PART I

SCHOOL: GENERAL INFORMATION AND ACADEMIC ADMINISTRATION

1.1  School Profile

a.    Location

The school is located at 458 M.3 Phitsanulok-Uttaraditr Rd. T.Samokhae A. Muang Phitsanulok 65000; telephone number: +66-55-223-300, +66-98-750-1140, +66-65-216-1150; fax number: +66-55-987-058; website: http://www.teeratada.ac.th. 

b.   History and Background

          Teeratada Phitsanulok school is a private school in Phitsanulok that  established at 1996 and the teaching and learning process start on June 9^th 1997. Teeratada was first opened only for the owner’s children, before it was officially opened on 1997. The first time opened, it had 56 students from Kinder Garten 1 until Mattayom 1.

          Philosophies of Teeratada Phitsanulok School are:

1.    Everyone must life based on their own religion.

2.    We have to love our neighbor like ourselves

3.    We have a wisdom like a wise man.

4.    We have to understand the balance of the environment of our life.\

The meaning of “TEERATADA” :

Teera     : Wise

Tada     : The hand of the people who create the wise

c.    Vision

Teeratada for educational quality towards internationalization.

d.   Mission

To create personel atmosphere and environment for the benefit of Teeratada

e.    Goals

1.    The best in subject for future

2.    The best way to get a good career

3.    The best one to get a good life skills

f.      Identity

1.    Discipline

2.    Long life learning

3.    Be ready for real life situation

1.2  Academic Support System

1.      Classroom

Grade	Classrooms
Grade 1	2
Grade 2	2
Grade 3	2
Grade 4	2
Grade 5	2
Grade 6	2
Grade 7	2
Grade 8	2
Grade 9	2

2.      Lobby                         

3.      LibRary

4.      Assembly hall

5.      Swimming pool

6.      Football field

7.      Basketball field

8.      Music room

9.      Chinese room

10.  Monitoring room

11.  Computer room

12.  Meeting room

13.  Talent show stage

14.  Projector

15.  Activity books

16.  Canteen

17.  Dormitory

1.3  Teaching System

a.       Subject

1.        Prattom 1-6             : English, math in Thai, math in English, science in Thai, science in English, Thai language

2.        Mattayom 1-3         : English, math in Thai, math in English, science, Thai language, social, history

In addition, the students have the other subjects such as computer, music, and swim, chineese language, cooking class. The, for mattayom 3, they must pass the IELTS and get minimum score 4.5, and pass the chineese language test

b.      Schedule

The teaching and learning process are held 5 days a week, on Monday until Friday. It starts on 7.30-16.00, and the daily schedules are     :

1.      (07:30-08:30)          Hoikong activity

2.      (08:30-10:10)          Study in classroom

3.      (10:10-10:20)          Break time

4.      (10:20-12:00)          Study in classroom

5.      (12:00-13:00)          Lunch

6.      (13:00-14:30)          Study in classroom

7.      (14:30-14:40)          Break time

8.      (14:40-16:00)          Study in classroom

9.      (17:00)                    Dinner (for boarding students)

Sometimes, some students will finish their homework at school before going home.

c.       Uniform

1.      Monday      : White and blue

2.      Tuesday      : Sports clothe

3.      Wednesday : Boy scout

4.      Thursday     : Sport clothes

5.      Friday         : White and blue

d.      House

The students in Teeratada Phitsanulok School are divided into four houses and every house have their own spesific colour such as :

1.      Victorino         : Red

2.      Luciano           : Orange

3.      Trevor              : Green

4.      Amity              : Blue

4.4  Materials and other Learning Sources

a.       Activity books (grammar book for english subject)

b.      Projector

c.       Laptop

d.      Whiteboard

e.       Quizezz

4.5  Measurement and Evaluation System

          In Basic Education Core Curriculum 2008, learning assessment can be divided into four levels, i.e., classroom level, educational institution level, educational service area level and national level, details of which are as follow.

1. Classroom assessment

Measurement and evaluation are part of the learning process. Teachers regularly and continuously measure and evaluate students’ performance in teaching-learning activities by using diverse assessment techniques, e.g., asking questions, observing, examining homework, assessing projects, tasks/assignments and portfolios, and using written tests, etc.

2. School assessment

This evaluation is conducted by the educational institution in order to appraise the learners’ achievements on an annual/semester basis, based on assessment of reading, analytical thinking and writing, desirable characteristics, and learner development activities. The aim is also to obtain relevant information about whether education provided by the educational institution has enabled learners to reach their goals of learning, and what are the learners’ strengths.

3. Local assessment

Evaluation is conducted in order to assess learners’ quality at educational service area level, based on the learning standards prescribed in the Basic Education Core Curriculum. It is aimed at obtaining basic information required for developing quality of education provided by the educational service area as mandated.

4. National test

Evaluation is conducted in order to assess learners’ quality at national level, based on the learning standards prescribed in the Basic Education Core Curriculum. Educational institutions are required to arrange for assessment of all students in Grades 3, 6, 9 and 12. The evaluation results will provide relevant data for comparing educational quality at different levels, which will be useful for planning in order to raise the quality of education provided. The data obtained will also support decision-making at national policy level.

Teeratada Phitsanulok School has 8 levels in measuring and evaluating as follows :

Grade	Significant	Score Range
4	Excellent	80-100
3.5	Very good	75-79
3	Good	70-74
2.5	Fairly good	65-69
2	Satisfactory	60-64
1.5	Rather satisfactory	55-59
1	Passed	50-54
0	Poor/failed	0-49

They have a ratio for assessing and scoring as follows :

Score before the final examination : final examination = 70 : 30

Criteria	Score
Test / assignment	20
Mid-term	20
Test / assignment	20
Conduct	10
Final examination	30
Total	100

4.6  Curriculum

Based on my observation the curriculum of Teeratada Phitsanulok School is based on the ministry of education that is Basic Education Core Curriculum 2008. The Basic Education Core Curriculum 2008 thus prepared will undoubtedly provide all educational service area offices, local offices and basic education institutions under jurisdiction of various agencies with an appropriate framework and guidance for preparing the pertinent curriculum. The basic education to be provided to all Thai children and youths will be of higher quality in regard to acquisition of essential knowledge and skills required for learners’ lives in the constantly changing society.

The Basic Education Core Curriculum is aimed at enhancing capacity of all learners, who constitute the major force of the country, so as to attain balanced development in all respects physical strength, knowledge and morality.

Notable principles underlying the Basic Education Core Curriculum are as follow.

1.      The ultimate aim is attainment of national unity; learning standards and goals are therefore set with a view to enabling the children and youths to acquire knowledge, skills, attitude and morality to serve as a foundation for Thai-ness and universal values.

2.      The curriculum facilitates education for all, who have equal access to education of high quality.

3.      The curriculum facilitates decentralisation of authority by allowing society to participate in educational provision, which suits prevailing situations and serves local needs.

4.      Structure of the curriculum enjoys flexibility regarding learning contents, time allotment and learning management.

5.      The learner-centred approach is strongly advocated.

6.      The curriculum is intended for education of all types—formal, non-formal and informal, covering all target groups and facilitating transfer of learning outcomes and experiences.

Observance of the principles of development of the brain and multiple intelligence is required to achieve learners’ balanced development. The Basic Education Core Curriculum has therefore prescribed the following eight learning areas:

1.      Thai Language

2.      Mathematics

3.      Science

4.      Social Studies, Religion and Culture

5.      Health and Physical Education

6.      Arts

7.      Occupations and Technology

8.      Foreign Languages.

On the Basic Education Core Curriculum 2008 there is no spesific subject for English but English subject is including into foreign languange system. The foreign language constituting basic learning content that is prescribed for the entire basic education core curriculum is English, while for other foreign languages, e.g., French, German, Chinese, Japanese, Arabic, Pali and languages of neighbouring countries, it is left to the discretion of educational institutions to prepare courses and provide learning management as appropriate.

The learning area for foreign languages is aimed at enabling learners to acquire a favourable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community, and will be able to creatively convey Thai concepts and culture to the global society. The main contents include:

1.      Language for Communication: use of foreign languages for listening, speaking, reading and writing, exchanging data and information, expressing feelings and opinions, interpreting, presenting data, concepts and views on various matters, and creating interpersonal relationships appropriately

2.      Language and Culture: use of foreign languages harmonious with culture of native speakers; relationships, similarities and differences between languages and cultures of native speakers; languages and cultures of native speakers and Thai culture; and appropriate application

3.      Language and Relationship with Other Learning Areas: use of foreign languages to link knowledge with other learning areas, forming the basis for further development, seeking knowledge and broadening learners’ world views

4.      Language and relationship with Community and the World: use of foreign languages in various situations, both in the classroom and the outside community and the global society, forming a basic tool for further education, livelihood and exchange of learning with the global society

4.7  Teaching Plan

Bellow this is the example of English Lesson Plan that is used by the teacher in Teeratada Phitsanulok School.

TEERATADA PHITSANULOK SCHOOL

Lesson Plan

Subject            : English                                              Class                : Mattayom 2  

Topic               : Conditional Sentence Type 3            Teacher            : Zaenal Arifin

A.    Standard Competition   : Understanding the functional meaning of conditional sentence type 3.

B.     Basic Competence                      : Responding meaning of conditional sentence type 3 accurately, fluently and acceptable to interact with environment.

C.    Indicators

1. Understand the rule of conditional type 3.

2. Be able to use conditional sentence type 3 correctly and fluently.

3. Identify the information related to conditional sentence type 3.

D.    Objectives

At the end of the lesson, students are expected to be able to:

1.      Identify the rule of conditional sentence type 3.

2.      Understand the differences and the similarities between conditional type 3 and the other types.

3.      Use conditional sentence type 3 form correctly.

E.     Teaching Materials

1.      Whiteboard

2.      Worksheet

3.      Students’ book (Grammar three)

4.      PowerPoint presentation

F.     Learning Activities

1.      Review the students’comprehension of conditional sentences.

2.      Explain the topic (conditional sentence type 3) that is related with previous studies.

3.      Give some examples of conditional sentences type 1, 2 and 3.

4.      Include the students to identify the rule of each type.

5.      Ask the sudents the differences and the similarities of them.

6.      Give some exercises about conditional sentence type 3.

7.      Ask the students to create their own sentences about conditional/if clause type 3.

8.      Give the students a worksheet of conditional sentence type 3.

G.    Assessment

1.      The students will pass the test if they can identify the rule of conditional sentence type 3.

2.      The students will pass the test if they can answer quiz at least 70%.

3.      The students will pass the test if they can create their own sentences (related to the topic).

H.    Lesson Plan Evaluation

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Prepared by: Zaenal Arifin Practicum Teacher

Checked by: Adelaida Tabbu-Velasco Head of Department