Southeast Asia Primary Learning Metric

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Written by Carlo Magno

This report was prepared by the Research Studies Unit of SEAMEO INNOTECH for UNICEF Bangkok.

iSoutheast AsiaPrimary Learning Metric

Table of ContentsList of Tables

Introduction

Assessing the Learning Domains

Purpose of the Report

Rationale

Scope of the Review

Lower Primary Education in South East Asian Countries Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Republic of Singapore Thailand Timor-Leste Vietnam

Country Comparisons on the Learning Metrics Physical Well-being Social and Emotional Culture and the Arts Literacy and Communication Learning Approaches and Cognition Numeracy and Mathematics Science and Technology

The Presence and Absence of Targets and Outcomes

Dominant Areas of Competencies

Weak Areas of Competencies

Variant Features

Recommendations

References

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List of TablesTable 1. Domains and Subdomains of the Learning Metric

Table 2. Physical Well-being Domain from Grades 1 to 3

Table 3. Frequency of Domains per Level

Table 4. Social and Emotional Domain from Grades 1 to 3


Table 6. Culture and the Arts Domain from Grades 1 to 3


Table 8. Literacy and Communication Domain from Grades 1 to 3


Table 10. Learning Approaches and Cognition Domain from Grades 1 to 3


Table 12. Numeracy and Mathematics Domain from Grades 1 to 3


Table 14. Science and technology Domain from Grades 1 to 3


Table 16. Frequencies of Skills per Learning Domain

Table 17. Distribution of Learning Domains per Country

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1Southeast AsiaPrimary Learning Metric

One of the Millennium Development Goals (MDG) by the United Nations (UN) is to achieve universal primary education. This was supported by the Education for All (EFA)

movement that aims to meet the learning needs of all children. To meet the basic learning needs of children, the international representatives at the World Conference of Education for All (1990, Jomtien, Thailand) developed six goals: (1) Universal access to learning; (2) A focus on equity; (3) Emphasis on learning outcomes; (4) Broadening the means and the scope of basic education; (5) Enhancing the environment for learning; and (6) Strengthening partnerships by 2000. It is targeted by 2015 that children everywhere will be able to complete a full course of primary schooling. However, at the present time (2008-2011), it is reported that there is still about 3 million primary school children around the world that are out of school (United Nations, 2011). In South East Asian region alone, only 26% of the girls and 39% of the boys are enrolled in schools (Asia’s Changing Youth Population, 1990). To complement access to pri-mary education, each student in schools should be attaining the necessary skills, competencies, knowledge, and values necessary for their development. In other, words students should be learning in schools. There are several initiatives that attempt to put standards in place to ensure students are learning such as the 21st century skills, and the UNESCO Pillars of learning. One of the initiatives of the UN to accomplish the 2015 MDG is the Global Education First Initiative by coming up with a global measurement of learning outcomes. An important goal of the initia-tive is for each learner to achieve recognized and measurable learning outcomes.

The measurement of learning outcomes would require a specific set of learning standards. These learning standards serve as benchmarks where teachers and school administrators work on for each student to attain. A global task force was created by the UN called the Learning Metrics Task Force (LTMF) who devised a framework of learning outcomes. These learning outcomes serve to come up with specific measurement of learning attained by students around the world. The idea is that measurement of the learning outcomes informs improvement in learning of every child (Simmons, 2012).

The learning competencies that were identified are important for every child in wherever they live around the world. The learning competencies developed by the LMTF are made applicable at the global level. The global framework of learning domains were developed based on: (1) EFA and UN rights of the child for education and learning, (2) research supporting the importance of learning, and (3) results of the public global consultation.

The seven learning domains are physical well-being, social and emotional, culture and the arts, literacy and communication, learning approaches and cognition, numeracy and mathematics, and science and technology. These domains are interrelated and reflect the educational goals of each country. Some countries would prioritize certain areas given their national standards, culture, and needs. For example, literacy and numeracy are commonly emphasized in countries. It is assumed that when a child becomes competent in literacy and numeracy, all other skills de-

Introduction

2 Southeast AsiaPrimary Learning Metric

velop. The learning metrics contain domains beyond literacy and numeracy. The other skills are needed by every child in order to meet the demands of the 21st century. These domains include physical well-being, social and emotional, culture and the arts, learning approaches and cogni-tion, and science and technology. The advocacy that goes along with the learning metric is to produce student limited with reading, writing, and counting skills but able to share values, care for the world, answer questions in life, transform ways of thinking and acting, and build inclusive societies. Using the seven domains in education means teaching people the characteristics they need to solve the challenges of the 21st century.

Table 1 shows the domains and subdomains of the learning metrics. The specific subdomains are categorized developmentally according to stages of basic education.

Table 1. Domains and Subdomains of the Learning Metric

Domain Subdomain for Early Childhood

Subdomain for Primary

Subdomain for Postprimary

Physical well-being

• Physical health and nutrition

• Health knowledge and practice

• Safety knowledge and practice

• Gross, fine, and perceptual motor

• Physical health and hygiene

• Food and nutri-tion

• Physical activity

• Sexual health

• Health and hygiene

• Sexual and reproductive health

• Illness and disease prevention

Social and emo-tional

• Self-regulation

• Emotional awareness

• Self-concept and self-efficacy

• Empathy

• Social relationships and behaviors

• Conflict resolution

• Moral values

• Social and com-munity values

• Civic values

• Mental health and wellbeing

• Social awareness

• Leadership

• Civic engage-ment

• Positive view of self and others

• Resilience/“grit”

• Moral and ethical values

• Social sciences





Culture and the arts

• Creative arts

• Self- and community identity

• Awareness of and respect for diversity

• Creative arts

• Cultural knowl-edge

• Creative arts

• Cultural studies

Literacy and communication

• Receptive language

• Expressive language

• Vocabulary

• Print awareness

• Oral fluency

• Oral comprehen-sion

• Reading fluency

• Reading compre-hension

• Receptive vo-cabulary

• Expressive vo-cabulary

• Written expres-sion/ composi-tion

• Speaking and listening

• Writing

• Reading

Learning approaches and cognition

• Curiosity and engage-ment

• Persistence and atten-tion

• Autonomy and initia-tive

• Cooperation

• Creativity

• Reasoning and prob-lem

solving

• Early critical thinking skills

• Symbolic representa-tion

• Persistence and attention

• Cooperation

• Autonomy

• Knowledge

• Comprehension

• Application

• Critical thinking

• Collaboration

• Self-direction

• Learning orienta-tion

• Persistence

• Problem Solving

• Critical decision making

• Flexibility

• Creativity





Numeracy and Mathematics

• Number sense and operations

• Spatial sense and geometry

• Patterns and classification

• Measurement and comparison

• Number concepts and operations

• Geometry and patterns

• Mathematics ap-plication

• Number

• Algebra

• Geometry

• Everyday calculations

• Personal finance

• Informed consumer

• Data and statistics

Science and Technology

• Inquiry skills

• Awareness of the natural and physical world

• Technology awareness

• Scientific inquiry

• Life science

• Physical science

• Earth science

• Awareness and use of digital technology

• Biology

• Chemistry

• Physics

• Earth science

• Scientific ap-proaches

• Environmental awareness

• Digital learning


In order to report performance evidences on the learning domains, assessment on the specific subdomains needs to be conducted. This necessitates coming up with an assessment tool in

order to report and inform evidences of learning.

The assessment of the learning domains is necessary in order to track the progress of students’ learning within a common framework. The LTMF task force sees the feasibility of tracking the learning since most countries are already conducting their own assessment in the same areas. Second, the assessment of the seven learning domains relates to refocusing of educational cur-riculum, teacher training, and the teaching and learning more focused on the identified areas. The LTMF sees the feasibility of coming up with a comprehensive measure covering the seven domains that requires the construction of a new measure. Third, the assessment of the learning domains opens an opportunity to see performance indicators in a national level and interna-tional level. The LTMF sees the possibility of countries participating in inter-country compari-son of assessment results. Fourth, the assessment of the seven domains requires skills beyond literacy and numeracy. The LTMF sees the possibility of assessing the other domains because there are current measures within a limited scale.

In coming up with a successful assessment of the learning domains, the LTMF recommends the following:

(1) The assessment information collected should describe progress overtime and across population groups.

(2) Multiple methods should be considered when designing system of assessment.

(3) The seven learning domains should be tracked by the global education community.

(4) Countries must be supported in obtaining the financial, technical and political re-sources to measure learning and use the information to improve learning outcomes

It is important to look at the existing forms of assessment in South East Asia in order to sup-port the possibility of a global assessment. By looking at the available forms of assessment in Southeast Asia, it informs future assessment projects how the assessment system will be designed and implemented.

The Australian Council for Educational Research (ACER) has identified 10 forms of assessment implanted in the South East Asian Region. These assessments cover some components of the learning domains. The common forms of assessment are as follows (pp. 6-13):

Assessing the Learning Domains


(1) Classroom assessment. Provide immediate information about individual learn-er to help improve teacher and learning processes in the classroom.

(2) School surveys. Assess the effectiveness and efficiency of schools by integrating results from classroom assessment, examinations, and national surveys.

(3) Examinations. Provide information about the learning outcomes of individual student.

(4) Household surveys. Gathers specified information on target population within countries or regions, and may be used for local and national stakeholder needs, international comparability or program assessment.

(5) Hybrid assessments. Examine learning in local contexts and uses efficient administration and analyses. The tools in hybrid assessment are adapted for each country. Examples are the Early Grade Mathematics Assessment (EGMA), East Asia Learning Achievement Study (EALAS), and the Literacy Boost.

(6) Large Scale Assessments. Used for monitoring purposes and to inform poli-cymaking by providing information for the overall education system, such as perfor-mance levels and contextual information related to learning achievement.

(7) International Assessments. Designed to explore cross-national variation in students’ learning, educational systems, and processes. Examples include the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), Pre-Progress in International Reading Literacy Study (Pre-PIRLS), Programme for International Student Assessment (PISA).

(8) Regional Assessment. Sample students and schools and regions that share similar historical, linguistic, cultural and economic conditions to explore cross-national variations in student achievement with ‘like’ countries. Examples are the Program on the Analysis on Education System (PASEC), The Southern and Eastern Africa Consortium and Monitoring Educational Quality (SACMEQ), Latin American Laboratory for Assessment of the Quality of Education (LLECE).

(9) National Assessment. Measure and monitor learning outcomes of a whole education system with similar curricular domains of different subject areas.

(10) System Strengthening Programs. Review and evaluations of the institu-tional capacity of education systems as regards to multilevel approaches to assess-ment. Example would be the Russian Education Aid for Development (READ), and the Systems Approach for Better Education Results (SABER).

Given the 10 levels of assessment, the ACER found that 11 South East Asian countries adminis-ter hybrid assessment, seven countries participate in international assessment, three countries conduct regional assessment, and nine countries conduct national assessment. The large num-ber of countries conducting national and international assessment supports the possibility of the assessment of the seven learning domains within a global scale.


The overall purpose of the present report is to provide recommendations on the use of the learning metric to gather evidences on student learning among selected South East Asian

countries. The selected countries in South East Asia include Brunei Darussalam, Cambodia, In-donesia, Lao PDR, Malaysia, Myanmar, Philippines, Republic of Singapore, Thailand, Timor-Leste, and Vietnam. In order to come up with the recommendations, the report intends to conduct the following:

(1) Review the lower primary (Grades 1 to 3) basic education curriculum of the selected South East Asian Countries to provide evidence on the visibility of the seven learning domains in the areas of Language, Mathematics, Science, and Social Studies.

(2) Compare the selected South East Asian countries on the seven learning metrics in terms of the presence and absence, dominant areas competencies, weak areas of competencies, and variant features.

Purpose ofthe Report

RationaleThe review of each countries’ lower primary basic education curriculum can be used to

develop the specific content domains for the possible assessment tool will be established. The initial step in developing an assessment tool is to decide on the specific domains that will be measured (Magno & Ouano, 2010). Each of the goals and outcomes of the curriculum from grades 1 to 3 on each subject (Language, Mathematics, Science, and Social Studies) are classified according to the seven domains of the learning metric. By doing so, it ensures that there is a specific competency available to be measured in one learning domain. The process defines the specific competencies needed to conduct the assessment of each domain. Identifying the goals in the curriculum according to the seven domains guides in deciding what type of assessment is appropriate for the students in the early grades (1 to 3).

The comparison of the 11 selected South East Asian countries allow to determine the common grounds in the curriculum. The common targets and outcomes of the lower primary educa-


tion curriculum can be selected and then used to build on the specific evidence/items for the assessment. The common targets and outcomes are useful to identify specific items or criteria that will be used to assess a particular learning domain. The level of comparison includes the presence and absence, dominant areas competencies, weak areas of competencies, and variant features.

(1) The presence and absence of targets and outcomes. The presence of targets and outcomes within a learning domain across countries checks whether such competencies are included in the overall learning of students. A checklist on the pres-ence of targets and outcomes allow to make such inferences about the areas that needs to be filled up if the learning metric is to be considered as a standard for de-veloping learning.

(2) Dominant areas of competencies. The dominant competencies are the learn-ing domains that have several targets and outcomes as opposed to other learning domains. For example, several targets and outcomes are available for literacy and communication but few on social and emotional domains. Reporting on the dominant areas provides information on the skills emphasized and focused on by each country. The dominant area can be lessened later on to give way to other skills.

(3) Weak areas of competencies. The weak areas of competencies are the learn-ing domains with few targets and outcomes as opposed to other domains. For some countries, they may have no or little targets and outcomes on physical well-being. Information on the weak areas of competencies signals curriculum developers the lack of emphasis on some learning domains that needs to be tapped and considered.

(4) Variant features. The variant features are the unique targets and competencies that are not similar across other countries. These variant targets may be present but the content is not the same with other countries. They can be considered as unique features of the curriculum that are specific to a country. These features are present given the cultural, political, religious, historical, and linguistic background of a country.


Scope ofthe Review

Countries Covered. The countries included in this report are the selected South East Asian countries including Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Phil-ippines, Republic of Singapore, Thailand, Timor-Leste, and Vietnam. These countries are part of the Southeast Asian Ministers of Education Organization (SEAMEO). The aim of the SEAMEO is to promote regional cooperation in education, science and culture in Southeast Asia.

Levels included. The analysis of the learning metrics in basic education is focused on the lower primary years that include grades 1 to 3. The basic education curriculum for the lower primary grades is made available and these are considered as the crucial years of child devel-opment. The basic learning skills are being developed and the learning domains are at least completed and developed by year 3.

Subject areas included. The subject areas included are language, mathematics, science, and social studies. These subject areas are common and offered in all SEAMEO countries. These subject areas are mostly the ones covered in national and international assessment.

Targets and outcomes. The elements included in the country review are the targets and outcomes. The targets are the specific and measurable objectives stated in the curriculum (Magno & Ouano, 2010). On the other hand, outcomes are what students can do successfully at the end of their learning experiences (Spady, 1994). The outcomes are the desired learning competencies desired for each student at the end of the school year or marking.


Brunei Darussalam

The mission of the Ministry of Education is to provide holistic education to achieve the fullest potential for all by giving quality education to children. The vision of the Ministry is

‘Quality education towards a developed, peaceful and prosperous nation.’

The Ministry of Education in Brunei Darussalam has devised a ten-year strategic objectives (2006 – 2015) prioritizing human resource development in order to meet the country’s need for an educated and marketable workforce. The education system also aims to inculcate sound moral values as a strong foundation in an era of rapid progress and change.

The mission of the educational system is “to plan and develop a quality school curriculum that is sensitive and responsive to global changes and capable of fulfilling the national education policy and objectives to produce balanced individuals in terms of piety, thinking and attitudes.” The general objective includes “To plan and develop quality school curriculum, in keeping with national needs and aspirations as well as to enhance teaching and learning through the diversi-fication of curriculum materials.”

The Ministry of Education has a policy of providing a minimum of 12 years of education. This comprises 7 years in primary education (inclusive of 1 year in pre-school) and 5 years in sec-ondary. In view of the importance of education in the life of an individual, the Ministry of Educa-tion is also in the process of making education compulsory for every child.

The education system places strong emphasis on literacy, numeracy, science, physical education, as well as civics and moral education. The bilingual policy introduced in 1984 enables the child to acquire the national language, Malay, and English. Proficiency in the latter enables the child to access a greater mass of information in this globalised world.

At the primary level, pupils go through a year at pre-school before proceeding to lower pri-mary (primary I – 3) and later to upper primary (primary 4 – 6). The overall aim of primary

Lower Primary Education in

Southeast Asian Countries


education is to give children a firm foundation in the basic skills of literacy and numeracy as well as to provide opportunities for their personal growth and character development.

To nurture children’s abilities, the primary curriculum puts emphasis on basic communication, literacy, numeracy and Information Communication and Technology (ICT) skills. This aims to mould and develop the students’ character and thinking ability, whilst encouraging creativity, independence and social skills. The spiritual and moral themes embedded within the curriculum help to develop the pupils, while fostering adherence to the Islamic way of life.

Subjects taught at the lower primary level are: Bahasa Melayu (including Jawi script), English Language, Mathematics, Pelajaran Am (General Studies), Pengetahuan Agama Islam (Islamic Re-ligious Knowledge), Pendidikan Jasmani (Physical Education), Lukisan (Art) and Sivik (Civics). At primary four, children who intends to continue their studies in Arabic schools sit for a selection test. Successful candidates continue to follow the National Curriculum for another two years with the addition of a few other subjects taught in Arabic.

The curriculum of Brunei Darrusalam is the SPN 21 (Sistem Pendidikan Negara Abad Ke-21). This system makes provision for several major educational changes. SPN 21 aims to: (1) meet the social and economic challenges of the 21st Century, (2) realise the Ministry of Education’s vision and mission, (3) equip students with 21st Century skills, and (4) fulfill the strategic themes in the Ministry of Education’s Strategic Plan (2007-2011).

Language Curriculum. The curriculum standards for English language in Brunei Darrusalam aim to provide the literacy for learners through the achievement of language components. These are knowledge of words, listening and speaking, and reading and writing. Vocabulary, common words, alphabet,

phonics and spelling are parts of the standards. Learners review and extend previous years’ vocabulary to add to new vocabulary and topics from preschool to Year 11. By the end of each year, learners should have increased their knowledge of words given in the standards. These components contain standards of descriptors.

Mathematics Curriculum. The mathematics curriculum sets the basic groundwork for most subject areas established at the primary school level. At this level, number and operations, patterns and relations, measurement con-cepts, shapes and space and statistical concepts play a prominent role in the

study of mathematics. The content areas of the syllabus at the primary level is organized into five strands, namely, number and operations, measurement, geometry, algebra (Pattern and Relation) and statistics. It is important that pupils appreciate links and interrelationships of the various disciplines of mathematics. The mathematics curriculum aims to: (1) provide children with skills and understanding which will enable them to cope confidently with the mathematics of everyday life; (2) stimulate children’s interest in mathematics and encourage good learning habits, the ability to solve mathematical problems and think clearly and logically; (3) develop the children’s ability to interpret and communicate mathematical ideas; (4) help children to ap-preciate how mathematics can help to interpret the world in which they live, in line with the national aspirations, and, (5) provide a solid foundation for those who may wish to continue studies in mathematics.


Science Curriculum. Science education in Brunei Darussalam strives to provide pupils with enjoyable learning experiences through which they will acquire scientific literacy. Pupils will develop not only scientific knowledge but also process skills and appropriate values and attitudes for participating in a

technologically changing and dynamic world. Through scientific inquiry, pupils describe objects and events, ask questions, acquire knowledge, construct explanations of natural phenomena, test those explanations in a variety of ways and communicate their ideas to others. In Brunei Darrusalam, pupils should develop an understanding of the impact of science on the phenome-nal technological change, medicine and in improving the quality of life, industries and businesses, and the environment. In addition, science education prepares pupils for lifelong learning to keep pace with rapid advancement in technology in a globalised world of work.

Cambodia

The purpose of the Basic Education Curriculum in Cambodia is to contribute to the achieve-ment of the aims of schooling in order for students to further their studies at the upper

grades, participate in the vocational training or to participate in social life by ensuring that every student has acquired: (1) knowledge of Khmer language and mathematics; (2) knowledge of the national identity; (3) an understanding of morality and civic responsibilities; (4) the everyday life skills that enable participation in their local community life and Cambodian society; (5) a basic understanding of the natural world and of scientific principles and; (6) communicative compe-tence in a foreign language.

The purpose of the basic education (Grades 1-3) curriculum is to ensure that every child has a strong foundation in literacy and mathematics and that they develop their health, physical ap-pearance, moral understanding, learning skills, and life skills.

Language Curriculum. The government of Cambodia focused their atten-tion in developing the English language in order for the people to succeed. They also developed a curriculum that will help establish the English language in Cambodia which is the Preparatory English Language Course. The curriculum

features an active learning model in the English language which led as the model in developing the English language in Cambodia.

Mathematics Curriculum. Mathematics is understood to be one of the concerns in the education in Cambodia. The country aims to further develop critical thinking of students as one of the important skills. The basic education curriculum of Cambodia focuses on the mastery of mathematics at a very

young age because it will help them in their future jobs (vocational or professional). The fea-tures of the mathematics curriculum from Grade 1-3 includes seven lessons for Mathematics while for Grades 4-10, there will be six lessons for Mathematics. For grades 11-12, the students are given an option to choose whether to go for an advance (8 hours a week) or a basic math-ematics (4 hours a week).


Science Curriculum. Science is considered as an important part of educa-tion in Cambodia. It covers topics connected to life, health, physical appearance, etc. The science curriculum in Cambodia is integrated into the arts education where there are songs, drawings, dances, music, etc. The aim and goal of the

science curriculum is similar with Mathematics. The difference is the features of the curriculum. Unlike in Mathematics, science only have three lessons for Grades 1-3, then for grade 4 there are four lessons, and three lessons for grades 5-6. It increases by grades 7-10 with 6 lessons. Science is only an elective subject by grades 11 to 12. At his level, students may only choose one, two, or three branches of science that they want to study.

Social Studies Curriculum. Social studies in Cambodia is connected to the science curriculum and it is integrated in art education. The aim and goal is the same as Mathematics and Science which is the preparation for the future of the students. The features of the curriculum is identical with Science, the difference

is the part when the students reach grades 11-12 where they will select social studies as their elective subject and they will choose one, two, or three topics on social studies (Morals/Civics, History, Geography, and Economics).

Indonesia

The basic education curriculum in Indonesia aims to produce Indonesian people that are productive, creative, innovative, and through strengthening affective attitude (know why),

skills (know how), and knowledge (know what). The curriculum recognizes the development of life science and 21st century. The curriculum has shifted in both traits and learning models.

The vision of Indonesian education is the realization of an educational system that is solid and authoritative social institution to empower Indonesian citizen to become intelligent persons that are able and proactive to stand facing the ever changing challenges of the era. They are bright (spiritually, emotionally, socially, intellectually, and kinesthetically) and competitive citi-zens. The educational system encompasses all form, type, and level of education: formal, non-formal, and in-formal.

Basic education in Indonesia provides nine years learning experience in both formal and non-formal education for 7- 15 school age children. The goal of basic education is to develop the learners’ basic intelligence, knowledge, personality, noble character, as well as skills to live inde-pendently and to continue their education.

Competency standards for elementary school graduate:

a. To act on their religious teachings with regard to the stage of child development.

b. To know one’s weaknesses and strengths.

c. To obey social rules in their environment.


d. To appreciate religion, culture, ethnics, racial, and socio-economics differences in their environment.

e. To use information of their environment logically, critically, and creatively.

f. To demonstrate the ability to think logically, critically, and creatively with the guidance of their teachers.

g. To demonstrate high sense of inquiry and awareness of their potentials.

h. To demonstrate ability to solve simple problems in their daily life.

i. To demonstrate ability to identify natural and social phenomena in their environment.

j. To demonstrate affection and care about their environment.

k. To demonstrate affection and proud of their nation, state, and homeland.

l. To demonstrate ability in local art and cultural activities.

m. To demonstrate habits to live clean, healthy, fresh, and safe and to take advantage of spare time.

n. To communicate clearly and politely.

o. To work together in group, help each other, and protect themselves in their home and peer group.

p. To demonstrate eagerness to read and write.

q. To demonstrate skills in listening, speaking, reading, writing, and arithmetic.

Language Curriculum. In 2004 Indonesia started using a competency-based-curriculum or CBC in teaching language (Suarman, 2011). The Indo-nesian government wants to develop the human resources of Indonesians in education. English is considered to be a foreign language in Indonesia. Another

feature is that students only need to reach a certain competence in the English language.

Mathematics Curriculum. The government of Indonesia planned and con-ceptualized an approach because they want to improve the mathematics cur-riculum of Indonesia. The approach is called Realistic Mathematics Education (RME). According to Fauzan, Plomp, and Slettenhaar (n. d.), “RME is learning

mathematics means doing mathematics, of which solving everyday life problems (contextual problems) is an essential part” (p. 2). The aim and goal of this approach in the curriculum is stu-dents of Indonesia will learn on how they can reinvent mathematical concepts and on how they can apply it in solving everyday life problems. The feature of this approach will help the math-ematics curriculum of Indonesia in a way that it will improve the classroom environment and make the lessons more relevant to Indonesians since it will be more connected to everyday life.


Science Curriculum. The aim and goal of the science curriculum is for the students to have a solid and authoritative foundation that will make them intel-ligent to face all the challenges given to them (Dharma, n. d.). The feature of the science curriculum of Indonesia consists of two parts. The first part focuses on

the elementary school setting and the second part focuses on the junior high school setting. For the first part, “it is intended to introduce, react, and appreciate science and technology, as well as to instill habits of critical, creative, and independent scientific thinking and behavior.” (p. 3). While for the junior high school, “it is intended to develop basic competency in knowledge and science as well as to enhance the learners’ habit of scientific thinking critically, creatively, and independently.” (p. 3).

Lao PDR

The main policy of educational development of Lao government from 2000 to 2020 focuses on the following priorities: (1) Universalization of basic education at primary level and

continued expansion of participation at lower secondary level, ensuring that all people have the opportunity to apply their education to serve the socio-economic program; (2) Eradication of illiteracy, thus providing poor people with a means of helping to improve their quality of life; (3) Expansion of vocational, technical, and higher education to meet the demand of the new labor market and improve economic rate of return on human capital investment; (4) Training skilled workers, technicians, professionals, and intellectuals to have the capacity to ap-ply modern science and technology to serve the needs of socio-economic development; (5) Gradual improvement of the quality of the national education to international standards; (6) Establishment of education as a core of the human resource development and the planning and management of appropriate invest in education; and (7) Establishment of education as a right and responsibility of all people in the society.

The goal of the educational reform is to prepare young generations with a scientific world viewpoint, spirit of patriotism, and sense of solidarity with all Lao multi-ethnic people and the people all over the world. The young are trained as good citizens who recognize the rights, in-terest and duties, able to preserve and promote the finest national tradition and culture, have a consciousness of self-reliance and self-sufficiency, are able to combine the individual and public interests, possess the general, scientific and technological knowledge, and vocational skills, are well-disciplined, responsible for job and commitment, have a good health, creative thinking, healthy lifestyle, and are ready to take part in the cause of national development.

The curriculum in Lao PDR is divided into parts. The first one covered 80% of national cur-riculum and provided by the Ministry of Education. The second one covered 20% of national curriculum and provided by school themselves. In primary school, the pupils will be compul-sory studying seven subjects from grades 1 to 5. These subjects are Lao language, mathematics, world around us, art education, handicraft education, physical education, and extra curricula activities. All pupils of primary school study these subjects for 25 hours per week (5 days).


Language Curriculum. The aim and goal of having an English curriculum in Laos is they want the people to be regionally and internationally integrated. English became part of the educational curriculum of Laos in the year 2010 (Vongmany, n. d.). The schools in Laos are now starting to build the capacity

and credibility of teachers to teach the English language. The feature of the curriculum is a plan to teach it together with French because those are the subjects that they want their students to learn starting year 2010.

Mathematics Curriculum. According to Lukman and Shadiq (2010), the aim and goal of Mathematics in Laos is for the students to learn different knowledge, skills, and attitudes and preference. One of the aims and goals in knowledge is the basic mathematical ideas in order for sudents to survive and

solve daily life problems. For skills, they want their students to learn different mathematical symbols for them to improve their communication. For attitudes and preference, they want their students to learn systematic solving problems approach, patience, reasons, and creative thinking. The features of the mathematics curriculum consists of four parts in the primary level which are quantity, calculations, geometry, and data and measurements, while for lower sec-ondary education, it consists of four parts which are numerical, algebraic, geometry, statistical, probabilistic, and analysis.

Science Curriculum. Science is given importance in the Lao PDR curriculum because the government wants them to learn and master Science. The aim in science is for students to be trained workers and professionals that specialize in science and technology (Phommanimith, 2008). The feature of the science

curriculum is the connection to technology. The integration allow to build the capacity of skilled workers and professionals in the technological field. Natural science is one of the areas taken up in the lower secondary schools. They allot 30 hours per week for this subject. Applied science is taken up in the upper secondary level for 30 hour session per week.

Malaysia

The aim of education in Malaysia is to produce Malaysian citizens who are balanced, trained, skilful, and cherish the national aspiration for unity. The school curriculum

in is expected to contribute to the holistic development of the individual (mental, emo-tional, physical, spiritual) by imparting general knowledge and skills, fostering healthy at-titudes and instilling accepted moral values. To fulfill this aspiration, the national curriculum is formulated around a number of principles: (1) Continuity of education from primary to secondary schools; (2) General education for all; (3) Integration of the intellectual, spiri-tual, emotional, and physical aspects; (4) Emphasis on values and attitudes development; (5) Upgrading the use of Malay Language and English Language; and (6) Life-long education.


The primary education emphasizes the mastery, reinforcement and application of the 3Rs, ac-quisition of complex skills and knowledge, pre-vocational education as well as the development of personality, attitudes and values.

A student completing primary school education would have acquired the following:

• Mastery of the Malay language

• Mastery of language skills

• Mastery of arithmetic skills

• Mastery of study skills

• Mastery of ability to speak, read, write and understand the English language as a sec-ond language

• Ability to seek and acquire knowledge

• Leadership qualities and self-confidence

• Sensitivity towards man and his environment

• Mastery of scientific and technical skills

• Ability to look after one’s health and physical fitness

• Ability to read, recite and understand the meaning of selected verses from the al-Quran (Muslim students)

• Strong basic Aqidah (belief in God)

• Patriotism

• Developed talents and creativity

• Good manners and practice of moral values

The Integrated Curriculum for Primary School (ICPS) is divided into two phases of three years each. Phase I comprises years 1, 2, and 3 while phase II with years 4, 5, and 6. The ICPS consists of three areas, namely, communication, man and his environment, and self- development. These three areas are subdivided into six components, namely:

• Basic Skills

• Humanities

• Arts and Recreation

• Spirituality, Values and Attitudes

• Living Skills

• Co-Curriculum

Language Curriculum. The Language curriculum n Malaysia is pupil-centred in order to meet the varied pupils of different abilities. English language in some school contexts consider it as a foreign language (Ali, 2003). The English lan-guage curriculum, in principle, attempts to ensure that the pupils would acquire


knowledge and skills through direct experience in learning the language skills. As such, the major features in the teaching and learning strategies include: (1) Learning is to be managed through a variety of grouping; a class, small group, pairs or individuals, appropriate to skills be taught and the diverse abilities and interests of the pupils. (2) Greater diversity and flexibility is to be applied in the selection of the body of knowledge and skills to be taught in a particular lesson. (3) More attention to be given to the individual needs and interests of pupils through remedial and enrichment programmes. (4) Utilisation of available local materials and resources to en-hance the teaching and learning process.

Mathematics Curriculum. The mathematics curriculum in Malaysia de-fines mathematics as a certain way of thinking and reasoning. The curriculum espouses that mathematics should be reflected in the way the materials are written and other activities and exercises created. Particular stress must be

given to allow the child to articulate his/her reasons behind doing an exercise in a certain way. Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.

Science Curriculum. The science curriculum in Malaysia for the primary level aims “to provide opportunities for pupils to learn about themselves and the environment through everyday experiences and scientific investigations, to acquire knowledge and skills in science and technology and to enable pupils

to apply these knowledge and skills based on scientific attitudes and noble values to make decisions and solve problems in everyday life. The curriculum also aims to provide a strong foundation in science and technology to prepare pupils for the learning of science in secondary school” (p. 2). The objectives of science in the primary school involves the following:

1. Stimulate pupils’ curiosity and develop their interest about the world around them.

2. Provide pupils with the opportunities to develop science process skills and thinking skills.

3. Develop pupils’ creativity.

4. Provide pupils with basic science knowledge and concepts.

5. To provide learning opportunities for pupils to apply knowledge and skills in a creative and critical manner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.

7. Foster the appreciation on the contributions of science and technology towards na-tional development and well-being of mankind.

8. Be aware the need to love and care for the environment.


Myanmar

The focus of basic education in Myanmar is to bring about a change of behavior in schools relating to life skills, morals, and civics. The vision of the ministry of education is to create

an education system that generates a learning society capable of facing the challenges of the knowledge age. The lower primary level subjects are Myanmar, English, Mathematics, General studies, Aesthetic education, Physical education, and School activities.

Language. Basic language skills are taught in pre-school years of the stu-dents. It is part of the core subject as the Myanmar language and mathematics. The curriculum is aligned to generate students equipped with basic education for student’s development. English is taught to students from primary level all

throughout secondary education. Students will proceed to higher grade level if they showed skill in language including English. The curriculum is revised in order to meet the needs of the students instead of focusing only in academe areas.

Mathematics. Basic numerical skills are taught in pre-school in order for students to develop mathematics in early education. Basic mathematics is taught in primary level and is developed through secondary education. Second-ary education is a way to develop the learning that students acquire in primary

level. Mathematics is one of the core subjects in the curriculum of Myanmar aligned with the goals and vision. Students would be able to proceed in the next level if they showed skill in the subject of math. This is the aim of the curriculum to be more focused on the needs of the students rather than focusing only in academic areas.

Science. Science such as biology, chemistry, and physics are optional and elec-tive in the secondary level of education in Myanmar. Students are given the freedom to choose three subjects among others to complete in secondary education. In the primary education level, basic science subject is taught to the

students to acquire basic skills. This is to align the subject of science in the goals of the cur-riculum in education in Myanmar.

Social Studies. In social studies, students are given the freedom to choose three courses of their choice at a time. Social studies are optional and elec-tive in the secondary education level. In attempt to align the curriculum to the needs of the students, social studies are provided so that Myanmar education

would generate students with basic education, good moral character, and good health. This focuses more on the needs of the students and not just for the academic area.

Philippines

Basic education in the Philippines is a sequential progression of academic schooling from primary to secondary education. The first level, elementary or primary education involves

compulsory six grades in public schools, in addition to a required kindergarten level (K to 12).


The kindergarten schooling and covers other preparatory courses. At the age of 4, a pupil may enter kindergarten and by five years of age proceeds to grade one.

The basic education curriculum is undergoing a reform towards K to 12 that includes decon-gesting and enhancing the basic education curriculum for learners to master basic competen-cies. The cycle of basic education to cover kindergarten through year 12 is lengthened. The expansion of the basic education by adding kindergarten and two years in high school ensures that graduates earn the necessary skills and reach the employable age to qualify entrance into the world of work and higher education, if they desire or need to do so. The K to 12 basic education curriculum will prepare students with life skills that they earn while schooling. The curriculum will enable students to acquire Certificates of Competency (COCs) and National Certifications (NCs) issued by the Technical Skills Development Authority (TESDA). The new curriculum focuses on understanding for mastery and has removed the unnecessarily repeated competencies.

There is a smooth transition between grade levels and continuum of competencies through a spiral progression curricular design where learning of knowledge, skills, values, and attitudes increases in depth and breadth. There is also continuity of competencies and standards from elementary to secondary level through a unified curriculum framework.

The curriculum is developmentally appropriate (age appropriate) and focuses on succeeding in the 21st century. Moreover, the curriculum responds to the needs of the community: an agri-cultural town may offer agricultural elective courses; a coastal area, fishery elective courses; an urban area, industrial arts. Learning is systematically matched with labor market requirements.

The basic education curriculum uses integrative, inquiry-based and constructive approaches to develop the competencies of learners. The K to 12 curriculum is also learner-centered. It focuses on the optimum development of the Filipino child.

Language Curriculum. The English curriculum in the Philippines intends students to have good facilitation, awareness, narration, and recognition in oral language, phonological skills, book and print, alphabet, phonic and word recog-nition, fluency, spelling, writing, handwriting, and grammar, and vocabulary. The

feature of the English curriculum in the Philippines is having its own schedule on the teaching of literacy development from kindergarten to grade 1. Mother tongue is taught to the students as part of the literacy development. The iterative approach is used to teach the English in the Philippines. This will help the students develop strong linguistic skills that will be used in solving challenging problems in the long run.

Mathematics Curriculum. The value of the mathematics goes beyond the classroom and the school. The main goals of the mathematics curriculum in the Philippines is the improvement of critical thinking and problem solving of the students. The mathematics curriculum is adopted from the prepared

framework of MATHTED and SEI (2010) which is composed of numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The subject area target skills such as knowing and understanding, estimating, computing and solving, visualizing and modeling, representing and communicating, conjecturing, reasoning, proving and decision-making, and applying and connecting skills of the students taking up mathematics. The frame-


work is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning.

Science Curriculum. Science education in the Philippines aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environ-

mental impacts. The Science curriculum is integrated with technology in different aspects in life such as civics, personal, social, economics, values, and ethics. One good point about this is even if a student doesn’t pursue Science as his/her career, they will still be able to have skills and competencies which is suitable in a knowledge-based society.

Social Studies Curriculum. The social studies curriculum aims to teach the students concepts on human conscience, family, self, and God. The framework used for the social studies curriculum is the spiral approach which is the main feature of the K to 12 curriculum. The curriculum doesn’t focus only on the

right values but they also focus on the history of the Philippines which will affect the values of the students. The curriculum also includes students’ culture and religion in Asia and the whole world.

Republic of Singapore

The Ministry of Education in Singapore aims to help students discover their own tal-ents, to make the best of these talents and realize their full potential, and to develop

a passion for learning that lasts through life. Furthermore, the Singapore education sys-tem aims to provide students with a holistic and broad-based education. The Desired Outcomes of Education (DOE) articulates the importance of holistically nurturing stu-dents to become well-rounded persons - morally, intellectually, physically, socially and aes-thetically through a set of eight core skills and values. The eight core skills and values are: (1) Character development, (2) self-management skills, (3) social and cooperative skills, (4) literacy and numeracy, (5) communication skills, (6) information skills, (7) thinking skills and creativity, and (8) knowledge application skills. To enable students to achieve the learning outcomes of each specific subject and the DOE, three broad areas are considered on student experiences, namely, teaching strategies (Classroom management, pedagogy, teaching and learn-ing resources), content (Aims and objectives, content, skills and competencies, values and at-titudes), and assessment (formative and summative).

The desired outcomes of the Singapore on primary education involves students:

(1) able to distinguish right from wrong

(2) have learnt to share and put others first

(3) are able to build friendships with others

(4) have a lively curiosity about things


(5) are able to think for and express themselves

(6) take pride in their work

(7) have cultivated healthy habits

(8) love Singapore

The primary Education in Singapore is consists of a 4-year foundation stage from primary 1 to 4 and a 2-year orientation stage from primary 5 to 6. The six years of primary level is aimed at giving students a good grasp of the English language, mother tongue language and mathemat-ics. In addition, students learn science, social studies, civics and moral education, music, art and crafts, health education and physical education. At the end of primary 6, students take the Primary School Leaving Examination (PSLE), which assesses their suitability for secondary education and places them in the appropriate secondary school course that will match their learning pace, ability and inclinations.

The curriculum is composed of English, Mother Tongue and Mathematics that is taught at the appropriate level according to the ability of the student. Science is taught from year 3 onwards. For years 1-4, health education is not a separate subject but relevant topics are included in the learning of English. Project work is conducted during curriculum time but is not an exam subject.

Language Curriculum. The 2001 English Language syllabus in Singapore MOE indicates that “The English Language curriculum in school will help pupils become independent lifelong learners, creative thinkers and problem solvers who can communicate effectively in English. To achieve this, there will be many

curricular and co-curricular activities for pupils to use English in a variety of situations and contexts. Pupils will read widely, learn how to analyze and evaluate language and the media, and respond creatively to problems and new technology” (p. 2). The aim of the English program is for students to communicate effectively in English. The skills include listening to, read and view, speaking writing, make presentations, think through, and interact effectively with people.

Mathematics Curriculum. The teaching and learning syllabus for mathe-matics by the MOE in Singapore indicates that the overarching goal of the cur-riculum is to ensure that all students will achieve a level of mastery of mathe-matics that will serve them well in life, and for those who have the interest and

ability, to pursue mathematics at the highest possible level. The broad aims include acquisition and application of mathematical concepts and skills, developing cognitive and metacognitive skills through problem solving, and develop positive attitudes towards mathematics. The math syllabus for primary students include acquire mathematical concepts and skills for everyday use and continuous learning in mathematics, develop thinking, reasoning, communication, applica-tion and metacognitive skills, and build confidence and foster interest in mathematics.

Science Curriculum. In the science curriculum of the MOE in Singapore centers on the inculcation of the spirit of scientific inquiry. Inquiry is composed of three domains: (a) knowledge, understanding and application, (b) skills and processes and (c) ethics and attitudes. The science curriculum seeks to nurture


the student as an inquirer. The science in the primary level indicates specific skills and processes under the three domains that is similar to the learning domains of UNESCO. Knowledge, understanding, and application includes scientific phenomena, facts, concepts and principles, scientific vocabulary, terminology and conventions, scientific instruments and apparatus includ-ing techniques and aspects of safety, scientific and technological applications. The skills and pro-cesses include comparing, classifying, using apparatus and equipment, communicating, inferring, formulating hypothesis, predicting, analyzing, generating possibilities, evaluating processes, cre-ative problem solving, decision-making, and investigation. Ethics and attitude includes curiosity, creativity, integrity, objectivity, open mindedness, perseverance, and responsibility.

Social Studies Curriculum. The primary level social studies in Singapore aims to equip pupils with the knowledge, skills as well as attitudes and values to make informed decisions and enable pupils to communicate and work as a team in a multi-cultural and interdependent world. Social studies is compulsory

for all levels in primary schools. The primary level social studies advocate the teaching of con-cepts using the spiral approach. It presents concepts and skills to pupils at a higher level each year. This approach helps pupils understand how a new application or an idea is connected to one learnt previously. It also introduces and reinforces knowledge and feelings about Singapore in increasing depth and breadth.

Thailand

Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is

guaranteed by the constitution, and a minimum of nine years’ school attendance is mandatory. Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of primary education and six years of secondary edu-cation, the latter being further divided into three years of lower- and upper-secondary levels. Kindergarten levels of preprimary education, also part of the basic education level, spans 2-3 years depending on the locale, and is variably provided.

The objectives of the primary curriculum are to provide: (a) basic education for all; (b) experi-ences useful for daily living; and (c) education for national unity with common purposes. In this context, local authorities are given the opportunity to develop part of the curriculum—render-ing it suitable for local conditions and needs. The curriculum experiences provided for learners comprise five areas: (1) tool subjects: Thai language and mathematics; (2) life experiences: the process of solving social and daily life problems (with an emphasis on scientific process skills for better living); (3) character development: activities necessary for developing desirable habits, values, attitudes and behaviors leading to an acceptable character; (4) work-oriented experi-ences: general and practical work experiences and basic knowledge for career preparation; (5) special experiences: activities based on learners’ interests.

At primary levels, students follow 8 core subjects each semester: Thai language, Mathematics, Science, Social Science, Health and Physical Education, Arts and Music, Technology, and For-


eign languages. At age 13 (Matthayom 2), students are allowed to choose one or two elective courses. The Science program (Wit-Kanit) and the Mathematics program (Sil-Kamnuan) are among the most popular. Foreign language programs (Sil-Phasa) and the Social Science program (sometimes called the General Program) are also offered.

Language Curriculum. The government of Thailand has long realized the importance of the English language as a major core subject in schools, and it has been a compulsory subject at varying levels for several decades. Since 2005 schools are encouraged to establish bilingual departments where the core sub-

jects are taught in English, and to offer intensive English language programmes. The goal and aim of learning a foreign language specifically the English language is an important tool for commu-nication globally and locally in Thailand. Another aim and goal is to make the Thai students to be more educated with what is happening in the society. According to the Thailand Educational Curriculum, the English is considered to be a foreign language which is used as a language for communication, language for culture, and language for relationship with other learning areas and community and the world. English is also considered as the core of foreign language in the curriculum of Thailand.

Mathematics Curriculum. Mathematics is one of the skills that develops the human mind. The aims of the curriculum is to improve the logical thinking, analysis of different situations, and problem solving skills because Mathemat-ics is part of everyday life of every Thai. They believe that it will help them

survive the challenges using Mathematics. Mathematics in Thailand teaches different branches. The branches or lessons the mathematics curriculum are the following: Numbers and Opera-tions, Measurement, Geometry, Algebra, Data Analysis and Probability, and Mathematic skills and Processes.

Science Curriculum. Science curriculum in Thailand aims to: teach the stu-dents to be more technically inclined as a student; make the students more de-veloped with their logical, creativity, analytical, and critical thinking. It is also said that science is important in the modern world which makes it important to

learn the different scientific knowledge in order to survive the future. The science curriculum of Thailand provides scientific knowledge to Thai students. The lessons offered in the science curriculum are the following: Living things and processes of life, life and the environment, sub-stances and properties of substances, forces and motion, energy, change process of the earth, astronomy and space, and nature of science and technology.

Social Studies Curriculum. In the educational curriculum of Thailand, so-cial studies is part of religion and culture because they share the same aims and goals. The aim of this curriculum is for the learners to receive knowledge regarding the lives of human beings. They also want the students to know what

to do if they were in a certain situation that has limited resources. Since the social studies inte-grate information with religion and culture, the features of this curriculum shows that it is a bit spread with different knowledge and lessons. However, it serves as a positive feature because it shows the versatility of the curriculum.


Timor-Leste

The new curriculum in Timor-Leste was intended to “respond to the characteristics of Timor-Leste” and demonstrate that it “values its historical and cultural identity.” This new

curriculum placed strong emphasis on the development of academic fluency in both of the country’s official languages, as specified in the country’s constitution. Tetum language develop-ment was expected to be emphasized at the lower grades, with a gradual transition to Por-tuguese over time. Outside of the specific language classes, Portuguese and Tetum were to be jointly utilized in subjects like mathematics and environmental studies. The teaching of religion, which had been a required subject under the transitional curriculum, was made optional. This was reflective of a secularist orientation to religion within the state which had been prescribed in the national constitution and actively promoted by the government since independence. Environmental studies, labelled as Estudu do Meio, was an entirely new subject. The subject integrated social science, science, geography, history, civics and environmental studies into a thematic study.

The emphasis, at the primary level was to develop understandings of Timor-Leste as a nation and as a country (Heyward, 2005). The expectation was that students would begin with a study of their local geography and history and progress to the national context as they moved up in grade level. The content and focus of the arts and culture syllabus shifted to building students’ knowledge and appreciation of their own local and national artistic and cultural heritage.

Language Curriculum. English is a popular language for the Timorese youth and many have gained good proficiency. With the ever-presence of Tetum, Indo-nesian, and Portuguese, as well as in most cases another mother tongue from a home district, this makes English a fifth language for most Timorese students.

English is also promoted by the Ministry of Education, but firmly in third position. The end re-sult is a mix of languages used in the classrooms, and much valuable class time spent translating terminology from one language to another. This can be viewed as a long-term benefit; Timor’s population is rich with multilingualism and will reap the benefits it brings. But in the short term and in day-to-day teaching, language issues are regularly encountered as a significant challenge for STEM teachers and students.

Science Curriculum. The science is focused on environmental sciences. Although the curriculum contains many attempted connections between the curriculum and everyday experience of the Timorese, support materials for teaching science with the primary curriculum are limited. In the last two years,

UNICEF and the World Bank have produced support materials and kits of manipulatives for certain schools that vastly improve the effectiveness of mathematics and science teaching once teachers are trained to use them.

Social Studies Curriculum. Environmental studies is an entirely new sub-ject. The subject integrated social science, science, geography, history, civics and environmental studies into a thematic study. The emphasis, at the primary level was to develop understandings of Timor-Leste as a nation and as a country

(Heyward, 2005). The expectation was that students would begin with a study of their local geography and history and progress to the national context as they moved up in grade level


(MECYS 2004, p. 27). Likewise, the content and focus of the arts and culture syllabus shifted to building students’ knowledge and appreciation of their own local and national artistic and cultural heritage.

Vietnam

The basic education curriculum in Vietnam provides for the development of the whole child, touching hearts as well as minds and encompassing social, physical, emotional, and cultural

needs in addition to academics. The curriculum seeks to enhance students’ thinking skills and deepen their understanding of themselves, the environment and the changing world. It prepares students for the essential skills and understanding they will need in the future.

The underlying philosophy of the basic education curriculum in Vietnam aims to satisfy the needs of students’ studies so that they can exist, develop and integrate in the community. It focuses on children, based on their positive activities to help them create the demands of stud-ies and learn how to teach themselves, seek and acquire new knowledge by themselves. It is appropriate to the level of progressive development of Vietnamese children, which could create favorable conditions for Vietnamese people to integrate in the community and compete in the international market.

The primary education in Vietnam should enable pupils to have the basic and necessary under-standing about nature, society and people; to obtain basic skills in listening, reading, speaking, writing and calculation; to acquire habits of maintaining health and hygiene; to have basic knowl-edge of music and the fine arts.

Language. The main concern of primary education in Vietnam is to develop the Vietnamese language among its students as a primary language. Vietnam-ese is the medium of instruction in the educational system of the country. Although, ethnic groups are given the freedom and right to learn through their

preferred language. Secondary education enables students to learn foreign language such as English for the benefit of the students. This is to align their students for globalization which is one of the goals of the curriculum of Vietnam. Reinforcing the learning from primary school throughout secondary school which in the subject of foreign language.

Mathematics. Mathematics is taught in primary education in Vietnam. Stu-dents in the primary level are educated with basic mathematics for the pro-gression in secondary level. Secondary education supplements the learning they have acquired in their primary level. Mathematics is one of the core sub-

jects of Vietnam with its philosophy for globalization.

Science. Vietnam gives importance to the subject of science align to its phi-losophy of modernizing the country. The science subject is also one of the core subjects of Vietnam and is taught from the primary to secondary level. Basic knowledge in science is acquired and provided in the primary school. Second-


ary schools supplement the learning of the students in primary education. Science subject is essential for the globalization and modernization of Vietnam.

Social studies. Vietnam also focuses on their nation history provided in the social studies in secondary education level. Basic understanding of the social sciences is taught in secondary education to give importance to Vietnam’s na-tional history. This is to provide a basic knowledge of the social sciences in the

students of institutions in Vietnam. This is also to develop content learned in primary school. It also provides students an opportunity to develop their acquired skills such as creativity, self-awareness and initiative through the subject social studies.


Country Comparisons on the Learning

MetricsThis section concentrates on the targets and outcomes specific for each learning metrics.

The targets and outcomes were fused as a specific measurable behavior indicated in the curriculum. The approach in the comparison is done within each grade level to see the devel-opment of the learning domain. The competencies were clustered according to the domains in the original metric (see Table 1) and additional domains were added if the existing domains do not cover the behavior. The behaviors were counted across levels (years 1 to 3) and across domains. This is followed by country comparison on the targets and competencies.

Physical Well-being

In the curriculum of some countries in South East Asia, the specific behavior covering physical well-being are constant from years 1 to 3. The consistency is described to have similar targets

and outcomes from the first three years of primary education. Examples would be in Cambodia and the language curriculum in the Philippines. The style of the curriculum is similar for the lower primary (grades 1 to 3) and followed by the upper primary (grades 4 to 6).

In Cambodia, the physical well-being domain covers singing, drawing, and dancing as recurring skills in language, science, and social studies. The language skills in the Philippines are not distin-guished from grades 1 to 3. Sounding letters, writing legibly and performing literacy related task are the same from grades 1 to 3. The other countries show clear progression of the physical well-being skills. For example, the science curriculum in Lao PDR starts with basic hygiene (e. g., washing, safety for the body, etc.) and progresses to avoiding sickness and moves up to having nutritional balance by year 3.

The physical well-being domain is common in the mathematics and science subjects. In science, physical well-being covers hygiene, labeling, use of instruments, and demonstrations. In math-ematics, the domain covers counting, ordering, drawing, and recording. However, there are very few skills covering physical well-being in the curriculum of South East Asian countries.


Tab

le 2

. Ph

ysi

cal

We

ll-b

ein

g D

om

ain

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

Sing

, dra

w, d

ance

Sing

, dra

w, d

ance

Sing

, dra

w, d

ance

Mat

hem

atic

sPr

oduc

tive

mem

ber o

f so

ciet

yPr

oduc

tive

mem

ber o

f so

ciet

yPr

oduc

tive

mem

ber o

f so

ciet

y

Scie

nce

Dra

w, s

ing,

dan

ceD

raw

, sin

g, d

ance

Dra

w, s

ing,

dan

ceSo

cial

Stu

dies

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Lao

PDR

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

Was

hing

, car

ing,

and

saf

ety

for t

he b

ody,

hyg

ieni

c pr

oce-

dure

sAv

oid

sick

ness

and

dis

ease

Nut

ritio

nal b

alan

ce

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sX

XX

Scie

nce

XX

X

Soci

al S

tudi

esX

XX

Mya

nmar

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Phili

ppin

es

Lang

uage

Soun

d le

tter

s, w

rites

le

gibl

y,pe

rfor

min

g lit

erac

y-re

late

d ta

sks

Soun

d le

tter

s, w

rites

legi

bly,

pe

rfor

min

g lit

erac

y-re

late

d ta

sks

Soun

d le

tter

s, w

rites

legi

bly,

pe

rfor

min

g lit

erac

y-re

late

d ta

sks

Mat

hem

atic

sCo

unts

obj

ects

, ord

ers

sets

, ar

rang

es n

umbe

rs

Gro

ups

obje

cts,

coun

t coi

ns,

illus

trat

es a

rea,

col

lect

s da

ta

Ord

ers

num

bers

, arr

ange

or-

der o

f fra

ctio

ns, c

olle

cts

and

orga

nize

dat

a, u

se c

oncr

ete

obje

cts,

com

plet

es s

ymm

et-

ric fi

gure

s, re

cord

s ou

tcom

es

Scie

nce

XX

Labe

ls p

arts

of t

he b

ody,

de

mon

stra

tes

prop

ertie

s of

mat

ter,

impr

ovis

e in

stru

-m

ents

, hea

lthfu

l hab

its,

safe

ty, c

are

for a

nim

als

Soci

al S

tudi

esX

XX

Sing

apor

e

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

Expl

orin

g on

e’s

body

X

X

Soci

al S

tudi

esX

XX


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Thai

land

Lang

uage

XX

Mat

hem

atic

sX

Dra

w g

eom

etric

figu

res

Reco

rdin

g tim

e, k

eepi

ng

reco

rds

Scie

nce

XU

sing

mat

eria

ls to

exp

lore

ar

rang

e da

ta

Usi

ng m

ater

ials

to e

xplo

re

arra

nge

data

Soci

al S

tudi

esX

XD

raw

dia

gram

s, us

ing

map

s

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Viet

nam

Lang

uage

XX

X

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

XX

X

Soci

al S

tudi

esX

XX



Physical Well-being Subdomains Frequency Gr. 1

Frequency Gr. 2

Frequency Gr. 3

Physical health and hygiene 4 1 3

Food and nutrition 0 0 4

Physical activity 6 8 6

Sexual health 0 0 0

Additional subdomains

Exploring 1 0 1

Using materials 0 1 1

Recording 0 0 2

Improvisation 0 0 1

Demonstrating 0 0 1

11 10 19

There is a concentration of physical activities among other skills in the physical well-being do-main. Several behaviors of the physical activity are found in year 2. There is also a concentration on physical health and hygiene at year 1. This skill is part of the basic needs of the child and it is appropriate to introduce the skills early in the grades. Food and nutrition only comes at the later part (grade 3). Sexual health is not yet covered in years 1 to 3.

Social and Emotional

The specific targets and outcomes on social and emotional domain are similar and consis-tent from years 1 to 3 in most of the curriculum in South East Asia. Examples of countries

with similar skills from years 1 to 3 would be Brunei Darussalam, Cambodia, language in the Philippines, Singapore, and Thailand. This can be explained by the nature of social and emotional constructs where they cover values and dispositions where and it take years to develop and nurture them. These values also need to be sustained and seen at the end of the school years. The emotional and social characteristics are valued across all stage in life.

The consistent emotional and social constructs include positive attitudes, appreciation, confi-dence, safety, morality, civic responsibility, national identity, interacting with others, and sharing ideas.

The progression of the domain can be seen in the language and social studies curriculum in Lao PDR. The language curriculum starts with the classroom interaction and enjoyment of reading which is more of receiving. By year two, it progresses to a more active role by participation in speaking and listening. By year three, it is advanced to actual production skills such as using polite words. The same is the case in the social studies where the simple to complex skills are developed. It starts with using correct words. This is followed by higher cognitive skills such as describing geography and retelling history. By year 3, students should be able to locate Lao in the world map.


The curriculum in language, science, and social studies are rich in the social and emotional domain. It is easy to integrate these aspects especially in conceptual knowledge where hu-man interaction can be applied. The emotional and social factors are generally encountered and manifested in human interaction such as dealing with family members, peers, and in the workplace. The skills are applicable and valued in every human interaction which explains its consistency across the levels.

Tab

le 4

. So

cial

an

d E

mo

tio

nal

Do

main

fro

m G

rad

es

1 t

o 3

Co

un

try

Su

bje

ct a

rea

Gra

de

1G

rad

e 2

Gra

de

3

Brun

ei D

arus

sala

m

Lang

uage

Posi

tive

attit

ude,

ap

prec

iatio

n, c

onfid

ence

Posi

tive

attit

ude,

ap

prec

iatio

n, c

onfid

ence

Posi

tive

attit

ude,

ap

prec

iatio

n, c

onfid

ence

Mat

hem

atic

sX

XX

Scie

nce

Keep

ing

the

envi

ronm

ent c

lean

, sa

fety

pre

caut

ions

Keep

ing

the

envi

ron-

men

t cle

an, s

afet

y pr

ecau

tions

Keep

ing

the

envi

ronm

ent

clea

n, s

afet

y pr

ecau

tions

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

Mor

ality

and

civ

ic

resp

onsi

bilit

yM

oral

ity a

nd c

ivic

re

spon

sibi

lity

Mor

ality

and

civ

ic

resp

onsi

bilit

y

Mat

hem

atic

sM

oral

ity a

nd c

ivic

re

spon

sibi

lity

Mor

ality

and

civ

ic

resp

onsi

bilit

yM

oral

ity a

nd c

ivic

re

spon

sibi

lity

Scie

nce

Impr

ovem

ent o

f soc

i-et

y, m

oral

ity, a

nd c

ivic

re

spon

sibi

lity,

nat

iona

l id

entit

y, lo

ve fo

r nat

ion

Impr

ovem

ent o

f soc

iety

, m

oral

ity, a

nd c

ivic

re

spon

sibi

lity,

nat

iona

l id

entit

y, lo

ve fo

r nat

ion

Impr

ovem

ent o

f soc

iety

, m

oral

ity, a

nd c

ivic

resp

onsi

-bi

lity,

nat

iona

l ide

ntity

, lov

e fo

r nat

ion

Soci

al S

tudi

es

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Co

un

try

Su

bje

ct a

rea

Gra

de

1G

rad

e 2

Gra

de

3

Lao

PDR

Lang

uage

Clas

sroo

m in

tera

ctio

n,

enjo

y re

adin

gPa

rtic

ipat

e in

spe

akin

g an

d lis

teni

ngU

se p

olite

rout

ines

Mat

hem

atic

sX

XX

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esU

se c

orre

ct w

ord

desc

ribe

geog

raph

y,

rete

ll hi

stor

yLo

cate

Lao

in th

e w

orld

map

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sX

XEq

ual g

roup

ing

and

shar

ing

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Engl

ish

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Phili

ppin

es

Lang

uage

Inte

ract

with

oth

ers,

self-

awar

enes

s in

dis

cuss

ion,

sh

are

idea

s

Inte

ract

with

oth

ers,

self-

awar

enes

s in

dis

cuss

ion,

sh

are

idea

s

Inte

ract

with

oth

ers,

self-

awar

enes

s in

dis

cuss

ion,

sh

are

idea

s

Mat

hem

atic

sX

tells

the

valu

e of

a s

et o

f bi

llsX

Scie

nce

XX

Carin

g fo

r ani

mal

s an

d pl

ants

, pro

tect

ion

and

cons

erva

tion

of th

e en

viro

n-m

ent,

safe

and

wis

e us

e of

en

ergy

, get

ting

invo

lved

, pr

even

t har

mfu

l effe

cts

Soci

al S

tudi

esSo

cial

rela

tions

hips

Com

mun

ity v

alue

sSe

lf-id

entit

y, c

ivic

val

ues


Co

un

try

Su

bje

ct a

rea

Gra

de

1G

rad

e 2

Gra

de

3

Sing

apor

e

Lang

uage

Posi

tive

liste

ning

XX

Mat

hem

atic

sX

XX

Scie

nce

Valu

e eff

ort a

nd

team

wor

k, re

spon

sibl

e fo

r pla

nts,

cons

erve

en

ergy

Valu

e eff

ort a

nd

team

wor

k, re

spon

sibl

e fo

r pla

nts,

cons

erve

en

ergy

Resp

onsi

ble

to p

lant

s an

d an

imal

s, co

nser

ve w

ater

Soci

al S

tudi

es

Role

s an

d re

spon

sibi

li-tie

s, w

ork

effec

tivel

y in

gr

oups

, rea

lize

scar

city

of

reso

urce

s, ex

erci

se

resp

onsi

bilit

y an

d ca

re,

sens

e of

bel

ongi

ng,

prid

e, a

nd lo

yalty

Role

s of

peo

ple,

de

pend

ence

to e

ach

othe

r, sh

are

info

rmat

ion,

ha

rmon

y, c

oope

ratio

n so

cial

resp

onsi

bilit

y

Adap

t to

the

envi

ronm

ent,

real

ize

cons

trai

nts,

orga

nize

in

gro

ups,

care

for t

he

envi

ronm

ent

Thai

land

Lang

uage

App

reci

atin

g la

ngua

ge,

expr

essi

on o

f fee

lings

an

d op

inio

ns

App

reci

atin

g la

ngua

ge,

expr

essi

on o

f fee

lings

an

d op

inio

ns

App

reci

atin

g la

ngua

ge,

expr

essi

on o

f fee

lings

and

op

inio

ns

Mat

hem

atic

sX

XX

Scie

nce

XCo

nser

ve e

lect

ricity

at

hom

eCo

nser

ve e

lect

ricity

at

hom

e

Soci

al S

tudi

es

Obs

erva

nce

of m

oral

pr

inci

ples

, obs

erva

nce

of B

uddh

ist f

aith

, pra

y,

min

dful

ness

, spi

ritua

l de

velo

pmen

t, se

rvic

e to

tem

ples

, pro

fess

as

Budd

hist

Perf

orm

goo

d de

eds,

obse

rvan

ce o

f mor

al

prin

cipl

es, o

bser

vanc

e of

Bud

dhis

t fai

th, p

ray,

m

indf

ulne

ss, s

pirit

ual

deve

lopm

ent,

serv

ice

to te

mpl

es, p

rofe

ss a

s Bu

ddhi

st

Sum

mar

ize

Budd

hist

pr

actic

es, T

ell t

he s

tory

of

Budd

ha, g

ive

impo

rtan

ce

to s

crip

ture

s, pe

rfor

m g

ood

deed

s


Co

un

try

Su

bje

ct a

rea

Gra

de

1G

rad

e 2

Gra

de

3

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Viet

nam

Lang

uage

Know

ing

each

oth

erKn

owin

g ea

ch o

ther

Know

ing

each

oth

er

Mat

hem

atic

sX

XX

Scie

nce

Care

and

resp

ect f

or li

v-in

g th

ings

Care

and

resp

ect f

or li

v-in

g th

ings

Care

and

resp

ect f

or li

ving

th

ings

Soci

al S

tudi

es

App

ly ru

les

and

rout

ines

, co

nsci

ous

of s

yste

ms,

utili

ze s

ense

of p

lace

and

re

ason

, val

ue s

ense

of

time

App

ly ru

les

and

rout

ines

, co

nsci

ous

of s

yste

ms,

utili

ze s

ense

of p

lace

and

re

ason

, val

ue s

ense

of

time

App

ly ru

les

and

rout

ines

, co

nsci

ous

of s

yste

ms,

utili

ze

sens

e of

pla

ce a

nd re

ason

, va

lue

sens

e of

tim

e

The social and community values tend to increase over time from year 1 to 3. The focus of the curriculum in schools shows a movement from developing the self to realizing one’s role in the community. The increasing behavior in this area reflects the need to develop students further to contribute and become competent members of the community at large.

Civic values tend to be the same across grades 1 to 3. Civic values such as following rules and regulations, and social norms tend to be an unchanging behavior overtime. Social institutions such as the school provide expected norms of conduct such as civic values.

There are additional social and emo-tional subdomains but the frequen-cies are few. The existing domains are comprehensive enough to accommo-date the behaviors found in the cur-riculum.

There was a large occurrence of so-cial and emotional constructs found in the curriculum. More specifically, the language, science, and social studies are rich in these behaviors. This shows that the curriculum emphasizes the need to develop social and emotional aspect of the learners. Regardless of the cultural differences among South East Asian countries, the social and emotional domains are given emphasis in many subject areas.



Social and Emotional subdomains Frequency Gr. 1 Frequency Gr. 2 Frequency Gr. 3

Social and Community Values 19 18 21

Civic values 11 11 11

Mental health and well-being 14 13 9


Realize scarcity of resources 1 0 0

Realize constraints 0 1

Utilize sense of place and reason 1 1 1

46 43 43

Culture and the Arts

The specific targets and outcomes for the culture and arts are consistent from grades 1 to 3 for Brunei Darussalam, Cambodia, Timor-Leste, Vietnam, and language in the Philippine

curriculum. Again, this is due to the clustering of the curriculum in the lower primary education of the mentioned countries. The progression of the cultural and arts domain could not be seen from years 1 to 3.

A range of culture and art skills can be observed in the curriculum of South East Asian coun-tries. The skills include creativity, moral values, building, appreciation, moral values, preservation of cultural environment, imagination, and observance of tradition.

The progression of skills from grades 1 to 3 can be seen in the curriculum of Lao PDR, Malayisa, Singapore, Thailand and Mathematics in the Philippines. For example in Lao PDR, the culture and art skills start with describing groups of people such as the school community. Then it pro-gresses to reasoning why people live together in year 2. A larger coverage of groupings such as regional and relationship with leaders are tackled on year 3.

The culture and art skills are greatly manifested in the areas of language mathematics and social studies. The language culture and art skills cover creative writing, recognizing the audience, and reading local text for appreciation. Mathematics includes drawing shapes, recognizing currency (monetary notes). The curriculum in social studies manifest rich skills in social studies that includes preservation of culture, participating in community and cultural activities, appreciation of art forms, and elating oneself to the culture.


Tab

le 6

. Cu

ltu

re a

nd

th

e A

rts

Do

main

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

Crea

tivity

whe

n co

mm

unic

at-

ing,

talk

abo

ut m

oral

val

ues

Crea

tivity

whe

n co

mm

u-ni

catin

g, ta

lk a

bout

mor

al

valu

es

Crea

tivity

whe

n co

mm

unic

at-

ing,

talk

abo

ut m

oral

val

ues

Mat

hem

atic

sBu

ild 3

D m

odel

sBu

ild 3

D m

odel

sBu

ild 3

D m

odel

s

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

App

reci

ate

cultu

ral e

nviro

n-m

ent,

Impr

ove

Cam

bodi

an

soci

ety,

app

reci

ate

art

App

reci

ate

cultu

ral e

nviro

n-m

ent,

Impr

ove

Cam

bodi

an

soci

ety,

app

reci

ate

art

App

reci

ate

cultu

ral e

nviro

n-m

ent,

Impr

ove

Cam

bodi

an

soci

ety,

app

reci

ate

art

Mat

hem

atic

s

App

reci

ate

and

pres

erve

cul

-tu

ral e

nviro

nmen

t, pa

rtic

ipat

e in

loca

l com

mun

ity, d

evel

op

crea

tivity

and

imag

inat

ion

App

reci

ate

and

pres

erve

cu

ltura

l env

ironm

ent,

part

icip

ate

in lo

cal c

omm

u-ni

ty, d

evel

op c

reat

ivity

and

im

agin

atio

n

App

reci

ate

and

pres

erve

cul

-tu

ral e

nviro

nmen

t, pa

rtic

ipat

e in

loca

l com

mun

ity, d

evel

op

crea

tivity

and

imag

inat

ion

Scie

nce

App

reci

ate

and

pres

erve

cu

lture

, par

ticip

atin

g in

loca

l ac

tiviti

es, a

ppre

ciat

ion

of a

rt

form

s

App

reci

ate

and

pres

erve

cu

lture

, par

ticip

atin

g in

loca

l ac

tiviti

es, a

ppre

ciat

ion

of a

rt

form

s

App

reci

ate

and

pres

erve

cu

lture

, par

ticip

atin

g in

loca

l ac

tiviti

es, a

ppre

ciat

ion

of a

rt

form

sSo

cial

Stu

dies

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Lao

PDR

Lang

uage

Reco

gniz

e th

e au

dien

ce to

w

rite

for

writ

e co

rrec

t wor

ds in

Lao

Use

lang

uage

in g

ames

and

so

ngs

Mat

hem

atic

sRe

cogn

ize

the

Kip

note

sU

nder

stan

d m

onet

ary

valu

e,

repr

esen

t obj

ects

X

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esTe

ll th

e us

e, g

roup

s, st

ruct

ure,

an

d id

entit

y of

the

scho

olRe

ason

s w

hy p

eopl

e liv

e to

geth

er

Des

crib

e gr

oups

in re

gion

, pe

ople

, and

rela

tions

hips

of

lead

ers

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

prt

Mat

hem

atic

sD

raw

sha

pes

Dra

w li

nes

Mal

e sh

apes

with

line

s an

d cu

rves

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Phili

ppin

es

Lang

uage

Read

loca

l lite

rary

text

Re

ad lo

cal l

itera

ry te

xtRe

ad lo

cal l

itera

ry te

xt

Mat

hem

atic

s

Dra

w re

gion

s, sh

apes

, con

-st

ruct

3D

obj

ects

, mak

es p

at-

tern

, pro

duce

cre

ativ

e ou

tput

re

late

d to

text

list

ened

to

Cons

truc

t sha

pes,

crea

te

figur

esD

raw

poi

nts,

lines

, seg

men

t, ra

ys, c

ompl

etes

sym

met

ry

Scie

nce

XX

Use

of l

ight

, hat

, sou

nds,

mag

nets

in d

aily

life

, dec

ides

w

hat t

o w

ear d

epen

ding

on

the

wea

ther

Soci

al S

tudi

es

Writ

e an

d dr

aw n

eeds

and

w

ants

, sel

f-por

trai

ts, t

imel

ine,

w

eath

er, c

reat

e sc

rapb

ook,

co

ncep

t map

, fam

ily tr

ee, t

ell

chan

ges

in tr

aditi

ons,

resp

ect

fam

ily v

alue

s

Dra

w th

e co

mm

unity

, cre

ate

mod

els,

map

s, re

pres

ent

sym

bols

, cre

ate

scra

pboo

k an

d co

llage

,

No

repo

rt

Sing

apor

e

Lang

uage

XX

X

Mat

hem

atic

sU

se 2

D s

hape

s to

cre

ate

pat-

tern

Dra

w a

nd c

ut-o

ut s

hape

s, m

ake

pict

ure

grap

hsD

raw

per

pend

icul

ar a

nd p

aral

-le

l lin

es

Scie

nce

Mak

e m

agne

ts u

sing

diff

eren

t m

etho

dsM

ake

mag

nets

usi

ng d

iffer

-en

t met

hods

X

Soci

al S

tudi

esU

nder

stan

d th

e si

gnifi

canc

e of

cel

ebra

tions

Und

erst

and

cultu

ral p

rac-

tices

Und

erst

and

role

s as

mem

bers

of

com

mun

ity


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Thai

land

Lang

uage

App

reci

ate

lang

uage

of n

ativ

e sp

eake

rs, t

ell n

ativ

e vo

cabu

-la

ry o

f fes

tival

s, pa

rtic

ipat

e in

cu

ltura

l act

iviti

es, p

rese

rve

Thai

lang

uage

, app

reci

ate

Thai

lite

ratu

re

Use

lang

uage

app

ropr

iate

to

occ

asio

ns a

nd p

lace

s, A

p-pr

ecia

te la

ngua

ge o

f nat

ive

spea

kers

, tel

l nat

ive

voca

bu-

lary

of f

estiv

als,

part

icip

ate

in

cultu

ral a

ctiv

ities

, pre

serv

e Th

ai la

ngua

ge, a

ppre

ciat

e Th

ai li

tera

ture

Use

lang

uage

app

ropr

iate

to

occa

sion

s an

d pl

aces

, Ap-

prec

iate

lang

uage

of n

ativ

e sp

eake

rs, t

ell n

ativ

e vo

cabu

-la

ry o

f fes

tival

s, pa

rtic

ipat

e in

cu

ltura

l act

iviti

es, p

rese

rve

Thai

lang

uage

, app

reci

ate

Thai

lit

erat

ure

Mat

hem

atic

sX

XD

raw

2D

figu

res

Scie

nce

XX

X

Soci

al S

tudi

esO

bser

vanc

e of

Tha

i cul

ture

an

d tr

aditi

onO

bser

vanc

e of

Tha

i cul

ture

an

d tr

aditi

onO

bser

vanc

e of

Tha

i cul

ture

an

d tr

aditi

on

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Viet

nam

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

XX

X

Soci

al S

tudi

esRe

late

sel

f with

cul

tura

l gr

oups

, sen

se o

f pla

ce, t

ime

and

even

ts

Rela

te s

elf w

ith c

ultu

ral

grou

ps, s

ense

of p

lace

, tim

e an

d ev

ents

Rela

te s

elf w

ith c

ultu

ral

grou

ps, s

ense

of p

lace

, tim

e an

d ev

ents


A large number of skills were obtained for culture and arts. Most of these skills are con-centrated under cultural knowledge that covers describing and explaining one’s community, culture, values, and tradition. The creative arts are mostly manifested in mathematics where the learners create models and figures. There are several additional domains identified such as building/production, appreciation, improvement, preservation, and participation. Several skills on the domain for building/production and appreciation were identified. However, the building/production skills declined from the grades 1 to 3. The declined in skills is due to the learners expectation to work more on the cognitive skills reflected in the cultural knowledge part.


Culture and the artsSubdomains

Frequency Grade 1

Frequency Grade 2

Frequency Grade 3

Creative arts 2 2 2

Cultural knowledge 8 8 8


Building/production 7 5 3

Drawing 3 4 4

Appreciation 6 6 6

Improvement 2 1 1

Preservation 3 3 3

Participation 5 5 5

36 34 32

Literacy and Communication

The curriculum in South East Asian countries is very rich in literacy and communication skills. This skill also cuts across other subject areas aside from the dominance of skills in

the languages as a subject. This richness is explained by the target of making each child literate in the early grades.

The lower grades (grades 1 to 3) focuses on literacy skills that cover listening, responding, phonics, decoding, fluency, writing, reading, and comprehension. There is a very close similarity in this range of skills from grades 1 to 3 because they need to be developed and mastered in the early years. Even the other subjects are rich in the literacy skills in order to reinforce them.

The progression of literacy and communication skills can be observed for Lao PDR, Singapore, and Thailand. For example in Singapore, grade 1 students start with listening, viewing, and re-sponding to text. By grade 2, students start to talk about what they have read. By year 3, the skill is heightened to responding creatively to stories. The progression in listening is also manifested from simple listening by grade 1 to sustained listening by grades 2 and 3.


The subjects on language and mathematics showed to manifest several skills on literacy and communication. The language which consists of both the English language and the native lan-guage emphasizes on listening, reading, speaking, and writing. For mathematics, the literacy includes reading, representing, and writing numbers both in the native and English language. Literacy and communication in mathematics also cover the language used to pointing locations, comparing measurement of objects, telling the days of the week and months, telling the time, and reading graphs.

Tab

le 8

. Lit

era

cy a

nd

Co

mm

un

icat

ion

Do

main

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

List

en a

nd re

spon

d fo

r co

mpr

ehen

sion

, pre

sent

in

form

atio

n, d

ecod

e te

xt,

read

with

flue

ncy,

con

-st

ruct

sen

tenc

es

List

en a

nd re

spon

d fo

r co

mpr

ehen

sion

, pre

s-en

t inf

orm

atio

n, d

ecod

e te

xt, r

ead

with

flue

ncy,

co

nstr

uct s

ente

nces

List

en a

nd re

spon

d fo

r co

mpr

ehen

sion

, pre

s-en

t inf

orm

atio

n, d

ecod

e te

xt, r

ead

with

flue

ncy,

co

nstr

uct s

ente

nces

Mat

hem

atic

sRe

pres

ent n

umbe

rs, r

ead

and

writ

e nu

mbe

rsRe

pres

ent n

umbe

rs, r

ead

and

writ

e nu

mbe

rsRe

pres

ent n

umbe

rs, r

ead

and

writ

e nu

mbe

rs

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

Com

pete

nce

in n

ativ

e la

ngua

ge, a

war

enes

s of

se

lf-ex

pres

sion

Com

pete

nce

in n

ativ

e la

ngua

ge, a

war

enes

s of

se

lf-ex

pres

sion

Com

pete

nce

in n

ativ

e la

ngua

ge, a

war

enes

s of

se

lf-ex

pres

sion

Mat

hem

atic

sEx

pres

s co

ncep

ts in

Mat

h us

ing

Khm

er L

angu

age

Expr

ess

conc

epts

in

Mat

h us

ing

Khm

er L

an-

guag

e

Expr

ess

conc

epts

in M

ath

usin

g Kh

mer

Lan

guag

e

Scie

nce

Expr

ess

ones

elf u

sing

Kh

mer

lang

uage

Expr

ess

ones

elf u

sing

Kh

mer

lang

uage

Expr

ess

ones

elf u

sing

Kh

mer

lang

uage

Soci

al S

tudi

es

Indo

nesi

a

Engl

ish

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Lao

PDR

Lang

uage

Com

mun

icat

e w

ith o

th-

ers,

use

gram

mat

ical

fo

rms,

pron

ounc

e w

ords

, te

xt k

now

ledg

e, re

ad a

nd

pred

ict t

ext

Com

mun

icat

e w

ith

othe

rs, k

now

ledg

e on

vo

cabu

lary

text

, and

w

riter

s pu

rpos

e

Read

par

agra

phs,

inst

ruct

ions

, sig

ns, a

nd

slog

ans,

writ

e sh

ort t

ext

Mat

hem

atic

sU

se L

ao la

ngua

ge fo

r co

untin

g, lo

catio

ns, a

nd

com

parin

g m

ass

Des

crib

e pr

oper

ties

of

lines

and

sha

pes

Inte

rpre

t dat

a

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esX

XX

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

s

Des

crib

es o

bjec

ts, r

ecog

-ni

ze a

nd s

peak

s nu

mbe

rs,

mat

ch o

bjec

ts to

thei

r nu

mbe

r

Des

crib

e pr

oper

ties

of

2D s

hape

s, re

ads

and

writ

es n

umbe

rsW

rite

plac

e va

lues

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Engl

ish

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Phili

ppin

es

Lang

uage

Und

erst

and

spok

en d

is-

cour

se, i

nter

act w

ith o

th-

ers,

phon

olog

ical

aw

are-

ness

, rec

ogni

ze n

ames

an

d so

unds

, spe

lls w

ords

, gr

amm

atic

al a

war

enes

s, re

spon

ds to

lite

racy

text

Und

erst

and

spok

en

disc

ours

e, in

tera

ct w

ith

othe

rs, p

hono

logi

cal

awar

enes

s, re

cogn

ize

nam

es a

nd s

ound

s, sp

ells

wor

ds, g

ram

mat

i-ca

l aw

aren

ess,

resp

onds

to

lite

racy

text

Und

erst

and

spok

en

disc

ours

e, in

tera

ct w

ith

othe

rs, p

hono

logi

cal

awar

enes

s, re

cogn

ize

nam

es a

nd s

ound

s, sp

ells

w

ords

, gra

mm

atic

al

awar

enes

s, re

spon

ds to

lit

erac

y te

xt

Mat

hem

atic

s

Tells

the

num

ber o

f ob

ject

s, re

ads

and

writ

es

num

bers

, ren

ames

num

-be

rs, n

ames

and

tells

day

s of

the

wee

k, m

onth

, yea

r

Ass

ocia

tes

num

bers

w

ith s

ets,

read

and

w

rite

num

bers

(ord

inal

, fr

actio

ns, m

oney

, rom

an

num

eral

s), w

rite

3 di

git

num

bers

, writ

es re

late

d eq

uatio

ns,

Read

and

writ

e nu

mbe

rs

(ord

inal

, rom

an n

umer

-al

s, fr

actio

ns),

stat

e m

ul-

tiple

s, di

visi

on fa

cts,

tells

od

d an

d ev

en n

umbe

rs,

inte

rpre

t gra

phs

and

tabl

e

Scie

nce

XX

Labe

l par

ts o

f the

bod

y,

com

mun

icat

e pr

oper

w

ays

Soci

al S

tudi

esEx

pres

s on

esel

f, na

rrat

e st

ory,

poi

nt im

port

ant

info

rmat

ion

Defi

ne c

omm

unity

N

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Sing

apor

e

Lang

uage

liste

n, v

iew

, and

resp

ond

to te

xt, r

ecog

nize

lett

ers,

deco

de p

honi

cs, i

den-

tify

them

es, r

etel

l eve

nts,

awar

enes

s of

lang

uage

fe

atur

es, r

ead

alou

d, w

rite

accu

rate

ly

Talk

abo

ut b

ooks

read

, lis

ten

for s

usta

ined

pe-

riod,

dem

onst

rate

und

er-

stan

ding

, rec

ite rh

ymes

, w

rite

para

grap

hs

Resp

ond

crea

tivel

y to

st

orie

s, lis

ten

for s

us-

tain

ed p

erio

d, u

nder

-st

and

body

lang

uage

, kn

owle

dge

of c

ohes

ive

devi

ces,

use

stre

ss p

at-

tern

, use

spe

lling

con

-ve

ntio

ns, u

se a

ppro

pri-

ate

term

s

Mat

hem

atic

sU

se la

ngua

ge s

uch

as

mor

e/le

ss, a

nsw

er q

ues-

tions

abo

ut d

ata

Read

ing

and

writ

ing

mon

ey, n

amin

g ci

rcle

s, in

terp

retin

g pi

ctur

e gr

aphs

Read

ing

and

writ

ing

num

bers

, tel

ling

and

writ

ing

time,

read

ing

and

inte

rpre

ting

bar g

raph

s.

Scie

nce

Com

mun

icat

e fin

ding

s Co

mm

unic

ate

findi

ngs

Com

mun

icat

e fin

ding

s, de

scrib

e fu

nctio

ns

Soci

al S

tudi

esEx

pres

s id

eas

List

en a

ctiv

ely

to o

ther

sPr

esen

t ide

as in

a v

arie

ty

of m

eans


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Thai

land

Lang

uage

Spec

ify a

lpha

bet a

nd

soun

ds, p

rono

unce

and

sp

ell w

ords

, mea

ning

of

wor

ds, a

nsw

er q

uest

ions

af

ter l

iste

ning

, writ

e co

m-

mun

icat

ions

Act i

n co

mpl

ianc

e w

ith

orde

rs, i

nter

pret

wha

t is

hear

d an

d re

ad, e

xpre

ss

opin

ion,

und

erst

and

data

, app

ly th

e w

ritin

g pr

oces

s

Act i

n co

mpl

ianc

e w

ith

orde

rs, p

rono

unce

and

sp

ell w

ords

, rea

d al

oud,

co

nvey

mea

ning

of

wor

ds, a

nsw

er q

uest

ions

af

ter l

iste

ning

, spe

ak

to p

rovi

de in

form

atio

n,

cate

goriz

e w

ords

, tel

l di

ffere

nces

of s

ound

s, se

quen

ce s

ituat

ions

, rea

d bo

oks,

writ

e st

orie

s

Mat

hem

atic

sRe

ad a

nd w

rite

hind

u A

ra-

bic

and

rom

an n

umer

als

Read

and

writ

e hi

ndu

Ara

bic

and

rom

an n

u-m

eral

s

Read

and

writ

e hi

ndu

Ara

bic

and

Thai

num

er-

als,

tell

and

writ

e tim

e,

Scie

nce

XEx

pres

s op

inio

ns

Expr

ess

opin

ions

and

id

eas,

pose

que

stio

ns,

reco

rd o

bser

vatio

n, v

er-

bally

pre

sent

wor

k

Soci

al S

tudi

esX

XX

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Viet

nam

Lang

uage

Spea

k an

d lis

ten

to

com

mun

icat

ion,

con

vey

mea

ning

s, re

ad a

s a

soci

al

activ

ity, w

rite

as a

form

of

expr

essi

on

Spea

k an

d lis

ten

to

com

mun

icat

ion,

con

vey

mea

ning

s, re

ad a

s a

soci

al a

ctiv

ity, w

rite

as a

fo

rm o

f exp

ress

ion

Spea

k an

d lis

ten

to

com

mun

icat

ion,

con

vey

mea

ning

s, re

ad a

s a

soci

al a

ctiv

ity, w

rite

as a

fo

rm o

f exp

ress

ion

Mat

hem

atic

sX

XX

Scie

nce

Com

mun

icat

e id

eas

abou

t liv

ing

thin

gsCo

mm

unic

ate

idea

s ab

out l

ivin

g th

ings

Com

mun

icat

e id

eas

abou

t pas

ts o

f a s

yste

m,

Reco

rd in

form

atio

n

Soci

al S

tudi

esX

XX

Large frequency of skills was obtained for the lit-eracy and communication skills for each of the do-main identified. Majority of the skills in the lower grades are concentrated on oral comprehension. This skill involves being able to understand what students have read or listened to and the ability to respond by answering questions, retelling, com-municating own ideas, and conveying meaning. The frequency on reading fluency shows decline be-cause students are expected to have mastered it by years 1 and 2. Reading comprehension remained stable from grades 1 to 3 because this skill needs reinforcement. Expressive vocabulary is increasing that accommodates the growth on the learners’ vocabulary. Written expression is also increasing in terms of the frequency because students writ-ing skills are developed as they move higher in the level. Writing is less in the lower grades because the concentration begins with the reading and oral fluency. If the first two skills are developed, writing can be easily taught which will also require more integrated language and cognitive skills.



Literacy and communication Subdomains

Frequency Gr. 1

Frequency Gr. 2

Frequency Gr. 3

Oral fluency 5 4 4

Oral comprehension 16 15 16

Reading fluency 4 2 3

Reading comprehension 4 3 4

Receptive vocabulary 2 2 1

Expressive vocabulary 5 5 6

Written expression/ composition 3 6 9


Social interaction 2 2 2

Syntax 2 1 1

Spelling 3 1 3

Interpretation 2 2

Labeling 1 1

Listening 2 2 1

Use linguistic devices 1 1

Presenting 1

Alphabet and sounds 2 1

Pronunciation 1

51 46 57

Learning Approaches and Cognition

Approach to learning and cognition is one of the important skills that facilitate successful learning among students. Students awareness of a range of learning approaches makes

them perform better on tasks. The curriculum in South East Asia integrates well how these learning approaches are attained.

The subjects on language and mathematics contain more evidence of the learning approaches and cognitive skills. For language, the skills range from reading strategies, planning before speak-ing and writing, activating prior knowledge, and study skills. Mathematics includes using models and concrete materials to facilitate operations and counting, mental calculations, and a range of problem solving strategies.

The progression of the learning approaches and cognitive skills is shown in Lao PDR, Malaysia, Singapore and Vietnam. For example in Mathematics in Malaysia, grade 1 students start with mental addition then moves up to mental subtraction by grade 2. By grade 3, students should be able to do both mental addition and subtraction. For mathematics in Singapore, mental ad-dition and subtraction are standards for grade 1. By grade two, using multiplication tables as a technique is introduced. By grade 3, mental calculation in all operation using 4 digits are set as standard.


Tab

le 1

0. L

earn

ing

Ap

pro

ach

es

an

d C

ogn

itio

n D

om

ain

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

Stra

tegi

es to

read

, men

tally

co

nstr

uct s

ente

nces

bef

ore

writ

ing,

str

ateg

ies

to le

arn

new

w

ords

Stra

tegi

es to

read

, men

tally

co

nstr

uct s

ente

nces

bef

ore

writ

ing,

str

ateg

ies

to le

arn

new

wor

ds

Stra

tegi

es to

read

, men

tally

con

-st

ruct

sen

tenc

es b

efor

e w

ritin

g,

stra

tegi

es to

lear

n ne

w w

ords

Mat

hem

atic

s

Use

mod

el d

iagr

ams

to s

olve

pr

oble

ms,

use

conc

rete

mat

eri-

als

to re

cogn

ize

shap

es a

nd

num

bers

Use

mod

el d

iagr

ams

to s

olve

pr

oble

ms,

use

conc

rete

m

ater

ials

to re

cogn

ize

shap

es

and

num

bers

Use

mod

el d

iagr

ams

to s

olve

pr

oble

ms,

use

conc

rete

mat

eria

ls

to re

cogn

ize

shap

es a

nd n

um-

bers

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

XX

X

Mat

hem

atic

sU

se d

iffer

ent s

trat

egie

s, in

clud

-in

g m

enta

l arit

hmet

ic, t

o so

lve

sim

ple

prob

lem

s

Use

diff

eren

t str

ateg

ies,

in-

clud

ing

men

tal a

rithm

etic

, to

solv

e si

mpl

e pr

oble

ms

Use

diff

eren

t str

ateg

ies,

incl

ud-

ing

men

tal a

rithm

etic

, to

solv

e si

mpl

e pr

oble

ms

Scie

nce

Man

age

own

actio

ns, e

xerc

ise

judg

men

t in

mat

ters

of m

oral

-ity

, wor

king

tow

ards

sol

utio

ns

Use

mod

el d

iagr

ams

to s

olve

pr

oble

ms,

use

conc

rete

m

ater

ials

to re

cogn

ize

shap

es

and

num

bers

Use

mod

el d

iagr

ams

to s

olve

pr

oble

ms,

use

conc

rete

mat

eria

ls

to re

cogn

ize

shap

es a

nd n

um-

bers

Soci

al S

tudi

es

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Lao

PDR

Lang

uage

XU

se s

trat

egie

s to

read

eas

yRe

ad te

xt p

urpo

sefu

lly

Mat

hem

atic

sSo

rt o

bjec

ts b

ased

on

feat

ures

, M

anip

ulat

e m

ater

ials

to s

how

pa

rts

of a

who

le, s

olve

pro

b-le

ms

usin

g st

rate

gies

Use

men

tal a

nd w

ritte

n st

rate

-gi

es to

est

imat

e an

d pe

rfor

m

oper

atio

ns

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esX

Prop

ose

wha

t will

hap

pen

if th

ere

are

no p

lant

sEx

plai

n di

ffere

nces

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sM

enta

l add

ition

Men

tal s

ubtr

actio

nM

enta

l add

ition

and

sub

trac

tion

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Phili

ppin

es

Lang

uage

Read

alo

ud te

xts,

stud

y En

glis

h vo

cabu

lary

, act

ivat

es

prio

r kno

wle

dge,

sel

f-aw

are

in a

naly

zing

text

, mod

ify o

ld

know

ledg

e, u

se s

tudy

ski

lls in

or

gani

zing

info

rmat

ion

Read

alo

ud te

xts,

stud

y En

glis

h vo

cabu

lary

, act

ivat

es

prio

r kno

wle

dge,

sel

f-aw

are

in a

naly

zing

text

, mod

ify o

ld

know

ledg

e, u

se s

tudy

ski

lls in

or

gani

zing

info

rmat

ion

Read

alo

ud te

xts,

stud

y En

g-lis

h vo

cabu

lary

, act

ivat

es p

rior

know

ledg

e, s

elf-a

war

e in

ana

lyz-

ing

text

, mod

ify o

ld k

now

ledg

e,

use

stud

y sk

ills

in o

rgan

izin

g in

form

atio

n

Mat

hem

atic

sM

enta

l add

ition

and

sub

trac

-tio

n (o

ne d

igit)

, vis

ualiz

es

frac

tions

Men

tal a

dditi

on a

nd s

ub-

trac

tion

(one

to th

ree

digi

t),

pred

icts

out

com

es

Men

tal a

dditi

on a

nd s

ubtr

actio

n (w

ith o

r with

out r

egro

upin

g),

Scie

nce

XX

Obs

erve

and

ask

que

stio

ns

abou

t fun

ctio

ns, c

lass

ifies

pla

nts,

anim

als,

and

mat

ter,

com

pare

st

ruct

ures

, pre

dict

nee

ds o

f pl

ants

, inf

er c

hara

cter

istic

s

Soci

al S

tudi

es

Use

gra

phic

org

aniz

er, c

reat

e st

orie

s fr

om ti

mel

ines

, arr

ange

pi

ctur

es to

der

ive

he c

once

pt,

sum

mar

ize

the

impo

rtan

ce o

f re

latio

nshi

ps in

the

fam

ily, u

se

term

s in

loca

tions

,

Com

pare

and

con

tras

t com

-m

uniti

es, g

athe

r inf

orm

a-tio

n th

roug

h in

terv

iew

, use

gr

aphi

c or

gani

zer t

o re

cord

fin

ding

s, cr

eate

a m

ap o

f on

e’s

com

mun

ity, u

se m

ap

sym

bols

, see

k in

form

atio

n on

eff

ects

of c

alam

ities

, res

earc

h on

the

hist

ory

of th

e co

m-

mun

ity

No

Repo

rt


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Sing

apor

e

Lang

uage

List

en a

nd v

iew

att

entiv

ely,

pr

edic

t act

ions

, inf

er a

nd a

sk

ques

tions

abo

ut te

xt, i

nter

-pr

et in

form

atio

n, re

ad a

loud

, id

entif

y pu

rpos

e an

d au

dien

ce

whe

n sp

eaki

ng, s

et g

oals

, pla

n an

d ga

ther

idea

s be

fore

writ

-in

g, re

view

and

revi

se d

raft

s

Use

pho

nolo

gica

l and

m

eani

ng b

ased

str

ateg

ies,

liste

n an

d vi

ew a

tten

tivel

y,

pred

ict a

ctio

ns, i

nfer

and

as

k qu

estio

ns a

bout

text

, in

terp

ret i

nfor

mat

ion,

read

al

oud,

iden

tify

purp

ose

and

audi

ence

whe

n sp

eaki

ng, s

et

goal

s, pl

an a

nd g

athe

r ide

as

befo

re w

ritin

g, re

view

and

re

vise

dra

fts

Use

pho

nolo

gica

l and

mea

ning

ba

sed

stra

tegi

es, l

iste

n an

d vi

ew

atte

ntiv

ely,

pre

dict

act

ions

, inf

er

and

ask

ques

tions

abo

ut te

xt,

inte

rpre

t inf

orm

atio

n, re

ad a

loud

, id

entif

y pu

rpos

e an

d au

dien

ce

whe

n sp

eaki

ng, s

et g

oals

, pla

n an

d ga

ther

idea

s be

fore

writ

ing,

re

view

and

revi

se d

raft

s

Mat

hem

atic

sM

enta

l add

ition

and

sub

trac

-tio

nU

sing

mul

tiplic

atio

n ta

bles

Men

tal c

alcu

latio

n (a

ll op

erat

ions

up

to 4

dig

its)

Scie

nce

XX

Inve

stig

ate

in v

ario

us w

ays

(hea

t an

d ev

apor

atio

n), a

sk q

uest

ions

on

obs

erve

d da

ta

Soci

al S

tudi

es

Inte

rpre

t vis

uals

, use

com

-pa

rison

ski

lls in

dis

cuss

ion,

se

quen

ce a

nd c

ateg

oriz

e in

form

atio

n

sequ

ence

and

cat

egor

ize

info

rmat

ion,

bra

inst

orm

cr

eativ

e so

lutio

ns

Gat

her a

nd re

cord

info

rmat

ion,

as

sess

sol

utio

ns to

a p

robl

em,

arriv

e w

ith c

reat

ive

solu

tions

in

cons

trai

nts


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Thai

land

Lang

uage

List

en to

sug

gest

ions

, ans

wer

qu

estio

ns fo

rm in

form

atio

n,

com

mun

icat

e in

line

with

ob

ject

ives

, lis

ten

and

spea

k ap

-pr

opria

tely

List

en to

sug

gest

ions

, ans

wer

qu

estio

ns fo

rm in

form

atio

n,

com

mun

icat

e in

line

with

ob

ject

ives

, lis

ten

and

spea

k ap

prop

riate

ly

List

en to

sug

gest

ions

, ans

wer

qu

estio

ns fo

rm in

form

atio

n,

com

mun

icat

e in

line

with

obj

ec-

tives

, lis

ten

and

spea

k ap

prop

ri-at

ely

Mat

hem

atic

s

App

ly m

etho

ds in

pro

blem

so

lvin

g, p

rovi

de re

ason

s fo

r de

cisi

ons

mad

e, li

nk m

ath

with

ot

her d

isci

plin

es

App

ly m

etho

ds in

pro

blem

so

lvin

g, p

rovi

de re

ason

s fo

r de

cisi

ons

mad

e, li

nk m

ath

with

oth

er d

isci

plin

es

App

ly m

etho

ds in

pro

blem

sol

v-in

g, p

rovi

de re

ason

s fo

r dec

i-si

ons

mad

e, li

nk m

ath

with

oth

er

disc

iplin

es

Scie

nce

Obs

erve

cha

ract

eris

tics

of m

a-te

rials

, cla

ssify

mat

eria

ls b

ased

on

crit

eria

, exp

lore

phy

sica

l pr

oper

ties

Com

pare

pro

pert

ies

of m

ate-

rials

, inv

estig

ate

proc

ess

for

seek

ing

know

ledg

e

Expe

rimen

t in

forc

es, i

nves

tigat

e pr

oces

s fo

r see

king

kno

wle

dge

Soci

al S

tudi

esX

X

Man

age

reso

urce

s, ut

ilize

lim

ited

reso

urce

s, ke

ep re

cord

of o

wn

inco

me,

con

clud

e be

nefit

s of

sp

endi

ng a

nd s

avin

g

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Viet

nam

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

XX

X

Soci

al S

tudi

esX

XX


There are several additional learning approaches and cognitive skills identified in the curricu-lum. There are a rich number of skills on general learning and study strategies. The language subjects are rich in reading strategies while the mathematics is rich in the use of manipulative and mental operations. The languages necessitate the use of reading strategies in order to make sure that students comprehend what they are reading. Such reading strategies include reading aloud, monitoring, asking questions, and responding to text. For mathematics, mental calculation is emphasized because students need to attain an automated response when using numbers in real life setting. The use of manipulative is high in the early grades because it aids the learner to perform counting and develop further their number sense.


Learning approaches and cognition Subdomains

Gr. 1 Frequency

Gr. 2 Frequency

Gr. 3 Frequency

Persistence and attention 3 3 3

Cooperation

Autonomy 1 1 1

Knowledge

Comprehension 1 1 1

Application 2 1 1

Critical thinking


General learning and study strategies 4 5 5

Reading strategies/reading aloud 3 4 3

Planning 2 2 2

Using models 1 2 2

Using manipulatives, materials, and visuals

3 6 1

Self-management 1 2

Focusing on solution 3 3 4


Learning approaches and cognition Subdomains

Gr. 1 Frequency

Gr. 2 Frequency

Gr. 3 Frequency

Goal-setting/purpose driven 2 2 3

Sorting/classifying/categorizing/comparing

4 3 1

Mental operations 4 3 4

Modifying/revising/debugging 2 2 2

Predicting/consequencing 1 2 1

Questions, assessing, investigating, ex-perimenting 3 3 6

Observing and data gathering 2 4 2

Organizing and summarizing 2 1

Idea generation 2 2 2

46 49 46

Numeracy and Mathematics

Majority of the mathematics curriculum in South East Asia show progression of skills from grades 1 to 3. Teaching and learning mathematics as compared to other subjects showed

a better progression because the skills involved quantitative approach. The limitation of the skill per level is also easy to identify. The progression is shown in two ways, first, the introduction of concept/lessons at a particular level and second is the increasing level of the skill. An example in the first type of progression is the case of mathematics in Thailand where telling the amount of money is introduced by grade 2, and reading pictographs and bar graphs are introduced at grade 3. In Singapore, the concept of place value is introduced by grade 3. An example for the second type of progression is the case of the Philippines, Singapore, and Thailand, where by grade 1, learners learn the skill on addition, by grade 2 it is expanded with subtraction, and by year 3 students should be able to do all four operations. Another example would be in geom-etry where the identification of basic shapes by grade 1 are tackled, lines and segments are added by grade 2, and angles are introduced by grade 3.

The numeracy skills have a certain degree of exclusivity for the mathematics subject. This is indicated in the concentrated skills in the subject and in other subjects, and few for science. At the lower years, the integration of numeracy skills in other domains is still weak and might develop in the higher grades when lessons become interdisciplinary.


Tab

le 1

2. N

um

era

cy a

nd

Mat

he

mat

ics

Do

main

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

Use

cou

ntab

le n

ouns

Use

cou

ntab

le n

ouns

Use

cou

ntab

le n

ouns

Mat

hem

atic

s

Coun

t, co

mpa

re, a

nd a

rran

ge

num

bers

up

to m

illio

n, re

cogn

ize

plac

e va

lue,

reco

gniz

e od

d an

d ev

en, a

dd s

ubtr

act,

mul

tiply

and

di

vide

up

to 4

dig

its, s

olve

wor

d pr

oble

ms,

nam

e fr

actio

ns, m

ea-

sure

leng

th, w

eigh

t, an

d vo

lum

e,

reco

gniz

e cu

rren

cy

Coun

t, co

mpa

re, a

nd a

rran

ge

num

bers

up

to m

illio

n, re

c-og

nize

pla

ce v

alue

, rec

ogni

ze

odd

and

even

, add

sub

trac

t, m

ultip

ly a

nd d

ivid

e up

to 4

dig

-its

, sol

ve w

ord

prob

lem

s, na

me

frac

tions

, mea

sure

leng

th,

wei

ght,

and

volu

me,

rec

ogni

ze

curr

ency

Coun

t, co

mpa

re, a

nd a

rran

ge

num

bers

up

to m

illio

n, re

c-og

nize

pla

ce v

alue

, rec

ogni

ze

odd

and

even

, add

sub

trac

t, m

ultip

ly a

nd d

ivid

e up

to 4

dig

-its

, sol

ve w

ord

prob

lem

s, na

me

frac

tions

, mea

sure

leng

th,

wei

ght,

and

volu

me,

rec

ogni

ze

curr

ency

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

s

Read

, cou

nt a

nd w

rite

who

le n

um-

bers

, Ord

er fi

ve w

hole

num

bers

, m

easu

re a

nd c

ompa

re le

ngth

and

w

eigh

t, id

entif

y ge

omet

ric s

hape

s, so

lve

wor

d pr

oble

ms,

Ord

er fi

ve w

hole

num

bers

, m

easu

re a

nd c

ompa

re le

ngth

an

d w

eigh

t, id

entif

y ge

omet

ric

shap

es, i

dent

ify ti

me,

sol

ve

wor

d pr

oble

ms,

mul

tiply

and

di

vide

, con

stru

ct p

ictu

re g

raph

s

Find

sim

ple

frac

tions

, use

cu

rren

cy, m

easu

re le

ngth

an

d w

eigh

t, co

nstr

uct p

ictu

re

grap

hs, s

uppl

y m

issi

ng e

le-

men

ts in

a p

atte

rn, s

olve

pro

b-le

ms

for a

ll fo

ur o

pera

tions

Scie

nce

XX

XSo

cial

Stu

dies

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Lao

PD

Lang

uage

XX

X

Mat

hem

atic

s

Coun

t, or

der,

repr

esen

t, re

ad, a

nd

writ

e nu

mbe

rs, r

epre

sent

and

in

terp

ret d

ata

disp

lays

, per

form

ad

ditio

n, s

ubtr

actio

n, a

nd m

ultip

li-ca

tion

App

roxi

mat

e, c

ount

, com

pare

, or

der,

and

grou

p w

hole

num

-be

rs, r

epre

sent

mul

tiplic

atio

n by

add

ition

, rep

rese

nt m

ultip

li-ca

tion

by s

ubtr

actio

n

App

roxi

mat

e, c

ount

, com

pare

, an

d or

der,

who

le n

umbe

rs, r

ep-

rese

nt la

rger

gro

up a

nd re

cord

us

ing

algo

rithm

s

Scie

nce

XX

XSo

cial

Stu

dies

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

s

Sort

, arr

ange

, and

cou

nt o

bjec

ts,

reco

gniz

e sy

mbo

ls a

nd p

erfo

rm

oper

atio

ns, a

cqua

int w

ith c

urre

ncy,

m

easu

re le

ngth

Iden

tify

shap

es a

nd li

nes,

coun

ts a

nd re

grou

ps o

bjec

ts,

solv

es a

dditi

on a

nd s

ubtr

actio

n pr

oble

ms,

perf

orm

ope

ra-

tions

, ser

iate

s ob

ject

s, m

easu

re

leng

th, s

eque

nce

even

ts, c

reat

e bl

ock

patt

erns

Coun

t, di

stin

guis

h sh

apes

, use

s pl

ace

valu

e, s

olve

s ad

ditio

n an

d su

btra

ctio

n pr

oble

ms,

mul

-tip

lies

and

divi

des,

estim

ates

le

ngth

, wei

ght,

and

volu

me,

re

ads

the

time,

cre

ate

pict

o-gr

ams

Scie

nce

XX

X

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Phili

ppin

es

Lang

uage

XX

X

Mat

hem

atic

s

Reco

gniz

e, c

ount

, dec

ompo

se,

regr

oup,

ord

er n

umbe

rs, i

dent

ify

plac

e va

lue,

add

and

sub

trac

t, so

lve

wor

d pr

oble

ms,

iden

tify

frac

-tio

ns, n

ames

the

num

ber o

f day

s, tim

e an

d ca

lend

ar, m

easu

re le

ngth

an

d w

eigh

t, co

llect

s da

ta, i

nter

-pr

ets

grap

h

Iden

tify,

ass

ocia

te, c

ount

, com

-pa

res,

orde

rs, g

ives

pla

ce v

alue

to

num

bers

, add

and

sub

trac

t, so

lve

wor

d pr

oble

ms,

orde

r op

erat

ions

, illu

stra

tes

mul

ti-pl

icat

ion

as re

peat

ed a

dditi

on,

divi

des

num

bers

, ide

ntifi

es

frac

tions

, cou

nt a

nd c

ompa

re

bills

, ide

ntify

sha

pes,

tell

time,

m

easu

re a

rea

and

mas

s, in

ter-

pret

s pi

ctog

raph

,

Iden

tify,

ord

ers,

roun

ds n

um-

ber,

conv

erts

hin

du a

rabi

c to

rom

an n

umer

als,

perf

orm

op

erat

ions

, fol

low

MD

AS,

so

lve

wor

d pr

oble

ms,

chan

ges

impr

oper

frac

tions

, ide

ntifi

es

diffe

rent

line

s, co

mpl

etes

a

sym

met

ric fi

gure

, con

vert

s tim

e, m

ass,

area

, and

dis

tanc

e m

easu

res,

illus

trat

es d

iffer

ent

angl

es, i

nter

pret

tabl

es a

nd b

ar

grap

h

Scie

nce

XX

Mea

sure

hei

ght o

f pla

nts,

con-

stru

ct g

raph

Soci

al S

tudi

esX

XX

Sing

apor

e

Lang

uage

XX

X

Mat

hem

atic

s

Coun

t, co

mpa

re, a

nd o

rder

num

-be

rs, p

erfo

rm a

dditi

on, s

ubtr

actio

n an

d m

ultip

licat

ion,

cou

nt m

oney

, m

easu

re le

ngth

, tel

l tim

e

Cont

num

bers

up

to 1

000,

pe

rfor

m o

pera

tions

, int

erpr

et

frac

tion,

mea

sure

leng

th, m

ass,

and

volu

me,

tell

time,

inte

rpre

t pi

ctur

e gr

aphs

Iden

tify

nota

tions

and

pla

ce

valu

e, p

erfo

rm o

pera

tions

, m

easu

re le

ngth

, mas

s, vo

lum

e,

area

, and

per

imet

er, s

olve

wor

d pr

oble

ms

invo

lvin

g m

oney

, id

entif

y an

gles

Scie

nce

Mea

sure

mas

s, vo

lum

e, a

nd te

m-

pera

ture

M

easu

re m

ass,

volu

me,

and

te

mpe

ratu

reM

easu

re m

ass,

volu

me,

and

te

mpe

ratu

re

Soci

al S

tudi

esX

XX


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Thai

land

Lang

uage

Say

Thai

num

eral

sSa

y Th

ai n

umer

als

Say

Thai

num

eral

s

Mat

hem

atic

s

Iden

tify

hind

u A

rabi

c an

d Th

ai

num

eral

s, co

mpa

re a

nd s

eque

nce

num

bers

, add

and

sub

trac

t, an

swer

w

ord

prob

lem

s, te

ll le

ngth

, wei

ght,

volu

me,

cap

acity

, tim

e an

d nu

m-

ber o

f day

s

Iden

tify

hind

u A

rabi

c an

d Th

ai

num

eral

s, co

mpa

re a

nd s

e-qu

ence

num

bers

, add

and

sub

-tr

act,

answ

er w

ord

prob

lem

s, te

ll le

ngth

, wei

ght,

volu

me,

ca

paci

ty, t

ime,

num

ber o

f day

s, an

d am

ount

of m

oney

Iden

tify

hind

u A

rabi

c an

d Th

ai n

umer

als,

com

pare

and

se

quen

ce n

umbe

rs, a

dd

and

subt

ract

, ans

wer

wor

d pr

oble

ms,

tell

leng

th, w

eigh

t, vo

lum

e, c

apac

ity, t

ime,

num

ber

of d

ays,

and

amou

nt o

f mon

ey,

colle

ct a

nd re

ad d

ata

from

pi

ctog

raph

s an

d ba

r gra

phs

Scie

nce

XX

Colle

ctin

g an

d re

port

ing

quan

-tit

ativ

e da

ta

Soci

al S

tudi

esX

Reco

rd o

ne’s

expe

nditu

res

X

Tim

or-L

este

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Viet

nam

Lang

uage

XX

X

Mat

hem

atic

sId

entif

y, o

rder

, and

com

pare

num

-be

rs, d

escr

ibe

shap

esId

entif

y, o

rder

, and

com

pare

nu

mbe

rs, d

escr

ibe

shap

esId

entif

y, o

rder

, and

com

pare

nu

mbe

rs, d

escr

ibe

shap

es

Scie

nce

XX

X

Soci

al S

tudi

esX

XX


There is a clear pattern of skills in the area of numeracy and mathematics. There are subdo-mains that remain stable from grades 1 to 3 and there are subdomains that showed level of pro-gression. For example, number sense, place value, odd and even numbers, operations, fractions, and measurement remain stable from grades 1 to 3. These skills are needed at all levels and there are varying degrees of difficulty in teaching them across the three years. The subdomains on Roman numerals, geometry and patters, mathematics application, statistics and probability, and patterns and algebra showed increase in frequency because their topics are introduced at certain level for some countries.


Numeracy and mathematics Subdomains

Gr. 1 Frequency

Gr. 2 Frequency

Gr. 3 Frequency

Number concepts and operations

Number sense 8 8 8

Place value 2 2 2

Roman numerals 1 1 2

Rounding off 1

Odd and even 1 1 1

Operations 5 5 5

Geometry and patterns 2 4 4

Mathematics application(problem solving) 3 4 4


Fractions 1 1 1

Statistics and probability 2 5 5

Measurement 8 8 8

Patterns and algebra 1 1

32 40 41

Science and Technology

The skills in science and technology showed relative exclusivity to the science subject in majority of the curriculum in South East Asia. The science skills cover classifying, recycling

and reusing, setting-up models, identifying, explaining, interpreting, using tools, comparing, ex-perimenting, demonstrating, describing, relating, observing, and exploring.

In some countries, there is evidence of science and technology domains in other subject areas such as mathematics in Lao PDR, mathematics and social studies in the Philippines, mathematics in Singapore, and social studies in Vietnam.

It is only in Lao PDR, Singapore, and Thailand that showed progression in the science and technology skills. For example in Lao PDR, grade 1 starts with representing data displays. By


grade 2, the skill is leveled up to interpreting the data. By grade 3, the students start to collect their own data using measuring tools. The learners then record their own data and make their interpretation. For the science in Singapore, grades 1 and 2 include observation of living and nonliving things. The skill is leveled up by grade 3 where they start comparing plants and animals and how they exchange gasses.

Tab

le 1

4. S

cie

nce

an

d t

ech

no

logy

Do

main

fro

m G

rad

es

1 t

o 3

Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Brun

ei D

arus

sala

m

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

Clas

sify

pla

nts

and

anim

als,

recy

cle

and

reus

e m

ater

ials

, se

t-up

a s

impl

e el

ectr

ical

ci

rcui

t

Clas

sify

pla

nts

and

anim

als,

recy

cle

and

reus

e m

ater

ials

, set

-up

a si

mpl

e el

ectr

ical

circ

uit

Clas

sify

pla

nts

and

anim

als,

recy

cle

and

reus

e m

ater

ials

, set

-up

a si

mpl

e el

ectr

ical

circ

uit

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Cam

bodi

a

Lang

uage

XX

X

Mat

hem

atic

sX

XX

Scie

nce

Iden

tify

body

par

ts, t

ake

care

of p

lant

s, us

e si

mpl

e m

achi

nes,

tell

the

wea

ther

Iden

tify

dino

saur

s, co

n-se

rve

wat

er, i

dent

ify ro

cks

and

foss

ils, t

ake

care

of

one’

s bo

dy

Iden

tify

enda

nger

ed

anim

als,

expl

ain

how

m

agne

ts w

ork,

giv

e w

ays

to s

ave

the

envi

ronm

ent,

take

car

e of

one

’s te

eth

Soci

al S

tudi

es

Indo

nesi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Lao

PDR

Lang

uage

Mat

hem

atic

sRe

pres

ent d

ata

disp

lays

Inte

rpre

t dat

aU

se to

ols

to a

ssis

t dra

w-

ings

, Rec

ord

ther

mom

eter

re

adin

gs, r

ecor

d tim

e

Scie

nce

List

way

s ho

w to

use

par

ts

of p

lant

s Cl

assi

fy a

nim

als

by th

e w

ay th

ey g

ive

birt

h

Tell

the

sour

ce o

f ene

rgy,

ex

plai

n th

e w

ater

cyc

le,

repo

rt e

xper

imen

ts o

n lig

ht, h

eat,

and

soun

dSo

cial

Stu

dies

Mal

aysi

a

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sX

XX

Scie

nce

Lear

ning

abo

ut li

ving

and

no

n-liv

ing

thin

gs, t

he w

orld

ar

ound

us

Lear

ning

abo

ut li

ving

and

no

n-liv

ing

thin

gs, t

he

wor

ld a

roun

d us

Lear

ning

abo

ut li

ving

and

no

n-liv

ing

thin

gs, t

he

wor

ld a

roun

d us

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port

Mya

nmar

Lang

uage

No

repo

rtN

o re

port

No

repo

rt

Mat

hem

atic

sN

o re

port

No

repo

rtN

o re

port

Scie

nce

No

repo

rtN

o re

port

No

repo

rt

Soci

al S

tudi

esN

o re

port

No

repo

rtN

o re

port


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Phili

ppin

es

Lang

uage

XX

X

Mat

hem

atic

s

Com

pare

s ob

ject

s, co

llect

s an

d or

gani

ze d

ata,

iden

tify

caus

e an

d eff

ect r

elat

ion-

ship

Com

pare

s m

ass,

finds

ca

paci

ty u

sing

tool

s, or

ga-

nize

dat

a us

ing

pict

ures

, co

njec

ture

s ba

sed

on fa

cts

Colle

cts

and

orga

nize

da

ta, t

ells

whe

ther

an

even

t will

mos

t lik

ely

hap-

pen

Scie

nce

XX

Com

pare

s liv

ing

and

non

livin

g, d

escr

ibes

, lab

els

the

part

s an

d fu

nctio

ns o

f the

bo

dy, a

nim

als,

and

plan

ts,

clas

sify

and

pro

vide

ex

ampl

es o

f pla

nts

and

anim

als,

conc

lude

s ab

out

char

acte

ristic

s of

pla

nts

and

anim

als,

clas

sifie

s, de

mon

stra

tes,

and

diffe

r-en

tiate

sol

ids,

liqui

ds, a

nd

gas,

iden

tify

sour

ces

of

ener

gy, c

ompa

res

mov

e-m

ent o

f obj

ects

, des

crib

e la

nd fo

rms

and

wea

ther

,

Soci

al S

tudi

es

Des

crib

e ch

ange

s fr

om th

e pa

st to

the

pres

ent,

sear

ch

info

rmat

ion

abou

t the

sc

hool

, sho

w th

e eff

ect o

f fo

llow

ing

scho

ol ru

les,

Des

crib

e th

e co

mm

unity

, de

scrib

e ho

w w

eath

er

affec

ts p

eopl

e in

the

com

-m

unity

, cla

ssify

land

form

s

No

repo

rt


Coun

try

Subj

ect a

rea

Gra

de 1

Gra

de 2

Gra

de 3

Sing

apor

e

Lang

uage

XX

X

Mat

hem

atic

sRe

late

add

ition

and

sub

trac

-tio

n fa

cts

XX

Scie

nce

Obs

erve

and

infe

r diff

er-

ence

s of

livi

ng a

nd n

onliv

-in

g th

ings

, exp

lore

the

surr

ound

ing

plan

ts a

nd

anim

als,

expl

ore

mag

nets

Obs

erve

and

infe

r diff

er-

ence

s of

livi

ng a

nd n

onliv

-in

g th

ings

, exp

lore

the

surr

ound

ing

plan

ts a

nd

anim

als,

expl

ore

mag

nets

Com

pare

wat

er in

thre

e st

ates

, com

pare

how

pl

ants

and

ani

mal

s ta

ke

off o

xyge

n, e

xpla

in h

ow

nutr

ient

s ar

e tr

ansp

orte

d in

to th

e bo

dy, c

ompa

re

plan

t and

ani

mal

cel

l

Soci

al S

tudi

esX

XX

Thai

land

Engl

ish

XX

X

Mat

hem

atic

sX

XX

Scie

nce

Com

pare

livi

ng a

nd n

on li

v-in

g th

ings

, exp

lain

func

tions

of

pla

nts

and

anim

als,

infe

r th

e th

ings

foun

d in

the

sky,

pl

an fo

r obs

erva

tion,

ver

i-fic

atio

n, a

nd re

sear

ch, u

se

mat

eria

ls to

reco

rd o

bser

va-

tions

Expe

rimen

t on

wat

er a

nd

light

, exp

lain

the

impo

r-ta

nt fa

ctor

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The skills on the science and technology are concentrated on some domains. For example, most of the skills are concentrated on scientific inquiry. The scientific inquiry skills include ex-perimentation, use of the scientific method, observation, data gathering, reporting, and conclud-ing. High frequencies were obtained for scientific inquiry because these skills are also applicable for other subjects. Mathematics, social studies, and language subjects also make use of scientific inquiry. The frequency of awareness and use of digital technology is low. The use of technology in science is not commonly used in the lower grades. The lower grades are focused in develop-ing the basic scientific literacy skills and the use of technology is not yet well integrated.


Science and Technology Subdomains

Gr. 1 Frequency

Gr. 2 Frequency

Gr. 3 Frequency

Scientific inquiry 14 12 11

Life science 6 7 8

Physical science 3 1 5

Earth science 3 6 6

Awareness and use of digital technology 1 1 1


Recycling and reusing 1 1 1

28 28 32


The Presence and Absence of

Targets and Outcomes

The skills that are present refer to those subdomains with 0 frequency reported. All six of the learning domains have specific skills on the subdomains. Only the domain on learning

approach and cognition has three subdomains with 0 frequency.

The skills that are absent refer to those subdomains with 0 frequency reported. The absent feature only occurred for learning approach on cooperation where knowledge, and critical thinking have 0 reported frequencies.

Dominant Areas of Competencies

The dominant areas of competencies refer to those subject areas with several targets and those subdomains that have a large number of frequencies.

The domains with the most number of stated competencies belong to literacy and commu-nication, followed by learning approach and cognition and social and emotional. Literacy and communication is said to be one of the important foundation skills that lower primary students need to acquire. When a learner can access textual information, other skills are further devel-oped. All other subject areas such as mathematics, science, social studies, etc. would require a certain level of literacy in order to process and learn information in these areas (Welsh As-


sembly Government, 2010). Literacy skills are tied with language skills and language is one of the requirements in order to succeed in education. In the lower primary, children at the start of schooling are given scaffold on phonological awareness, print awareness, vocabulary, and print awareness (Dickinson & Tabors, 2001). These prereading skills are required to further develop an individual acquire higher order skills.

Literacy is also one of the major areas of concentration on global initiatives. For example, the UNESCO has organized the United Nations Literacy Decade (UNLD 2003-2012). The UNLD provides an avenue for achieving the six Education for All (EFA) goals and developing literate environments. The UNLD has made initiatives to present and disseminate effective literacy practices, build cooperation among stakeholders, develop recommendations on the way forward and mobilize partners and resources for concrete interventions at the country level. Other initiatives that promote literacy around the world are the World Literacy Initiative, World Literacy Foundation, HOPE International Development Agency and others.

The curriculum in South East Asian Countries is also elaborate in their statements on learning approach and cognition, and social and emotional domains. These two domains are not subject specific and cuts across different subject areas. The domain on learning approach and cognition is highly integrated in different subjects. There is an increasing realization that children do not only learn information but the curriculum supports learners in the learning process, becoming aware of the learning process, and adapting the learning process in different contexts. When students are taught learning approaches and processes and have mastered different heuristics such as metacognition and self-regulation strategies, students can control more of their learn-ing and are more able to perform better in academic tasks (see Magno, 2011; Zimmerman & Martinez Pons, 2002).

Having several competencies on social and emotional domains fulfills the notion that education does not only develop cognitive (thinking) skills but the affect as well. The partnership on the 21st century skills supports the primary importance of developing social and emotions skills of learners. The 21st century skills involving social and emotional domains include interacting effectively with others and working effectively in diverse teams. The Philippines, Cambodia, and Indonesia have also adapted the 21st century skills as the focus of their curriculum. Several orga-nizations around the world also focus on developing initiatives to better promote the learning of the social and emotional domain. An example would be the Australian Centre for Social In-novation where they developed a program on social and emotional learning. The program aims to develop among the youth social and emotional competencies, enterprise, creativity, and in-novation, emotional resilience, and discipline. The positive youth development framework also focuses on developing enhanced social and emotional skills. The framework by the Center for Youth Development described positive youth development as a process through which young people acquire the social, emotional skills, and abilities required to navigate life.


Table 16. Frequencies of Skills per Learning Domain

Domain Grade 1 Grade 2 Grade 3 Total

Physical well-being 11 10 19 40

Social and emotional 46 43 43 132

Culture and arts 36 34 32 102

Literacy and communication 51 46 57 154

Learning approach and cognition 46 49 46 141

Numeracy and mathematics 32 40 41 113

Science and technology 28 28 32 88

1. The physical well-being domain is dominant in the science and mathematics sub-jects. The science competencies that include washing, caring and safety for the body, exploring ones’ body, labeling, and using materials. The physical well-being in mathematics includes production, counting, ordering, drawing, and record keep-ing. The dominant subdomains are the physical activity, and physical health and hygiene.

2. The social and emotional domain is dominant in language and social studies. The language competencies include classroom interaction, discussion, participation, polite routines, positive listening, knowing each other, and appreciation of lan-guage. The mathematics competencies on social and emotional include improve-ment of society, morality, civic responsibility, national identity, using geography, harmony, and roles of people. The dominant subdomain are social and community values, and mental health and well-being.

3. The culture and arts is dominant in the language, mathematics, and social studies. The culture and arts competencies in language include creative communication, art appreciation, and use of native vocabulary of festivals. For mathematics, the culture and art skills are building 3D objects, creativity and imagination, under-standing money value, and drawing lines and shapes. For social studies, a range of social and cultural skills were obtained that includes appreciating and preserv-ing culture, appreciation of art forms, participating in local activities, describing groups of people, cultural practices, and relating self with culture. The subdomain that is dominant is cultural knowledge and appreciation.

4. The literacy and communication domain is dominant in the language subject. The literacy and communication skills include listening and responding, presenting in-formation, decoding, reading, fluency, comprehension, communicating with oth-ers, grammar, and responding to literacy text. The dominant subdomain is oral comprehension.


5. The learning and cognition domain is dominant in the language and mathematics subject. For language the learning and cognition involved are reading strategies, planning to write, activating prior knowledge, modifying old knowledge, organiz-ing, listening attentively, review and revise drafts. For mathematics, the learning and cognition skills are using model diagrams, mental calculations, and methods of problem solving. The dominant subdomain are the general learning and study strategies.

6. The numeracy and mathematics skill is dominant in the mathematics subject. The numeracy skills include counting, comparing, arranging, sequencing numbers, op-erations, words problems, measurement, geometry, statistics, and algebra and pat-terns. The dominant subdomains are number sense and measurement.

7. The science and technology skills are dominant in the subject science. The skills include classifying, recycling and reusing, setting up models, identifying, conserving, representing data, interpreting, recording, collecting, concluding, comparing, de-scribing, exploring and observing. The dominant subdomain on science and tech-nology is scientific inquiry.

For all the seven learning domains, the dominant ones in the curriculum with large amount of skills devoted are the literacy and communication, learning approaches and cognition, and social and emotional. Science and technology did not turn out to have large frequency because in some countries like in the Philippines, science is only introduced by grade 3. In Cambodia, science is integrated with social studies. The lack of science skills for the grades 1 and 2 and in having it integrated with other subjects (i. e. social studies and arts) reduced the counts of the skills. There were also few skills identified for mathematics because the skills are consistent for all countries and similar skills are counted as 1 point. Literacy is the primary domain with the largest frequency. This is related with the goal of many countries on targeting literacy in the early grades. Literacy becomes the dominant learning domain because the skills are founda-tions for the learner to acquire the other skills. The skills such as phonics, reading, vocabulary, constructing sentences, and reading comprehension is focused by the early grades to make each child a reader.


Table 17. Distribution of Learning Domains per Country

Country

Phys

ical

wel

l-bei

ng

Soci

al a

nd e

mot

iona

l

Cult

ure

and

arts

Lite

racy

and

com

mun

icat

ion

Lear

ning

app

roac

han

d co

gnit

ion

Num

erac

y an

dm

athe

mat

ics

Scie

nce

and

tech

nolo

gy

Brunei Darussalam 0 5 4 8 5 12 3

Cambodia 4 6 9 4 8 15 11

Indonesia NR NR NR NR NR NR NR

Lao PDR 6 7 13 14 9 9 9

Malaysia 0 0 2 9 2 10 2

Myanmar NR NR NR NR NR NR NR

Philippines 15 3 24 12 24 15 13

Singapore 1 15 4 37 25 16 7

Thailand 5 12 8 31 15 11 8

Timor-Leste NR NR NR NR NR NR NR

Vietnam 0 6 3 7 14 4 4

Singapore and the Philippines have the most number of stated domains as compared to the South East Asian Countries. This is also influenced by the availability in the access of the cur-riculum to these countries and the detailed curriculum per level and per subject area. Singapore has the highest number of competencies stated for social and emotional, literacy and commu-nication, learning approach and cognition, and numeracy and mathematics. On the other hand Philippines have the highest stated competencies on physical well-being, culture and arts, and science and technology.

It is important to note that Singapore as part of their educational curriculum has developed the key stage outcomes that is parallel with the learning domains. The key stage outcomes ex-plain the range of competencies obtained for the Singapore curriculum. For the primary, the outcomes include “be able to distinguish right from wrong” (social and emotional), “know their strength and area for growth” (physical well-being), “be able to cooperate share and care for others” (social and emotional), “have a lively curiosity about things” (science and technology), “be able to think for and express themselves confidently” (language and communication), “take pride in their work” (numeracy and mathematics), “have healthy habits and an awareness of the arts” (culture and arts), and “know and love Singapore” (culture and arts). The direction of the curriculum for the primary students is stated corresponding to the domains of learning. They are able to demonstrate the success of these developed competencies by consistently topping the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) in fourth grade mathematics (1995, 2003, 2011), grade eight mathematics (1995, 1999, 2003), fourth grade science (2003, 2007), and eight grade science (1995, 2003, 2007, 2011).


On the other hand, the Philippines have recently revised their basic education curriculum. The revision rationalizes and addresses the problem in the low rankings of the Filipino students in the international benchmarking studies such as the TIMMS. Prior to the revision of the curricu-lum, the previous curriculum (Revised Basic Education Curriculum “RBEC”) has been studied and compared with the basic education curriculum of other countries in South East Asia and New South Wales in Australia. The revision was inferred by the recommendation provided and resulting to an enhanced curriculum. The new curriculum addresses the crowded content and misalignment of the coverage across the year levels. The content and skills are now spread with more time across 13 years of mandatory basic education (K to 12). The curriculum focuses in the development of the 21st century skills that includes learning and innovation skills, life and career skills, effective communication skills, and information, and media and technology skills. The specific 21st century skills are also parallel with the seven learning domains. The K to 12 curriculum is enhanced in five ways:

1. It is learner-centered and focused on the holistically developed Filipino. The topics are also developmentally appropriate (age appropriate).

2. It is decongested to allow for mastery of competencies.

3. It is seamless. The content, performance standards, and competencies are in a con-tinuum following the spiral progression model. There are no gaps or overlaps. It ob-serves vertical alignment of content and performance standards, competencies and assessment across grade levels. It also supports horizontal alignment of content and performance standards and competencies between and among learning areas. For example, the skills like “reading graphs” will be taught in Math before this is used in Science, Health and Economics topics; Trigonometric concepts will be taught be-fore vectors are discussed in physics; The science concepts introduced in K are rein-forced by the integration of science concepts in Grades 2 and

4. The curriculum will allow flexibility to be responsive to the needs of the community. For example, an agricultural town may offer agricultural electives for instance. Coastal areas may offer fishery electives, urban areas on industrial arts. This will also be sys-tematically matched with labor market studies.

5. The curriculum is integrative. It addresses diverse curricular concerns (e. g., hu-man rights, media and information literacy, climate change, sustainable development) through integration to avoid the congestion of the curriculum. It will also be inquiry-based. The curriculum ensures that the learners have the opportunity develop skills of creative and critical thinking, informed decision-making, hypothesis-building and problem-solving. The curriculum will be constructivist – learners construct their own knowledge and understanding out of their experiences. Lastly, the curriculum will be enriched through the use of appropriate technologies including ICT.


The enhanced K to 12 curriculum also taps and addresses the seven learning domains. The Philippines showed high frequencies on physical well-being, culture and arts, and science and technology. The science subject in the lower primary is taught starting at grade 3, however science and technology skills were effectively integrated in the other subject areas which con-tributed to the large frequencies. The culture and arts as well as the physical well-being were also present in other subject areas. The Philippines is the only country with a curriculum that integrates the learning of social studies with music, arts, and physical education. The competen-cies in these areas contributed to the frequency count of skills in the three areas on dominant competencies.

Weak Areas of Competencies

The weak areas of competencies refer to the subdomains that have few frequencies. The weak areas also refer to the small number of skills on each of the learning metric.

1. In general physical well-being is weak in majority of the subject areas and in each country’s curriculum. This is manifested with few number of occurring skills as compared to the other learning metrics. For grade 1 there is only about 11 skills, 10 skills for grade 2, and 19 skills for grade 3. There are very few and almost no skills for the subjects on food and nutrition and sexual health. All other additional subdomains have few frequencies which are considered as variants.

2. The social and emotional learning metric is present in all subject areas and in the curriculum in all countries. However, the weak areas are present on variants such as realizing the scarcity of resources and realizing constraints.

3. The culture and the arts are also present in all subject areas and across countries. However, the weak area with very low frequency (Grade 1 = 2, grade 2 = 1, grade 3 = 1) is on the skill on improving oneself and society. This skill was only present in the native language subject in Cambodia.

4. The literacy is present in all areas but there are low frequency of skills on the subdomain labeling, presenting, and pronunciation. Lao PDR is the only country that indicated pronunciation.


5. The subdomains with low frequency in learning approaches and cognition are cooperation, knowledge, and critical thinking. These skills were not present or could not be distinguished with the other learning metrics.

6. The weak subdomain in numeracy is rounding off numbers, and patterns and algebra. These skills are generally introduced in the upper primary and not yet in the lower primary.

7. The weak subdomain on science and technology skills are on the area of aware-ness of science and technology and recycling and reusing.

For all the domains, physical well-being and science and technology had the lowest frequencies. This shows that the subject areas such as language, mathematics, science, and social studies have few skills tapping on physical well being and science and technology. For the science sub-ject, the curriculum in South East Asia for the lower primary does not include the teaching of science in some countries. For example, in the Philippines, science is taught starting in the 3rd grade. In Cambodia, science is integrated with social studies.

Variant Features

The variant features refer to the additional skills that were identified in the curriculum with low frequencies. Generally these variant features have only about a frequency of 1

in one level and 0 frequency in other levels. Examples of variant features in physical well being are exploring, improvisation, and demonstrating. For social and emotional domain, the variant skills are realizing scarcity and constraints. For literacy and communication skills, the variant skill would be making presentations. For numeracy, the variant skill is patterns and algebra. No variant skills were determined for culture and arts, learning and cognition, and science and technology.


RecommendationsThe new “big three.” There was an expectation that the curriculum in South East Asia will be rich in language and communication, numeracy and mathematics, and science and tech-nology due to being the core subject areas and majority of assessment taking place for these subjects. However, the findings in the present study showed that the dominant competencies are literacy and communication, learning approach and cognition, and social and emotional domains. These three domains are well integrated in the subjects for language, mathematics, science, and social studies.

Assessments can focus on measuring these three domains as skills for different subjects. These three domains do not necessarily imply assessment of the content area but rather an assess-ment of the competencies involved in different subject areas. For example, the subject in social studies will involve language, learning approaches, and social and emotional skills. Assessment of the language skills can easily be manifested using traditional multiple choice items such as iden-tifying and explaining concepts. However, cognition and learning approaches cannot be readily measured using traditional assessment. In a reading comprehension test and problem solving, it can only assume that the learner made use of different strategies to provide the answer. To directly measure the cognition and learning approaches involved, a child needs to elaborate what strategies were used to arrive with an answer to a mathematical word problem, what readings strategy was used to extract the main idea of a text, what method was used to easily add a two digit additive and addend. To measure accurately cognitive and learning approaches, a test can be structured allowing for think aloud protocols and the learner explaining how they arrived with the answer. This is most applicable for assessing children using an individual performance based task.

The seven learning domains are well-integrated in different subject areas. It was found that the seven learning domains are not exclusive per subject area. Each of the seven can be traced and found in the subject areas covered in language, mathematics, science, and social studies. The domains need to be treated as skills that can be found in all subject areas.

The assessment in different subject areas is recommended to have a blueprint containing the seven learning domains. The most common taxonomies used in creating test blueprints in-cludes the Bloom’s taxonomy of cognitive skills or the revised version, Stiggins and Conklin’s taxonomy (knowledge, reasoning, skills, and product), Marzano’s dimensions of learning (cogni-tive, metacognitive, and self systems), and DeBono’s six thinking hats. The seven domains can also be used as taxonomy when creating test blueprints. Specific items or evidences or tasks can be created for each of the seven domains.

There is an overlap in the subdomains of the learning metric. There are sub-domains that are present and found in two or more domains. For example, the subdomain on health and hygiene, food and nutrition can also be classified in the science and technology


domain. The community and civic values in the social and emotional can also be placed in the culture and arts. Writing and drawing can both in the physical well-being as well as culture and arts. The defining point in the exercise of placing the skills would be the context of the entire learning target. The learning target includes behavior and criterion. The behaviors and criterion are used as further guide to appropriately place the skill on a specific domain.

When the seven domains are used as a taxonomy, there is a need to further develop the spe-cific subdomains they contain and make it exclusive. The exclusivity of specific subdomains will make the constriction of evidences or items clear for the developers of the assessment tool. There is a need to further define the subdomains of the learning metric. A committee needs to be formed to formally define and make the guidelines in identifying specific skills for each learning metric. The committee needs to arrive with a consensus on the specific skills to be contained in each of the learning domains.

The progression of skills from grades 1 to 3 needs to be improved. It was found that in the curriculum of some countries the skills are exactly the same for grades 1 to 3 and for some the skills are independent. A good curriculum should show a developmental process of what the child needs to learn as he/she matures in their learning. The progression of skills from grades 1 to 3 should how the skills are introduced, developed, and advanced. The mathematics curriculum in almost all countries shows this clear progression in terms of the skill on counting: from counting 1 to 100 by year 1, 1 to 1000 by year 2, and 1 to 1,000,000 by year 3.

The incremental pattern of skills should be evident in the statement of the curriculum. The increment can be shown by identifying the addition of skills, skills that becomes higher level, basic to advance, foundation to established, and from support to independence. Having a clear progression of skills is important when assessment in created for the first three years. The clear progression would show the differentiation of skills in having three set of assessment tools. One could distinguish how the grade 1 will differ with the test for grades 2 and 3. The differentiation and progression of skills would also show the age appropriate assessment that can be tested for each year level.

The weak skills need to be addressed in the curriculum. It was found in the re-port that physical well-being and science and technology skills have low frequencies for the sub-jects language, mathematics, science, and social studies. There are instances where the language and mathematics curriculum were elaborate but the skills for the science are more simplified.

The weak integration of the science and technology skills need to be looked at in the process of revising the curriculum in each of the countries covered. The curriculum in a country is not fixed and it is constantly being revised in order to adapt to the needs of a country. The revi-sion process is an opportunity to think about the role of physical well-being and science and technology can bring about in further developing the learner.

Appropriateness of a Regional Assessment and System Strengthening Pro-grams. There are common domains found within the countries of South East Asia especially in the areas of Language, Mathematics, science and social studies. The highest degree of conver-


gence or similarity is found for mathematics. The skills on counting, progression of operations, and number sense in numeracy and mathematics are common to all countries. In language and communication, reading skills are developed in the first three years that includes vocabulary spelling, and reading comprehension. The concepts of living, nonliving things, health and sanita-tion are common in science and technology. There is a low level of convergence for the social studies due to the variation in cultural practices and needs among South East Asian countries.

The convergence of skills can be used to come up with regional assessment in South East Asia. The value of the regional assessment is to monitor how South East Asian countries stand within the seven learning domains that are more appropriate in their context and given their curriculum. The learning metrics can serve as the standard skills where the curriculum should address.

The assessment systems in each country need to be reviewed first through a systems strength-ening program. The systems strengthening program is meant for the national and other forms of assessments to support the seven learning domains that will be conducted in a larger re-gional assessment. In order for the students to be prepared for the regional assessment, the classroom assessment and national assessment should contain the same skills covered in the learning metrics. Results of the regional assessment will eventually serve to provide good infor-mation in the areas to be improved in the curriculum in South East Asia.


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Southeast Asia Primary Learning Metric

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