Learning Area for Social Studies, Religion and Culture



Learning Area of Social Studies, Religion and Culture

Why it is necessary to learn social studies, religion and culture

The learning area of social studies, religion and culture enables learners to acquire knowledge and understand the lives of human beings as both individuals and as coexisting members of a society. The area addresses self-adjustment in accord with exigencies of environmental situations and management of limited resources. Learners acquire understanding of development and change in accord with exigencies of various periods, times and factors, leading to understanding of oneself and others. Learners also acquire patience, forbearance and acceptance of differences. They are endowed with morality and the ability to adjust knowledge gained for application in leading their lives as good citizens of the country and desirable members of the world community.

What is learned in social studies, religion and culture

The learning area of social studies, religion and culture focuses on coexistence in societies that are interlinked and that have many differences, enabling the learners to adjust themselves to various environmental contexts. They will thus become good, responsible citizens, are endowed with knowledge, skills, morality and desirable values. The main strands prescribed are as follow:

• Religion, Morality and Ethics: fundamental concepts about religion, morality, ethics and principles of Buddhism or those of learners’ religions; application of religions, principles and teachings for self-development and peaceful and harmonious coexistence; ability to do good deeds; acquisition of desirable values; continuous self-development as well as provision of services for social and common interests and concerns

• Civics, Culture and Living: political and administrative systems of the present society; democratic form of government under constitutional monarchy; characteristics and importance of good citizenship; cultural differences and diversity; values under constitutional monarchy; rights, duties and freedoms in peaceful existence in Thai society and the world community

• Economics: production, distribution and consumption of goods and services; management of limited resources available; lifestyle of equilibrium and application of the principles of Sufficiency Economy in daily life

• History: historical times and periods; historical methodology; development of mankind from the past to the present; relationships and changes of various events; effects of important events in the past; personalities that influenced various changes in the past; historical development of the Thai nation; culture and Thai wisdom; origins of important civilizations of the world

• Geography: physical characteristics of the Earth; physical characteristics, resources and climate of Thailand and various other regions of the world; utilisation of maps and geographical instruments; inter-relationship of various things in the natural system; relationship between man and natural environment and man-made objects; presentation of geo-data and information; preservation of the environment for sustainable development

Learners’ Quality

Grade 3 graduates

• Have knowledge about themselves and those around them as well as the local environment, places where they live, and can link experiences to the wider world

• Have skills, knowledge and necessary data for development to attain morality, ethics, behaviour and practices in accord with the principles and teachings of their religions; attain qualities of good citizens and sense of responsibility; can live and work with others; participate in classroom activities, and have practice in decision-making

• Have knowledge about themselves, and their families, schools and communities on an integrated basis; understand concepts about the present and the past; have fundamental economic knowledge; have been given ideas about family income and expenditure; understand roles of producers and consumers; know basic saving and methodology of Sufficiency Economy

• Know and understand basic concepts about religion, morality, ethics, civics, economics, history and geography, so as to provide foundation for understanding at higher levels

Grade 6 graduates

• Have knowledge about their own provinces, regions and the country regarding history, physical characteristics, societies, traditions and culture as well as politics, administration and economic situations, with emphasis on Thai nationhood

• Have knowledge and understanding about religion, morality and ethics; observe principles and teachings of their religions, as well as exhibit greater participation in religious rites and ceremonies

• Conduct themselves in accord with the status, roles, rights and duties as good citizens of the local areas, provinces, regions and the country, as well as exhibit greater participation in activities in line with customs, traditions and culture of their own areas

• Can compare data and information about Thailand’s various provinces and regions with those of neighbouring countries; have developed sociological concepts regarding religion, morality, ethics, civics, economics, history and geography, with a view to widening their experiences for understanding of the Eastern and Western worlds regarding religion, morality, ethics, values, beliefs, customs, traditions, culture and way of life; have developed concepts of organisation of social order and social change from past to the present

Grade 9 graduates

• Have knowledge about world affairs through comparative studies of Thailand and countries in various regions of the world with a view to developing concepts of peaceful coexistence

• Have essential skills of critical thinkers; have developed concepts and widened experiences; have compared Thailand with other countries in various regions, i.e., Asia, Australia, Oceania, Africa, Europe, North America and South America, regarding religion, morality, ethics, values, beliefs, customs, traditions, culture, politics, administration, history and geography by applying historical and sociological methodology

• Know and understand concepts and analyse future events that can be appropriately applied for leading their lives and planning for various undertakings

Grade 12 graduates

• Have wider and more profound knowledge about world affairs

• Are endowed with qualities of good citizens, morality and ethics; observe principles of their religions as well as are endowed with desirable values; are able to live happily with others and in society; have potential to continue their education at higher levels as intended

• Have knowledge about wisdom, pride in Thai-ness, history of the Thai nation; adhere to the way of life and democratic form of government under constitutional monarchy

• Have good consumption habits; appropriately choose and decide on consumption; are aware of and participate in preservation of Thai traditions, culture and the environment, and love their local areas and the country; are dedicated to providing services and creating things of value for social benefit

• Have knowledge and capability of managing their own learning; are able to guide themselves and seek knowledge from various learning sources in society throughout their lives

Strand 1: Religion, Morality and Ethics

Standard So1.1: Knowledge and understanding of the history, importance, the Masters and moral principles of Buddhism or of one’s faith and other religions; having the right faith; adherence to and observance of moral principles for peaceful coexistence

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Recount in brief |1. Tell the |1. Explain the |1. Explain the |1. Analyse the |1. Analyse the |

|the life of the |importance of |importance of Buddhism |importance of Buddhism |importance of Buddhism|importance of Buddhism |

|Buddha or the lives |Buddhism or that of|or that of students’ own|or that of students’ |or that of students’ |as the national religion|

|of the Masters of |students’ own |religions as a |own religions as the |own religions as |or the importance of |

|students’ own |religions. |significant foundation |spiritual focal point |cultural heritage and |students’ own religions.|

|religions. |2. Summarise the |of Thai culture. |for believers. |a pivot for developing|2. Summarise the life of|

|2. Delight in and |life of the Buddha |2. Summarise the life of|2. Summarise the life |the Thai nation. |the Buddha from the |

|tell the models of |from birth to |the Buddha from the |of the Buddha from |2. Summarise the life |announcement of his |

|living and the |ordination or the |practice of |enlightenment to |of the Buddha from |coming death to the Four|

|insights from the |lives of the |self-mortification to |propagation of the |arrival at the town of|Holy Places of Buddhism |

|lives of the |Masters of |the Great Decease of the|Dhamma or the lives of |Kapilavastu to his |or the lives of the |

|disciples, stories |students’ own |Buddha or the lives of |the Masters of |important deeds or the|Masters of students’ own|

|of the Buddha’s |religions as |the Masters of students’|students’ own religions|lives of the Masters |religions as prescribed.|

|previous lives, |prescribed. |own religions as |as prescribed. |of students’ own | |

|tales and exemplary | |prescribed. | |religions as | |

|believers as | | | |prescribed. | |

|prescribed. | | | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain the dissemination of|1. Explain the dissemination of|1. Explain the dissemination |1. Analyse Indian society and religious |

|Buddhism or students’ own |Buddhism or student’s own |of Buddhism or student’s own |beliefs before the period of the Buddha or|

|religions to Thailand. |religions to neighbouring |religions to various |past societies of the Masters of students’|

|2. Analyse the importance of |countries. |countries worldwide. |own religions. |

|Buddhism or students’ own |2. Analyse the importance of |2. Analyse the importance of |2. Analyse the Buddha as a supreme human |

|religions for the Thai social |Buddhism or that of students’ |Buddhism or that of students’|being for self-training for enlightenment,|

|environment as well as |own religions in contributing |own religions in contributing|the founding, teaching methods and |

|self-development and family |to strengthening mutual |to creating civilisation and |dissemination of Buddhism or analyse lives|

|development. |understanding with neighbouring|world peace. |of the Masters of students’ own religions |

|3. Analyse the life of the |countries. |3. Discuss the importance of |as prescribed. |

|Buddha from birth to the |3. Analyse the importance of |Buddhism or that of students’|3. Analyse the life of the Buddha |

|practice of self-mortification |Buddhism or that of student’s |own religions and the |regarding religious administration or |

|or the lives of the Masters of |own religions as a foundation |principles of the Sufficiency|analyse the lives of the Masters of their |

|students’ own religions as |of culture, national identity |Economy Philosophy and |religions as prescribed. |

|prescribed. |and national heritage. |sustainable development. |4. Analyse the practices of the Middle |

| | | |Path in Buddhism or the concepts of |

| | | |students’ own religions as prescribed. |

Strand 1: Religion, Morality and Ethics

Standard So1.1: Knowledge and understanding of the history, importance, the Masters and moral principles of Buddhism or of one’s faith and other religions; having the right faith; adherence to and observance of moral principles for peaceful coexistence

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|3. Tell the meaning|3. Delight in and |3. Delight in and tell |3. Appreciate and |3. Appreciate and |3. Appreciate and |

|and importance of |tell the models of |the models of living and|conduct themselves in |conduct themselves in |conduct themselves in |

|and respect the |living and the |the insights from the |accord with the models |accord with the models|accord with the models |

|Triple Gem, observe|insights from the |lives of the disciples, |of living and the |of living and the |of living and the |

|the principles of |lives of the |the stories of the |insights from the lives|insights from the |insights from the lives |

|the Three |disciples, the |Buddha’s previous lives,|of the disciples, the |lives of the |of the disciples, the |

|Admonitions of the |stories of the |other tales and |stories of the Buddha’s|disciples, the stories|stories of the Buddha’s |

|Buddha in Buddhism,|Buddha’s previous |exemplary believers. |previous lives, other |of the Buddha’s |previous lives, other |

|or the moral |lives, other tales |4. Tell the meaning and |tales and exemplary |previous lives, other |tales and exemplary |

|principles of |and exemplary |importance of the |believers as |tales and exemplary |believers as prescribed.|

|students’ own |believers as |Tipitaka (the three |prescribed. |believers as |4. Analyse the |

|religions as |prescribed. |divisions of the | |prescribed. |importance and respect |

|prescribed. | |Buddhist Canon) or the | | |the Triple Gem, observe |

| | |scriptures of students’ | | |the principles of the |

| | |own religions. | | |Threefold Learning and |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|4. Analyse and conduct |4. Analyse the importance of |4. Analyse the life of the |5. Analyse development of proper faith and |

|themselves in accord with the |Buddhism or that of students’ |Buddha from various poses of|wisdom in Buddhism or concepts of students’|

|models of living and the |own religions for community |Buddha images or analyse the|own religions as prescribed. |

|insights from the lives of the |development and for organising |lives of the Masters of |6. Analyse democratic characteristics in |

|disciples, the stories of the |social order. |students’ own religions as |Buddhism or democratic concepts in |

|Buddha’s previous lives, other |5. Analyse the life of the |prescribed. |students’ own religions as prescribed. |

|tales and exemplary believers |Buddha or the lives of the |5. Analyse and conduct |7. Analyse Buddhist principles and |

|as prescribed. |Masters of students’ own |themselves in accord with |scientific principles or concepts of |

|5. Explain the Buddha’s virtues|religions as prescribed. |the models of living and the|students’ own religions as prescribed. |

|and important teachings within |6. Analyse and conduct |insights from the lives of |8. Analyse self-training and |

|the framework of the Four Noble|themselves in accord with the |the disciples, the stories |self-development, self-reliance and |

|Truths or explain the |models of living and the |of the Buddha’s previous |determination to attain liberation in |

|principles of students’ own |insights from the lives of the |lives, other tales and |Buddhism or similar concepts in the |

|religions as prescribed; |disciples, the stories of the |exemplary believers as |students’ own religions as prescribed. |

|appreciate and apply for |Buddha’s previous lives, other |prescribed. |9. Analyse Buddhism as the science of |

|solving their own problems and |tales and exemplary believers | |education that emphasises the relationship |

|those of their families. |as prescribed. | |between the root causes and methods for |

| | | |problem-solving or similar concepts in |

| | | |students’ own religions as prescribed. |

Strand 1: Religion, Morality and Ethics

Standard So1.1: Knowledge and understanding of the history, importance, the Masters and moral principles of Buddhism or those of one’s faith and other religions; having the right faith; adherence to and observance of moral principles for peaceful coexistence

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|4. Appreciate and |4. Tell the meaning,|5. Pay respect to the |4. Pay respect to the |4. Explain the |the Three Admonitions of|

|pray for the |importance and |Triple Gem and observe |Triple Gem, observe the|components and the |the Buddha in Buddhism, |

|spreading of |respect the Triple |the principles of the |principles of the |importance of the |or the principles of |

|loving-kindness; |Gem and observe the |Three Admonitions of the|Threefold Learning and |Tipitaka (the Three |students’ own religions |

|have mindfulness as|principles of the |Buddha in Buddhism, or |the Three Admonitions |divisions of the |as prescribed. |

|the basis for |Three Admonitions of|the moral principles of |of the Buddha in |Buddhist Canon) or the|5. Delight in their |

|concentration in |the Buddha in |students’ own religions |Buddhism, or the moral |scriptures of |countrymen’s performance|

|Buddhism, or |Buddhism, or the |as prescribed. |principles of students’|students’ own |of good deeds in accord |

|spiritual |moral principles of | |own religions as |religions. |with religious |

|development in |students’ own | |prescribed. |5. Pay respect to the |principles as well as |

|accord with the |religions as | | |Triple Gem and observe|relate the practices in |

|guidelines of |prescribed. | | |the principles of the |life. |

|students’ own | | | |Threefold Learning and|6. Appreciate and pray |

|religions as | | | |the Three Admonitions |for spreading of |

|prescribed. | | | | |loving-kindness, |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|6. Appreciate the value of |7. Explain in brief the |6. Explain virtues of the |10. Analyse Buddhism regarding self-training |

|spiritual development for |structure and substance of the|Sangha and important |to avoid heedlessness; aim to achieve the |

|learning and living by adopting|Tipitaka (the three divisions |teachings within the |benefits and personal, social and world peace|

|the Yonisonamasikara way of |of the Buddhist Canon) or the |framework of the Four Noble |or concepts of students’ own religions as |

|thinking, i.e., through the |scriptures of students’ own |Truths or the moral |prescribed. |

|approach of true-false values |religions. |principles of students’ own |11. Analyse Buddhism and Sufficiency Economy |

|and benefits-harms and |8. Explain the Buddha’s |religions as prescribed. |Philosophy and national sustainable |

|solutions, or spiritual |virtues and important |7. Appreciate and analyse |development or the concepts of students’ own |

|development in accord with the |teachings within the framework|self-conduct in accord with |religions as prescribed. |

|guidelines of students’ own |of the Four Noble Truths, or |moral principles for |12. Analyse the importance of Buddhism |

|religions. |explain the principles of |self-development to prepare |regarding complete education, politics and |

|7. Pray for the spreading of |students’ own religions as |themselves for work and for |peace or the concepts of students’ own |

|loving-kindness, train their |prescribed; appreciate and |having a family. |religions as prescribed. |

|spirit and acquire wisdom |apply for development and for | |13. Analyse the principles within the |

|through mindfulness of |solving community and social | |framework of the Four Noble Truths or the |

|breathing or in accord with the|problems. | |principles of the teachings of students’ own |

|guidelines of students’ own | | |religions. |

|religions as prescribed. | | |14. Analyse the insights and models of living|

| | | |from the lives of the disciples, stories of |

| | | |the Buddha’s previous lives, other tales and |

| | | |exemplary believers as prescribed. |

Strand 1: Religion, Morality and Ethics

Standard So1.1: Knowledge and understanding of the history, importance, the Masters and moral principles of Buddhism or those of one’s faith and other religions; having the right faith; adherence to and observance of moral principles for peaceful coexistence

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

| |5. Delight in the |6. Appreciate and pray |5. Delight in the |of the Buddha in | train their spirit |

| |performance of good |for the spreading of |performance of good |Buddhism, or the moral|and acquire wisdom; have|

| |deeds, and family |loving-kindness; have |deeds, and family |principles of |mindfulness as the basis|

| |member’s performance of|mindfulness as the basis|members’ performance of|students’ own |for concentration in |

| |good deeds, at school |for concentration in |good deeds, at school |religions as |Buddhism, or spiritual |

| |and elsewhere, in |Buddhism or spiritual |and in the community in|prescribed. |development in accord |

| |accord with religious |development in accord |accord with religious |6. Appreciate and pray|with the guidelines of |

| |principles. |with the guidelines of |principles, as well as |for the spreading of |students’ own religions |

| |6. Appreciate and pray |students’ own religions |tell the guidelines for|loving-kindness; have |as prescribed. |

| |for the spreading of |as prescribed. |living. |mindfulness as the |7. Observe the moral |

| |loving-kindness; have |7. Tell the names and |6. Appreciate and pray |basis for |principles of students’ |

| |mindfulness as the |importance of, and |for the spreading of |concentration in |own religions for |

| |basis for concentration|behave appropriately |loving-kindness; have |Buddhism or spiritual |solving problems of the |

| |in Buddhism or |towards, religious |mindfulness as the |development in |evil paths and addictive|

| |spiritual development |objects, places and |basis for concentration|accord with the |substances. |

| |in accord with the |persons of students’ own|in Buddhism |guidelines of | |

| |guidelines of students’|religions. | |students’ own | |

| |own religions as | | |religions as | |

| |prescribed. | | |prescribed. | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|8. Analyse and observe the |9. Appreciate the value of |8. Appreciate the value of |15. Analyse the value and importance of |

|moral principles of students’ |spiritual development for |spiritual development for |settling questions of doctrine and fixing |

|own religions in life, based |learning and living by adopting|learning and living by adopting|the text of the Tipitaka (the three |

|on the principles of |the Yonisonamasikara way of |the Yonisonamasikara way of |divisions of the Buddhist Canon) or the |

|Sufficiency Economy, and care |thinking, i.e., through the |thinking, i.e., through the |scriptures of students’ own religions and |

|for and protect the |means of stimulating morality |approach of the Four Noble |dissemination of doctrine. |

|environment for peaceful |and relationships of spiritual |Truths and through |16. Firmly believe in the effects of doing|

|coexistence. |teachings, or spiritual |investigation for root causes, |good deeds and evil; be able to analyse |

|9. Analyse the reasons and |development in accord with the |or spiritual development in |situations and decide to take action or |

|need for all to study and |guidelines of students’ own |accord with guidelines of |conduct themselves reasonably and |

|learn about other religions. |religions. |students’ own religions. |appropriately in accord with moral and |

|10. Conduct themselves |10. Pray for the spreading of |9. Pray for the spreading of |ethical principles, and set goals and |

|appropriately with other |loving-kindness, train their |loving-kindness, train their |roles in life for peaceful coexistence and|

|believers in various |spirit and acquire wisdom |spirit and acquire wisdom |harmonious coexistence as a nation. |

|situations. |through mindfulness of |through mindfulness of |17. Explain in brief the lives of the |

| |breathing or in accord with the|breathing or in accord with the|Masters of other religions. |

| |guidelines of students’ own |guidelines of students’ own | |

| |religions. |religions. | |

Strand 1: Religion, Morality and Ethics

Standard So1.1: Knowledge and understanding of the history, importance, the Masters and moral principles of Buddhism or those of one’s faith and other religions; having the right faith; adherence to and observance of moral principles for peaceful coexistence

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|- |7. Tell the names of|- |or spiritual |7. Observe the |8. Explain in brief the |

| |the religions, the | |development in accord |principles of students’ |important principles of |

| |Masters and | |with the guidelines of |own religions for |other religions. |

| |importance of the | |students’ own religions|developing themselves |9. Explain the important|

| |scriptures of | |as prescribed. |and the environment. |characteristics of |

| |students’ own | |7. Observe the moral | |religious rites and |

| |religions and those | |principles of students’| |ceremonies of other |

| |of other religions. | |own religions for | |religions and conduct |

| | | |harmonious coexistence | |themselves appropriately|

| | | |as a nation. | |when participating in |

| | | |8. Explain in brief the| |such rites and |

| | | |lives of the Masters of| |ceremonies. |

| | | |other religions. | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|11. Analyse actions of the|11. Analyse self-conduct |10. Analyse the |18. Appreciate and realise the importance of ethical |

|exemplary figures in |in accord with moral |differences and accept |values that determine the different beliefs and behaviours|

|religious relations and |principles of students’ |the ways of life of |of believers of various religions for eliminating |

|present guidelines for |own religions for |believers of other |conflicts and for peaceful coexistence in society. |

|their own actions. |appropriate behaviour |religions. |19. Appreciate the value of, firmly believe in and show |

| |amidst the tide of global | |determination for personal improvement through spiritual |

| |change and for peaceful | |and learning development by adopting the Yonisonamasikara |

| |coexistence. | |way of thinking, or spiritual development in accord with |

| | | |the guidelines of students’ own religions. |

| | | |20. Pray for the spreading of loving-kindness and train |

| | | |their spirit and acquire wisdom in accord with the |

| | | |principles of the Foundations of Mindfulness or the |

| | | |guidelines of their religions. |

| | | |21. Analyse major moral principles for peaceful |

| | | |coexistence of other religions, and persuade, encourage |

| | | |and provide support for others to recognise the importance|

| | | |of mutually doing good deeds. |

| | | |22. Propose guidelines for organising cooperative |

| | | |activities of all religions for problem-solving and social|

| | | |development. |

Strand 1: Religion, Morality and Ethics

Standard So1.2: Understanding, awareness and self-conduct of devout believers; and observance and furtherance of Buddhism or one’s faith

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Provide services|1. Conduct |1. Conduct themselves |1. Discuss the |1. Organise simple and|1. Explain their |

|to temples or |themselves |appropriately and |importance of and |useful ceremonies of |knowledge of various |

|places of worship |appropriately and |correctly towards the |participate in |their religions and |parts of places of |

|of their religions.|correctly towards |disciples, places of |maintaining places of |conduct themselves |worship and conduct |

|2. Profess |the disciples of |worship, and religious |worship of their |correctly. |themselves |

|themselves as |their religions as |objects of their |religions. |2. Conduct themselves |appropriately. |

|Buddhists or |prescribed. |religions as prescribed.|2. Have the manners of |in religious rites and|2. Have the manners of |

|believers of their |2. Conduct |2. Appreciate the value |good believers as |ceremonies and on |good believers as |

|religions. |themselves correctly|of and conduct |prescribed. |important religious |prescribed. |

|3. Conduct |in religious rites |themselves correctly in |3. Conduct themselves |days as prescribed, |3. Explain the benefits |

|themselves |and ceremonies as |religious rites and |correctly in religious |and discuss the |obtained from |

|correctly in |prescribed. |ceremonies and on |rites and ceremonies |benefits obtained from|participation in |

|religious rites and| |important religious days|and on important |participation in these|religious rites and |

|ceremonies and on | |as prescribed. |religious days as |activities. |ceremonies and |

|important religious| |3. Profess themselves as|prescribed. |3. Have the manners of|activities on important |

|days as prescribed.| |Buddhists or believers | |good believers as |religious days as |

| | |of their religions. | |prescribed. |prescribed, and conduct |

| | | | | |themselves correctly. |

| | | | | |4. Profess themselves as|

| | | | | |Buddhists or believers |

| | | | | |of their religions. |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Provide services to places of |1. Conduct themselves |1. Analyse disciples’ duties and |1. Conduct themselves as good |

|worship of their religions. |appropriately towards various |roles and conduct themselves |believers towards disciples, family|

|2. Explain disciples’ behaviour so|persons in accord with the |correctly towards disciples as |members and those around them. |

|as to serve as a model for |principles of their religions |prescribed. |2. Conduct themselves correctly in |

|personal conduct, and conduct |as prescribed. |2. Conduct themselves |religious rites and ceremonies in |

|themselves appropriately towards |2. Have the manners of good |appropriately towards various |accord with the principles of their|

|the disciples of their religions. |believers as prescribed. |persons in accord with religious |religions. |

|3. Conduct themselves |3. Analyse the value of |principles as prescribed. |3. Profess themselves as Buddhists |

|appropriately towards various |religious rites and conduct |3. Carry out the duties of good |or believers of their religions. |

|persons in accord with the |themselves correctly. |believers. |4. Analyse the moral principles and|

|principles of their religions as |4. Explain the teachings |4. Conduct themselves correctly in|doctrines related to important days|

|prescribed. |related to important religious |religious rites and ceremonies. |and festivals of their religions, |

|4. Organise religious ceremonies |days and conduct themselves |5. Explain the history of |and conduct themselves correctly. |

|and conduct themselves correctly |correctly. |important religious days as |5. Organise seminars and propose |

|in religious rites and ceremonies.|5. Explain the differences of |prescribed, and conduct themselves|guidelines for the upholding of |

|5. Explain the historical |religious rites and ceremonies |correctly. |their religions conducive to |

|importance of important days of |in accord with practices of |6. Profess themselves as Buddhists|development of self, the nation and|

|their religions as prescribed, and|other religions with a view to |or believers of their religions. |the world. |

|conduct themselves correctly. |attaining mutual acceptance and|7. Present guidelines for the | |

| |understanding. |upholding of their religions. | |

Strand 2: Civics, Culture and Living in Society

Standard So2.1: Understanding and self-conduct in accord with duties and responsibilities of good citizens; observance and preservation of Thai tradition and culture; and enjoying peaceful coexistence in Thai society and the world community

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Tell the |1. Observe the |1. Summarise the |1. Conduct themselves |1. Cite examples and |1. Abide by the laws |

|benefits and |agreements, rules, |benefits of and observe |as good citizens of the|conduct themselves in |relating to the daily |

|conduct themselves |regulations, orders |family and local |democratic way of life,|accord with the |life of their families |

|as desirable |and duties required |traditions and culture. |thus constituting |status, roles rights, |and communities. |

|members of their |in daily life. |2. Tell their own |desirable community |freedoms and duties of|2. Analyse cultural |

|families and |2. Observe Thai |behaviour in life and |members. |good citizens. |change over time and |

|schools. |manners. |that of others in the |2. Conduct themselves |2. Propose methods of |preserve the fine |

|2. Cite examples of|3. Show behaviour of|tide of diversified |as good leaders and |protecting themselves |culture. |

|their own goodness |accepting different |cultures. |good followers. |and others from |3. Show Thai manners |

|and that of others |thoughts, beliefs |3. Explain the |3. Analyse children’s |violation of child |appropriate to the |

|and tell the |and practices of |significance of |fundamental rights |rights. |occasion. |

|effects from good |others without |important official |entitled to them as |3. Appreciate the |4. Explain different |

|actions. |prejudice. |holidays. |provided by law. |values of Thai culture|cultural values of |

| |4. Respect their own|4. Cite examples of |4. Explain cultural |that affect the way of|various groups of people|

| |rights and those of |people whose |differences of various |life in Thai society. |in Thai society. |

| |others. |achievements are |groups of local people.| | |

| | |beneficial to their | | | |

| | |communities and local | | | |

| | |areas. | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Abide by the laws for |1. Explain and abide by the |1. Explain differences of |1. Analyse and abide by the laws |

|protecting personal rights. |laws relating to themselves, |committing misdeeds in criminal |relating to themselves, their |

|2. Specify their own capacity |their families, communities and|and civil cases. |families, communities, the nation and |

|for providing services to |the country. |2. Participate in protecting |the world community. |

|society and the nation. |2. Appreciate the value of |others in accord with the |2. Analyse the importance of social |

|3. Discuss cultural values |self-conduct in accord with the|principles of human rights. |structure, social refinement and |

|conducive to creating |status, roles, duties, freedoms|3. Preserve Thai culture and |social change. |

|harmonious relations or mutual |and duties of good citizens |choose to absorb appropriate |3. Conduct themselves and participate |

|misunderstanding. |along the democratic path. |universal culture. |in encouraging others to conduct |

|4. Show respect for their own |3. Analyse the roles, |4. Analyse factors conducive to |themselves so as to become good |

|rights and freedoms and those |importance and relationships of|creating conflicts in the |citizens of the nation and the world |

|of others. |social institutions. |country, and propose concepts for|community. |

| |4. Explain similarities and |mitigating the conflicts. |4. Evaluate human rights situations in|

| |differences between Thai |5. Propose concepts for living |Thailand and propose developmental |

| |culture and those of other |happily in the country and in the|guidelines. |

| |countries in the Asian region |world community. |5. Analyse the necessity to improve, |

| |conducive to creating mutual | |change and preserve Thai culture and |

| |understanding. | |choose to absorb universal culture. |

Strand 2: Civics, Culture and Living in Society

Standard So2.1: Understanding and self-conduct in accord with duties and responsibilities of good citizens; observance and preservation of Thai tradition and culture; and enjoying peaceful coexistence in Thai society and the world community

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|- |- |- |5. Propose methods of |4. Participate in the |5. Follow various data, |

| | | |peaceful coexistence in|preservation and |information and events |

| | | |daily life. |dissemination of the |in daily life, and |

| | | | |local wisdom of their |choose to receive and |

| | | | |communities. |utilise the data and |

| | | | | |information |

| | | | | |appropriately for |

| | | | | |learning. |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|- |- |- |- |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Strand 2: Civics, Culture and Living in Society

Standard So2.2: Understanding of political and administrative systems of the present society; adherence to, faith in and upholding of the democratic form of government under constitutional monarchy

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Tell the |1. Explain the |1. Specify the roles and|1. Explain sovereign |1. Explain the |1. Compare the roles and|

|structure, roles |relationship between|duties of community |power and the |structure, power, |duties of local |

|and duties of |themselves and |members in participating|importance of the |duties and importance |administrations and |

|family members in |family members as |in various activities |democratic system. |of local |those of the central |

|school. |part of the |through democratic |2. Explain the |administration. |government. |

|2. Specify their |community. |processes. |people’s roles and |2. Specify the roles, |2. Participate in |

|own roles, rights |2. Specify those |2. Analyse differences |duties in the election|duties and methods of |various activities that |

|and duties in |with the roles and |of decision-making |process. |assuming posts in local|promote democracy in |

|family and in |authority in |processes in class, |3. Explain the |administrations. |local areas and in the |

|school. |decision-making in |school and community by |importance of the |3. Analyse the benefits|country. |

|3. Participate in |school and |means of direct voting |monarchy in the |to be received by |3. Discuss the role and |

|decision-making and|community. |and by electing |democratic form of |communities from local |importance of exercising|

|take part in family| |representatives to vote.|government under |administration |electoral rights in the |

|and school | |3. Cite examples of |constitutional |organisations. |democratic system. |

|activities through | |changes in classroom, |monarchy. | | |

|democratic | |school and community | | | |

|processes. | |resulting from decisions| | | |

| | |of individuals and | | | |

| | |groups of persons. | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain in brief the |1. Explain the legislative |1. Explain various forms of |1. Analyse important political issues of |

|principles, intents, structure |process. |government adopted at present. |various countries from various sources of |

|and important substance of the |2.Analyse the political and|2. Make a comparative analysis of |data as well as propose guidelines for |

|current Constitution of the |administrative data and |Thailand’s form of government and |remedial measures. |

|Kingdom of Thailand. |information affecting the |those of other countries with |2. Propose political and administrative |

|2. Explain the role of |present Thai society. |democratic systems of government. |guidelines leading to creating |

|balancing sovereign powers in | |3. Analyse various provisions of |understanding and mutual benefits among |

|the current Constitution of the| |the current Constitution relating |countries. |

|Kingdom of Thailand. | |to elections, participation and |3. Analyse the importance and necessity to|

|3. Observe the provisions of | |checking application of state |uphold the democratic form of government |

|the current Constitution of the| |power. |under constitutional monarchy. |

|Kingdom of Thailand concerning | |4. Analyse problematic issues that|4. Propose guidelines and participate in |

|themselves. | |hamper democratic development of |checking application of state power. |

| | |Thailand and propose guidelines | |

| | |for remedial measures. | |

Strand 3: Economics

Standard So3.1: Understanding and capability of managing resources for production and consumption; efficiency and cost-effective utilisation of limited resources available; and understanding principles of Sufficiency Economy for leading a life of equilibrium

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Specify the goods|1. Specify the resources|1. Distinguish between|1. Specify the factors|1. Explain the factors|1. Explain the roles of|

|and services |utilised for producing |desire and necessity |affecting choice in |for producing goods |responsible producers. |

|utilised in daily |goods and services used |in utilising goods and|buying goods and |and services. |2. Explain the roles of|

|life. |in daily life. |services. |services. |2. Apply the concepts |sharp consumers. |

|2. Cite examples |2. Tell the sources of |2. Analyse their own |2. Tell the |of the Sufficiency |3. Tell the methods and|

|from daily life of |their own income and |spending. |fundamental rights as |Economy Philosophy in |benefits of sustainable|

|spending without |expenditure and those of|3. Can explain that |consumers and protect |organising various |utilisation of |

|exceeding the amount|their families. |the limited resources |their own interests as|activities in family, |resources. |

|of money available, |3. Keep records of their|available affect |consumers. |school and community. | |

|and appreciate |own income and |production of goods |3. Explain the |3. Explain the main | |

|benefits of saving. |expenditure. |and services. |principles of |principles and | |

|3. Cite examples of |4. Conclude about the | |Sufficiency Economy |benefits of a | |

|economical use of |benefits of spending | |and apply them in |cooperative. | |

|resources in daily |appropriate to income | |their own daily lives.| | |

|life. |available and those of | | | | |

| |saving. | | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain the meaning and |1. Analyse the factors |1. Explain the price |1. Discuss fixing of prices and wages in |

|importance of economics. |affecting investment and |mechanism in the economic |the economic system. |

|2. Analyze the values and |saving. |system. |2. Realise the importance of the |

|consuming behaviour of people |2. Explain the factors for |2. Participate in |Sufficiency Economy Philosophy to the |

|in society affecting the |production of goods and |problem-solving and in local |socio-economic system of the country. |

|economies of communities and |services and the factors |development along the lines |3. Realise the importance of the |

|the country. |influencing production of goods|of Sufficiency Economy. |cooperative system to economic development|

|3. Explain the historical |and services. |3. Analyse the relationship |at community and national levels. |

|development, principles and |3. Propose guidelines for |between the concepts of |4. Analyse economic problems of the |

|importance of the Sufficiency |development of local production|Sufficiency Economy and those|community and propose remedial measures. |

|Economy Philosophy for Thai |along the lines of the |of the cooperative system. | |

|society. |Sufficiency Economy. | | |

| |4. Discuss the guidelines for | | |

| |protecting their own rights as | | |

| |consumers. | | |

Strand 3: Economics

Standard So3.2: Understanding of various economic systems and institutions, economic relations and necessity for economic cooperation in the world community

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Explain the |1. Explain exchanges|1. Tell the goods and |1. Explain economic |1. Explain basic roles|1. Explain relationships|

|reasons and |of goods and |services procured by the|relationships of people|and functions of |between producers, |

|necessity for |services by various |state and provided to |in the community. |banks. |consumers, bank and the |

|people to be |methods. |the people. |2. Explain basic |2. Identify advantages|government. |

|engaged in honest |2. Tell relationship|2. Tell the importance |functions of money. |and disadvantages of |2. Cite examples of |

|livelihoods. |between buyers and |of taxes and the | |borrowing. |economic grouping in the|

| |sellers. |people’s roles in paying| | |local area. |

| | |taxes. | | | |

| | |3. Explain the reasons | | | |

| | |for trade competition | | | |

| | |resulting in reduction | | | |

| | |of prices of goods. | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Analyse the roles, |1. Discuss various economic |1. Explain the government’s roles and|1. Explain the government’s roles |

|functions and differences |systems. |functions in the economic system. |concerning financial and local policies|

|of types of financial |2. Cite examples of economic |2. Express opinions about the |in national economic development. |

|institutions and the |dependence and competition in |government’s economic policies and |2. Analyse the effects of economic |

|central bank. |the Asian region. |activities affecting individuals, |liberalisation affecting Thai society. |

|2. Cite examples of |3. Analyse distribution of |groups of persons and the nation. |3. Analyse advantages and disadvantages|

|economic dependence and |resources in the world |3. Discuss the roles and importance |of international economic cooperation |

|competition in the country.|affecting international |of international economic groupings. |in various forms. |

|3. Specify the factors |economic relations. |4. Discuss effects of inflation and | |

|influencing determination |4. Analyse internal and |liquidity shortage. | |

|of demand and supply. |external trade competition |5. Analyse disadvantages of | |

|4. Discuss effects of |affecting the quality, |unemployment and guidelines for | |

|having intellectual |production quantity and price |solving unemployment problems. | |

|property laws. |of goods. |6. Analyse causes and methods of | |

| | |international trade discrimination. | |

Strand 4: History

Standard So4.1: Understanding of the meaning and significance of historical times and periods; and ability to avail of historical methodology for systematic analysis of various events

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Tell the days, |1. Use specific |1. Compare important |1. Count the time |1. Investigate |1. Explain the |

|months, year and the |terms for the times|eras, based on the |period by decade, |historical development|importance of historical|

|counting of time |of events in the |calendar used in daily|century and millennium.|of the local area by |methodology in making a |

|period, based on the |past, present and |life. |2. Explain the ages in |using a variety of |simple study of |

|calendar used in daily |future. |2. Make sequences of |studying the brief |evidence. |historical events. |

|life. |2. Make sequences |important events in |history of mankind. |2. Collect data from |2. Present data from a |

|2. Make a sequence of |of events in their |school and community |3. Categorise the |various sources in |variety of evidence in |

|events in daily life, |families or in |by specifying relevant|evidence used in |order to reasonably |order to understand |

|based on the day and |their own lives by |evidence and data |studying historical |answer historical |events of the past. |

|time of the events. |using relevant |sources. |development of the |questions. | |

|3. Tell their own |evidence. | |local area. |3. Explain differences| |

|origins and | | | |between truths and | |

|biographical | | | |facts concerning the | |

|development as well as| | | |history of the local | |

|those of their families| | | |area. | |

|by asking those | | | | | |

|concerned. | | | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Analyse the importance of |1. Evaluate the reliability of |1. Reasonably analyse |1. Be aware of the importance of |

|time in studying history. |historical evidence in various |historical matters and |historical times and periods indicating |

|2. Compare the eras used in the|forms. |important events by using |changes in the development of mankind. |

|various systems for studying |2. Analyse differences between |historical methodology. |2. Create new bodies of historical |

|history. |truths and facts of historical |2. Apply historical |knowledge through systematic application |

|3. Apply historical methodology|events. |methodology in studying |of historical methodology. |

|for studying historical events.|3. Recognise the importance of |various matters of their | |

| |interpreting reliable |interests. | |

| |historical evidence. | | |

Strand 4: History

Standard So4.2: Understanding of development of mankind from the past to the present; realising the importance of relationships and continuous change of events, and ability to analyse their effects

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Tell the changes|1. Search for |1. Specify the factors |1. Explain in brief the|1. Explain in brief |1. Explain the present |

|in environ-mental |changes in the ways |influencing the settling|settling and |the influence of |social, economic and |

|conditions, |of daily life of |and development of the |development of human |Indian and Chinese |political situations of |

|objects, utensils |their community |community. |beings in the |civilisations on |neighbouring countries. |

|and lifestyles |members from the |2. Summarise important |pre-historic and |Thailand and Southeast|2. Tell in brief the |

|between their own |past to the present.|characteristics of the |historic ages. |Asia. |relationship of the |

|time and the times |2. Explain effects |customs, traditions and |2. Cite examples of |2. Discuss in brief |ASEAN Group. |

|of their parents |of changes on ways |culture of the |historical evidence |the influence of | |

|and grandparents. |of life of community|community. |found in the local area|foreign cultures on | |

|2. Tell events of |members. |3. Compare cultural |that show development |the present Thai | |

|the past affecting | |similarities and |of mankind. |society. | |

|themselves at | |differences of their own| | | |

|present. | |community and other | | | |

| | |communities. | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain the social, economic|1. Explain the social, economic|1. Explain in brief the |1. Analyse the importance of ancient |

|and political development of |and political development of |social, economic and |civilisations and communication between |

|various countries in the |the Asian region. |political development of the |the Eastern and Western worlds affecting |

|Southeast Asian region. |2. Specify the importance of |various regions of the world.|development and change in the world. |

|2. Specify the importance of |origins of ancient |2. Analyse the effects of |2. Analyse various important events |

|origins of civilisations in the|civilisations in the Asian |change leading to cooperation|affecting social, economic and political |

|Southeast Asian region. |region. |and conflicts in the 20th |changes leading to the present world. |

| | |century as well as the |3. Analyse the effects of expansion of |

| | |attempts to solve the |influence of European countries to the |

| | |problems of conflicts. |continents of America, Africa and Asia. |

| | | |4. Analyse the world situation of the 21st|

| | | |century. |

Strand 4: History

Standard So4.3: Knowledge of historical development of Thailand as a nation and culture; Thai wisdom; cherishing, pride in and preservation of Thai-ness

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Explain the |1. Specify |1. Specify the names|1. Explain in brief |1. Explain in brief the |1. Explain in brief |

|meaning and |benefactors of the |and brief |the development of |development of the |Thailand’s development |

|significance of |local area or the |achievements of the |the Sukhothai |Ayutthaya and Thonburi |during the Rattanakosin |

|important symbols |nation. |Thai kings who |kingdom. |kingdoms. |period. |

|of the Thai nation |2. Cite examples of|founded the Kingdom |2. Tell the lives |2. Explain factors |2. Explain factors |

|and conduct |culture, tradition |of Thailand. |and achievements of |contributing to economic |contributing to Thailand’s |

|themselves |and Thai wisdom |2. Explain in brief |important persons of|prosperity and |economic prosperity and |

|correctly. |that they are proud|the life and |the Sukhothai |administrative achievements|administrative achievements|

|2. Tell important |of and should be |achievements of the |period. |of the Ayutthaya kingdom. |during the Rattanakosin |

|places that are |preserved. |current king. |3. Explain about |3. Tell the lives and |period. |

|cultural resources | |3. Relate heroic |important Thai |achievements of important |3. Cite examples of |

|in the community. | |deeds of the Thai |wisdom of the |persons of the Ayutthaya |achievements of important |

|3. Specify what | |ancestors who |Sukhothai period |and Thonburi periods whom |persons in various respects|

|they cherish and | |participated in |that they are proud |they are proud of. |during the Rattanakosin |

|are proud of in the| |defending the |of and should be |4. Explain about important |period. |

|local area. | |nation. |preserved. |Thai wisdom of the |4. Explain about important |

| | | | |Ayutthaya and Thonburi |Thai wisdom of the |

| | | | |periods that they are proud|Rattanakosin period that |

| | | | |of and should be preserved.|they are proud of and |

| | | | | |should be preserved. |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain in brief historical |1. Explain various aspects of |1. Analyse various aspects of|1. Analyse important issues of Thai |

|development of the Thai |development of the Ayutthaya |Thailand’s development during|history. |

|territory during the |and Thonburi kingdoms. |the Rattanakosin period. |2. Analyse the importance of the monarchy |

|pre-Sukhothai period. |2. Analyse factors contributing|2. Analyse factors |to the Thai nation. |

|2. Analyse various aspects of |to security and prosperity of |contributing to Thailand’s |3. Analyse factors conducive to creation |

|development of the Sukhothai |the Ayutthaya kingdom. |security and prosperity |of Thai wisdom and Thai culture that |

|kingdom. |3. Specify Thai wisdom and |during the Rattanakosin |affect the present Thai society. |

|3. Analyse the influence of |culture of the Ayutthaya and |period. |4. Analyse achievements of important |

|culture and Thai wisdom of the |Thonburi periods and the |3. Analyse Thai wisdom and |persons, both Thai and foreign, who have |

|Sukhothai period and the |influence of such wisdom on |culture of the Rattanakosin |contributed to creating Thai culture and |

|present Thai society. |development of the Thai nation |period and their influence on|Thai history. |

| |in the subsequent period. |development of the Thai |5. Plan, set guidelines and participate in|

| | |nation. |preservation of Thai wisdom and Thai |

| | |4. Analyse Thailand’s role in|culture. |

| | |the period of democracy. | |

Strand 5: Geography

Standard So5.1: Understanding of physical characteristics of the Earth and relationship of various things in the natural system which affect one another; utilisation of maps and geographical instruments for searching, analysis, conclusion and efficient utilisation of geo-data and information

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Differentiate |1. Specify various |1. Use maps, diagrams |1. Use maps and |1. Know positions |1. Use geographical |

|various things in the |natural and man-made|and photographs in |photographs; specify |(geographical |instruments (various |

|surroundings, both |things seen between |efficiently searching |important physical |specifications, |kinds of maps, |

|natural and man-made. |home and school. |for geo-data in the |characteristics of |latitude, longitude), |photographs) for |

|2. Specify |2. Specify simple |community. |their own province. |distance and direction|specifying important |

|relationships of |positions and |2. Draw simple |2. Specify sources of |of their own region. |physical and social |

|position, distance and|physical |diagrams to show |resources and various |2. Specify important |characteristics of the |

|direction of various |characteristics of |locations of important|things in their own |marks and geographical|country. |

|things in the |various things |places in school and |province by using maps.|characteristics of |2. Explain relationships|

|surroundings. |appearing on the |community areas. |3. Use maps to explain |their own region on a |between physical |

|3. Specify the main |globe, maps, |3. Tell relationships |relationships of |map. |characteristics and |

|directions and |diagrams and |of physical and social|various things in the |3. Explain |natural phenomena of the|

|positions of various |photographs. |characteristics of the|province. |relationships of |country. |

|things. |3. Explain |community. | |physical and social | |

|4. Use simple diagrams|relationships of | | |characteristics of | |

|to show positions of |phenomena between | | |their own region. | |

|various things in the |the Earth, the sun | | | | |

|classroom. |and the moon. | | | | |

|5. Observe and tell | | | | | |

|weather changes in a | | | | | |

|day. | | | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Select geographical |1. Use geographical instruments|1. Use geographical |1. Use geographical instruments for |

|instruments (globe, maps, |for collecting, analysing and |instruments for collecting, |collecting, analysing and efficiently |

|graphs, charts) in searching |presenting data on physical and|analysing and presenting |presenting geo-data and information. |

|for data to analyse physical |social characteristics of |physical and social |2. Analyse influence of geographical |

|and social characteristics of |Europe and Africa. |characteristics of North and |conditions causing physical problems or |

|Thailand, Asia, Australia and |2. Analyse relationships |South America. |natural disasters in Thailand and other |

|Oceania. |between physical and social |2. Analyse relationships |regions of the world. |

|2. Explain the international |characteristics of Europe and |between physical and social |3. Analyse changes in the area influenced |

|date line and compare the days |Africa. |characteristics of North and |by geographical factors in Thailand and |

|and times of Thailand with | |South America. |various continents. |

|those other continents. | | |4. Analyse whether natural changes in the |

|3. Analyse causes of natural | | |world result from human and/or natural |

|disasters and link guidelines | | |actions. |

|for preventing natural | | | |

|disasters and disaster warning | | | |

|in Thailand, Asia, Australia | | | |

|and Oceania. | | | |

Strand 5: Geography

Standard So5.2: Understanding of interrelationship between man and physical environment leading to cultural creativity; awareness of and participation in conservation of resources and the environment for sustainable development

|Grade level indicators |

|Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |

|1. Tell various |1. Explain the |1. Compare environmental|1. Explain the |1. Analyse physical |1. Analyse relationship |

|things of natural |importance and value|changes in the community|physical |environment influencing |between natural and |

|origin affecting |of natural and |from the past to the |environment of the |characteristics of the |social environments in |

|the lives of human |social environments.|present. |community affecting|settling and migration of |the country. |

|beings. |2. Distinguish and |2. Explain dependence on|the lives of people|people in the region. |2. Explain natural |

|2. Observe and |cost-effectively use|the environment and |in the province. |2. Explain the influence |transformations in |

|compare |depleting and |natural resources in |2. Explain |of natural environment |Thailand from the past |

|environmental |non-depleting |meeting basic needs and |environ-mental |leading to lifestyles and |to the present and the |

|changes in the |natural resources. |livelihood of human |changes in the |cultural creativity in the|results of such changes.|

|surroundings. |3. Explain |beings. |province and |region. |3. Prepare a plan for |

|3. Participate in |relationship of |3. Explain about |results of such |3. Present examples |utilising natural |

|organising |seasons and human |pollution and origin of |changes. |reflecting the results of |resources in the |

|environmental order|lives. |pollution caused by man.|3. Participate in |conservation and |community. |

|at home and in the |4. Participate in |4. Explain differences |conservation of the|destruction of the | |

|classroom. |rehabilitating and |between urban and rural |environment in the |environment, and propose | |

| |improving the |areas. |province. |concepts for environment | |

| |environment in |5. Be aware of the | |conservation in the | |

| |school and in the |environmental changes in| |region. | |

| |community. |the community. | | | |

|Grade level indicators |Key stage indicators |

|Grade 7 |Grade 8 |Grade 9 |Grade 10-12 |

|1. Explain the effects of |1. Analyse formation of the |1. Analyse the formation of |1. Analyse the situations and crises |

|natural changes in Asia, |new social environment |the new social environment |relating to natural resources and the |

|Australia and Oceania. |resulting from natural and |resulting from natural and |environment of Thailand and elsewhere in |

|2. Analyse cooperation between |social changes of Europe and |social changes of North and |the world. |

|various countries affecting |Africa. |South America. |2. Specify preventive and problem-solving |

|natural resources in Asia, |2. Specify guidelines for |2. Specify guidelines for |measures, roles of organisations and |

|Australia and Oceania. |conservation of natural |conservation of natural |coordinating internal and external |

|3. Explore and explain |resources and environment in |resources and environment in |cooperation relating to laws on environment|

|locations of economic and |Europe and Africa. |North and South America. |and management of natural resources and |

|social activities in Asia, |3. Explore and discuss |3. Explore and discuss |environment. |

|Australia and Oceania by using |environmental issues and |environmental issues and |3. Specify the guidelines for conservation |

|a variety of data sources. |problems in North and South |problems in North and South |of natural resources and environment in |

|4. Analyse physical and social |America. |America. |various regions of the world. |

|factors affecting the flow of |4. Analyse causes and effects |4. Analyse causes and |4. Explain utilisation of the environment |

|thoughts, technologies, goods |on Thailand from environmental|continuing effects of |for cultural creativity representing local |

|and populations in Asia, |changes in Europe and Africa. |environmental changes in North|identities both in Thailand and around the |

|Australia and Oceania. | |and South America on Thailand.|world. |

| | | |5. Participate in problem-solving and |

| | | |leading lives along the line of |

| | | |conservation of resources and environment |

| | | |for sustainable development. |

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