2011 Curriculum

Curriculum 2011 RIS Swiss Section - Deutschsprachige Schule Bangkok Primary School 3.1.2. Lehrplan_Primar_englisch_2011 1 Contents 1. Preface 3 2. General Principles of Assessment and Evaluation 4 3. German as a Foreign resp. a Second Language Curriculum 6 4. Primary School – Curricula 31 4.1 General Objectives 32 Foreign resp. Second Languages 33 German / English 35 Mathematics 45 Social Science 49 Ethics and Religions 53 Music 60 Physical Education 63 Visual Arts 67 4.2 Primary School – Principles of Assessment and Evaluation 77 4.3 Information and Communication Technolgogies (ICT) Curriculum 79 4.4 Thai Culture Curriculum 85 4.5 English as a Foreign resp. a Second Language Curriculum 88 4.6 Curricula: Kindergarten to 6th Grade 123 4.6.1 Kindergarten Curriculum 124 4.6.2 Basis Level Curriculum 153 4.6.3 2nd Grade Curriculum 175 4.6.4 3rd Grade Curriculum 195 4.6.5 4th Grade Curriculum 222 4.6.6 5th Grade Curriculum 251 4.6.7 6th Grade Curriculum 291 5. Secondary School – Curricula 325 6. Thai Curricula 326 3.1.2. Lehrplan_Primar_englisch_2011 2 1. Preface Dear Reader, What you are having in front of you is a unique artifact – the curriculum of the RIS Swiss Section - Deutschsprachige Schule Bangkok . It is unique because, as our school's curriculum, it is designed to serve our students and our needs. It was created within a quality- management framework, and it grew out of the desire to make our work as teachers and our pedagogical objectives transparent to all those involved or interested in learning at our school. It also has to meet the various demands of quality that are made on our institution. The Curriculum 2011 includes the whole range of our educational opportunities from pre- kindergarten to the Matura, the Swiss general qualification for university entrance. It leads the students through the different levels, ensuring, as the ultimate goal, the successful transition to further institutions of higher learning. It is based both on the standards and requirements set by the Swiss regulations for the recognition of university-entrance diplomas and the curriculum for primary and secondary schools of the Swiss Canton of Lucerne. Furthermore, it takes into account the specifications that govern Germany's intermediate secondary education diplomas. Rather than just conform to outside expectations, any curriculum should above all prepare students for life beyond school. The curriculum of the RIS Swiss Section - Deutschsprachige Schule Bangkok devotes itself to this idea with recourse to a modern pedagogical approach. It prescribes which tasks and actions a student can successfully perform with the knowledge and skills he or she has gained. Attitudes that the students are intended to exemplify through their own life are also part of such a performing competence. As another characteristic, the Curriculum 2011 is adjusted to differentiation, in order to individually support and challenge students. The quality of any curriculum does not only depend on its structure and intention. What is essential is how the teachers put it in practice. Since our curriculum has emerged out of a con- sensus among the teaching staff and is also in line with the major educational trends in Europe, I am confident that it will reach its objectives. I am greatly indebted to my colleagues for the additional work they have invested in getting fami- liarized with the demands on a modern curriculum, and for the outstanding implementation. I wish the Curriculum 2011 of the RIS Swiss Section - Deutschsprachige Schule Bangkok to serve as a helpful framework for teachers and their educational work, to guide students towards objective oriented learning, and to create transparency and trust for all parties interested in our school. Bangkok, 15th March 2011 Dr. Daniel Halter Director 3.1.2. Lehrplan_Primar_englisch_2011 3 2. General Principles of Assessment and Evaluation 3.1.2. Lehrplan_Primar_englisch_2011 4 General Principles of Assessment and Evaluation Assessment means the documentation of the students' development as a learner and evaluation means his or her achieved standards of performance or proficiency at a given time. It has to be ensured that students are aware when they are being assessed or evaluated; such situations must be clearly separated from the regular learning environment, where errors and mistakes are seen as chances to be used productively. Core principles of assessment and evaluation: The basis of any diagnostics or assessment are the competencies and learning object- tives defined by the curricula. Interior differentiation is given its proper attention and is practiced to a sufficient degree. Instead of pointing out deficiencies, evaluation makes students aware of past and pre- sent achievements and opens up perspectives for the future. The assessment criteria are made transparent to the students, or are developed in cooperation with them. Besides standardised tests for all students, individual assessment is done as well. Evaluation that focuses on achieved results is supplemented by process-oriented evaluation. It is the teachers who assess and grade. Their evaluation of a student's achievement is supplemented by other students' input and the assessed student's self-evaluation. This helps the students reflect on their learning style and identify their own strengths and weaknesses more precisely. Issues of concrete implementation of assessment and evaluation in the different subjects and age-group levels are decided upon in conferences where teachers of a particular department, grade or subject meet. 3.1.2. Lehrplan_Primar_englisch_2011 5 3. German as a Foreign resp. Second Language Curriculum 3.1.2. Lehrplan_Primar_englisch_2011 6 German as a Foreign resp. Second Language Learning Competence at the End of Competence Level A1 Learning area: Communicative Competence Main focus Knowledge, skills, attitudes At the end of the first part of their education, the Listening comprehension / students can understand single words and very Aural and visual comprehension simple sentences relating to themselves, their family, and concrete things from their everyday life. In particular, the students can for Understand simple instructions in the classroom and example... follow them appropriately. Understand questions and information regarding their own person and react to them appropriately (e. g. concerning their hometown, age, hobbies, or favorite book). Understand basic information in everyday situations that occur regularly (e. g., How much does a book cost? How long does it take to get to the swimming pool on foot?), and act accordingly. At the end of the first part of their education, the Conversations students can, if given the chance to prepare, use simple sentences and short phrases to participate in conversations about persons, issues, and concrete situations they are familiar with, and ask syn- tactically simple questions, including follow-up questions, about the given topic. Introduce themselves or a person known to them. In particular, the students can for Introduce themselves or a person known to them. example... Use phrases to greet somebody and say goodbye. Provide information concerning familiar topics to a con- versation partner in simple sentences, while expressing satisfaction or displeasure. Express agreement or disagreement, apologise, and react to apologies. 3.1.2. Lehrplan_Primar_englisch_2011 7 Learning area: Communicative Competence Main focus Knowledge, skills, attitudes Enquire further about familiar topics, or react to some- one else's further enquiries. Use facial expressions and gestures consciously to overcome problems in getting their message across. Pay attention to gestures, facial expressions, intonation and stress in conversations, and use those systemati- cally themselves. At the end of the first part of their education, the Coherent Speech students can use simple phrases and sentences that they have practiced, describe things, persons and events from their immediate surroundings with the sentences and phrases for the most part being combined without logical transitions. In particular, the students can for Provide information about themselves and other people example... they know. Use fixed phrases that they have practiced to express how they feel. Comment on how they spend their spare or free time. Provide important information about their place of resi- dence. Use basic language to describe life at school. Learning area: Communicative Competence Main focus Knowledge, skills, attitudes At the end of the first part of their education, the Reading students, provided they have been given the appropriate linguistic preparation for the task at hand, Comprehension can derive essential information from short, simple texts about familiar situations from the classroom or everyday life by reading the text (more than once if necessary). 3.1.2. Lehrplan_Primar_englisch_2011 8 In particular, the students can for Read out loud short texts comprehensibly. example... Understand assignments, instructions, explanations of exercises and tasks as well as written summaries of lessons. Derive information from short, simple (private or official) everyday-life texts (e. g. emails, text messages, short letters, signs); make use of appropriate linguistic and methodical assistance to gather the essential contents from reading texts that have been edited by educators for suitability. Understand simple poems, rhymes and songs that were created for children to use in schools. Learning area: Communicative Competence Main focus

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