Praht Thai Language Programme – Thai, English and Chinese
Thai Language
Thai Language is our native focus language and thus is taught as a prime core language requirement at the highest level in accordance with the requirements and guidelines of the Ministry of Education of Thailand. Our mission focuses on:
(a) Knowledge:

• to acquire knowledge and understanding of the nature and power of the language
• to understand the inseparable relationship between language and culture, and change in the language
• to understand and value Thai wisdom through the language
• to acquire knowledge and understanding, and to appreciate Thai literature

(b) Skills:

• to be able to read independently and use reading skills for self development
• to develop the love-of-reading attitude, and reflective readers who constantly apply what they read in thinking, decision making, and formulating perspectives in their everyday life situations.
• to foster the ability and skills in writing
• to be able to express thoughts, ideas, feelings, and attitude through effective and creative speaking and writing
• to develop critical thinking in exposure to mass media in the modern world
• to be able to use the language as a tool of learning from various sources
• to develop management skills through the use of language in schooling, career, and social situations.

(c) Attitude and Value:

• to develop correct manners when using the language, and use this to form good habits, shape personality, and social relationships
• to be proud of using the language, using it accurately and culturally, and preserving Thai language in Thai heritage

Foreign Languages- English & Chinese
Today, learning foreign languages is necessary for communication, education, and business. It is necessary in order to gain economic competitiveness in the world. In a globalised age, we need to learn about other cultures and countries. Learning foreign languages broadens our vision. We can communicate with foreigners correctly and confidently. Moreover, through learning a foreign language, students will better understand their own Thai culture and be proud of it. They will also be able to be representatives of Thai culture and be better able to present its unique virtues to the world.
Foreign languages are placed in the Praht Thai Core Curriculum to enhance students' interest and enthusiasm in learning them. This is done from the primary to the secondary levels. At Praht Thai we introduce our two core foreign languages in Kindergarten. Students will thus gain a positive attitude for learning a foreign language and be able to communicate more fluently. This is vital for their further education as well as their careers. They will also understand more about other cultures in the world and be able to relate Thai thinking and culture to the world more accurately and more creatively.
We encourage all students to always seek an opportunity to practice their English and Chinese along with their Thai. It is proven by research that learning two or more languages at the same time is mutually enhancing one another. Proficiency in one should not diminish the other. We seek to develop students who have advanced skills and abilities in their mother tongue of Thai with powerful skills and abilities in English and Chinese.

Our Thai programme aims at development of high proficiency skills so that students can further their study in Thailand; be proud of being Thai; acquire knowledge and understanding of their own Thai culture, morals and language.
The integration of our Trilingual programme ensures our students can further their study overseas if they choose to and have a sound understanding and knowledge of other countries and cultures.

Foreign Language Level Structure
The structure of the Foreign Language Curriculum is based on the proficiency of learners (proficiency-based).

English Five levels:
Grade	Proficentcy Level	COMMENCE	OUTCOME
K1P-K2	Preparatory Level	Level 0	Level S
K3-Grade 3	Beginner Level	Level S	Level 1
Grade 4-6	Development Level	Level 1	Level 2
Matayom 1-3	Expanded Level	Level 2	Level 3
Matayom 4-6	Fluency Level	Level 3	Level 3+
Chinese: Five Levels:
Grade	Proficentcy Level	COMMENCE	OUTCOME
K1P-K2	Preparatory Level	Level 0	Level S
K3-Grade 3	Beginner Level	Level S	Level 1
Grade 4-6	Development Level	Level 1	Level 1
Matayom 1-3	Expanded Level	Level 1	Level 1/22
Matayom 4-6	Fluency Level	Level 1/2	Level 2

 

A detailed explanation of the requirements and proficiency position at each level is available at Praht Thai School in our ‘Foreign Language Policy’.

1.   Aims – All Languages
1.1     The study of language develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings.
Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts.
Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.
1.2   The aims of teaching in our Language Department are:

• to enable children to speak clearly and audibly, and to take account of their listeners;

• to encourage children to listen with concentration, in order to identify the main points of what they have heard;
• to show children how to adapt their speech to a wide range of circumstances and demands;
• to teach children effective communication, both verbal and non-verbal, through a variety of drama activities
• to help them become confident, independent readers ,through an appropriate focus on word-level, sentence-level and text-level knowledge;
• to develop enthusiastic and reflective readers, through contact with challenging and substantial texts;
• to foster the enjoyment of writing, and a recognition of its value;
• to encourage accurate and meaningful writing, be it narrative or non-fiction;
• to improve the planning, drafting and editing of their written work.

 

2.   Teaching and Learning Style
2.1     At Praht Thai School we use a variety of teaching and learning styles in our Language lessons. Our principal aim is to develop children’s knowledge, skills, and understanding. We do this through a daily lesson in which children experience a whole-class reading or writing activity, a whole-class focused word or sentence activity, a guided group or independent activity, and a whole-class session to review progress and learning. Whilst there is a high proportion of whole-class and group teaching, the independent activity gives an opportunity to talk and collaborate, and so embed and enhance their learning. They have the opportunity to experience a wide range of texts, and to support their work with a variety of resources, such as dictionaries, thesauruses and phonic paddles.
Children use ICT in Language lessons where it enhances their learning, as in drafting their work and in using multimedia to study how words and images are combined to convey meaning. Wherever possible we encourage children to use and apply their learning in other areas of the curriculum.
2.2   In all classes children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons we do it through differentiated group work, while in others we ask children to work from the same starting point before moving on to develop their own ideas. We use classroom assistants to support some children, and to enable work to be matched to the needs of individuals.
3.    Language Curriculum Planning
3.1    Thai is the primary core subject in the PTS Curriculum. We use the MOE prescribed literacy strategy as the basis for implementing the statutory requirements of the programme of study for Thai.
3.2     Our Foreign Language Policy determines that we provide continuous and constant instruction methodology in the teaching of English and Chinese as second and third languages. This study programme is based on Level learning and transcends Grade placement.
3.2   We carry out the curriculum planning in all languages in three modes (short-term, medium-term and long-term). Our literacy strategy for teaching details what we teach in the long-term. Our focus on literacy identifies the key objectives in literacy that we teach to each year.
3.3     Our medium-term plans define what we teach, and ensure an appropriate balance and distribution of work across each term. The subject academic head is responsible for keeping and reviewing these plans.
3.4     Class teachers complete a weekly (short-term) plan for the teaching of each subject. This lists the specific learning objectives and expected outcomes for each lesson, and gives details of how the lessons are to be taught. It also includes details of what each group of children will be learning. The class teacher keeps these individual plans, and the class teacher and subject leader often discuss them on an informal basis.
4.   The Early Stage
4.1   We incorporate English in our early year (Kindergarten) classes as an integral part of the school’s work. The format for the daily lesson is similar to that used in the rest of the school. We relate the English aspects of the children’s work to the objectives set out in the Early Learning Goals of the British National Curriculum, which underpin the curriculum planning for children aged three to five. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practice and extend their vocabulary and communication skills. They have the opportunity to explore words and texts, to enjoy them, to learn about them, and to use them in various situations.
5.   Contribution of English and Chinese to Teaching in other Curriculum Areas
5.1     The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work at school.
5.2     Mathematics and English
While Mathematics is taught largely in the native Thai language due to the high level of Mathematics we provide, English contributes significantly to children’s mathematical understanding, in a variety of ways. Children in the Kindergarten will be able to develop their understanding of number, pattern, shape and space by talking about these matters with adults and other children. Children in Primary levels meet stories and rhymes that involve counting and sequencing. Children in Upper Primary and Middle School are encouraged to read and interpret problems, in order to identify the mathematics involved. They explain and present their work to others during class sessions, and they communicate mathematically through the developing use of precise mathematical language.
5.3     Personal and social development
Foreign Language learning will be enhanced through the use of Drama and Presentation Language learning will be enhanced throughout each level by encouraging children to take part in class and group plays, exhibitions, displays and presentations. Older children also research and debate topical problems and events. They discuss lifestyle choices, and meet and talk with visitors who work within the school community. Planned activities within the classroom also encourage children to work together and to respect each other’s views.
5.4   Spiritual, moral, social and cultural development.
The teaching of foreign languages in addition to our strong Thai programme develops skills through which our children can offer critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts brings them into contact with their own Thai literary heritage and with texts from a diverse range of cultures across the world. The organisation of our lessons allows children to work together, and gives them the chance to discuss their ideas and results.
6.       Languages and ICT
6.1   The use of information and communication technology, with clear learning objectives, will promote, enhance and support the teaching of all our three language steams at word, sentence and text level. It also offers ways of impacting on learning which are not possible with conventional methods, for example interactive and non-linear stories.
6.2   ICT is used at whole-class, group and independent level. The screen projection of text enables it to be read and shared. The projection of a word processor permits the writing process to be modelled effectively. A wide variety of text types are available through the Internet or CD-ROMs to encourage the framing of explicit questions. Groups can work at a computer and input text via standard or overlay keyboard. Word banks or word grid software speed up recording. Software is used to support independent reading (text to speech) and writing (predictive word processors, word banks and spell checkers). A range of software is used to develop specific grammatical and spelling skills. Lessons can focus on what pupils have achieved using ICT, or ICT can provide the means of presenting their outcomes (via multimedia presentation or the school website).
7.   Languages and Inclusion
7.1   At our school we teach Thai, English and Chinese to all children, whatever their ability and individual needs. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our English teaching we provide learning opportunities that enable all pupils to make good progress.
7.2   Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can meet all needs to enable the child to learn more effectively. Assessment against our Curriculum and comparison for equivalency to other internationally recognized curricula allows us to consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.
7.3   We enable all pupils to have access to the full range of activities involved in learning all languages. Where children are to participate in activities outside the classroom (a theatre trip, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
7.4   Teachers provide help by using:

• texts that children can more easily read and understand;
• visual and written materials in different formats;
• ICT, other technological aids and taped materials.

8.   Assessment for Learning
8.1   Teachers assess children’s work in all Languages in line with our three mode principle.
The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide children’s progress. Older children are encouraged to make judgments about how they can improve their own work.
8.2   Teachers use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. They use a class record of the key objectives as the recording format for this.
8.3    Teachers make long-term assessments towards the end of the school year, and they use these to assess progress using school levelling matrices. With the help of these long-term assessments they are able to set targets for the next school year, and to summarise the progress of each child before discussing it with the child’s parents. The next teacher then uses these long-term assessments as the planning basis for the new school year.
8.4   These long-term assessments are based on end-of-year tests and teacher assessments. Children undertake the equivalent national tests in each language at the end of Year 2 and Year 6, and the optional national tests at the end of Years 3, 4 and 5. Teachers also make annual assessments of children’s progress based on the level descriptions of the National Curriculum.
8.5   The subject leader keeps samples of children’s work in a portfolio. This demonstrates what the expected level of achievement is in each language for each year of the school. Teachers meet regularly to review individual examples of work to assist in assessing programme effectiveness and modification strategies.
9.   Resources
9.1   There is a range of resources to support the teaching of Thai, English and Chinese across the school. All classrooms have dictionaries and a variety of age-appropriate small apparatus. Each classroom has a speaking and listening area, with a tape recorder and a number of audio texts. All classrooms have a selection of fiction and non-fiction texts. Children have access to the Internet through the special ICT laboratory in the school. Access to the Internet is also available in the library area. Audio-visual aids are available from the central storage area. The library contains a range of books to support children’s individual research.
10.   Monitoring and review
10.1   Monitoring of the standards of children’s work and the quality of teaching in each language area is the responsibility of subject academic head. The work of the subject academic head also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for English in the school. The subject academic head gives the Principal an annual summary report evaluating the strengths and weaknesses in the subject, and indicating areas for further improvement. The subject academic head has specially-allocated regular management time in which to review samples of the children’s work and to undertake lesson observations of specific language teaching across the school.
10.2   The subject academic head will be given time to attend professional development courses, observe practice in similar schools and keep up-to date on current developments in the curriculum area. They will provide feedback to staff and management.
10.3   This policy will be reviewed at least every three years.