzongkha Language Studies: Dzongkha & English

Note: The rationale for EVS being taught primarily in Dzongkha with English because at this stage science and social sciences are combined and language switching is possible for smooth transition to English later on.

ECCE: Foundation Stage: K1 and K2 (2 years) ECCE: Ages 4 to 6 (Integrated & localised Curriculum) Medium of Instruction (MOI): Foundation Home Language (HL) for facilitative purposes Stage Mathematics: Arabic Numerals Ages: 4-6 Dzongkha & English (BICS) and slowly transition to Dzongkha and English as the main languages for classroom instruction (CALP)

Early Childhood Care and Development: (2 years) ECCD Ages – 2-4 (Home Based or Community Center Based Stimulation) Ages: 2-4 Medium of Instruction (MOI): Mostly Home Language (HL) for facilitative purposes Introduced to Dzongkha (BICS) 34 National Education Framework 2009

1.17 Instructional Time time the student spends engaged in an academic task that he or she performs The following table shows the organization with high success. The basic component of the school year, which includes when of academic learning time are allocated the school starts, the number of terms time, student engagement and student and the length of holidays. It is not an success rate16. Decisions about time exact representation because it may vary allocation are usually made by the in different key stages and the location teacher, but in some cases it can be jointly of places in Bhutan, and accessibility to done by the students and the teachers schools. However it is important to have a depending on the needs of the student minimum amount of student engaged time and the tasks involved. For the amount of to improve the teaching learning process. student learning is not only influenced by In total there is 180 working days a year. the engaged time, but also by the match The formal schooling has 900 to 1100 hours between the task and the particular of teaching time a year. student. This means that academic learning time can be interpreted as an Furthermore research on teachers’ ongoing measure of student learning. effectiveness has revealed a concept Using this system teacher can modify that teachers and supervisors can use to their learning time, the related tasks, improve student learning. It is academic their teaching so the students learn more learning time, defined as the amount of and build their own capacity to change.

Feb Mar April May June July Aug Sept Oct Nov Dec Jan Term 1 Vacation Term 2 Vacation Vacation begins mid from 1st to begins feb 15th

Grades Days per Week Period per Week Hours per Day KG1 and KG 2 5 30 4 hrs 1st and 2nd 5 40 5.20 hrs 3rd to 10th 5 ½ 44 5.30 hrs 11 and 12th 18 credits per semesters x 4 semesters 1 credit: 30 hours—18 hrs Contact time and 12 hrs self study Organisation of Curriculum at Key Stages of Schooling 35

Chapter Organisation of Curriculum 2 at Key Stages of Schooling

2.1 INTRODUCTION learning strategies, assessment procedures and programmes, the values of the school Curriculum represents the totality of planned and the relationship between the teachers, learning experience provided to learners students, parents, staff and community to enable them to discover their talents, to which together provide the experiences that develop their potentialities to the fullest, to contribute to student learning. enable them to construct knowledge, and to develop their physical and interpersonal This chapter describes the scope and skills, cognitive abilities and subject-matter sequence of the subject areas at each key expertise, attitudinal and emotional stage. The learning standards of each predispositions, character formation and work key learning area at the key stages are habits, and capabilities and social and human elaborated. The higher education curriculum values to function as responsible citizens. and the vocational education and training Curriculum encompasses the syllabus which curriculum are elaborated in Chapter 3. The outlines what is to be taught, the learning table below shows a summary of the key environment, learning resources, teaching- stages of schooling.

Key Stages School Year Age of the child Education 1 K1 4-5 Early Childhood Care and Education K2 5-6 Grade 1 6-7 Grade 2 7-8 2 Grade 3 8-9 Completes Primary Education Grade 4 9-10 Grade 5 10-11 Grade 6 11-12 3 Grade 7 12-13 Completes Secondary Education Grade 8 13-14 Grade 9 14-15 Grade 10 15-16 HS Grade 11 16-17 Completes Higher Secondary Education / Vocational Grade 12 17-18 education and Training 36 National Education Framework 2009

2.2 SCOPE AND SEQUENCE OF KEY It is further divided into two age ranges (4 LEARNING AREAS AT THE KEY STAGES to 6 and 6 to 8) for better understanding of the needs. The following section describes the learning standards or subject specific expectations By the end of KG 2 defined by key stages. The subject specific This foundation period is the most expectations have been organized into significant and critical period of growth for four stages. In this chapter three stages children. The focus is not only to develop are described and the fourth stage (higher the cognitive, social, emotional, physical and secondary education) is dealt in the next linguistic development but most importantly chapter. to focus on school readiness for success in future learning. Children will learn to use 2.2.1 Key Stage 1 ( K1 to Grade 2) oral language to communicate and learn In the early childhood stage ( age 4-8 about people, places and things around years) children are physically very active, them. Children at this age are eager to read are keen to explore the real world out and write, show interest in making sense of there. Their vision is focused on objects the print. They enjoy experimenting with near to them, can get engaged in writing and do a lot of pretend writing and constructive play and art work. Cognitively scribbling, assign meaning to their writing children move from preoperational stage and gradually make their writing more that is bounded by the senses to a more legible to be understood by others. complex thinking patterns and this creates a sense of disequilibrium with the They will manipulate objects and materials, child. In the process of learning children compare quantities, differentiate shapes constantly strive to resolve problems, find and find patterns in their world. Through solutions and maintain a balance in their exploration children will gain understanding thought process. of people and environment around them, be aware of themselves in relation to people When children approach eight there is a and places, aware of events and gain a sense dramatic change in their physical, social of time. Children develop their observation and cognitive development. Children skills using their senses to gather and record are becoming industrious, are more information, identify patterns, and talk interested in the process than the product, about their ideas. They communicate their concepts become more organized and ideas and observations in different ways and they approach the world more logically. begin to describe it too. The beginning of reasoning is marked by identifying differences, begin to Children also develop an awareness of their understand cause and effect in the natural self identity, learn to communicate their world, understand rules and begin to feelings and emotions, develop a sense of listen to other’s perspectives. safety and ability to protect themselves. They develop body control and engage Learning is at its best for this age group in physical activities alone and in groups. if it is exploratory and catering to their Children explore with materials, develop interests and structured with adequate awareness and appreciation of music and teacher support. Children at age 8 are explore movement and space using music ready to respond the demands of formal and other stimuli. schooling. By the end of Grade 2 This stage comprises of the entire period of Children will learn to use oral language early childhood education (K1 to Grade 2). to communicate and learn about people, Organisation of Curriculum at Key Stages of Schooling 37

places and things around them with movement and space using music and increasing confidence. They listen to others other stimuli. They show increasing ability and respond appropriately. Children read to concentrate on and complete a piece of for pleasure and information with support work. Children now appreciate each others and gradually move towards independence. work and engage in group work. They discuss the stories heard, and respond to the ideas and feelings expressed. They 2.2.2 Key Stage 2 (Grade 3 to 6) enjoy experimenting with writing, begin Children at this age ( age 8 -12 years) learn to write for a variety of purposes, use better on their own as they gain mastery their phonic skills and spelling patterns to over their basic skills. They can be construct different words. persistent and complete a task on their own. They are capable of consolidating They will manipulate objects and materials, the concepts already learnt, focus on compare quantities, differentiate the process of learning and yet at the shapes and find patterns in their world. same time love to see the completion of Furthermore they now estimate, measure their work. There is a growing sense of and use units of measurements. Children peer importance and group solidarity. develop a number sense and begin to do Physically they complain about aches problem solving with numbers and data. and pains, do not want to take risks and develop some anxiety about schooling Through exploration children will gain and test taking. Children need many understanding of themselves, people and opportunities of practice, modeling environment around them, be aware of and role playing from the adults to make their relationship with people and places, them confident. Children are confident and appreciate why people belong to and industrious as well as self critical, groups. They gain a better sense of time have trouble with abstractions. This group and know how things change over a period is hungry for encouragement. of time. Children develop their observation skills using their senses to gather and record This is the beginning of adolescent information, identify patterns, and talk stage, and a challenge for children to about their ideas. Children begin to identify cope with their physical and emotional parts of a system and a develop sense of changes, cognitive demands and social understanding the cause and effect of a life. Physically children become very active, relationship. They communicate their ideas both boys and girls are now in growth and observations in different ways and spurts though puberty come first to girls. provide adequate explanations too. They need enormous amount of food, sleep and energy. Their greatest need is to Children also develop an awareness of be with friends, and parents and teachers their self identity, their strengths and take a back seat. Doing projects, current weaknesses, learn to communicate their events, scientific investigations with feelings and emotions, develop a sense of their peer group is the main driving force safety and ability to protect themselves. towards purposeful work in schools. They begin to demonstrate responsibility Processing of information, need for to make choices to have a healthy life. They a conscious problem solving, critical begin to appreciate linguistic, cultural and thinking, fluency in language, and on the religious differences. whole taking charge of one’s own self Children develop body control and skills that and learning emerges. Children are they apply in a variety of contexts. Children independent learners and love to take explore with materials, develop awareness risks. Children want to take responsibility, and appreciation of music and explore involve in making decisions, make rules, 38 National Education Framework 2009

and love to feel that they are beginning people, places and society as a whole. They to be a responsible member of the adult also begin to know about the values of a community. democratic values of a society.

By the end of Grade 6 Children develop their observation skills Students will use oral language extensively using their senses to gather and record to construct meaning and connect with information, identify patterns, make others. Students will use a variety of predictions and test their ideas for accuracy. linguistic structures of spoken language Children begin to identify parts of a system to respond to wide range of purpose and and a sense of understanding the cause and audience. They will read a wide range effect of a relationship. They communicate of texts, appreciate literary styles and their ideas and observations in different differentiate between fiction and non ways and provide adequate explanations fiction. They will read, discuss and reflect on too. Students examine changes over time and talk about their feelings and opinions and show the influence of variables. They about the characters, plots or events. use learning in science for planning positive Students will write fluently on a wide action for the welfare of others and the variety of topics, for different purpose and environment. audience. They will use appropriate writing strategies independently and confidently Children also develop an awareness of and more so develop their style of writing. their self identity, their strengths and Students use different visual materials weaknesses, learn to communicate their (movies, posters, CD ROMS, paintings etc) feelings and emotions, develop a sense of and respond to it orally and in writing. safety and ability to protect themselves. They develop a sense of self confidence Students will collect, interpret data and and self worth. They begin to demonstrate provide an adequate explanation for responsibility to make choices to have a it. Students will estimate and measure healthy lifestyle. They begin to appreciate accurately using tools and units of linguistic, cultural and religious differences. measurements. They use mathematical They recognize and deal appropriately vocabulary for shapes and angles, classify with conflict situations, and increasingly and label all types of triangles and develop a sense of independence in making quadrilaterals. Students develop, explain decisions. and model simple algebraic formulas, explain number patterns, and solve real life Children develop body control and skills problems. They will use multiple strategies that they apply in a variety of contexts. to create and solve problems, reasonably Children explore with materials, develop estimate the answers and be able to defend awareness and appreciation of music and their methods used. explore movement and space using music and other stimuli. They show increasing Here students investigate aspects of ability to concentrate on and complete a human relationship, society in which piece of work. Children now appreciate they live, focusing on themselves and each others work and work of art from others in the community. They extend different cultures. They learn the principles their understanding of how people live in of art and design and take a critical stance groups, how communities are organized, to their own immediate environment. how people influence and are influenced They also develop their understanding of by the environment. They understand music from different cultures. Through the concept of time, growth, change exploration and expression, students will and continuity in the context of events, develop conceptual ideas, incorporate Organisation of Curriculum at Key Stages of Schooling 39

production elements to effectively enhance analytically and creatively about important their work, use their body and voice to themes, concepts and ideas and connect portray charters, and at the same time knowledge from all curriculum areas to accept suggestions for their creations and enhance understanding of the world. expressions. They will reflect on their work and bring about necessary changes as a Mathematics is a study of patterns and step to move forward. relationships. Students explore, conjecture and reason logically, use a variety of 2.2.3 Key Stage 3 ( Grade 7 to 10) mathematical methods effectively to solve Adolescence ( age 12- 16 years) is the problems. Students develop, explain and time when children begin to focus on model simple algebraic formulas, explain themselves and like to have their personal number patterns, and solve real life identity and the peer group is more easily problems. They will use multiple strategies understood as the reflection of self. There to create and solve problems, reasonably is a high need for physical energy, for estimate the answers and be able to girls full development is nearly complete, defend their methods used. They describe for boys growth spurt continues. More of the relationship between variables, make their own adult personality emerges, and predictions and analyse the sources of like to do as much as possible in a day. Their variability. They make connections between linguistic ability develops and wishes to go mathematics and other fields of study. deeper into the nuances of language, use negotiating skills and love to be a part Here students investigate aspects of of discussion. Cognitively more abstract human relationship, society in which reasoning is evident, aware of problems they live, focusing on themselves and and issues of the world and the same time others in the community. They extend get easily bored if the topic does not interest their understanding of how people live in them. They are able to consider alternate groups, how communities are organized, solutions to problems, make hypothesis, how people influence and are influenced and demonstrate meta cognitive skills. by the environment. They understand Additionally they demonstrate specialized the concept of time, growth, change skills in specific areas. Children are able to and continuity in the context of events, reflect on themselves and their work. people, places and society as a whole. They construct and express thoughtful positions By the end of grade 10 on public issues, and act constructively to Students will use a variety of linguistic further the public good. Respect for the structures of spoken language to respond underlying values of a democratic society to wide range of purpose and audience. is developed. They will read a wide range of texts, appreciate literary styles, discuss and Children make sense of the natural world, reflect on and talk about their feelings describe its complexity, seek to explain the and opinions about the characters, plots systems and events and find patterns to or events. Students will write fluently on a allow for predictions. Children begin to wide variety of topics, for different purpose identify parts of a system and a sense of and audience. They will use appropriate understanding the cause and effect of a writing strategies independently and relationship. They communicate their ideas confidently and more so develop their and observations in different ways and style of writing. Students use different provide adequate explanations too. Students visual materials (movies, posters, CD ROMS, examine changes over time and show the paintings etc) and respond to it orally and influence of variables. They use learning in in writing. Students use language to think science for planning positive action for the 40 National Education Framework 2009

welfare of others and the environment. and other stimuli. They show increasing They make decisions about social issues that ability to concentrate on and complete a involve science and technology. They think piece of work. Children now appreciate scientifically and make informed judgments each others work and work of art from on statements and debates to have a scientific different cultures. They learn the principles basis. They reflect in an informed way on the of art and design and take a critical stance role of science in human affairs. to their own immediate environment. They also develop their understanding of Children also develop an awareness of music from different cultures. Through their self identity, their strengths and exploration and expression, students will weaknesses, learn to communicate their develop conceptual ideas, incorporate feelings and emotions, develop a sense of production elements to effectively enhance safety and ability to protect themselves. their work, use their body and voice to They develop a sense of self confidence portray charters, and at the same time and self worth. They begin to demonstrate accept suggestions for their creations and responsibility to make choices to have a expressions. They will reflect on their work healthy lifestyle. They begin to appreciate and bring about necessary changes as a linguistic, cultural and religious differences. step to move forward. They recognize and deal appropriately with conflict situations, and increasingly The chart further outlines the learning develop a sense of independence in making standards expected of the students bu the decisions. end of each key stage and as they move Children develop body control and skills to the next stage of learning. The learning that they apply in a variety of contexts. standards are not discrete but overlapping Children explore with materials, develop across the stages for continuity and awareness and appreciation of music and progression. explore movement and space using music Organisation of Curriculum at Key Stages of Schooling 41

2.3 LEARNING STANDARDS AT KEY STAGES OF SCHOOLING

The learning standards gives broad descriptors of what the children should be expected to achieve by the end of each key stage.

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Language and Age 4 to 6 Age 8 to 12 Age 12 to 16 Communication Language and Literacy Speaking and Listening Speaking and Listening • Communicate by using their • speak and listen, use oral, aural • Speak and listen, use oral, spoken language for various and gestural modes to aural and gestural modes to purposes. interpret, construct meaning interpret, construct meaning • Explore different conventions and respond in personal and and respond across local and of spoken language. community contexts national contexts • Interact with friends and adults • Speak with confidence for a • Speak with confidence for a with support. varied range of audience and varied range of audience and • Predicting and making sense of purpose, use vocabulary and purpose, use vocabulary and visual, written and multimodal syntax for communicating syntax for communicating texts. complex meanings. complex meanings. • Acquire alphabetic and phonic • Choose topic, organize ideas • Choose topic, organize ideas knowledge, recognize common and sequence for speaking and sequence for speaking, word, use emerging vocabulary • Listen, understand the key and adapt for a range of for communication points in a discussion and audience and purpose. • Explore to write, draw and use respond accordingly • Listen, understand the key multimodal text to • Ask relevant questions, clarify, points in a discussion and communicate their justify or extend ideas in a respond critically to others. understanding discussion • Ask relevant questions, clarify, • Identify features of language justify and extend ideas in a for a specific purpose and use it discussion Age 6 to 8 in a meaningful way. • Identify specific features of • Understand the grammatical spoken English language and Speaking and Listening structures of spoken English use it in a meaningful way. • Speak and listen, use oral, aural language for using in a range • Take different views, modify and gestural modes to of contexts own views and respond interpret, construct meaning in • Participate in a wide range of appropriately in a group familiar contexts. drama activities and evaluate • Understand the grammatical • Use language and actions to their own and those of others structures of spoken English explore and respond to contributions. language for using in a range situations, people and emotions of contexts • Interact as members of a group, • Participate in a wide range of have roles within the group drama activities and evaluate • Know the main features and their own and others conventions of spoken English contributions. and use it for different listeners and different situations 42 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Reading Reading Reading • Read and view using different • Read and view using different • Read and view, using different strategies to interpret and strategies to interpret and strategies, to interpret and make meaning of written, make meaning of written, make meaning of written, visual and multimodal texts in visual and multimodal texts for visual and multimodal texts familiar contexts. self and community contexts. across local and national • Have phonemic awareness and • Use knowledge of words, contexts. phonic knowledge, word sentences, and texts to read • Develop an understanding recognition, grammatical with fluency and accuracy and appreciation for different awareness and contextual • Read with understanding to literary texts, evaluate the understanding of the text for make meaning, inferences and ideas and themes to broaden different purposes deductions, and connections their perspectives and extend • Develop their understanding between different parts of the their thinking for poetry, fiction, drama and text. • Use knowledge of words, informative texts. • Read and understand different sentences, and texts to read • Read with accuracy and texts to make text to text, text with fluency and accuracy understanding different types to self and text to real life • Read with understanding to of simple text and understand connections. make meaning, both explicit its structure and variations • Use different reading strategies and implicit from the text • Read for enjoyment different to find information, organize given. kinds of texts the key points and consider the • Use different reading text critically strategies to find information, Writing • Develop an understanding and organize the key points and • Write using language structure appreciation for different consider the text critically to create literary and non literary texts, evaluate the ideas • Reflect on the author’s literary texts for familiar and themes to broaden their presentation of ideas, issues, situations. perspectives and extend their people and the impact it has • Interpret and use different thinking on the text language structure like • Develop an understanding and • Develop an understanding vocabulary, grammar, appreciation for non literary and appreciation for non punctuation in familiar and non fiction texts, evaluate literary and non fiction texts, contexts. the ideas and information, evaluate the ideas and • Begin to develop a legible style layouts and presentations and information, layouts and of writing, represent ideas, engage in the subject matter. presentations and engage in information and thinking to • Use reference materials like the subject matter. communicate to others news papers, dictionaries, • Read and appreciate text from • Begin to write a range of forms thesauruses, handbooks etc for different cultures and of writing like narratives, finding and using relevant traditions and understand the poems, notes, captions, information. underlying assumptions in the messages and instructions. texts Writing • Use reference materials like • Write and design using news papers, dictionaries, language structure to create thesauruses, handbooks etc literary and non literary texts for finding and using relevant for different purposes information. • Know the grammatical • Read to help their own functions of words, features of thinking, investigating and different types of sentences, organizing their learning. and how to use them, purpose of organizing a text and linking ideas in it. • Interpret and make choices in Writing using different language • Use language structure, structure like vocabulary, linguistic and literary forms to grammar, punctuation in varied compose their own writing ( contexts. eg. writing to inform, to • Use writing strategies for persuade and advise, to writing for different purposes review and analyse, creative and contexts. writing) • Develop spelling strategies, • Know the principles of extend knowledge of sentence construction and vocabulary for writing whole text cohesion and use purposes. the knowledge in writing Organisation of Curriculum at Key Stages of Schooling 43

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • Use different forms of writing • Interpret and make choices in for different purposes and using different language write with increasing fluency. structures like vocabulary, • Use writing to help their own grammar, punctuation in thinking, investigating and literary and non literary organizing their learning. contexts. • Use wide range of techniques to write for different purposes and write with increasing fluency. • Make judgments and give opinions on texts and appreciate different literary and non literary texts. • Develop and apply spelling strategies, extend knowledge of vocabulary for writing purposes. • Develop and represent ideas, information and thinking using ICT. • Understand the relationship between the text type, content, purpose and audience. • Use writing to help their own thinking, investigating and organizing their learning 44 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Mathematical Age 4 to 6 Age 8 to 12 Age 12 to 16 Understanding • Exploring, investigating and Reasoning, Problem Solving Reasoning, Problem Solving communicating about quantity and Communicating and Communicating and their representations, • problem solving ( numbers, • Use alternate approaches attributes of objects and data, situations) in all strands to problem solving, explain collections. • solving complex problems by the methods used and give • Counting and using numbers up breaking down into simpler reasons for problem solving to 10 in familiar contexts steps • Make connections in • Addition and subtraction using • Make mental estimates of the mathematics to develop concrete materials solutions and check the results flexible approaches to • Demonstrate conservation of • Use different approaches to problem solving number problem solving, explain the • make mental estimates of the • Investigating and methods used and give reasons solutions and check the results communicating about for problem solving and monitor accuracy movement, position and • Communicate using • communicate using direction. mathematical language, mathematical language, • Recognizing and describing symbols and notations and symbols and notations and shapes and size of solid and flat diagrams diagrams shapes • make connections while solving • Critically examine and justify • Using vocabulary related to problems of different strands and reason out the choices of position and direction and search for patterns in mathematical presentations • Use pictures and objects to results solve practical problems Numbers and Number system • Direct comparison of length Numbers and Operations • Develop an understanding of and weight • Count on and back in tens or irrational, real and complex hundreds from two/three digit numbers Age 6 to 8 number, continue number • Develop an understanding sequences from any integer, of the properties of real and Reasoning, Problem Solving extending to negative number complex number systems and Communicating when counting backwards. • Use their knowledge and • Problem solving ( numbers, • Represent whole numbers, understanding of integers data, problem situations) in all place value, multiply or divide and place value to deal with strands whole numbers with up to different aspects of number • Making decisions as to which 4 digits by a 2 digit whole system operation to use number • Know the use of square • Explain the methods used • Understand and find prime root, cube, cube root, index and give reasons for problem numbers, factors, multiples, notation for small integer solving prime factors, HCF, LCM. powers, index laws for • Express and communicate using • Know and Use divisibility multiplication and division of objects, pictures, mathematical properties by 2,3,4,5,6,10 positive integer powers language and symbols • Draw on their knowledge of Algebra the number operations and Numbers and Operations • Generate sequences and find the relationships between • Count, read, write, order missing term them to solve different kinds numbers upto 20 at first and • Read and write algebraic of numerical problems then upto 100 or beyond expressions, simplify expressions • Represent the place value of a and translate between verbal Fractions and Decimals digit ( ones, tens, hundreds) and algebraic expressions. • Use fraction notations, • Represent number patterns • Solving algebraic equations in understand equivalent upto 100 and beyond one variable fractions, simplify fractions, • Understand addition and its and order fractions related vocabulary, addition • Use decimal notations and facts to 20, addition of 3 digit recognize that each terminating numbers without regrouping decimal is a fraction Organisation of Curriculum at Key Stages of Schooling 45

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • Understand subtraction and its Fractions and Decimals Percentages, Proportion and related vocabulary, subtraction • Understand unit fractions, Ratio facts upto 20, subtraction simple equivalent fractions, • Understand percentage, use to of 3 digit numbers without compare and order fractions, compare proportions. regrouping explain their methods and • Use ratio notations, recognize • Know multiplication as equal reasoning where fractions and grouping, multiples of 2,5,10, • Convert fractions to decimals percentages are needed to multiplication as repeated and vice versa compare proportions addition • Addition and subtraction of • Know that division is equal proper fractions, multiplication Equations, Formulae and sharing of a fraction by a proper Identities • Recognize the inverse fraction, division of a fraction • Work with symbols, relationship of addition by a whole number. distinguish expressions, and subtraction, halving and • Understand and use decimal equations, formulae and doubling ( upto 20) notations for tenth and identities, understand that hundredth in a context. transformation of algebraic Fractions • Round a number with one or expressions obeys and • Recognize simple fractions, two decimals places to the generalizes the rules of meaning of equal part of whole nearest integer. arithmetic and part of a collection • Solving operations with • Use index notations for decimals (addition and integer powers, simple Geometry, Patterns and subtraction) instances of index laws Measures and substitute positive and • Use geometric properties Percentages, Proportion and negative numbers into to explore, sort , create and Ratio expressions describe 2D and 3D shapes • Recognize that percentage is • Set up simple equations and • Observe and describe position, number of parts per hundred, solve simple equations, use direction and movements find percentage of whole equations to solve word and of objects using appropriate number quantities other problems vocabulary • Convert percentage to decimals • Solve linear equations, with • Create geometric patterns using and fractions and vice versa and one unknown and a pair of objects (one or two shapes, size, understand their relationship simultaneous linear equations colour, orientation). • Solve simple problems of ratio • Solve quadratic equations • Know the relationship of and direct proportions • Rearrange formulae objects or numbers using connecting at least two patterns and simple rules Geometry, Patterns and variables (order, sequence, arrangement Measures and equivalence). • Understand the properties of Sequences, Functions and • Estimate and measure shapes, visualize and describe Graphs length and weight using non 2 D and 3 D shapes using • Generate terms of sequence standard and standard units geometrical language using term to term and of measurement; capacity • Make and draw 2 D and 3D position to term definitions, using non standard units of shapes with increasing accuracy, find the first terms of measurement. visualize 3 D shapes from 2 D a sequence, use linear • Compare duration of events drawings expressions to describe the nth using standard units of time • Recognize right angles, term of an arithmetic sequence • Recognize units of money ( perpendicular and parallel • Function, domain and range; negultrums) lines, vertically opposite angles; functional relationships • Solve problems related to find the sum of all angles of between variables, graphs of money or measures, explain triangles simple functional relationships their methods or reasoning • Measure and draw 2 D shapes, • Find gradients of lines given angles, and lines, squares and by equations of the form Data Handling rectangles, triangles, circles y=mx + c, investigate the • Collect, organize and interpret • Find perimeters and areas of gradients of parallel lines and data simple shapes using a formulae lines perpendicular to these lines • Generate points and plot graphs of simple quadratic and cubic functions 46 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • Visualize, describe movements Geometry using appropriate language, • Create angles at a point, transform objects and images, angles on a straight line, predict the position of a shape alternate and corresponding following a rotation or a angles, make formal reflection, recognize symmetry arguments to establish and tessellations congruency of two triangles, • Recognize the need for use congruency of two standard units of measurement, triangles to generate further use and convert one metric unit knowledge to another • Use their knowledge of • Read time from analogue and essential properties of special digital clocks, elapsed time, types of quadrilateral and know the relationship between classify according to their the units of time. properties • Record measurements with • Understand and use increasing accuracy Pythagoras theorem • Solve problems related to • Understand regular polygons money or measures, explain and their exterior and their methods or reasoning interior angles, explore the geometry of cuboids, use Data Handling 2 D representations of 3 D • Process, represent and interpret shapes and analyse 3 D shapes given data, solve problems through 2 D projections and involving data cross sections • Represent and Interpret • Properties and terms related different types of graphs and to circle ( pie) charts • Know the properties of transformation (rotations, reflection, and symmetry), of shapes and that these transformations preserve the length and angle so that the figure is congruent to its image under transformation • Construct enlargement of objects using positive integer scale factors greater than one, then positive scale factors less than one, and make derivations about squares and rectangles. • Understand the usage of one, two and three coordinates, find coordinates of line segments and do the calculations • Interpret scales on a range of measuring instruments, know that measurements depend on the units chosen, convert measurements, and make sensible estimates of range of measures in everyday settings • Constructions using straight edge and compass, measure and draw lines and angles with accuracy Organisation of Curriculum at Key Stages of Schooling 47

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • Perimeters, areas of rectilinear and circular shapes, and volumes of rectilinear solids, cones, cylinders and spheres • Find loci both by reasoning and by using ICT to produce shapes and paths

Data Handling • Calculate measures of central tendency, and represent the results in the form of tables, diagrams and graphs. • Use statistical data collected from samples to make inferences about the whole population • Interpret Scatter diagrams between two random variables, understand elementary qualitative discussion of correlation, drawing a line of best fit by eye through the scatter points where there appears to be some correlation

Science/ Age 4 to 6 Age 8 to 12 Age 12 to 16 Knowledge and Understanding • Explore, investigate and Scientific Inquiry Scientific Inquiry communicate about the • Know that science is a part of • Know the ways that scientists features of the environment human life and that it affects us work, including the role of (humans, animals, plants and in our daily life. experimentation, evidence the relationship between them) • Make predictions to be tested, and creative thoughts in the • Investigate about different pose simple questions and plan development of scientific phenomena or events in the for activities and investigations. ideas. environment • Select tools, use different • Build on their knowledge • use tools and common techniques and resources for and understanding and make resources for investigation conducting investigations. connections between different • Experiment with a variety of • Make inferences of the areas of science. materials and objects in creative investigations done, relate to • Make predictions to be ways (study of origin, features, the concepts, and represent the tested, pose simple questions differences and uses of natural findings in different ways. and plan for activities and and man made solids, liquids • use scientific vocabulary and investigations. and gases). explanation to elaborate on • select tools, use different • Generate, and discuss ideas and conceptual understanding techniques and resources for solving problems • review their work and other’s conducting investigations and work and describe its relevance get accurate results. Age 6 to 8 in the context • make inferences of the investigations done, relate to Life Processes Life Processes the questions and represent • Know that the needs, physical • Understand that the needs, the findings. features and behaviours of physical features and behaviour • use scientific vocabulary, ideas living things (plants, human, of living things are related and and explanation to elaborate animals) are related and it can can change with time on conceptual understanding change with time. • Know and understand about • use scientific terminology, • Make simple comparisons, the life processes common to knowledge, reasoning, data group living things according to human and other animals and arguments in different criteria and explain using their • Understand the life processes situations. knowledge and understanding related to plants • accept different perspectives • know that local environment • Make connections and of scientific arguments and has specific features( plants relationships between the life explanations and respond and animals) and needs to be processes common to plants appropriately. sustained by various activities and animals and the habitat in which they are found 48 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Materials and their Properties • Know that micro organisms are Life Processes • Use senses to explore, observe living things and that they may • understand about the similarity and differences, make be beneficial or harmful to us. structure and function of groups, and know the uses cells, and how it is related of the materials in the local Materials and their Properties to life processes in variety of community organisms. • know that materials have • Know that materials have • Understand that the needs, different properties and may different properties and they physical features and undergo changes over time are interrelated in nature. behaviour of living things are • Find about movement of things • Sort, group and classify related and can change with using force; materials according to their time • Know that there are cycles of properties • Know and understand about events (day and night) that • Understand that the materials the life processes ( nutrition, happen in the environment. change, and that some changes digestion, movement, • Recognize the need for safety are reversible and some are non breathing, reproduction, in the environment reversible in nature respiration) in human beings • Understand that local • Know how to separate mixtures • Understand the life processes communities have shared of materials using tools and related to green plants features, values and common techniques • Understand classification way of living. of living things, causes of • Understand that peoples and Physical Processes variation within the species resources are involved in the • know about forms and uses of and that selective breeding production and consumption of energy and changes that are can produce new varieties. goods and services. evident in the outside world • Make connections and • Develop skills and processes • understand simple circuits relationships to extend their to acquire information and of electricity, represent and knowledge of plants, animals respond, plan simple activities construct series circuits and humans life processes and investigations, obtain and • know about the types of forces • Understand how habitat present evidences. ( magnetic, gravitational, support the diversity of plants frictional), measure and identify and animals, how living things the direction in which they act and environment can be • understand the properties of protected, feeding patterns light and its effect on daily life and relationships in the living • know the origin of different things sounds, different properties of sound and how sounds change Materials and their Properties • know about the sun, moon • Classify materials according and earth and their periodic to the states of matter, and changes use theory to explain the properties of matter • Distinguish between elements, mixtures and compounds, their physical properties and chemical reactions, and how to use techniques and tools for separating mixtures. • Know and understand that materials change and that it has impact on the state of materials (physical changes, geological changes of rocks, chemical reactions in living systems) Organisation of Curriculum at Key Stages of Schooling 49

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • Know the patterns of behaviour when metal reacts with other metals, acids, oxygen and water; and how reactivity in a series of metals can be determined by considering these reactions, and used to make predictions about other reactions. • Use principles to classify acids and bases, some everyday applications of neutralization, and how acids in the environment lead to corrosion and chemical weathering of rock

Physical Processes • design and construct series and parallel circuits and understand its functioning • know about magnetic fields, how electromagnets are constructed, and used in devises • Understand the principles and relationship between force and linear motion, force and rotation, force and pressure and the impact it has on the bodies • understand the properties of light and how it behaves on different materials, • know the different properties of sound and the relationship between them • Understand the solar system as a whole, position of earth, sun and planets in the solar system and how the movements of planets relate to gravitational forces • Know about the variety of energy sources, distinguish between renewable and non renewable sources of energy • Know how to transfer and store energy, conserve energy for future usage • Recognize the hazards in living things, materials and physical processes, assess risks and take action to reduce it. 50 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Social Science Age 4 to 8 Age 8 to 12 Age 12 to 16

Skills Skills • make predictions to be tested, • make predictions to be tested, pose simple questions and plan pose simple questions and for activities and inquiry. plan for activities and inquiry. • collect information using • collect information different tools and techniques, using different tools and conduct inquiry and organize techniques, suggest sources of and interpret data. information, conduct inquiry, • know that change and evaluate, organize and continuity are cyclic events and interpret data. are a part of everyday life. • know that change and • make informed decisions based continuity are a part of on evidence and communicated everyday life and can be decisions and create text to interpreted from different match purpose and audience. perspectives. • make informed decisions Geography based on evidences ( primary • Develop an understanding of and secondary), use extended places, their location; physical vocabulary, communicate features and changes that decisions and create text to might occur. match purpose and audience. • Develop an understanding about the places in a wider Geography geographical context. • Understand about location • Understand the physical of places and environment, and human processes that describe about physical contribute to changes in places and human features of and environment. a location, why changes • Use knowledge and happen, and how places are understanding to compare the interdependent from the local environmental features national and international with those outside Bhutan perspective • Recognize and develop an • know about the human and understanding of improving the physical interaction and environment and sustainable its impact on developing practices to protect the sustainable practices environment and how they • Understand the tectonic affect the quality of people’s processes, geomorphic life. processes, variation in • Know how human settlements climate and weather systems, are a response to the natural ecosystems and their effects environment in which they exist on landscapes and people • Understand how population History and Community distribution and settlements, • Develop knowledge and economic activity, understanding of events, development and use of people and changes in the past resources effect on landscapes • Use range of sources of and people information to understand • Explain environmental issues about the past, have a and change, explore the idea of chronological understanding sustainability and its implication and make inferences for people, places, environment • know how communities and their own lives develop over time and about • Study different parts of the their governance and decision world and different types making system of environment and make comparisons Organisation of Curriculum at Key Stages of Schooling 51

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) • communicate their knowledge history in a variety of • Develop knowledge and ways understanding of events, • understand about local people and changes in the community, culture, values past,use range of sources of and diversity and the information to understand interrelationships between about the past, have a them chronological understanding • understand about neighbouring and make inferences countries, their history and its • Analyse the relationship impact on Bhutan community between the features of and culture a period and the societies studied, elaborate on the Citizenship diversities of the societies, • Understand different kinds give reasons and consider the of responsibilities, rights and changes that have taken place duties at home, at school and in • Use appropriate sources of the community information to do historical • Know what democracy is, and inquiry, interpret and evaluate about the basic institutions that how and why the changes support it locally and nationally have taken place, and derive • To research, discuss and debate conclusions on topical issues, problems and • know how communities events in Bhutan develop over time and about • Know that differences and their governance and decision similarities between people making system arise from a number of factors, • communicate their knowledge including cultural, ethnic, racial of history in a variety of ways and religious diversity, gender • understand about and disability neighbouring countries, their history and its impact on Bhutan’s community and culture

Citizenship • Understand different kinds of responsibilities, rights and duties at home, at school and in the community • Know what democracy is, and about the basic institutions that support it locally and nationally • To research, discuss and debate on topical issues, problems and events ( national and global) • Know that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability • understand how the political and economic system is based on certain principles and values. • understand about community, culture and values that bring the community together and yet accept diversity. 52 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Health and Age 4 to 6 Age 8 to 12 Age 12 to 16 Physical • Making choices about their Education health and safety as they Physical Physical become independent. • are aware of the factors that • understand health from the Mental • Using gross motor skills for affect their physical, emotional perspective of physical, social, Health and making movements, physical and social growth and intellectual, emotional and Psychosocial activity and using tools development spiritual dimensions and make well being • Employing fine motor skills • are regularly involved in informed decisions for making movements, using physical activities and games • apply basic, and specialized objects and manipulative • participate in competitive skilled movements while activities participating in physical • Recognize the importance of • organize, plan and initiate activities play, cooperative behaviour, team, pair and small-group • are aware of the factors interaction and positive activities that affect their growth attitude and the ability to • develop control and and development during function as a part of a group coordination in using adolescence • Develop personal identity as equipment and in physical • regularly practice and enjoy learners. activity physical activities and sports • Relationship with family, peers • apply basic, and specialized • participate in competitive and environment skilled movements while activities at a wider participating in physical participatory level 6 to 8 activities. • organize, plan and initiate Physical team, pair and group activities • Recognize how they physically Personal • develop skilled expertise grow and develop. • know their role in maintaining in using equipment and in • Participate in creative and their personal sense of well physical activity regular physical activities and being and self worth games • develop a range of more Personal • develop control and complex skills in play • develop a sense of personal coordination in using • are aware of the importance identity, well being and equipment and in physical of a healthy lifestyle, hygienic relationship through activity habits interaction with family, peers • develop a sense of personal and environment identity, sense of well being • know their identity and self and relationship through worth and how it relates to interaction with family, peers others around them and environment. • acquire and apply complex • use personal and social skills fine motor skills in groups, family and new • are aware of and practice a contexts. healthy lifestyle • setting goals for self and • setting high goals for self and achieve them achieving them • follow guidelines to apply safe • understand and use safety practices in their daily life practices in different contexts • understand the importance at different times of health and well being and make informed decisions Organisation of Curriculum at Key Stages of Schooling 53

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Personal Social Social • Follow guidelines to apply safe • explore and manage • use personal and social skills practices relationships with peers and in groups, family and new • Become aware of the obvious elders contexts hazards around the home, • are aware of rights and • explore and manage school and immediate responsibilities in the relationships with peers and environment environment in which they elders • develop a range of simple skills interact • are aware of rights and in play • participate actively in responsibilities and rules • develop a sense of personal community projects in the as they refer to self and to identity, sense of well being immediate environment Bhutanese citizens and relationship through • participate actively and interaction with family, peers initiate projects for the and environment. Emotional improvement of the Social • express their own ideas, community at large • explore relationships with peers feelings and emotions and are • actively promote healthy • take collective responsibility of conscious of those of others living and eating among the environment friends, family and in new contexts Emotional • express their ideas, feelings and Emotional emotions in various ways • reflect on learning and actions to apply in future endeavors • manage a variety of relationships in a positive atmosphere • express their ideas, feelings and emotions and accept those of others

Visual Art Age 4 to 6 Age 8 to 12 Age 12 to 16

• Express themselves freely in a Visual Art Visual Art variety of ways through visual • create and present art, craft • create and present art, craft art, music and movement and design work for informal and design for informal and • Use two and three dimensional and formal audiences, using formal audiences, using art to express ideas. different techniques and different techniques and • Develop the understanding materials materials of varied functions and use of • interpret, evaluate and respond • interpret, evaluate and materials and tools of visual art to different kinds of visual art respond to different kinds of Bhutan by identifying and of visual art of Bhutan and Age 6 to 8 interpreting in the context of the world by identifying and social, historical and cultural interpreting in the context of Visual Art perspectives social, historical and cultural • present visual art using • use media techniques perspectives past and present different art techniques, and and practices to create • use a variety of media materials representations for different techniques and practices to • understand the basic skills and purposes. create representations for processes related • apply the knowledge of different purposes. • interpret, evaluate and respond selected materials and processes • apply the knowledge of to art work produced by to create visual art in different selected materials and themselves and others using art forms processes to create visual art elements and languages • respond to visual art produced in different forms • share the ideas, feelings and by themselves and others using • respond to visual art produced personal stories represented art elements and languages by themselves and others through art • use observation, imagination using art elements and • use two and three dimensional and study of work of past languages art to express ideas and present masters to develop new ideas • use a variety of sources, them to audiences • use art as a means to transfer stimuli and inspirations to • transfer ideas, emotions and ideas, emotions and thoughts develop new ideas thoughts into visual forms into visual forms 54 National Education Framework 2009

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Music, Dance Age 4 to 6 Age 8 to 12 Age 12 to 16 and Drama Music and Movement Music Music • Enjoy and experience music • Perform individually and in • Perform individually and in through singing and playing groups: groups of different sizes: instruments o sing a variety of songs with o use a variety of vocal • Develop a sense of rhythm and rhythm and control techniques and expressions rhyme through music, dance o play a variety of instruments o play a variety of and drama (movement) with rhythm and control instruments using specific o perform in a group that techniques Age 6 to 8 contains a variety of singers o develop expertise in a Music and players particular type of vocal or • Perform individually and in instrumental music groups: • Compose to express and o perform for a formal o sing a variety of songs and improvise audience in a group that rhymes o use music as a medium to contains a variety of singers o play and hold a variety of express ideas and feelings in and players instruments properly a melodious and rhythmic o Compose to express and way improvise • Compose to express and o create, combine and o develop and produce music improvise organise musical sounds as a medium to express o use music as a medium to using different instruments ideas and feelings in a express ideas and feelings melodious and rhythmic o create sounds using different • Listen to assess way instruments o differentiate the sounds and o create, combine and their mood and tone organise musical sounds • Listen to assess o identify the audio sounds of using different instruments o differentiate the sounds different instruments and and varied rhythms and o identify the instruments and singers in an ensemble melodies the type o interpret musical patterns o manipulate electronic o understand basic patterns and elements sounds and instruments and elements in music • Apply the concepts • Listen to assess • Apply the concepts o demonstrate different o Differentiate, memorise o make sounds in different ways to produce music and recall the sounds of ways harmoniously music o integrate music with the o use music with other o identify the audio sounds other performing arts disciplines to enhance of different instruments understanding and singers in a large • Appreciate the diversity ensemble o are aware of a variety of • Appreciate the diversity o compare musical patterns music from different cultures o comprehend and interpret and styles and describe the o identify the place of music music from different cultures differences in our daily lives like radio, o identify the place of music television, festivals, special in our daily lives through occasions modern media like internet Organisation of Curriculum at Key Stages of Schooling 55

Key Learning Key Stage 1 Key Stage 2 Key Stage 3 Areas ( K1 – Grade 2nd) (Grades 3rd to 6th ) (Grades 7th to 10th ) Movement: Dance and Drama Movement: Dance and Drama • Apply the concepts • use the human body • combine, improvise and o demonstrate different movements to express ideas develop new ideas for ways to produce music and feelings and to improvise expression through dance and harmoniously • tell personal stories through drama o identify the different ways drama • explore movement using key that music is produced in a • explore movement using key elements of drama and dance variety of contexts elements of drama and dance to develop specific techniques o use music with other • consider particular audiences • consider particular audiences disciplines to enhance in informal presentations that in informal presentations understanding give opportunities to interact that give opportunities for • Appreciate the diversity • understand that movement interaction to the presenters o comprehend and interpret through dance and drama • understand that movement music from different serves a variety of purposes through dance and drama cultures and styles in their lives and the wider serves a variety of purposes o identify the place of music community in their lives and the wider in our daily lives through • are aware that dance and community historic times drama are art forms prevailing • are aware that dance and o describe the significance of in their own communities drama are art forms prevailing modern methods of making in a variety of cultures, new and music, synthesising and old mixing, and of marketing it including copyright and piracy

Movement: Dance and Drama • combine, improvise and develop new ideas for expression through dance and drama • develop specific techniques, strategies, and skills to enhance performance • make presentations that utilise production and choreographic skills and give opportunities for interaction to the presenters • understand that movement through dance and drama is a powerful social, political and cultural medium to transmit ideas and thoughts • perform at a group and an individual level in different facets of the art form, for instance, direction, production, lighting, script writing, audio-visual, props, costumes, music etc • differentiate between the various forms of dance and of drama prevailing in traditional and modern societies

Information and • use appropriate tools and • use appropriate tools and Communication techniques to design 2d and 3 d techniques to design with Technology visual representations specific guidelines. • generate design ideas and • generate design ideas and create for different purposes create for different purposes and audiences. and audiences. • use ICT to develop and • understand how technology represent ideas, information impacts on the human life and thinking in different in the local as well as in the disciplines global context. 56 National Education Framework 2009

Chapter Organization of the Curriculum 3 at Higher Secondary Stage

3.1 Introduction objectives of higher secondary education, among others, include the following: The National Education Framework envisages a 6+4+2 pattern of school • help students realise their potential education. The higher secondary stage is to the fullest, build character and viewed as a critical stage in the academic personality, promote personal path of a pupil since it is at this stage that enhancement, prepare for life in a students will move towards diversification rapidly changing world, and attain after ten years of general education and personal and intellectual maturity; taking up specialized academic courses (of • acquaint the students with a variety academic stream) on the one hand and job- of fields of inquiry and approaches to oriented or productivity oriented courses (of knowledge and enable them to think vocational stream) on the other. It is at this critically and creatively, to conceptualise stage a student is in a position to exercise and solve problems, to reason and a choice of stream/course in keeping with make evidence-based conclusions/ his/her own needs, interest, capability and decisions, and to express themselves aptitude while preparing to cope with clearly and convincingly both in speech the future. For a significant proportion of and in writing; students the higher secondary stage may • prepare students for tertiary education, prove terminal. For them it would serve as including professional education, or a doorway to life and more importantly, to for the workplace; the world of work. For others it would be • develop knowledge, skills, attitudes bridge to the tertiary stage of education, and values that enable students to be professional courses (engineering, productively employable, meet needs technology and medical etc.) or academic of employers and industry, inculcate courses, as the case may be. virtues of efficiency, productivity, cooperation, competitiveness and 3.2 overall Objectives of Higher enterprise and to participate in nation Secondary Education building and economic development; • develop qualities of social and The higher secondary stage is central to the environmental justice, responsible education system in Bhutan. The overall citizenship, equity and equality and Organization of the Curriculum at the Higher Secondary Stage 57

respect for cultural, religious and provision for mobility of students from one linguistic diversity for the smooth stream to the other, particularly, during functioning of members of society; the first few months on the basis of his/ • raise standards of generic and her academic attainments and interests. A specialized competencies among student wishing to change his/her stream/ students and set the foundations for a subjects, will have the facility to undergo knowledge based society; required bridge courses. In both the • develop lifelong learners who academic and vocational streams there will continually strive to upgrade their be a judicious mix of some common or un- standards and stay up-to-date with differentiated courses and some specialised growth of ideas and progress in their courses. areas of study and expertise; • provide the youth with meaningful The existing groupings like arts, science, avenues for development and reduce commerce, and agriculture will also allow the social cost of issues like juvenile for flexibility. Students will have the delinquency and drug abuse among freedom, wherever possible, to opt for others, to the nation. courses simultaneously from more than one group according to their needs, interests 3.3 dIversification and Flexibility: and aptitude. Academic and Vocational Streams 3.4 semesterisation of higher secondary stage and credit For pupils, the higher secondary stage system represents a stage of transition from adolescence to youth. During this stage, The National Education Framework learners’ interests and aptitudes begin to envisages adoption of semester system at crystallise which have implications for their the higher secondary stage. The higher future academic path and occupational secondary education programme will be choices. One of the major thrusts of the of two years’ duration with the academic higher secondary education programme, session beginning in February each year. therefore, will be to meet the varied needs These two years will be further divided into and potentialities of pupils. Diversification four semesters. A semester will correspond and flexibility, therefore, will constitute the to 16-18 calendar weeks, excluding major characteristic of higher secondary examination period. Each week will have education programme. Since interests six working/teaching days. Therefore, a and aptitudes of the pupils stabilise by semester will have about 96 to108 teaching the time they reach the higher secondary days, excluding examination period. stage, a key approach will be to provide opportunities to pupils to pursue courses The introduction of semester pattern of of their choice keeping in view their education will be accompanied by the interests, aptitudes and preferences. This adoption of the credit system. Credit will help provide for choices which cater will be used as a means of indicating the to individual differences and interests and relative weight of each course in terms of the opportunity to move at one’s own the curricular time assigned to it. Some of pace. The content of courses will be made the main features of the credit system will flexible to the extent possible. include the following:

Courses at the higher secondary stage • One credit will be worth one hour of will fall into two broad streams - namely, instructional engagement for 18 weeks academic and vocational - with adequate and about 12 hours of self-study and 58 National Education Framework 2009

group work. In other words, one credit flexibility and functionality among the will involve 30 hours of learner/student courses to be offered at the higher secondary engagement in course work out of stage. The credit and semester system which 18 hours would be through face- represents an outcome-based approach as to-face teaching and the remaining the number of credits assigned to a course would involve self-study, group work will be dependent on the essential learnings etc. However, in the case of lab work to be achieved by students. The semester and practical activities/assignments, system will also facilitate the introduction of one credit course would involve at comprehensive and continuous evaluation least two hours of face-to-face contact of pupil performance. A standards-based instruction per week throughout approach translated into course credits semester. represents a step in the direction of creating • Each course in a semester will be a national system of education that is assigned credits depending upon the internationally acceptable and competitive. curricular or learner engaged time Additionally, it will allow students a wider required to enable learners to attain choice of subjects and also the possibility of the essential learnings specified for studying a subject at a standard or advanced the course. Usually semester courses level, taking into consideration a student’s will carry 2-4 credits each. A 4- credit actual workload. A student moving with course will require 72 hours of face-to- slow pace or studying part-time may be able face instruction or contact time and 48 to spread out his/ her study over more than hours of self study. This gives a total of two years whereas some students may take 120 hours of learner engaged time per more courses and earn additional credits course of 4 credits. than normally prescribed for a semester. • A student would earn credits in a Students will be able to accumulate credits course after he/she has (i) attended and hence move in and out of the education the minimum number of prescribed system. Some students can accumulate lectures or practical activities/ partial credits, move into the working world assignments including laboratory work and return to schooling to acquire more or field study; (ii) obtained not less credits at another opportunity. For Bhutan, than minimum percentage of marks this feature gains further relevance in the or qualifying grades prescribed for case of students in rural and remote areas. internal assessment; (iii) obtained not less than the minimum percentage of 3.5 curriculum Organisation: marks/grades prescribed for semester Academic stream examination in that course. Students will need to obtain a minimum of 72 An important feature of higher credits for graduating higher secondary secondary stage lies in the fact that it is education. a transition from general education and • A full semester will be of about 18 undifferentiated curriculum to courses of credits. 18 credits per semester will specialised nature. Therefore, curriculum involve 324 hours of face-to-face at this stage needs to be so designed as instructional time per semester. The to facilitate a smooth transition from length of the school day and week general education to disciplinary studies and academic calendar for the higher and to meet the challenge of specialisation secondary Grades 11 and 12 will be characteristic of the tertiary education. planned based on this. To meet the varied needs of students at the The introduction of semester and credit higher secondary stage and to promote the system is expected to ensure greater development of their potentialities to the Organization of the Curriculum at the Higher Secondary Stage 59

fullest, diversification and flexibility will by the study of courses relating to different constitute the major characteristic of higher areas of sciences, humanities, social sciences secondary curriculum. Since interests and to promote a general understanding of aptitudes of the pupils stabilise by the time these disciplinary areas and to instill an they reach higher secondary stage, students appreciation of some of the major areas will be provided with opportunities to of learning, and by an in-depth study pursue courses of their choice keeping in of courses relating to three academic view their aptitudes and preferences. In disciplines. In addition, the programme order to cater to individual differences and of study will encompass a combination of interests and to provide opportunity to courses designed to promote the acquisition move at one’s own pace, the courses will be of certain foundational skills that students made modular and flexible to the extent can bring to bear in a variety of learning possible. However, a common programme and career/professional situations. of studies (foundation courses) will constitute an important component of the Students working toward a higher higher secondary education curriculum. secondary education certificate will require to complete courses that will enable them The higher secondary stage is considered to earn a stipulated number of course appropriate for exposing the students to credits that are to be earned for the award differentiated and specialised in-depth of a certificate. Instruction will be offered courses in sciences, humanities, social during two semesters in each year of study. sciences, commerce and the like on the one Each semester would be of 18 weeks – 16 hand, and a variety of vocational courses weeks of scheduled classes, a 6-day reading on the other. Thus, the curriculum at this period for preparing for examinations, and stage will be organised under two streams, an 8-day final examination period. namely, academic stream and vocational stream. Attempts will be made to ensure The programme of study for students that appropriate linkages between the opting for the academic stream will include two· streams are not only maintained but the following: systematically strengthened. • Foundational courses common to all students designed to facilitate 3.5.1 objectives of Academic stream the acquisition by them of certain The main objectives of academic stream foundational skills such as quantitative include the following: reasoning, computer applications, • to introduce students to higher levels language proficiency including of knowledge in different disciplines; expository and academic writing skills, • to promote problem solving and and analytical and communication creative thinking abilities in the pupils skills that will serve students in a wide to cope with changing demands of a array of academic and non-academic society; endeavours. The foundational courses • to assist students to explore their will also include a course in general interests and aptitudes in order to studies designed to equip students choose appropriate careers; to address problems of social change • to prepare students for a life of ongoing and transformation and to make learning as well as world of work. them aware of national and global concerns. 3.5.2 Key Learning Areas To achieve a balance of breadth of scope • Elective courses which would provide and depth of study, the higher secondary students the opportunity to acquire education programme will be characterized an in-depth knowledge in at least 60 National Education Framework 2009

three academic disciplines within the problems, to formulate strategies and sciences, humanities, social sciences, measures for solving these problems, commerce etc. as well as to attain the to make appropriate decisions, and prerequisites required for pursuing predict consequences and outcomes of studies relating to a subject area or emerging situations and phenomena. an academic discipline at the tertiary All students are expected to take stage. The elective courses may also two courses designed to develop include applied or job-oriented skills in quantitative reasoning. These courses which would have greater courses will aim at developing an employment potential or immediate understanding among students of and direct utility in life. basic quantitative methods and their applications, and acquainting them • Health and Physical Education: This with the methodology used for defining course will include not only regular problems by means of numerical or physical training, but also athletics, geometrical representations of data games, sports and physical fitness and determining ways of solving as a part of physical education and them by making use of quantitative physical culture. Improvement of local information. The contents of sanitation, and public health services Quantitative Reasoning courses will be will form part of field work to be taken drawn from courses relating to several up as part of the course work, personal disciplines, including mathematics, guidance and counselling will be statistics, computer science and provided to students passing through economics. the critical stage of physiological transition in their life. • Computer applications/use: This course is intended to ensure that every 3.5.3 course requirements for student at the higher secondary stage certification achieves a certain level of proficiency The foundational courses, electives relating in using and applying computers. The to different disciplinary areas, and other course will provide an introduction to courses in fulfillment of the requirements relevant ideas in computer science: what for the award of the higher secondary the computer is; how it works; what certificate will include the following: it can do and what it cannot do, now and in the future. Topics may include 3.5.3.1 foundational skills-based courses algorithms, elementary programming, To qualify for a higher secondary hardware, language interpretation, certificate, a student must complete a software engineering, complexity, stipulated number of course credits in models of computation, and artificial each of the following foundational skills intelligence. The course may also requirements: include topics dealing with visualization of data and ideas, introduction to the • Quantitative reasoning: The use of computer graphics as a medium Quantitative reasoning courses for communication and discovery. are intended to ensure that every student at the higher secondary stage • General Studies: The main purpose of achieves a certain level of proficiency the general studies will be to sensitise in using and analysing quantitative the youth to the social, economic, information. Quantitative reasoning is political and moral or ethical issues of a process used to analyse quantitative contemporary Bhutan and the world. information or data to describe complex The course in general studies will be built Organization of the Curriculum at the Higher Secondary Stage 61

on the foundations already laid during emphasis. In the context of the the primary and secondary stages of challenges posed by the phenomenon education. It will deal with some of the of globalisation, the knowledge of a key national and global concerns. The language such as English has become emphasis will be on the development more important than ever before. The of insights in combating some of the study of the English language aimed socio economic problems confronting at achieving high-level competency Bhutan and to promote the spirit of in its use contributes not only to a tolerance, co-operation, productivity liberal education but also to accessing consciousness, entrepreneurship and the rich pool of information and futuristic outlook. The General Studies texts available in English language. will also deal with global problems All students will be expected to take like international peace, co-operation, four-semester courses to further their human rights, global warming and Dzongkha and English language climate change etc. The study will be proficiency. Depending on their problem oriented and will involve level of accomplishment in English projects requiring collection of data language at the completion of higher from different sources and data analysis secondary school, students may opt for arriving at meaningful conclusions. for intermediate or advanced courses. Value clarification and inculcation will be an important component of general An important aspect of the language studies. study will be the special emphasis on the writing courses which are intended • Language study: The study of to enhance students’ critical thinking languages (Dzongkha and English) will and writing skills required for their constitute one of the main features educational and professional work. The of higher secondary education. The writing courses will include introductory- main objective of language study at level and higher-level writing course. the higher secondary stage will be The objectives of the introductory course to equip the learners with effective are to prepare students for expository communication and negotiation skills, writing assignments and to enable them higher order reading, writing and study to present ideas and thoughts concisely skills and a humane, appreciative and and clearly in writing. These courses futuristic approach to life. Whether a are expected to be completed during student is preparing to enter the world the first two semesters of the higher of work or moving upward to higher secondary programme. The higher-level academic or professional courses writing course will involve intensive or vocational stream, the study of instruction in academic writing aimed at language will prepare a learner to use enabling the students to communicate language effectively in the classroom, effectively in writing the concepts and the community and the workplace. The ideas relating to their chosen discipline. different components in the language These courses are to be completed during course materials will be so designed the period spanning the third and fourth as to broaden one’s mental horizon, semesters. The contents of the writing foster in him/her the desired personal requirement courses will be derived from and social values, an awareness of several courses or content areas spanning and pride in the artistic, literary different disciplines. Under both the and cultural tradition of Bhutan. categories of courses/seminars, students The study of Dzongkha and English will be required to take up several writing languages will be given adequate projects such as essays, course papers or 62 National Education Framework 2009

write-ups intended for publication. The disciplines. writing course/seminar will include involve face-to-face meetings with the instructor/ Suggested disciplinary areas may include guide to discuss rough drafts of write-ups. the following: Students will be required to prepare write- • Dzongkha language and literature ups frequently on themes based on their • English language and literature interests and complete writing assignments • Physics of increasing complexity to enable them • Chemistry to recognise and master the writing • Biology conventions of different disciplines. The • Geology writing course will also include occasional • Mathematics workshops and meetings on special topics • Economics such as editing and conventions of writing • Psychology in particular disciplines. Several courses • Sociology spanning different disciplines may be used • Geography to fulfill the writing requirements. • History • Philosophy 3.5.3.2 Elective courses • Political science Elective courses at the higher secondary • Fine art stage will attempt to cater to the needs of • Instrumental music varied and heterogeneous student groups. • Vocal music While quite a few may be preparing for • Home science entry into tertiary education, others would • Public administration be preparing to enter the world of work. • Computer science Therefore, elective courses at the higher • Commerce secondary stage would be essentially of two • Business studies types, namely intermediate and advanced. • Engineering drawing

A student would be required to offer These courses relate to important fields of three elective courses out of the subjects inquiry and methodological approaches prescribed by the Board of School that would satisfy the intellectual curiosity Education. The courses may also include and facilitate the achievement of their Generic Vocational Courses aimed at academic goals. They are intended to developing employment related generic meet the varying academic interests of skills needed by an educated work force the students and the preparation needed regardless of the persons’ occupations. to take up an in-depth study of a subject These courses would develop key area/discipline during the tertiary stage. competencies and transferable skills It would be essential to review the list of required to adapt to changing job courses will be periodically reviewed in profiles. Though it is a common practice collaboration with various stakeholders, to put elective courses under groups like such as industry, business, universities, science, commerce, humanities, social employment and human resources sciences etc., all the academic and applied specialists and parents, social workers and courses will be listed without dividing political representatives. them into watertight or exclusive groups which may at times run contrary to the 3.5.4 Weightage for different spirit of real diversification and functional curricular areas utility. The programme of study will be The weightage in terms of allocation of extensive in the sense that it will include credits for different curricular areas for the course offerings from a range of academic academic stream will be as follows: Organization of the Curriculum at the Higher Secondary Stage 63

• 30 credits for the foundation courses Taking cognizance of the initiatives already • 42 credits for the three elective put in place by Bhutan such as the setting up courses of the National Technical Training Authority (NTTA) to bring skills training and technical 3.6. vocational Education and education under a national framework Training (VET) and create new training institutes, the key The term vocational education and issues to consider include the following: training (VET) has a comprehensive • With the provision and enhancement connotation. Delors Jacques in his report of basic education till Grade X, a ‘Learning - The Treasure within’ (a report larger and qualified pool of secondary of International Commission on Education graduates will be available for further for twenty first century, 1996) describes education. The schools with vocational ‘The Four pillars of Education’ - ‘Learning options will need to be equitably to know’, ‘Learning to do’, ‘Learning to live distributed across Bhutan to cater to together’ and ‘Learning to be’. ‘Learning these graduates. to do’ addresses essentially to vocational • The vocational education and training education and training. In the context programme available to students will of human development programmes need to be in alignment with Bhutan’s in Bhutan, ‘vocational education and human resources requirements. Care training’ is used as an umbrella term should be taken to ensure that the VET covering vocational education and programmes focus on the requirements vocational training. Vocational education of the urban wage sector as well as on refers to an educational process, including the larger rural sector. practical work and supplementary work • Facilitating transfers across programmes attachments, designed to equip a learner and inter institutional exchanges. with the knowledge, attitudes and skills • Improving access of women to the related to occupations in various sectors vocational training institutes. of economy and social life. Vocational • The appropriate course content and training refers to training for employment options available in vocational streams in clearly specified trades. VET envisages at the higher secondary stage need to an effective interface between academics provide a viable path for students who and practical training required to enable wish to go directly into the workplace. the learners to acquire all competencies • Vertical and lateral mobility and required to pursue a vocation. flexibility in the VET programme will be the key to its success as students Bhutan’s economy is steadily transitioning use its multiple entry and exit points to from being only agro based to one that add and refresh their knowledge and is also service and industry based. Due to skills. unbalanced economic growth and lack of • In view of the vast amount and type opportunities in the rural areas there is of resources required for the success of a visible rural to urban migration, with a the VET programme, from the initial declining share of agriculture in the GDP. stages itself the planning and funding The Bhutanese youth aspires for higher should be sought from private and NGO reward and better working conditions. In sources along with the government order to sustain this growth and prosper allocations through an appropriate economically Bhutan needs an efficient Public-Private Partnership mechanism. labour pool with the appropriate skill set • A skilled labour force is the key factor to meet the demands of industrial and that impacts the growth and global service sectors. competitiveness of Bhutan. This makes it imperative that the education system 64 National Education Framework 2009

in Bhutan is capable of developing the students’ abilities, aspirations and national human resources as per the aptitudes to cater to their varying requirements of the economic and needs and interests; social sectors, including the agricultural, • facilitate transition to adult working industrial and service sectors. life; • meet the need for middle level- skilled personnel for the growing and emerging public and private sectors of A study by Psacharapoulos G. and Loxley W. the economy (both in the organised in 1985 titled “Diversified secondary education and unorganised sector); and development: evidence from Colombia and Tanzania” Baltimore (MD): The Johns Hopkins • reduce the mismatch between the University Press found that the additional money demand and supply of skilled personnel spent for diversified schools in the two countries by ensuring an interface between the was the most effective way to boost learning among schools, colleges and the industry; secondary students. This is an important finding for • develop dignity of labour, respect national educational planners trying to raise school for jobs involving physical labour and quality as measured by student learning. Also what a healthy attitude amongst students is learnt from the experience of the two countries is towards work and life; that the addition of vocationally relevant subjects • develop the knowledge, skills, into the purely academic stream may cost less attitude and values required for (Colombia) or very little more (Tanzania), but will entrepreneurship and self-employment probably boost learning both in the vocational for instance, business skills like problem subject explicitly targeted and, surprisingly, in solving, decision making, leadership, general academic subjects as well! communication, critical thinking and negotiation; • develop a set of job related knowledge 3.6.1 objectives of Vocational and skills for a flexibly trained and Education and Training rapidly redeployable labor force; At the higher secondary stage, the • develop and preserve “skill culture” Vocational Education and Training and a positive attitude towards manual (VET) aims to develop higher skills and work in contrast to the pure academic related knowledge required by a specific culture and the preference for “white occupation or a group of occupations, and collar” jobs only. to prepare pupil for the world of work, including for self-employment. It will 3.6.2 Key Learning Areas provide production and service oriented The VET programme at the higher courses to reduce the mismatch between secondary stage will be characterized by the skills acquired by pupil with those foundation courses (as in the case with the required by the employee/market. The academic stream) designed to promote the programme will also help in developing acquisition of certain foundational skills entrepreneurial spirit, motivation and that students can bring to bear in a variety competencies needed to organise and run of career/professional situations and by an an entrepreneurial venture. Specifically the in-depth study of one or two vocational VET programmes at the higher secondary elective courses. stage will seek to: • integrate general education with Students enrolled in VET programmes vocational education and training in a will require to complete courses that will chosen relevant area; enable them to earn a stipulated number • provide alternative and stimulating of course credits that are to be earned for array of vocational courses suited to the award of a certificate. Apprenticeship Organization of the Curriculum at the Higher Secondary Stage 65

of 6 months to 1 year in the chosen vocation are expected to take a course designed during or post Class XII will also constitute to develop skills in quantitative an integral part of the VET programme. reasoning. The quantitative reasoning courses are intended to ensure that The programme of study for students all students who complete the VET opting for the VET programme (Vocational programme achieve a certain level stream) will include the following: of proficiency in using and analysing quantitative information or data • Foundational courses designed to describe complex problems, to to facilitate the acquisition by the formulate strategies and measures students of certain foundational for solving these problems, to make skills such as quantitative reasoning, appropriate decisions, and predict computer applications, language consequences and outcomes of proficiency including expository and emerging situations and phenomena. academic writing skills, and analytical As in the case of the academic stream, and communication skills that will serve the contents of Quantitative Reasoning students in a wide array of career/job course will be drawn from courses situations. The foundational courses relating to several disciplines, including will also include a course in general mathematics, statistics, computer studies. science and economics.

• Vocational elective courses which • Computer applications/use: This would provide students the opportunity course is intended to ensure that every to acquire skills and related knowledge student enrolled in VET programmes at required by a specific occupation or a the higher secondary stage achieves a group of occupations. certain level of proficiency in using and applying computers. • Health and Physical Education: This course, as in the case of academic • General Studies: In the case of the stream will include not only regular vocational stream, the foundation physical training, but also athletics, courses will include two alternative games, sports and physical fitness as a groups of courses. One group would part of physical education and physical consist of the same courses as in the culture. academic stream. Alternately, instead of the general studies which are a 3.6.3 course requirements for part of foundation courses, a student certification will have the freedom to opt for The foundational courses, electives relating another course comprising units from to different vocational areas, and other rural development, entrepreneurship, courses in fulfillment of the requirements , career for the award of certificate will include the development, economics, finance etc. following: • Language study: The study of 3.6.3.1 foundational skills-based courses languages (Dzongkha and English) will To qualify for a higher secondary certificate constitute one of the main features (vocational education and training), a of the VET programme at the higher student must complete a stipulated number secondary stage. All students will be of course credits in each of the following expected to take four-semester courses foundational skills requirements: to further their Dzongkha and English • Quantitative reasoning: All students language proficiency. One of the main 66 National Education Framework 2009

objectives of language study in the resources requirements that will contribute VET programmes will be to equip the to Bhutan’s economy are centered on learners with effective communication the following areas. (Note that while skills which are considered important agriculture has till now been the strong for students pursuing vocational base for Bhutan’s economy, the survey did courses. As compared to the language not include agriculture). courses for academic stream students, the language courses will be organized • Infrastructure: Hydropower in such a way that they would take generation, Power transmission and care of additional vocabulary peculiar distribution and Construction; to a trade or vocation opted by VET • Services: Tourism, Health Care, students. In addition there would Education, Telecom, IT/ITeS, Financial be units on culture and literature to services, Media; cater to the emotional and intellectual • Manufacturing: Cement, Herbal growth of the learners and harmonious products; growth of their personality. The study • Government: Royal civil service of Dzongkha and English languages commission. will be given adequate emphasis. Once a broad vocational area is identified on the basis of a vocational survey, a systematic Writing courses will constitute an job analysis would be undertaken to important component of the language identify the functions and tasks expected study. The writing courses will include to be performed by a worker. Therefore, introductory-level and higher-level every vocational elective course will consist writing course. The introductory- of theoretical aspects or basic principles level course will prepare students for and the practical operational details based expository writing and to enable them on the same. It would also indicate related to present ideas and thoughts concisely values to be inculcated and attitudes to be and clearly in writing. The higher-level developed. A course would be developed in writing course will enable the VET terms of a self-contained module specifying students to communicate effectively expected entry level learning outcomes and in writing the ideas relating to their the competencies expected to be attained chosen trade or vocation. The contents by every product of the VET programmes. of the writing courses will be derived A component of on-the-job training or from content areas spanning different apprenticeship will be incorporated as an trades and vocations. integral part of the VET programme.

3.6.3.2 Elective Courses A broad common format will be adopted Several vocational elective courses will be for outlining vocational courses in various offered in order to cater to the needs of areas. Suggested vocational areas may varied student groups. Before identifying a include the following: vocational course and outlining its details, • Agriculture its need, relevance and potential will • Business, Commerce and financial be assessed through periodic vocational services surveys. Vocational survey will be • Health and Para-medical services undertaken in the catchment area of the • Technology school as well as at the district and national • Civil engineering/construction levels before formulating vocational • Hydro electric power and Applied elective courses. Services • Information and Communication Tech- An E & Y Study (2009) reveals that human nology Organization of the Curriculum at the Higher Secondary Stage 67

• Tourism personnel for the employment sectors. • Education services 3.6.4 Weightage for different Courses of varying credit values would be curricular areas developed in each of the groups. Adequate care will be taken to ensure that the courses The weightage in terms of allocation of are comparable in terms of curricular load credits for different curricular areas for the or weightage for ensuring uniformity of academic stream will be as follows: national standards and a more practical consideration of equivalence of courses • 24 credits for the foundation courses throughout the country. • 48 credits for the three elective courses The list of vocational courses offered will be constantly be reviewed and renewed 3.6.5 linking VET programmes with from time to time bringing them up-to- industry date in accordance with changing needs, It is important to ensure tighter alignment trades and expectations of standards. A between the education system and industry course may be discontinued whenever it requirements by: outlives its utility and slumps in its demand. • enhancing participation of the industry The periodic review of the courses will be in the development and delivery of taken up in consultation with employers, the VET coursework and in exposing educators, administrators, students and students to the practical application of teachers. The major thrusts of the review the knowledge and skills gained. will be as follows: • linking the schools or vocational training institutes with the industry • Developing broad-based VET to judge the efficacy of the vocational programmes which will enrich the programmes and to assess how the learning experiences of the students students are coping with the industry and enhance their technical and environment. professional knowledge base. • Building school & business partnerships • Aligning the Key Learning Areas (KLAs) that coordinate with the industry with the expectations of the employers, to develop meaningful internship including industries, agriculture and or apprenticeship programs so that service sectors; students are aware of actual working • Redefining courses which are conditions and the companies have vocationally relevant namely, Science, the opportunity to assess student Mathematics and English which have competencies and offer employment. a distinct role in creating competent 68 National Education Framework 2009

References DOCUMENTS USED FOR REFERENCE

1. His Majesty’s Address (2009). 3rd Convocation of 1. TENTH FIVE YEAR PLAN [2008-2013], Vol.1: Royal University of Bhutan for Samtse and Paro Strategic Policy Perspectives: Education sector Colleges of Education, Bhutan. 2. Vision 2020: Bhutan Education Sector Strategy 2. The Constitution of the Kingdom of Bhutan 3. Strategy for GNH: March 2009 draft (2005). Principles of State policy, Pg 13-14. 4. National Report on Development of Education 3. Visioning Retreat Workshop, NEF (2009), Thimpu, 2008 Bhutan. 5. purpose of School Education 4. Ministry of Education (2009). Draft National policy 6. General Statistics, 2008 on Early Childhood Care and Development Vision 2020, Tenth Plan 7. Population Projection and Census Report 5. Bredkamp S. & Copple C eds,( ) 8. His Majesty’s speeches Developmentally Appropriate Practices, NAEYC, 9. Bhutan MDG 2005 Pg 9. 10. General statistics, 2008 6. Karma , Phuntso (2000). On the two ways of 11. annual Education Conference: 2008 learning in Bhutan, Journal of Bhutan Studies, 12. annual Education Conference closing address, Bhutan. 2009 7. Ernst von Glaserfeld ( ). Radical 13. Bhutan Learning Quality Survey, World Bank, 2007 Constructivism and Teaching. 14. Quality of Education, iDiscoveri Report, 2008 8. Hawkins D (1974). Informed Vision. 15. report of Examination, 2003 9. iDiscoveri Education ( 2002). Model of I - Thou - It. 16. National Education Assessment, 2003 10. Aurorin, V. 1977. ‘On the subject matter of social- 17. Classroom Effectiveness, 2001 linguistics’. In Geracimora, L. (ed.), Theoretical 18. Need assessment in Science Aspects of Linguistics. Moscow: USSR Academy of Science. 19. annual Status of student learning, 2008 11. Cummins, J. 1976. The influence of bilingualism 20. Curriculum of England, Queensland, , on cognitive growth: A synthesis of research California, findings and explanatory hypothesis. Work Papers 21. McREL Research documents of standards on Bilingualism 9: 1-43. development 12. Dhankar, R. (2005) An epistemological perspective 22. Education Reform in Qatar on school curriculum, Paper presented in the 23. Education for All, Global Monitoring Report, 2007 Ninth East-West Philosophers’ Conference, Hawaii 24. International Developments in Upper Secondary University, Honolulu. Education: Context, provision and issues - INCA 13. Curriculum and Professional Support Division Thematic Study No 8 - Joanna Le Metais - May (2006). Value Education Framework from PP to XII. 2002 - National Foundation for Educational Bhutan. Research 14. Visioning Retreat Workshop, NEF (2009), Thimpu, 25. ECTS compatible Credit Transfer and Bhutan. Accumulation Systems - Policy paper - May 2007 15. WHO ( 1997).Life skills development for children 26. Secondary Education - Critical policy Issues - and adolescents in schools, program on mental Benjamin Alvarez health, Geneva 27. Vocational Education and Training in Asia - JBG 16. Fisher C, Marliave R, Filby N. (2002). Improving Tilak - NIEPA - New Delhi teaching by increasing academic learning time. 28. positioning Secondary school education in Education leadership. EBSCO publ. developing countries - DB Holsinger and RN Cowell - IIEP/UNESCO Publication