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MINISTRY OF EDUCATION AND TRAINING
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THE SOCIALIST REPUBLIC OF VIETNAM
Independence – Freedom – Happiness
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No. 10/VBHN-BGDDT
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Hanoi, December 30, 2022
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CIRCULAR
PROMULGATION OF GENERAL EDUCATION PROGRAM
Circular No.
32/2018/TT-BGDDT dated December 26, 2018 of the Minister of Education and
Training on promulgation of general education program, which comes into force
from February 15, 2019, is amended by:
1. Circular No.
20/2021/TT-BGDDT dated July 01, 2021 of the Minister of Education and Training
on amendments to Article 3 of Circular No. 32/2018/TT- BGDDT dated December 26,
2018 of the Minister of Education and Training on promulgation of general
education program, which comes into force from August 16, 2021.
2. Circular No. 13/2022/TT-BGDDT
dated August 03, 2022 of the Minister of Education and Training on amendments
to compulsory education program attached
to Circular No. 32/2018/TT- BGDDT dated December 26, 2018 of the Minister of
Education and Training, which comes into force from August 03, 2022.
Pursuant to the Law on
Education dated June 14, 2005; Law on amendments to the Law on Education dated
November 25, 2009;
Pursuant to Resolution
No. 88/2014/QH13 dated November 28, 2014 of National Assembly on innovation in
general education program and textbooks; Resolution No. 51/2017/QH14 dated
November 21, 2017 of the National Assembly on adjustment of the roadmap for
execution of new general education program and textbooks according to
Resolution No. 88/2014/QH13 dated November 28, 2014 of National Assembly on
innovation in general education program and textbooks;
Pursuant to
Government’s Decree No. 69/2017/ND-CP May 25, 2017 on functions, tasks, powers
and organizational structure of the Ministry of Education and Training;
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Pursuant to Decision
No. 404/QD-TTg dated March 27, 2015 of the Prime Minister on approval for the
Scheme for innovation in general education program and textbooks;
According to the
appraisal record provided by the National Committee for appraisal of general
education program;
At the request of
Directors of Primary Education Department and Secondary Education Department,
the Minister of Education and Training hereby promulgates a Circular on
promulgation of general education program.[1]
Article 1. The general education program is promulgated together with
this Circular, including:
1. Overall program.
2. Curriculums and
education activities of primary, lower secondary and upper secondary schools.
Article 2. The general education program applies to:
1. First grade from
academic year 2020-2021.
2. Second grade and sixth
grade from academic year 2021-2022
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4. Fourth grade, eighth
grade and eleventh grade from academic year 2023-2024.
5. Fifth grade, ninth
grade and twelfth grade from academic year 2024-2025.
Article 3. [2] This Circular comes into force from February 15, 2019 and
replaces Decision No. 16/2006/QD-BGDDT dated May 05, 2006 of the Minister of
Education and Training on promulgation of general education program.
1. The general education
program issued together with Decision No. 16/2006/QD-BGDDT dated May 05, 2006
of the Minister of Education and Training shall be applied until the enforcement
of regulations provided in Article 2 hereof.
2. Lower and upper
secondary schools that have not applied the general education program to
foreign language subjects according to the roadmap as prescribed in Clauses 2,
3, 4 and 5 Article 2 hereof shall continue to provide education according to
the general education program specified in Decision No. 16/2006/QD-BGDDT dated
May 05, 2006 of the Minister of Education and Training on promulgation of
general education program until the end of twelfth grade.
3. The national
defense and security education subject shall be taught as specified in Circular
No. 02/2017/TT-BGDDT dated January 13, 2017 of the Minister of Education and
Training on national defense and security education program in upper secondary
schools.
4.[3] Lower secondary
schools that have not applied the general education program to Computer subject
according to the roadmap as prescribed in Clauses 2, 3, 4 and 5 Article 2
hereof shall continue to provide education according to the general education program
specified in Decision No. 16/2006/QD-BGDDT dated May 05, 2006 of the Minister
of Education and Training on promulgation of general education program.
Article 4. Chief of Office, Director of Primary Education Department,
Director of Secondary Education Department, Heads of units affiliated to the
Ministry of Education and Training, the Presidents of the People's Committees
of provinces, Directors of Departments of Education and Training and relevant
organizations and individuals shall be responsible for the implementation of
this Circular./.
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VERIFIED BY
PP. MINISTER
DEPUTY MINISTER
Nguyen Huu Do
GENERAL EDUCATION PROGRAM
OVERALL PROGRAM
(Issued together with the Circular on promulgation of
general education program)
APPENDIX
FOREWORD
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II. OBJECTIVES OF GENERAL
EDUCATION PROGRAM
III. REQUIREMENTS FOR
VIRTUES AND CAPACITIES
IV. EDUCATION PLAN
V. EDUCATION CONTENT
ORIENTATION;
VI. ORIENTATION TO
EDUCATION METHODS AND EVALUATION OF EDUCATIONAL
OUTCOMES
VII. CONDITIONS FOR
EXECUTION OF GENERAL EDUCATION PROGRAM
VIII. DEVELOPMENT OF
GENERAL EDUCATION PROGRAM
IX. EXPLANATION
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After 30 years of
innovation, Vietnam has overcome difficulties and challenges, and achieved many
notable achievements with historical significance.
Vietnam has escaped from
underdeveloped status and entered the group of middle-income developing
countries.
However, economic
achievements are not remarkable, the quality of human resources and
competitiveness of the economy are not high, the cultural environment still has
many limitations and there are not enough factors for rapid and sustainable
development.
Before and after
Vietnam's renovation, the world has witnessed extensive changes in all aspects.
The third and fourth industrial revolutions took place in a series and the
strong development of the knowledge economy has brought great opportunities for
development and posed enormous challenges for each country, especially
developing and underdeveloped countries. On the other hand, climate change,
resource depletion, environmental pollution, ecological imbalance and political
and social upheavals pose global challenges. To ensure sustainable development,
many countries have constantly innovated education program to improve the
quality of human resources and provide cultural background and high
adaptability to all changes of nature and society for future generations.
Educational innovation has become an urgent need and a global trend.
Therefore, the 11th
Central Committee of the Communist Party of Vietnam ratified Resolution No.
29/NQ-TW dated November 04, 2013 on “fundamental and comprehensive reform in
education and training, serving industrialization and modernization in a
socialist-oriented market economy during international integration” in the 8th
session; the National Assembly promulgated Resolution No. 88/2014/QH13 dated
November 28, 2014 on innovation in general education program and textbooks to
contribute to fundamental and comprehensive reform in education and training.
On March 27, 2015, the Prime Minister promulgated Decision No. 404/QD-TTg on
approval for the Scheme for innovation in general education program and
textbooks;
Objectives for innovation
under regulations in Resolution No. 88/2014/QH13 of the National Assembly:
“Innovation in general education program and textbooks is aimed at carrying out
fundamental and comprehensive reform in the quality and effectiveness of
general education; combining values and knowledge education, and career orientation;
transforming from education which focuses on improvement of knowledge to
education which comprehensively develops virtues and capabilities, harmonizes
ethics, knowledge, physical health and aesthetic sense, and develops the
greatest potential of each student.”
Implement Resolutions of
the Communist Party and the National Assembly and Decisions of the Prime
Minister, new general education program towards increase in capabilities and
virtues of students; create a practice and learning environment to help
students improve their physical and mental health in harmonious manner, become
active and confident students, apply effective methods of learning to improve
their foundational skills and knowledge, have awareness of career choice and
lifelong learning; help students have the great virtues and capacities to
become responsible citizens and cultured, industrious and creative workers,
thereby satisfying the demands for personal development, and construction and
defense of the Fatherland in the era of globalization and new industrial
revolution.
General education program
includes overall program (program framework), curriculums and education
activities.
Formulation of general
education program shall comply with regulations of Law on Education and
relevant laws. The Ministry of Education and Training reviewed and evaluated
current curriculums and textbooks in order to identify advantages that need to
be inherited and limitations and shortcomings that need to be overcome; study
domestic and international economic, political, social and cultural contexts;
conduct research and testing of innovation in education contents and methods
and evaluate the educational outcomes; organize training courses on theories and experience at
home and abroad in formulation of general education programs. Before providing
the program, the Ministry of Education and Training held seminars, received
opinions from many agencies, scientists, education administrators, teachers in
Vietnam and international consultants and published the draft program on the
web portal of the Ministry of Education and Training for collection of opinions
from all classes of people. The Program was considered, evaluated and approved
by the National Committee for appraisal of general education program.
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1. General education program is a document which covers
general education objectives, requirements for virtues and capabilities of
students, education contents, education methods and methods of evaluating the educational outcomes to serve as a basis for management of the quality of general education;
and is a commitment of the State to ensure the quality of the whole system and
each general education institution.
2. General education program is formulated according to
viewpoints of the Communist Party and State on fundamental and comprehensive
reform in education and training; inherits, develops the advantages of existing
general education programs in Vietnam and obtains research achievements in
education science and experience in formulation of programs according to the
model of the capacity development of advanced education in the world; is
associated with the development needs of the country, advances of the era in
science - technology and society; is consistent with the characteristics of the
people, culture of Vietnam, traditional values of the nation, common values
of humanity and initiatives and general development orientations of UNESCO to
education; creates equal opportunities for students' right to be protected,
cared, learned, developed, respected, heard and involved; lays foundation for a
humane society, sustainable development and prosperity.
3. General education program ensures increase in capabilities
and virtues of students via education contents with basic, practical and modern
knowledge and skills; harmonizes ethics, knowledge, physical health and
aesthetic sense; focuses on practice and application of learned knowledge and
skills to solution to problems in learning and life; ensures knowledge which is
more general in lower grades and more specialized in upper grades; via methods
and forms of education organization, promotes the initiative and potential of
each student; and ensures that evaluation methods are suitable to education
objectives and methods to achieve such objectives.
4. General education program ensures close connection between
classes and levels, and connects with preschool education program, vocational
education program and higher education program.
5. General education program is formulated towards openness.
To be specific:
a) General education
program ensures a unified orientation and core education contents which are
compulsory for students nationwide and gives local authorities and schools
power to hold initiative and take responsibility for selection and supplement
to some education contents and implementation of education plans in conformity
with educated entities and conditions of the local areas and schools, thereby
contributing to assurance about relationship between the school, the family,
the government and the society.
b) General education
program only provides general principles and orientations to requirements for
virtues and capabilities of students, education contents, education methods and
evaluation of the educational outcomes
without providing detailed principles and
orientations to create conditions for textbook writers and teachers to develop
initiative and creativity in program implementation.
c) The program ensures
stability and development during implementation in conformity with scientific -
technological progress and requirements in reality.
II. OBJECTIVES
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Primary education program
helps students form and develop the basic elements that lay the foundation for
the harmonious development of their physical and mental health, virtues and
capabilities; orientates education about self-worth, family, community and necessary learning and living habits or
routines.
Lower secondary education
program helps students increase their capabilities and virtues that have been
formed and developed at the primary education level, make self-adjustment
according to the common standards of society, apply effective methods of
learning to complete foundational knowledge and skills, gain initial
understanding about industries and have a sense of career guidance to continue
to study in upper secondary schools or participate in vocational education and
training or working life.
Upper secondary education
program helps students continue to increase necessary capabilities and virtues
for workers and civic awareness and personality, develop the ability do
self-study and have a sense of lifelong learning, develop the ability to choose
careers in accordance with their abilities, interest and personal circumstances
to continue higher education, participate in vocational education and training
or working life, and develop the ability to adapt to changes in the context of
globalization and international integration.
III. REQUIREMENTS FOR
VIRTUES AND CAPACITIES
1. General education program shall form and emphasize virtues
for students including: patriotism, humanity, diligence, honesty and sense of responsibility.
2. General education program shall form and increase primary
capacities for students including:
a) General capacities
formed and developed via curriculums and education activities: self-control,
self-study, communication, cooperation, problem solving and creativity;
b)
Specific capacities formed and developed via curriculums and education
activities: language, calculation, science, technology, computer, aestheticism and
physicality capacities.
In addition to formation
and increase in primary capacities, the general education program shall
contribute to discovery and refresher training in students' talents.
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IV. EDUCATION PLAN
General education program
is divided into two stages, including basic education (grades 1-9) and
career-orientated education (grades 10-12).
Curriculums and education
activities of the general education program includes compulsory subjects and
education activities, career-oriented subjects and elective subjects.
Actual learning duration
in an academic year is 35 weeks. Education institutions may organize 1
period/day or 2 periods/day. Education institutions which organize 1 period/day
or 2 periods/day shall carry out education contents compulsory to all education
institutions in Vietnam.
1. Basic education
1.1. Primary
education
a) Education contents
Compulsory subjects and
education activities: Vietnamese literature, Mathematics, Ethic, Foreign
language 1 (3rd grade, 4th grade and 5th grade);
Natural and Social Sciences (1st grade, 2nd grade
and 3rd grade); History and Geography (4th grade
and 5th grade); Science (4th grade and 5th grade);
Computer and Technology (3rd grade, 4th grade
and 5th grade); Physical education; Art (Music or Fine Arts);
Field trip.
Elective subjects: Ethnic
minority language, Foreign language 1 (1st grade and 2nd grade).
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Each day consists of 2
periods and no more than 7 sessions; each session lasts 35 minutes. Education
institutions that are incapable of organizing 2 periods/day shall implement the
education plan under the guidance of the Ministry of Education and Training.
Primary school education plan
Education contents
Session/academic year
1st grade
2nd grade
3rd grade
4th grade
5th grade
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Vietnamese literature
420
350
245
245
245
Mathematics
105
175
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175
175
Foreign language 1
140
140
140
Ethic
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35
35
35
35
Natural and social
sciences
70
70
70
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History and Geography
70
70
Science
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70
70
Computer and Technology
70
70
70
Physical education
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70
70
70
70
Art (Music or Fine
Arts)
70
70
70
70
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Compulsory education
activities
Field trip
105
105
105
105
105
Elective subjects
Ethnic minority
language
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70
70
70
70
Foreign language 1
70
70
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Total
sessions/academic year (excluding
elective subjects)
875
875
980
1050
1050
Average
sessions/week (excluding
elective subjects)
25
25
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30
30
1.2. Lower secondary education
a) Education contents
Compulsory subjects and
education activities: Literature, Mathematics, Foreign language 1, Citizenship
education, Natural Science, History and Geography, Computer, Technology,
Physical education, Art (Music or Fine Arts), Field trip and career counseling
activities; Local curriculum activities.
Elective subjects: Ethnic
minority language, Foreign language 2.
b) Duration
Each day consists of 1
period, each period consists of no more than 5 sessions; each session lasts 45
minutes. Capable lower secondary schools are encouraged to organize 2
periods/day in accordance with guidance of Ministry of Education and Training.
Lower secondary school education plan
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Session/academic year
6th grade
7th grade
8th grade
9th grade
Compulsory subjects
Literature
140
140
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140
Mathematics
140
140
140
140
Foreign language 1
105
105
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105
Citizenship education
35
35
35
35
History and Geography
105
105
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105
Natural science
140
140
140
140
Technology
35
35
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52
Computer
35
35
35
35
Physical education
70
70
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70
Art (Music or Fine
Arts)
70
70
70
70
Compulsory education
activities
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Field trip and career
counseling activities
105
105
105
105
Local curriculum
activities
35
35
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35
Elective subjects
Ethnic minority
language
105
105
105
105
Foreign language 2
105
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105
105
Total
sessions/academic year (excluding
elective subjects)
1015
1015
1032
1032
Average
sessions/week (excluding
elective subjects)
29
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29,5
29,5
2.[4]
Career-orientated education
2.1. Education
contents
Compulsory subjects and
education activities: Literature, Mathematics, Foreign language 1, History,
Physical education, National defense and security education, Field trip and
career counseling activities, Local curriculum activities.
Career-oriented subjects:
Geography, Economy and law, Physics, Chemistry, Biology, Technology, Computer,
Music education, Fine arts education.
Students shall select 4
subjects among the career-oriented subjects.
Academic topics: Each
subject among Literature, Mathematics, History, Geography, Economy and law,
Physics, Chemistry, Biology, Technology, Computer, Music education, Fine arts
education shall have several topics grouped together by subject to meet the
requirement for divergence, allow students to improve knowledge, practice
skills, utilize acquired skills and knowledge to settle practical issues and
meet the demands for career orientation. Duration of each topic is 10
sessions or 15 sessions; total duration of a subject topic is 35 session/year.
At 10th grade, 11th grade, and 12th grade,
students shall select 3 topics of 3 subjects that best fit their aspirations
and the ability of their schools.
Schools can develop
groups of subjects from the aforementioned subjects and topics to both meet
students’ demands and ensure satisfaction of teaching staff, school amenities
and teaching equipment.
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2.2. Duration
Each day consists of 1
period, each period consists of no more than 5 sessions; each session lasts 45
minutes. Capable upper secondary schools are encouraged to organize 2
periods/day in accordance with guidance of Ministry of Education and Training.
Upper secondary school education plan
Education contents
Session/academic year/class
Compulsory subjects
Literature
105
Mathematics
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Foreign language 1
105
History
52
Physical education
70
National defense and
security education
35
Career-oriented
subjects
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70
Economy and law
70
Physics
70
Chemistry
70
Biology
70
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70
Computer
70
Music education
70
Fine arts education
70
Career-oriented
subject topics (3 topic groups)
105
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Field trip and career
counseling activities
105
Local curriculum
activities
35
Elective subjects
Ethnic minority
language
105
Foreign language 2
105
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997
Average
sessions/week (excluding
elective subjects)
28,5
V. EDUCATION CONTENT ORIENTATION
General education program
fulfills education objectives of forming and increasing the capacities and
virtues of students via language and literature education, mathematics
education, social science education, natural science education, technology
education, computer education, citizenship education, defense and security
education, art education, physical education and career counseling education.
Each education content is provided in all subjects and education activities, in
which some subjects and education activities play key roles.
According to education
objectives and requirements for virtues and capacities at each education stage
and each education level, the curriculum of each subject or education activity
shall identify objectives and requirements for virtues and capacities and
education contents of such subject or education activity. The program
implements the motto of comprehensive and integrated education to provide basic
general knowledge for students and meet requirements for
classification after lower secondary education with regard to basic
education stage; the program implements the motto of varied education to ensure
that students may access to careers and make thorough preparation for
post-secondary education with regard to career-oriented education stage There are
elective subjects in both basic education and career-oriented education stages.
Career-oriented subjects and academic topics shall be added in career-oriented
education stage to satisfy the aspirations and develop the potential and forte
of each student.
1. Language and literature education
Language and literature
education plays a key role in emotional
and ideological development, and formation and increase in the capacities and
virtues of students Via language and artistic images, the school educates students
about virtues, including patriotism, humanity, diligence, honesty and sense of responsibility; forms and
develops general capacities and two specific capacities (language and
literature) for students.
In addition to formation
and increase in the capacity for communication in Vietnamese, foreign languages
and ethnic minority languages, the language and literature education also
helps students effectively use other means of communication including pictures,
symbols, diagrams, graphs and tables,...
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1.1. Literature
Literature is a
compulsory subject from 1st grade to 12th grade. At the
primary education level, the subject is called Vietnamese literature, at lower
and upper secondary education levels, the subject is called Literature. Main
contents include basic and essential knowledge and skills in Vietnamese
language and literature and meet requirements for students' virtues and
capacities at each education level. The contents are divided into two stages,
including basic education and career-oriented education.
- Basic education
Literature subject
(Vietnamese literature) helps students effectively communicate in Vietnamese in
their life and well study other subjects and education activities; forms and
develops the literary capacity which is an expression of the aestheticism capacity;
at the same time promotes emotional and ideological development for students to
develop their spiritual life and personality
The curriculum includes
main contents corresponding to reading, writing, speaking and listening skills.
Knowledge about Vietnamese language and literature is integrated in the process
of teaching reading, writing, speaking and listening. The materials are
selected and arranged in accordance with the ability to acquire knowledge of
students at each education level.
- Career-orientated
education
Literature subject
reinforces contents of the subject in basic education stage to help students
improve their language and literary capacity, especially reception of literary
texts; increase skills in creation of argumentative or informative writing with
contents and writing techniques which are more complex; have knowledge about
literary history and literary theory that have practical effects on reading and
writing about literature.
In addition, in each
academic year, students with social science and humanities orientation may
select some academic topics to study. These topics are aimed at improving
knowledge about literature and language, skills in application of knowledge to
practice and meeting students' interest, needs and career orientation.
1.2. Foreign
language
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Students who are studying
in lower and upper secondary schools shall study one foreign language (Foreign
Language 1) and may choose at least one additional language (Foreign Language 2)
according to their aspirations and the ability of education institutions
Foreign language 1 is a
compulsory subject from 3rd grade to 12th grade.
Education institutions can provide this subject for students from 1st
grade in case students have needs and education institutions can meet their
needs.
Foreign language 2 is an
elective subject. Students can start studying this subject from 6th
grade and stop studying the subject in any grade according to their needs and
the ability of education institutions.
Foreign Language subject
helps students comprehensively develop their skills in listening, speaking,
reading and writing. Foreign language education contents shall be constantly
developed from the basic education stage to the career-oriented education stage
on the basis of reference to international and Vietnamese language proficiency
frameworks.
1.3. Ethnic
minority language
Teaching ethnic minority
languages is a major policy of the Communist Party and State to preserve and
promote the linguistic and cultural value of ethnic minorities. The State
encourages and creates favorable conditions for secondary school students who
are ethnic minorities and have aspirations and needs to study ethnic minority
languages to study this subject.
The subject is taught
from primary education level. It is required to use corresponding elective
duration of each education level to teach this subject.
Contents of the subject
are specified in each ethnic minority language program issued by the Minister
of Education and Training.
Conditions for teaching organization
and the process of introduction of ethnic minority languages into teaching at
general education institutions shall comply with the Government's regulations.
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Mathematical education
contributes to formation and increase students’ general capacities, virtues and
mathematical capacity- concentrated expression of the calculation capacity with
the components, including mathematical thinking and reasoning, mathematical
modeling, mathematical problem solving, mathematical communication, use of
mathematical learning tools and aids; develops great knowledge and skills and
creates opportunities for students to experience and apply mathematics to
practice. Mathematics education makes a connection among mathematical ideas,
between mathematics and practice, between mathematics and other subjects and
education activities, especially with Science, Natural Science, Physics,
Chemistry, Biology, Technology, Computer to implement STEM education.
Mathematics education is
covered by many subjects and education activities including Mathematics,
Physics, Chemistry, Biology, Technology, Computer, Field trip, and Field trip
and career counseling activities. In particular, Mathematics is a core subject
that is compulsory for students from 1st grade to 12th
grade.
The mathematics
curriculum shall combine linear and spiral designs (increasing in both width
and depth), revolves around and integrate three main topics: Arithmetic,
Algebra and some elements of Calculus; Geometry and Measurement; Statistics and
Probability. Mathematics education is divided into two stages, including basic
education and career-orientated education.
- Basic education
Mathematics subject helps
students systematically grasp necessary mathematical concepts, principles and
rules to serve as a basis for learning at the next level or apply mathematical
knowledge in daily life.
- Career-orientated
education
Mathematics subject helps
students have relatively general view of mathematics, understand the role and
applications of mathematics to practice and careers related to mathematics. As
a result, students have career orientation and the ability to explore problems
related to mathematics on their own life.
3. Social science education
Social science education
plays a key role in educating outlook on life, worldview, developing
personality and educating national consciousness, patriotism, humane values,
community spirit and typical virtues of global citizens (courage, connection,
personality and love) in the trend of development, innovation and creativity of
the era.
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Social science education
is covered by many subjects and education activities. In particular, it is
covered by core subjects including Natural and Social Sciences (1st grade,
2nd grade and 3rd grade); History and Geography
(from 4th grade to 9th grade); History and
Geography (from 10th grade to 12th grade). Main
contents of these subjects shall cover main branches including general, world,
region, Vietnam and local area and ensure structures including evolutionary
process (time and space), historical periods of national construction and
defense and creation of Vietnamese culture and civilization;
development of social progress and causes of prosperity and decline over the
periods of Vietnam; major achievements in economy, society, culture and
civilization; individuals and groups of people in relationships of cooperation
and competition; natural conditions and resources; population characteristics
in historical space and time; structure and distribution of the economy; some
interdisciplinary themes in connection with contents of history, socio-economic
geography and natural geography. Contents of these subjects are
interdisciplinary and they are integrated with other fields, including language
and literary education, citizenship education, national defense and security
education, economy and law,…
Social science education
is divided into two stages, including basic education and career-orientated
education.
- Basic education
Social science education
is covered by compulsory subjects from 1st grade to 9th
grade. In 1st grade, 2nd grade and 3rd grade,
the content is covered by Natural and Social Sciences; In 4th grade
and 5th grade, Natural and Social Sciences is divided into two
subjects of History and Geography, and Science. At the lower secondary
education level, History and Geography subject covers education contents
including history, geography and some interdisciplinary themes, and integrates
with knowledge about economy, culture, science, religion,... at a simple level.
Historical and geographical knowledge shall be interconnected to
illuminate and support each other. In addition, there are some more integrative
topics including protection of Vietnam's legal rights and interests in the
South China Sea; urban history and present; Red River Delta and Mekong River
Delta civilization; geographical discoveries...
- Career-orientated
education
In 10th grade,
History and Geography subjects help students understand general characteristics
of historical and geographical sciences, careers related to history and
geography, develop their ability to apply historical and geographical knowledge
to their daily life, improve and broaden basic knowledge and skills formed in
the basic education stage via themes and academic topics related to basic
issues about history and geography, thereby creating a solid basis for students
to have clear and appropriate career orientation.
In 11th grade
and 12th grade, History subject focuses on themes and academic
topics related to various fields of history studies including political
history, economic history, civilization history, cultural history, military
history and social history, Vietnam's interaction and integration into the
region and the world,...; Geography focuses on some themes and academic topics
related to world geography (typical regions and countries) and Vietnam’s
geography (natural and socio-economic conditions) to help students with
orientation to social science and humanities and some related sciences
4. Natural science education
In addition to the role
in contribution to formation and increase in general capacities and virtues of
students, natural science education helps students form and develop their
scientific worldview; plays a key role in educating students in the spirit of
objectivity, love of nature and respect for the natural law, as a result,
students can commune with nature in accordance with the requirement for
sustainable development of society and environment. Natural science education
helps students gradually form and increase the natural science capacity via
observation and experimentation, apply knowledge and skills to solution to
problems in their life; and connects with Math, Physics, Chemistry, Biology,
Technology, Computer in implementation of STEM education which is one of the
education trends respected in many countries around the world and interested in
reform of general education in Vietnam.
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Natural science
education is divided into two stages, including basic education and
career-orientated education.
- Basic education
At the primary education
level, natural science education simplistically approaches some common things
and phenomena in daily life to help students have initial awareness of the
natural world.
At the lower secondary
education level, natural science education is mainly covered by Natural Science
subject with integration of skills and knowledge about physics, chemistry and
biology. These knowledge and skills shall cover main contents including
substances and transformation of substances, living things, energy and
transformation, Earth and sky), explains general principles and laws of the
natural world (structure, diversity, interaction, system, laws of motion and
transformation), and gradually reflect the role of natural science in social
development and application of skills and knowledge about natural science to
sustainable use and extraction of natural resources. These contents shall
combine linear logic and concentric contents to build awareness of the natural
world and natural sciences, thereby helping students initially apply acquired
knowledge and skills in natural science to their life.
- Career-orientated
education
Natural science education
is covered by subjects including Physics, Chemistry or Biology (10th grade,
11th grade and 12th grade). These subjects are
included in group of natural science subjects selected by students according to
their career orientation, interest and capacities. Curriculum of each subject
helps students continue to increase the natural science capacity under specific
angles (physics, chemistry, biology); ensures the development of knowledge and
skills on a basis of general capacities and the natural science capacity formed
at the basic education stage and meets the requirements for career orientation
to specific industries.
5. Technology education
Technology education
helps students form and increase the technology capacity with the components
including awareness, communication, use, technology evaluation and technical
design; helps students effectively learn and work in the technological
environment at home, school and society; contributes to career orientation and
prepares background knowledge for students to continue their education and
participate in vocational education and training in technology or working life.
Along with other
education contents, technology education contributes to formation and increase
in general capacities and virtues of students. With a focus on formation and
increase in the design capacity, technology education has many opportunities
and advantages in forming and developing creative and problem-solving capacities.
Besides, technology education also contributes to formation and increase in
some specific capacities including language, calculation, computer,...
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Technology education is
divided into two stages, including basic education and career-orientated
education.
- Basic education
Technology education
provides common and core skills and knowledge about technology for students;
knowledge and skills to choose careers.
At the primary education
level, students can explore the world of engineering and technology via simple
topics related to technology and life, some tech products in the family which
students use every day, safety with home technology; experience engineering and
technology design via technical craft and assembly of simple technical models.
At the lower secondary
level, students gain knowledge about technology within the family; basic
principles of manufacturing; initial understanding of design thinking;
selection methods, vocational experience and information on occupations in
manufacturing via topics including Home technology; Agriculture - Forestry and
Fishery; Technology and engineering design; Technology and career orientation.
At the end of lower secondary education level, in addition to main contents
that all students must study, students can choose to study some contents in
conformity with their own psycho-physiological characteristics and interest,
characteristics and conditions of each local area.
- Career-orientated
education
Technology education
continues to reinforce and improve achievements in the basic education stage,
and provides students with general and career-oriented understanding of
technology via contents related to the nature of technology; role and influence
of technology on social life; relationship between technology and other
education fields, activities and subjects; and common fields of technology.
Due to a career-oriented
nature, technology education includes two distinct branches including
Industry-oriented Technology and Agriculture-oriented Technology. These
orientations are aimed at assisting students in well adapting to
characteristics, nature and requirements of technical and technological
industries that students choose to study.
6. Computer education
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Computer education
contributes to formation and increase in primary capacities and virtues of
students and has advantages in formation and increase in the computer capacity
with components including use and management of information and communications
technologies; appropriate behaviors in the digital environment; solution to
problems with the help of information and communications technologies;
application of information and communications technologies to learning and
self-study; cooperation in the digital environment.
Computer education is
mainly covered by Computer in Computer and Technology at the primary education
level and Computer at the lower and upper secondary education levels. Besides,
computer application in other subjects and education activities also makes an
important contribution to computer education.
Computer education
includes three branches of knowledge including digital
literacy, information and communications technologies and computer science and
is divided into two stages: basic education stage and career-orientated
education.
- Basic education
Computer subject helps
students form and develop the ability to use computers; initially form and
develop problem-solving thinking with the help of computers; understand and
follow the basic principles of information sharing and exchange.
At the primary education
level, students learn to use simple software to support learning, use computer
equipment in accordance with the principles of protection of their health, and
initially form problem-solving thinking with the help of computers.
At the lower secondary
education level, students learn to use and develop common software to create
products for their learning and life; practice identifying and solving problems
in a creative manner with the help of digital technology; organize, manage,
search digital data, evaluate and select information.
- Career-orientated
education
Computer subject shall be
divided into different branches to suit different careers. Computer education
includes groups of topics according to two orientations: Applied Informatics
and Computer Science. According to students’ interest and career orientation,
they can choose one of the two above-mentioned orientations via choice for the
corresponding groups of topics.
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Computer Science fulfills
the purpose of developing computer system with the focus on development of
computer thinking and the ability to explore, discover and develop software and
services on computers. Computer Science topics focus on provision of principles
of information representation and processing, knowledge about algorithms and
programming; some principles of computer network design for students
7. Citizenship education
Citizenship education
plays a key role in educating students about civic awareness and behavior. Via
lessons on lifestyle, ethics, law and economy, citizenship education
contributes to increase in civic virtues and capacities, especially love,
awareness, belief, behaviors in accordance with ethical standards and
provisions of the law, and helps students have life skills and courage to
study, work and fulfill civic responsibilities for national construction
and defense and international integration.
Citizenship education is
covered in many subjects and education activities including Social Science and
Field Trip subjects, and Field trip and career counseling activities. In
particular, Ethic (primary education level), Citizenship education (lower
secondary education level) and Economy and law (upper secondary education
level) are core subjects.
Main contents of these
subjects are education about ethics, life skills, law and economy. Contents of
these subjects cover people's relationships with themselves, others, community,
country, humanity, work and natural environment. These contents combine traditional
and modern, national and global values. The knowledge is gradually broadened
and improved from primary and lower secondary education levels to upper
secondary education level.
Citizenship education is
divided into two stages, including basic education and career-orientated
education.
- Basic education
Ethic (primary education
level) and Citizenship education (lower secondary education level) are
compulsory subjects. Contents of these subjects focus on education about
self-worth, family, homeland and community in order to help students form
necessary learning and living habits or routines and build awareness of
self-adjustment of their behaviors according to ethical standards and the
provisions of the law.
- Career-orientated
education
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8. National defense and security education
National defense and
security education help students gain basic skills and knowledge about national
defense and security to promote patriotism, tradition of nation construction
and defense, raise their awareness, have responsibility and voluntarily perform
national defense and security tasks and protect the Socialist Republic of
Vietnam. National defense and security education in primary and lower secondary
schools shall be integrated in subjects and education activities to help
students gain initial understanding about the tradition of national
construction and defense and the people's armed forces; have sense of
discipline, spirit of solidarity and patriotism.
National defense and
security education in an upper secondary school is a compulsory subject to help
students gain initial understanding about the all-people national defense and
people's security; the tradition of struggle against foreign aggression, the
people's armed forces and Vietnamese military art; develop basic and necessary
knowledge about civil defense and military skills; perform military service for
Fatherland protection.
9. Art education
Art education helps students
form and increase their capacities and virtues; at the same time, via
improvement of basic skills and knowledge about art sectors, helps students
form and increase the aestheticism capacity, discovers and develops artistic talents for
students; educates the attitudes to respect and develops the ability to inherit
and promote the traditional cultural and artistic values in the process of
integration and exchange with the world, thereby meeting the objectives of
harmonious education about ethics, knowledge, physical health and aesthetic
sense.
Art education is covered
by many subjects. In particular, it is mainly covered by Music or Fine Arts
subject From 10th grade to 12th grade, students can choose subjects in the
group of technology and art subjects in accordance with their career
orientation, interest and capacities.
9.1. Music
Music education creates
opportunities for students to experience and increase the music capacity which
is an expression of the aestheticism capacity with the components, including musical expression,
music perception and understanding, music application and creation; thereby
contributing to discovery and improvement of musical talent of students. At the
same time, via songs, music activities and education methods of the educators,
music education helps students have the virtue including patriotism, humanity,
diligence, honesty and sense of responsibility and the capacities for
self-control and self-study, communication and cooperation, problem solving and
creativity to become fully developed citizens in terms of personality and
harmony between the physical and mental health.
Music education is
divided into two stages, including basic education and career-orientated
education.
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Music subject is a
compulsory subject from 1st grade to 9th grade, including
basic skills and knowledge about singing, listening to music, reading music,
musical instruments, music theory and common music knowledge. Music education
helps students have experience, discover and express themselves via music
activities in order to develop the aestheticism
capacity and raise awareness of the diversity
of the musical world and the relationship between music and culture, history
and other art forms; at the same time develop awareness of protection and
dissemination of traditional musical values.
- Career-orientated
education
Music subject is a
career-oriented subject under the aspirations and career orientation of
students. Contents of the subject include extensive and advanced
knowledge and skills in singing, listening to music, reading music, musical
instruments, music theory and common music knowledge. Students who have related
interest, talents or career orientation may choose to study additional academic
topics. Music education helps students continue to develop practical skills,
broaden their understanding about music in relation to cultural, historical and
social factors, and apply knowledge to their life in order to meet personal
interests and access music-related careers.
9.2. Fine Arts
Fine Arts education in
primary and secondary schools helps students form and increase their capacities
and virtues with a focus on increase in the art capacity which is an
expression of the aestheticism capacity with the components including aesthetic
observation and perception, aesthetic creation and application, aesthetic
analysis and evaluation; on that basis, educates students on a sense of respect
and inheritance of national cultural and artistic values and helps them
approach aesthetic value of the era and promote the creative spirit in
conformity with social development.
Curriculum shall combine
linear and concentric structures and expand contents of Visual and Applied
Arts; integrate discussion and art practice; create opportunities for students
to experience and apply art to their life; help students realize the importance
of art, the relationship between art and life, culture, history, society and
other subjects and education activities, thereby contributing to harmonious development
of ethics, knowledge, physical health and aesthetic sense for all students, and
discovery and provision of refresher training for gifted students.
Fine arts education is
divided into two stages, including basic education and career-orientated education.
- Basic education
Fine Arts subject is a
compulsory subject from 1st grade to 9th grade. The
curriculum creates opportunities for students to familiarize with and
experience art knowledge via a variety of activities; helps students form and
develop the ability to observe, appreciate, perceive and perform art; the
ability to feel, learn and experience cultural and aesthetic values in life
and art.
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Fine Arts subject is a
career-oriented subject under the aspirations and career orientation of
students. Curriculum shall expand contents of art education, improve art
knowledge and skills formed at the basic education stage, approach groups of
careers that are relevant to the visual arts and have practical application;
help students learn and have career orientation in conformity with their desire
and capacities according to actual needs and adaption to society.
10. Physical education
Physical education in
primary and secondary schools contributes to fulfillment of education
objectives of increase in capacities and virtues of students with a focus on
provision of knowledge and skills in healthcare for students; knowledge and
skills in movement; establishment of workout routines, assistance for students
in selecting appropriate sports to practice for the purpose of improvement of
their health and increase in physical strength; thereby helping students raise
awareness, have the responsibility for their health, their families and the
community, adapt to living conditions, have happy life and get along with
everyone.
Physical education is
covered in many subjects and education activities including Physical Education,
Ethic, Natural and Social Sciences, Science, Natural Science, Biology, Field
trip, and Field trip and career counseling activities, in which Physical
Education subject is a core subject that is compulsory from 1st
grade to 12th grade.
Physical education
focuses on improvement of skills in movement and development of the physical
potential for students via a variety of physical exercises including formation
exercises, exercises, movement games, sports and injury prevention skills in
sports activities.
Physical education is
divided into two stages, including basic education and career-orientated
education.
- Basic education
Physical education helps
students know how to take care of their health and ensure personal hygiene;
establish workout routines for improvement of their health; via movement games
and exercises, develop the basic skills in movement and the physical potential
to serve as a basis for comprehensive development. Students can choose sports
activities in conformity with their physical strength and the ability of
schools.
- Career-orientated
education
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11. Career counseling
Career counseling
includes all activities of the schools in connection with families and society
to provide students with knowledge and capacities for career orientation,
thereby helping students have the good careers in accordance with their
capacities, personality, interests, self-worth concept, conditions and
circumstances of their families and the needs of society. Career counseling
plays an important role in contribution to fulfillment of objectives of
comprehensive education and classification of students after lower and upper
secondary education levels.
In general education
program, career counselling is covered by all subjects and education
activities. In particular, it is mainly covered by subjects including
Technology, Computer, Art, Citizenship education at the lower secondary
education level, subjects at the upper secondary education level, Field trip
and career counseling activities and local curriculum activities.
Career counselling
activities in primary and secondary schools shall be taught regularly and continuously,
especially the final years of basic education stage and the entire period of
career-oriented education stage.
12. Academic topics
The academic topics shall
be taught in upper secondary schools to fulfill the requirement for divergence,
help students improve knowledge and practical skills and apply knowledge to
solution to some practical problems, thereby meeting the requirement for career
orientation.
The academic topics of
each subject shall be taught by the teacher of such subject. In addition,
according to specific contents of academic topics, the schools can allocate
laboratory staff or invite entrepreneurs, artisans,…who have knowledge and
practical experience in the specialized fields of practical and career-oriented
academic topics to provide guidance for students on appropriate contents of
these academic topics.
13. Field trip and Field trip and career counseling activities
Field trip and Field trip
and career counseling activities are education activities that are oriented,
designed and directed by educators to create opportunities for students to
approach practical problems, experience positive emotions, broaden existing
experiences and acquire knowledge and skills of different subjects to perform
assigned tasks or solve practical problems of schools, families and social life
in conformity with their age, thereby transforming experience that has been
gained into new knowledge and skills to contribute to development of creative
potential and adaptability to future life, environment and career.
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Field trip and Field trip
and career counseling activities help students increase their primary
capacities and virtues in relationships with themselves, society, natural
environment and careers. These activities shall be taught with four main
branches including self-directed activities, socially-oriented activities,
nature-oriented activities and career-oriented activities.
Field trip and Field trip
and career counseling activities are divided into two stages, including basic education
and career-orientated education.
- Basic education
At the primary level,
Field trip contents focus on self-discovery activities, self-training
activities and development of relationship with friends, teachers and family
members. Social activities and learning about some careers that are familiar to
students shall be organized with contents and forms in conformity with their
age.
At the lower secondary
education level, contents of Field trip and career counseling activities focus
on social activities, nature-oriented activities and career-oriented
activities. At the same time, self-directed activities shall be maintained to
increase capacities and virtues of students.
- Career-orientated
education
In addition to
self-directed activities, socially-oriented activities and nature-oriented
activities, at upper secondary education level, the contents of Field trip and
career counseling activities focus on career-oriented activities to increase
the capacity for career orientation. Via career-oriented activities,
students can receive evaluation and make self-evaluation of their capacities,
strengths and interest related to their careers to serve as a basis for
selection of suitable careers and training in their capacities and virtues to
adapt to future careers.
14. Local curriculum activities
Local curriculum activities
are basic problems or news stories about culture, history, geography, economy,
society, environment and career orientation,... of local areas that have been
added to compulsory education contents of the country in order to provide
students with understanding about place of residence and help students have
patriotism and awareness of discovery and application of the acquired knowledge
to solution to problems of homeland.
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According to general
education program, the People's Committees of provinces shall elaborate
standards and procedures for compilation,
appraisal and editing of documents on education contents in their provinces;
direct the organization of compilation and appraisal of documents on education
contents in their provinces according to the guidance of the Ministry of
Education and Training and report to the Ministry of Education and Training for
approval.
VI. ORIENTATION TO
EDUCATION METHODS AND EVALUATION
OF EDUCATIONAL OUTCOMES
1. Orientation to education methods
Subjects and education
activities in schools apply methods of encouraging students' participation. In
particular, teachers play the role in organization and provision of guidance on
activities for students to create friendly learning environment and problem
situations to encourage students to actively participate in learning
activities, discover their own abilities and aspirations, practice habits and
self-study ability and develop their potential and acquired knowledge and
skills for development.
Students’ learning
activities include problem discovery activities, practice activities and
practical activities (application of the acquired knowledge to detection and
solution to actual problems). These activities are conducted with the support
of teaching equipment, especially informatics tools and digital automation
systems.
The above-mentioned
learning activities shall be organized inside and outside the school premises
via some main forms including theoretical learning; performance of exercises,
experiments, games, role-playing, research projects; participation in seminars,
sightseeing, camping, reading books; collective activities and community
activities.
According to objectives
and nature of activities, students may work independently, in groups or in the
whole class but they must ensure that each student is eligible for performance
of their own learning tasks and practical experience.
2. Orientation to evaluation of educational outcomes
Evaluation of educational outcomes is aimed at providing information about the extent of fulfillment of
requirements of the program and students' progress in an accurate, prompt and
valuable manner to instruct learning activities, adjust teaching activities,
manage and develop the program, ensure the progress of each student and improve
the quality of education.
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The educational outcomes shall
be evaluated in qualitative and quantitative forms via regular or periodic
evaluation at education institutions and broad evaluation at the national,
local and international levels. Along with the outcomes of compulsory
subjects and education activities, career-oriented subjects and academic
topics, the outcomes of elective subjects will be used to evaluate the overall
learning outcomes of students in each academic year and in the learning
process.
The regular evaluation is
made by the teacher in charge of the subject in connection with the evaluation
of the student's parents and teacher, the evaluated student and other students.
The periodic evaluation
is made by the education institution to serve management of teaching activities
and development of the program, and ensure the quality of the education
institution.
The board evaluation at
national and local levels is made by national or provincial-level examination
organizations to serve management of teaching activities, development of
program and improvement of the quality of education, and ensure the quality of evaluation of educational outcomes at education institutions.
The evaluation methods
shall ensure reliability, objectivity and conformity with students’ age and
grade. The evaluation methods shall not put pressure on students and reduce
costs for budget of the State, students' families and society.
Achievements of
measurement and evaluation science in education and international experience
are considered to be applied to improvement of the quality of evaluation of
educational outcomes, classification of students at education institutions and
the outcomes of the board evaluation are used to control the quality of
evaluation at education institutions.
VII. CONDITIONS FOR
EXECUTION OF GENERAL EDUCATION PROGRAM
1. Organization and management
a) A school has a mission
of development of the personality of each student and fulfillment of the
requirements for socio-economic development in conditions of constant change;
is a cultural and educational center of the local are; is assigned the right to
autonomy according to the provisions of law; observes Regulation on democracy
at the grassroots level; abides by the guidelines and policies of the Communist
Party, the laws of the State, the leadership and direction of the Party
committee, local authorities and education management agencies at all levels.
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2. Managers, teachers and staff members
a) The principals shall
be evaluated according to cycle and achieve the principal standards of general
education institutions at the SATISFACTORY level or higher. They shall undergo
training and refresher training in political theory, education management and
general education program as prescribed.
b) The number and
structure of teachers (including visiting teachers, if any) shall fulfill
requirements for teaching subjects and education activities of the general
education program. All qualified teachers shall undergo training to meet or
surpass standards. The teachers shall achieve the principal standards of
general education institutions at the SATISFACTORY level or higher. The rights
of teachers under the Charters of the secondary schools and the law shall be
assured. The teachers shall undergo training and refresher training in teaching
according to the general education program.
c) Staff members who have
professional qualifications according to regulations shall undergo training in
contents of the general education program related to the duties of each
position in the school.
3. Facilities and teaching equipment
Location, area and scale
of school; studying rooms; study assisting rooms; library; administration
rooms; playgrounds and sports fields; auxiliary rooms; general activity rooms; technical
infrastructure and teaching equipment shall comply with regulations of the
Ministry of Education and Training.
4.
Private investment in education
a) Thoroughly grasping
viewpoint that education development is the cause of the Communist Party, the
State and the whole people. The Executive Committees of the Communist Party and
local authorities shall direct the successful implementation of the general
education program; ensure conditions for implementation of the program;
strictly implement the policies of the Communist Party and State towards
teachers and education managers of general education institutions. The schools
shall actively advise the Executive Committees of the Communist Party and
authorities and cooperate with local organizations and individuals in
mobilization of various resources for participation in education activities and
support for funding and facilities, and creation of a healthy and safe
education environment.
b) Promoting close
cooperation between family education and school education. Students' families
and parents shall receive guidelines for cooperation and participation in
education for their children according to requirements of classes and grades.
The Parent Representative Council shall have organizational structure, duties,
rights, responsibilities and operation according to the Charter of the Parent
Representative Council. The schools shall create favorable conditions for the
Parent Representative Board to operate.
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VIII. DEVELOPMENT OF
GENERAL EDUCATION PROGRAM
Development of general
education program is a regular activity, including stages of evaluation,
modification, supplementation and completion of the program in the process of
implementation.
According to contents and
requirements of the general education program, the Ministry of Education and
Training formulates the education program for special entities (excellent
students, students with disabilities and students with difficult
circumstances). The schools shall develop their own education plans in a
flexible manner in conformity with specific conditions and circumstances of the
local areas in order to ensure the objectives and quality of education.
During the process of
implementation, the Ministry of Education and Training makes surveys and
collects opinions from education management agencies, schools, managers,
teachers, students, parents and interested persons to evaluate, review, adjust,
formulate the programs of new subjects (if necessary) and guide the
implementation of adjustments (if any).
IX. EXPLANATION
1.
Definition
In the general education
program, the terms below are construed as follows:
a) “Overall program”
refers to a document that elaborates general and oriented issues of the
general education program, including: viewpoints on formulation of program,
objectives of the general education program and objectives of the program at
each level, requirements for primary capacities and virtues of students at the
end of each level, system of subjects and education activities, duration of
each subject and education activity, orientation to compulsory education
contents at each level for all students, orientation to education methods and
evaluation of educational outcomes, conditions for implementation of the
general education program.
b) “Curriculum and
education activity” refers to a document that defines the position and role of
subjects and education activities in the fulfillment of general education
objectives, objectives and requirements, core education contents of subjects
and education activities in each class or level for all students, orientation
to lesson plans and education activities in each class and each level, methods
and forms of education organization, evaluation of educational outcomes of
subjects and education activities.
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d) “Integrated education”
refers to an orientation to education that helps students develop the ability
to improve and apply knowledge and skills,... in many different sectors to
effectively solve problems in learning and in life in the process of acquiring
knowledge and practicing skills.
dd) “Basic education
stage” refers to an education stage including the first 9 years of general
education (from 1st grade to 9th grade). This education
stage provides students with basic knowledge and skills; helps students form
and increase their primary capacities and virtues; help students prepare
adaptation to the rapid and multifaceted changes of the society in the future;
and meets requirements for classification of students after lower secondary
education level with orientations including continuation in study to upper
secondary education level, participation in vocational education and training
or participation in working life.
e) “Career-oriented
education stage” refers to an education stage including the last 3 years of
general education (from 10th grade to 12th grade). This
stage helps students develop their capacities according to each student's forte
and aspiration, thereby ensuring that students can access to careers and well
prepare for post-secondary education, or participation in working life.
g) “STEM education”
refers to an education model according to an interdisciplinary approach that
helps students apply science, technology, engineering and math knowledge to
solution to a number of practical problems in specific contexts.
h) “Compulsory subjects
and education activities” refer to subjects that all students must study and
education activities that all students must participate in.
i) “Career-oriented
subject” refers to an subject that a student can select to study according to
his/her career orientation.
k) “Elective subject”
refers to a non-compulsory subject that a student can select to study according
to his/her aspiration.
l) “Capacity” refers to a
personal attribute that is formed and increased by the existing potential and
the process of learning and practicing, and allows people to improve and apply
knowledge and skills and develop other attributes including interest, belief,
... to successfully perform certain activities and achieve the desired results
under specific conditions.
m) “Primary capacity”
refers to a basic and essential capacity that people need to live, learn and
work effectively.
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o) “Virtues" refer
to good qualities that are displayed in human attitudes and behaviors. The
virtue and capacity create the human personality.
p) “Requirements” refer
to outcomes that a student must achieve in terms of the virtue and capacity
after each level or class in each subject and education activity. In
particular, the following level or class has its own higher requirements and
covers the requirements of the previous levels and classes.
2. Requirements for virtues of students
Virtue
Primary education level
Lower secondary education level
Upper secondary education level
Patriotism
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- Loving homeland and
respecting national symbols
- Respecting and
expressing gratitude to workers and people with meritorious services to the
homeland and country; participating in gratitude activities for people with
meritorious services to the homeland and the country.
- Actively
participating in protection of nature.
- Having knowledge
about the tradition of the family, clan and homeland; studying and practicing
to promote the tradition of the family, clan and homeland.
- Protecting cultural
heritage, actively participating in protection and promotion of the value of
cultural heritage.
- Actively encouraging
other persons to participate in protection of nature.
- Voluntarily complying
and encouraging other persons to comply with the provisions of the law to
contribute to protection and construction of the Socialist Republic of Vietnam.
- Actively
participating in and encouraging other persons to participate in protection
and promotion of the value of cultural heritage.
- Struggling against
conspiracies and acts that infringe upon the national borders, territory and
territorial waters under the sovereignty and sovereign rights of Vietnam with
attitudes and actions in conformity with students’ age according to
regulations of the law.
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Humanity
Humanity
- Loving and taking
care of the family members.
- Loving their friends
and teachers; caring, respecting and stimulating their friends
- Respecting the
elderly; helping the elderly, the sick and the disabled; granting
concession and helping children.
- Sharing with students
who have difficult circumstances, students who live remote areas, students
with disabilities and students who are affected by natural disasters.
- Respecting the honor,
the health and the private life of other persons.
- Opposing evils;
failing to promote and commit violent acts; protecting the weak and the
disadvantaged...
- Actively
participating in charity and community activities.
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- Respecting the legal
rights and interests of people; struggling against acts that infringe upon
the legal rights and interests of organizations and individuals.
- Actively encouraging
people to participate in charity and community activities.
Respect for the
difference among students
- Respecting the
difference in clothes, character and family circumstances of classmates
- Failing to
discriminate and create separation among students
- Forgiving wrongdoings
- Respecting the
difference in cognition or personal style of other students.
- Respecting cultural
diversity of ethnic groups in Vietnam and other ethnic groups.
- Having empathy and
helping other students.
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- Having knowledge
about culture in the world.
- Having sympathy and
tolerance for wrongdoings and bad attitudes of other persons.
Diligence
Studiousness
- Attending classes in
a punctual and sufficient manner.
- Regularly completing
learning tasks.
- Having studiousness
and reading books to develop their knowledge.
- Applying the acquired
knowledge and skills to daily life.
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- Reading books and
newspapers, searching materials and information on the Internet to develop
their knowledge.
- Applying the acquired
knowledge and skills from teachers, other students, newspapers and other
reliable sources to learning and daily life.
- Having awareness of
evaluation of their own strengths and weaknesses, advantages and
disadvantages in learning to develop the study plan.
- Actively exploring
and having creation in learning; striving to overcome difficulties to achieve
good outcomes.
Industriousness
- Regularly doing house
works in conformity with their age and ability.
- Regularly
participating in activities at schools and community activities in conformity
with their age and ability.
- Participating in
labor and production in the family according to actual requirements in
conformity with their ability and conditions.
- Striving to achieve
good outcomes in labour, at school and community.
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- Actively
participating in and encouraging other persons to participate in community
activities.
- Striving to overcome
difficulties to achieve good outcomes in labor.
- Actively studying and
practicing to prepare knowledge for careers in the future.
Honesty
- Having honesty in
learning, labor and daily activities; expressing confidence in
expression of their own opinions.
- Keeping promise;
admitting and correcting mistakes, protecting the right and good things.
- Failing to
arbitrarily take things and money from relatives, friends, teachers and other
persons.
- Opposing dishonest
behaviors in learning and life.
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- Admitting their own
shortcomings and taking responsibility for their own words and acts.
- Respecting the
rights; protecting the right and good things; having objectivity, fairness in
cognition and behaviors.
- Failing to infringe
upon public property
- Struggling against
dishonest behaviors in learning and life.
- Having good
behaviours and cognition
- Struggling for
protection of the right things, and protection of the good persons and
things.
- Voluntarily participating
and encouraging other students to participate in detection and struggle
against dishonest acts in learning and life, violations against ethical
standards and regulations of the law.
Sense of
responsibility
Students’ responsibilities towards themselves
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- Having orderly life
- Keeping personal
hygiene, taking physical exercise and looking after their health.
- Preserving and
effectively using personal belongings.
- Saving time; managing
time; effectively developing and implementing learning and living regime
- Failing to blame
other persons; having awareness and adopting methods of overcoming
consequences that they cause.
- Actively and
voluntarily participating in practice activities and self-cultivation
- Spending money on
eating and drinking, and purchasing school stationery and daily suppliers in
a reasonable manner.
- Taking responsibility
for their own words and acts.
Students’
responsibilities towards their families
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- Failing to waste food
and drink; saving money, electricity and water.
- Expressing interest
in house works.
- Having awareness of
thrift practice in their expenses and expenses of their families.
- Fulfilling their
obligation to relatives and families.
- Discussing the
development and implementation of the spending plan with relatives.
Students’
responsibilities towards schools and society
- Complying with the
school's rules and collective conventions and regulations; keeping clean and
protecting public property.
- Failing to create
disorder and pick fight/quarrel.
- Reminding other
students to abide by school rules; relatives to abide by regulations and
conventions in public places.
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- Actively
participating in collective and social activities in conformity with their
age.
- Expressing interest
in community activities; actively participating in collective and community
activities.
- Respecting and
complying with rules in public places; strictly complying with traffic rules;
having awareness of compliance with rules and regulations at festivals and of
public activities at their districts or provinces.
- Opposing
behaviors that are inconsistent with cultural lifestyles and regulations in
public places.
- Participating and
connecting to the Internet and social networks in accordance with
regulations; failing to assist bad persons to spread information that affects
the honor of organizations or individuals or affects cultural lifestyle,
social order and safety.
- Actively
participating and encouraging other persons to participate in public
activities.
- Actively
participating and encouraging other persons to participate in dissemination
of information about laws.
- Evaluating their
behaviors and the behaviors of other persons towards compliance with
discipline and law; criticizing undisciplined acts and violations.
Students’
responsibilities towards their living environment
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- Keeping the
environment clean and failing to discard garbage wantonly.
- Opposing destruction
of nature.
- Living in harmony
with nature
- Having knowledge and
participating in dissemination of information about and protection of nature;
opposing destruction of nature.
- Having knowledge and
participating in dissemination of information about climate change and
response to climate change.
- Understanding
the importance of thriftiness to sustainable development; failing to waste
natural resources; opposing indiscriminate and poor use of materials and
resources.
- Actively
participating and encouraging other persons to participate in dissemination
of information about and protection of nature, response to climate change and
sustainable development.
3. Requirements for general capacities of students
Capacities
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Lower secondary education level
Upper secondary education level
Self-control and
self-study
Self-help
Completing their the
assigned tasks at school and home under assignment and guidelines
Successfully completing
their own tasks in learning and life; opposing the dependency
Successfully completing
their own tasks in learning and life; encouraging people who have dependency
lifestyle to make self-help.
Self-affirmation and
protection of legal rights and needs
Having awareness of
their legal rights and needs; initially presenting their legal needs and
exercising their legal rights
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Affirming and
protecting their legal rights and needs
Self-control of their
emotions, attitudes and behaviours.
- Realizing and
expressing their own emotions; sharing their emotions with other persons.
- Being kind; failing
to offend other persons.
- Completing the study
and work plans; not getting caught up in playing to avoid adverse effects on
study habits and other tasks.
- Realizing their own
emotions and understanding the influence of their emotions on behaviours.
- Controlling their
emotions to have acceptable behaviours in learning and life; failing to waste
money and have unacceptable and aggressive behaviors; opposing bad behaviors
and acts.
- Completing the study
and work plans in an persistent manner.
- Evaluating the
strengths and limitations of their own emotions; being confident and
optimistic.
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- Facing and responding
to challenges in learning and life.
- Avoiding social
evils.
Adaptation to life
- Adopting different
methods of solving the same problems
- Performing different
tasks and fulfilling different requirements
- Applying the acquired
knowledge and skills to solution to problems in new situations in a flexible
manner.
- Keeping calm before
unexpected changes of circumstances; persevering in overcoming difficulties
to complete the assigned works.
- Adjusting their
knowledge, skills and experience in new activities and new living environment
- Changing their
thinking, and expression of their attitudes and emotions to meet new
requirements and new situations.
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- Expressing their
interest and abilities
- Knowing names, main
activities and roles of several careers; applying the knowledge to the
careers of family members.
- Having awareness of
their interest and capacities.
- Understanding the
role of economic activities in social life.
- Obtaining some
information about local careers and careers under production sector;
selecting appropriate orientation to development after lower secondary
education level.
- Having awareness of
their own personality and value.
- Obtaining information
about labor market, requirements and prospects of careers.
- Identifying
appropriate orientation to development after upper secondary education level;
making plans and selecting subjects in conformity with their career
orientation.
Self-study and
self-improvement
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- Detecting and
correcting errors in tests via the teacher's comments.
- Learning knowledge
from teachers, friends and other persons to acquire and improve
understanding.
- Gaining knowledge and
following good examples.
- Setting the learning
objectives to strive to achieve good outcomes.
- Making and
implementing the study plan; selecting useful materials; storing information
in a selective manner via record, concept maps, tables and keywords; taking
notes from the teacher's lessons according to the main ideas.
- Detecting and
correcting their own mistakes and limitations when they receive comments from
their teachers and friends; actively seeking the support of other persons
when they have difficulties in learning.
- Practicing and
removing their own limitations towards social values.
- Identifying the
learning tasks according to the achieved results; setting the detailed and
specific learning objectives and removing limitations.
- Evaluating and
adjusting the study plan; forming their own learning style; searching,
evaluating and selecting useful materials for the different purposes and
tasks in learning; collecting information in appropriate forms to create
favorable conditions for memory, use and supplementation when necessary.
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- Regularly making
self-cultivation according to the personal objectives and civic values.
Communication and
cooperation
Identification of the
purposes, contents, means and attitudes to communication
- Understanding the
importance of communication in fulfillment of their own needs.
- Understanding texts
about life, nature and society that combine language and images including
comic books and simple articles.
- Initially using
language in combination with images and gestures to present information and
ideas.
- Having concentration
when they communicate with other persons; understanding the behaviors and
attitudes of the communicators.
- Setting communication
objectives and understanding the importance of establishment of objectives
before communication.
- Understanding the
conformity between the contents and methods of communication and the purposes
of communication; applying them to effective communication.
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- Using language in
combination with charts, figures, formulas, symbols and pictures to present
information and ideas and discuss simple problems about life, science and
art.
- Listening and
providing positive feedback in communication; understanding communication
contexts and the attitudes of the communicators.
- Identifying the
purpose of communication in conformity with the communicators and contexts;
predicting the advantages and disadvantages to achieve the purposes of
communication.
- Selecting contents,
type of texts, languages and other means of communication in conformity with
the contexts and communicators.
- Understanding texts
on scientific and artistic issues in conformity with their abilities and
career orientations that use language in combination with various types of
non-verbal communication.
- Using languages in
combination with various types of non-verbal communication to present
information and ideas and discuss, argue and evaluate scientific and
artistic issues in conformity with their abilities and career orientation.
- Actively
communicating with other persons; having confidence and controlling their
emotions and attitudes when they communicate with many people.
Establishment and
development of social relations; handling and solution to conflicts
- Making and
maintaining friendships.
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- Making, maintaining
and developing relationships with members of the community (relatives,
friends, neighbors,...).
- Detecting
disagreements and frictions with other persons or among other persons;
striving to handle and solve conflicts.
- Understanding and
having sympathy to the thoughts, emotions and attitudes of other persons.
- Identifying the
causes of conflicts with other persons or among other persons and solving
conflicts.
Identification of the
purposes and methods of communication
Exchanging and helping
each other; making cooperation in completion of the learning tasks under the
guidance of their teacher.
Actively proposing the
purposes of cooperation when they are assigned to perform tasks; identifying
tasks that they can perform effectively when they work in groups.
Actively proposing the
purposes of cooperation to solve problems that they propose or other persons
propose; selecting the forms of group work with the scale in conformity with
the requirements and tasks.
Identification of their
own responsibilities and operation
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Understanding the tasks
of the group; evaluating their own abilities and taking on tasks in
conformity with their abilities.
Analyzing the works that
must be done to complete the group's tasks; taking on the difficult works of
the group.
Identification of the
needs and capability of the collaborator
Identifying the ability
of each member to propose the appropriate plan for work assignment.
Evaluating the
aspiration and ability of each member to propose the plan for organization of
cooperative activities.
Via observation,
evaluating the ability to complete works of each member to propose adjustment
to the plan for work assignment and organization of cooperative activities.
Organization and
persuasion
Striving to complete
their assigned works and sharing and helping other members complete the
assigned works.
Actively completing the
assigned tasks and striving to become good examples to other students; making
suggestions on adjustments to promote collective activities; humbly learning
knowledge from other members.
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Evaluation of
cooperation activities
Reporting the results
of performance of tasks of the group; making self-evaluation of their own
strengths and weaknesses according to the guidance of the teacher.
Evaluating their own
strengths and weaknesses, strengths and weaknesses of each member of the
group and the whole group in performance of works.
According to objectives
of operation of the group, evaluating the level of achievement in the
objectives of each member, the group and other groups; learning from
experiences and making suggestions to each member in the group.
International
integration
- Having basic
knowledge about some countries in the region and in the world.
- Participating in some
international integration activities under the guidance of the schools.
- Having basic
understanding about the relationship between Vietnam and some countries in
the world and about some international organizations that have significant
relations with Vietnam.
- Actively
participating in some international integration activities in conformity with
their age and abilities, and conditions of the schools and the local areas.
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- Communicating with
international friends in an active and confident manner; actively
participating in a number of international integration activities in
conformity with their age and abilities, and conditions of the schools and
the local areas
- Reading foreign
documents to serve their learning and career orientation and the learning and
career orientation of other students.
Problem solving and
creativity
Generation of new ideas
Identifying and
clarifying new information and ideas from available sources according to
guidelines.
Identifying and
clarifying new information and ideas; analyzing and summarizing relevant
information from different sources.
Identifying and
clarifying new and complex information and ideas from different sources;
analyzing independent sources of information to follow trends and gain
credibility of new ideas.
Identification and
clarification of problems
Collecting information
from situations, identifying simple problems and putting questions.
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Analyzing situations in
the process of learning and life; identifying and addressing problem
situations in learning and life.
Generation and
implementation of new ideas
According to the
existing knowledge, generating new ideas and predicting the results when they
implement these ideas.
Discovering new and
positive elements in the opinions of other persons; creating ideas according
to the collected information; proposing solutions to improve or replace
unsuitable solutions; comparing and commenting on the proposed solutions.
Generating many new
ideas in learning and life; having innovative thoughts; creating new elements
according to different ideas; forming and connecting ideas; carrying out
research to change solutions before the change of contexts; assessing risks
and making provisions.
Proposal and selection
of solutions
Developing methods of
solving basic problems according to guidelines.
Identifying and
collecting information related to problems; proposing solutions to problems.
Collecting and
clarifying information related to problems; proposing and analyzing solutions
to problems; selecting the best solution.
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- Identifying main
contents and methods of operation to set objectives according to the
guidelines.
- Making comments on
the importance of operation.
- Making the plan for
activities with appropriate objectives, contents and forms of operation.
- Assigning appropriate
tasks to members who participate in operation.
- Evaluating the
conformity of the plan, solution and the implementation of the plan and
solution.
- Making the plan for
operation with appropriate objectives, contents, forms and means of
operation;
- Exploiting and
mobilizing important resources (human and material) for operation.
- Adjusting the plan
and the implementation of the plan, methods and the process of solution to
problems in conformity with the situation to achieve high effectiveness.
- Evaluating
effectiveness of solutions and operation.
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Raising queries about
things and phenomena; expressing confidence in expression of personal
opinions before different information about things and phenomena; making
correction when they discover mistakes.
Raising different
queries about an object, phenomenon or problem; attentively listening and
receiving information and ideas in a considerable and selective manner;
paying attention to evidences when they consider and evaluate things and
phenomena; evaluating problems and situations from different perspectives.
Raising many valuable
queries, failing to receive one-way information in an easy manner; being
unbiased when they consider and evaluate problems; expressing interest in
convincing arguments and evidences; considering and re-evaluating problems.
4. Requirements for specific capacities of students
a) Language
Language capacity
includes the capacity to use Vietnamese and the capacity to use foreign
languages. Each capacity is shown via activities including listening, speaking,
reading and writing.
The requirements for the
language capacity for students in each class and level are specified in the
Literature curriculum, the Foreign Language curriculum and fulfilled in all
subjects and education activities in conformity with the characteristics of each
subject and education activity, in which Literature and Foreign Languages are
the main subjects.
b) Calculation
Calculation capacity is
shown via the following activities:
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- Mathematical thinking;
- Application of the
acquired knowledge and skills.
Calculation capacity is
formed and developed in many subjects and education activities in conformity
with the characteristics of each subject and education activity. The most
concentrated expression of the calculation capacity is the mathematical
capacity which is formed and developed in Mathematics. The requirements for the
mathematical capacity for students in each class and level are specified in the
Mathematics curriculum.
c) Science
Science capacity is shown
via the following activities:
- Science cognition;
- Improvement of natural
and social knowledge;
- Application of the
acquired knowledge and skills.
The science capacity is
formed and developed in many subjects and education activities in conformity with
the characteristics of each subject and education activity. In particular, the
main subjects include Natural and Social Sciences, History and Geography,
Science (at primary education level); Natural science, History and Geography
(at lower secondary education level); Physics, Chemistry, Biology, History,
Geography, Economy and law (at upper secondary education level). The
curriculum of each subject and education activity helps students continue to
increase their science with the extensive level that is gradually
expanded via all levels (capacities for science; natural science; social
science; physics, chemistry, biology; history and geography, history,
geography).
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d) Technology
Technology capacity is
shown via the following activities:
- Technology cognition;
- Technology
communication;
- Technology use;
- Technology assessment;
- Technical design.
The requirements for the
technology capacity for students in each class and level are specified in the
curriculum of Technology subject and fulfilled in the curriculum of all
subjects and education activities in conformity with the characteristics of
each subject and education activity, in which Technology subject is the main
subject.
dd) Computer
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- Use and management of
information and communication technology facilities;
- Appropriate behaviours
in digital environment;
- Solution to problems
with the help of information and communication technology;
- Application of
information and communication technology to study and self-study;
- Cooperation in digital
environment;
The requirements for the
computer capacity for students in each class and level are specified in the
curriculum of Computer subject and fulfilled in the curriculum of all subjects
and education activities in conformity with the characteristics of each subject
and education activity, in which Computer subject is the main subject.
e) Aestheticism
Aestheticism capacity
includes capacities for music, art and literature. Each capacity is shown via
the following activities:
- Aesthetic cognition;
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- Aesthetic recreation,
creativity and application.
The requirements for the aestheticism capacity
for students in each class and level are specified in the curriculum of Music,
Art and Literature subjects and fulfilled in the curriculum of many subjects
and education activities in conformity with the characteristics of each subject
and education activity, in which the Music, Art and Literature subjects are
main subjects.
g) Physicality
Physicality capacity is
shown via the following activities:
- Healthcare;
- Basic movement;
- Sports activities.
The requirements for the
physicality capacity for students in each class and level are specified in the
curriculum of the Physical education subject and fulfilled in the curriculum of
many subjects and education activities in conformity with the characteristics
of each subject and education activity, in which the Physical education
subject is the main subject.
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HISTORY SUBJECT [6]
(Issued together with Circular on promulgation of general
education program)
APPENDIX
I. CHARACTERISTICS
II. VIEWPOINTS ON
EXECUTION OF GENERAL EDUCATION PROGRAM
III. OBJECTIVES
IV. REQUIREMENTS
V. EDUCATION CONTENTS
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11th
GRADE
12th
GRADE
VI. EDUCATION METHODS
VII. EVALUATION OF
EDUCATIONAL OUTCOMES
VIII. EXPLANATION AND
GUIDELINES
I. CHARACTERISTICS
History is a subject of the
group of Social Sciences subjects, including a compulsory part for all students
and an elective part for students who choose to study this subject according to
their career orientation at the upper secondary education level.
History subject helps
students form and increase the history capacity and the components of science
capacity and contributes to the formation and increase in general capacities
and virtues of the general education program. History subject plays a key
role in education about patriotism, national pride, historical traditions and
national culture, helps students understand and apply the history lessons to
solution to practical problems, develop vision, increase humane values,
community spirit and have tolerance and kindness; contributes to the formation
and development of the virtue of Vietnamese citizens and global citizens in the
development trend of the era.
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History subject helps
students have awareness of the scientific and practical values of history
studies in modern life, understand and love history, national culture and
humanity; have the orientation of careers including social sciences and
humanities research, diplomacy, management, tourism, cultural industry,
information and communication,...
The curriculum of History
subject systematizes and consolidates common knowledge about history at the
basic education stage, and helps students have the deep understanding about
historical knowledge via academic topics and themes of the history of the
world, the history of Southeast Asia and the history of Vietnam. Methods of
teaching the History subject shall be adopted according to the basic principles
of history studies and modern education methods.
II. VIEWPOINTS ON
EXECUTION OF GENERAL EDUCATION PROGRAM
The curriculum of History
subject fully grasps general viewpoints, objectives and orientations to
execution and development of the general education program mentioned in the
overall program, especially the viewpoint of increase in capacities and virtues
of students, and emphasizes some of the following viewpoints:
1.
Science and modernity
The curriculum of History
subject helps students approach the history on the basis of application of
modern achievements of historical and educational sciences. To be specific:
a) Thoroughly grasping
the policies and viewpoints of the Communist Party and the State of Vietnam;
b) Respecting fundamental
principles of historical science, historical truth, multifacetedness and
richness of the history; presenting and interpreting the history in an
objective and comprehensive manner;
c) Guiding and
stimulating students to understand and discover the history according to the
principles of historical science, thereby helping students develop their
historical and critical thinking;
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2. System and basis
The curriculum of History
subject mainly develops academic topics and themes of the basic problems about
the history of the world, the history of Southeast Asia and the history of
Vietnam in order to improve and expand the common knowledge about the history
that students have studied at the lower secondary education level. To be
specific:
a) The academic topics
and themes are systematic and basic that stem from requirements for increase in
the capacities and development of history education for students of each class;
b) The knowledge
components ensure logic (in diachronic and synchronic relationship, and
interaction between the history of Vietnam, regional history and world
history...);
c) The curriculum helps
students access the basic knowledge about history in sectors including
politics, economy, society, culture and ideology; increase the capacity for
lifelong self-study and develop the ability to apply knowledge about the
history, culture and society of the world, the region and Vietnam to their
lives.
3. Practice
The curriculum of History
subject respects the historical practice and connection between the history and
the practical life. To be specific:
a) The curriculum
considers practice as an important content and a practical and effective tool
to increase capacities of students;
b) The curriculum
increases practice time; diversifies the types of practice via forms of
education organization including group activities, self-study; study in class,
museums and fields; study via projects and heritage;...;
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4. Nation and humanity
The curriculum of History
subject helps students properly understand the traditional values of the
nation, form and develop the good virtues of the Vietnamese people and the
universal values of the global citizen. To be specific:
a) The curriculum helps
students properly understand the patriotism and true national spirit, the
progress of the Vietnamese nation, the position of the nation in the region and
in the world in historical periods towards construction of national pride, the
strengths and limitations in the historical heritage of the nation;
b) The curriculum helps
students form and raise the humane values and community spirit, and eliminate
prejudices and discriminations against society, culture, ethnicity and religion
towards the values of tolerance, compassion, respect for differences and
equality among ethnic groups, human communities, genders, social groups,
peace, reconciliation, harmony and cooperation;
c) The curriculum helps
students have the right and positive attitudes to protection of natural
resources, nature, environment towards sustainable development and struggle for
a peaceful world and a progressive, transparent, fair and civilized society.
5. Openness and connection
The curriculum of History
subject is open and connected. To be specific:
a) The knowledge and
skills in History subject creates opportunities for students to connect with
knowledge and skills in other subjects including Geography, Literature,
Citizenship Education, National Defense and Security Education,...;
b) The curriculum gives
the initiative to local authorities and schools to develop the education plans
in conformity with local conditions, creative space for teachers to implement
the policy of "one program, many textbooks"; focuses on cooperation
between schools, families and society in history education;
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III. OBJECTIVES
The curriculum of History
subject helps students increase the history capacity, expression of the science
capacity formed at the lower secondary education level; contributes to
education about national spirit, patriotism, traditional values of the nation
and cultural quintessence of mankind, virtues and capacities of Vietnamese
citizens, global citizens in conformity with the development trend of the era;
helps students approach and clearly understand the role and characteristics of
historical science, and the connection between history studies and other
scientific fields and careers, thereby creating the basis for students to have
the career orientation in the future.
IV. REQUIREMENTS
1.
Requirements for virtues and
general capacities
History subject helps
students form and increase general capacities and virtues according to levels
in conformity with the subjects and levels specified in the overall program.
2. Requirements for specific capacities
The curriculum of History
subject helps students increase the history capacity on the basis of the basic
and advanced knowledge about the history of the world, the region and Vietnam
via the system of topics and themes of the history of politics, economy,
society, culture and civilization. The history capacity has components
including understanding about the history; historical awareness and thinking;
application of the acquired knowledge and skills.
The specific expressions
of the history capacity are shown in the below table:
Capacity components
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UNDERSTANDING ABOUT THE
HISTORY
- Identifying types of
historical documents; understanding contents, studying and adopting
historical documents in the learning process.
- Recreating and
presenting the process of historical events, figures and periods from simple
to complex level in oral or written form; identifying historical events in
specific space and time.
HISTORICAL AWARENESS
AND THINKING
- Explaining the origin
and movement of historical events from simple to complex level; presenting
the development process of history according to the diachronic and synchronic
logic; comparing the similarities and differences in historical events and
explaining the cause-and-effect relationship in the historical process.
- Making personal
comments and assessments of historical events, figures and periods on the
basis of historical awareness and thinking; understanding the continuity and
change of history; thinking in different directions when considering,
evaluating or finding answers to a historical event, figure or period.
APPLICATION OF THE
ACQUIRED KNOWLEDGE AND SKILLS.
Learning history
lessons and applying historical knowledge to explanation about practical
problems; on that basis, developing the ability to self-study historical
issues, increasing the creative capacity, developing the ability to access
and process information from different sources, having awareness and capacity
for lifelong self-study.
V. EDUCATION CONTENTS
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1.1. Main contents
Contents
10th grade
11th grade
12th grade
CAREER-ORIENTATED
TOPICS
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X
- Role of history
studies
X
WORLD HISTORY
...
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- Some world
civilizations at ancient and medieval eras
X
- Industrial
revolutions in world history
X
...
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X
- Socialism from 1917
to present
X
- The world during and
after the Cold War
...
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X
HISTORY OF SOUTHEAST
ASIA
- Civilizations of
Southeast Asia at ancient and medieval eras
X
...
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X
- ASEAN: Historical
events
X
HISTORY OF VIETNAM
...
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- Some civilizations in
Vietnam (before 1858)
X
- Ethnic groups in
Vietnam
X
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x
- Some major reforms in
the history of Vietnam (before 1858)
X
- History of protection
of Vietnam's sovereignty, legal rights and interests in the South China Sea
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- August
Revolution of 1945, war of liberation and
a war of national defense in history of Vietnam (from August,
1945 to present)
X
- Renovation in Vietnam
from 1986 to present
X
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X
- Ho Chi Minh in the
history of Vietnam
X
1.2. Academic topics
a) Objectives
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Objectives:
- Extending and
increasing the history capacity and knowledge about the history to meet the
requirements for divergence at the upper secondary education level.
- Helping students
clearly understand the role of history studies in real life and history-related
careers in order to have the basis for career orientation in the future and the
capacity for solving history-related problems, and continue lifelong
self-study.
- Enhancing field trips
in order to help students develop passion, love and interest in improvement of
knowledge about the history of Vietnam and the world.
b) Contents of academic
topics
Contents
10th grade
11th grade
12th grade
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10.1: Fields of history
studies
X
FIELD TRIPS
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10.2: Preservation and
promotion of the value of cultural heritage in Vietnam
X
11.1: History of
traditional arts
X
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X
KNOWLEDGE IMPROVEMENT
10.3: History of the
Vietnamese state and law
X
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11.2: War and peace in
the twentieth century
X
11.3: Historical
figures in the history of Vietnam
X
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X
12.3: International
integration of Vietnam
X
2.
Specific contents and requirements
at grades
10th GRADE
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Requirements
HISTORY AND HISTORY
STUDIES
Historical facts and
perspectives
History
- Historical facts
- Historical
perspectives
- Introducing the
concept of history.
- Distinguishing
between historical facts and historical perspectives
History studies
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- Research subjects of
history studies
- Functions and duties
of history studies .
- Explaining the
concept of history studies.
- Stating research
subjects of history studies
- Stating functions and
duties of history studies .
Knowledge about history
and life: Lifelong learning and discovery of the history
- Necessity of lifelong
learning and discovery of the history
- Collection of
information, historical data, improvement of historical knowledge
- Application of the
history lessons and knowledge to the life.
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- Collecting and
processing information and historical documents to learn and discover
history.
- Applying the history
lessons and knowledge to explanation about current issues in the country and
the world, and practical problems (at a simple level).
- Expressing interest
in and participating in activities to find out the history and culture of the
Vietnamese people and the world.
ROLE OF HISTORY STUDIES
History studies and
preservation and promotion the value of cultural heritage and natural
heritage.
- Relationship between
history studies and preservation and promotion the value of cultural
heritage.
- Role of preservation
and promotion the value of cultural heritage and natural heritage.
- Stating the
relationship between history studies and preservation and promotion the
value of cultural heritage and natural heritage.
- Encouraging their
friends and people to participate in preservation of the local cultural and
natural heritage.
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- Role of the history
and culture for development of tourism
- Role of tourism for
preservation of historical monuments and cultural heritage
- Explaining the role
of the history and culture for development of tourism
- Stating the impact of
tourism on preservation of historical-cultural monuments.
SOME WORLD
CIVILIZATIONS AT ANCIENT AND MEDIEVAL ERAS
Concept of civilization
- Concept of
civilization
- Difference between
civilization and culture
- Explaining the
concept of civilization.
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Some Eastern
civilizations
Egyptian civilization
- Notable achievements
- Meaning
- Collecting and using
historical documents to find out Eastern civilization at the ancient era
- Stating notable
achievements and meaning of Egyptian civilization in terms of writing,
natural science, architecture and sculpture.
Chinese civilization
- Notable achievements
- Meaning
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Indian civilization
- Notable achievements
- Meaning
- Stating notable
achievements and meaning of Indian civilization in terms of writing,
literature and art, natural science, ideology and religion.
Some Western
civilizations
Greco-Roman
civilization
- Notable achievements
- Meaning
- Collecting and using
historical documents to find out Western civilizations at
ancient and medieval eras.
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Civilization of
the Renaissance
- Notable achievements
- Meaning
- Stating notable
achievements and meaning of civilization of the Renaissance in terms of
literature and art, technical science and ideology.
INDUSTRIAL REVOLUTIONS
IN WORLD HISTORY
Industrial revolution
at the early modern period
The first industrial
revolution
Considerable
achievements
- Collecting and using
historical documents to find out industrial revolutions
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The second industrial
revolution
Considerable
achievements
- Stating considerable
achievements of the second industrial revolution.
Meaning of the first
and second industrial revolutions.
- Economy
- Society and culture
- Stating the meaning
of the first and second industrial revolutions in terms of economy, society
and culture.
Industrial revolution
at the modern period
The third industrial
revolution
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- Stating considerable
achievements of the third industrial revolution.
The fourth industrial
revolution (Industry 4.0)
- Considerable
achievements
- Stating considerable
achievements of the fourth industrial revolution.
Meaning of the third
and fourth industrial revolutions.
- Economy
- Society and culture
- Stating the meaning
of the third and fourth industrial revolutions in terms of economy, society
and culture.
- Appreciating
achievements of the industrial revolutions to the development of history.
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CIVILIZATION OF
SOUTHEAST ASIA AT ANCIENT AND MEDIEVAL ERAS
Development and achievements
of civilization of Southeast Asia at ancient and medieval eras
Development
Notable achievements
- Religions and beliefs
- Writing and
literature
- Architecture and
sculpture
- Collecting and using
historical documents to find out the history of civilization of Southeast
Asia.
- Stating the
development periods of civilization of Southeast Asia.
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- Appreciating the
lasting value of the heritage of Southeast Asian civilization, participating
in preservation of the heritage of Southeast Asian civilization in general
and the heritage of civilization in Vietnam in particular.
SOME CIVILIZATIONS IN
VIETNAM (BEFORE 1858)
Some ancient
civilizations in Vietnam
Van Lang - Au Lac
civilization
- Basis for
formation
- Notable achievements
- Collecting and using
historical documents to find out Van Lang - Au Lac civilization.
- Stating the basis for
formation of Van Lang - Au Lac civilization.
- Stating notable
achievements of Van Lang - Au Lac civilization in terms of material life,
spiritual life, social organization and the State.
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- Basis for formation
- Notable achievements
- Stating the basis for
formation of Champa civilization.
- Stating notable
achievements of Champa civilization in terms of material life, spiritual
life, social organization and the State.
Phu Nam civilization
- Basis for formation
- Notable achievements
- Stating the basis for
formation of Phu Nam civilization.
- Stating notable
achievements of Phu Nam civilization in terms of material life, spiritual
life, social organization and the State.
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Dai Viet civilization
Basic for formation and
development process of Dai Viet civilization
- Concept of Dai Viet
civilization
- Basis for formation
- Development process
- Explaining the
concept of Dai Viet civilization
- Stating the basis for
the formation of Dai Viet civilization in terms of the inheritance of Van
Lang - Au Lac civilization, the country's independence and self-reliance and
absorbing the influence of Chinese and Indian cultures.
- Stating the
development process of Dai Viet civilization.
Some achievements of
Dai Viet civilization
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- Politics
- Religion and belief
- Culture, education,
literature and art
- Collecting and using
historical documents to find out achievements of Dai Viet civilization.
- Stating some
considerable achievements of Dai Viet civilization in terms of economy,
politics, ideology, religion, culture, education, literature and art.
Meaning of Dai Viet
civilization in the history of the Vietnamese nation
- Analyzing the meaning
of Dai Viet civilization in the history of the Vietnamese nation.
- Appreciating the
value of Dai Viet civilization, applying understanding about Dai Viet
civilization to introduction and promotion of the country, people and
cultural heritage of Vietnam.
ETHNIC GROUPS IN
VIETNAM
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- Ethnic composition by
population
- Stating ethnic
composition by population.
- Ethnic composition by
language family
- Stating the division
of ethnic groups according to language family.
Overview on the
material and spiritual life of ethnic groups in Vietnam
- Material life
- Spiritual life
- Stating main features
of the material life of ethnic groups in Vietnam.
- Stating main features
of the spiritual life of ethnic groups in Vietnam.
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Great national unity
bloc in the history of Vietnam
- Formation of great
national unity bloc in the history of Vietnam
- Role of great
national unity bloc in the history of national construction and defense
- Role of great
national unity bloc in the cause of national construction and defense
- Stating main features
of formation of great national unity bloc in the history of Vietnam.
- Stating the role and
importance of great national unity bloc in the history of national
construction and defense
- Stating the role and
importance of great national unity bloc in the cause of national construction
and defense
Ethnic policies of the
Communist Party and the State
- Viewpoints of the
Communist Party and the State on ethnic policies
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- Stating viewpoints of
the Communist Party, which is consistent with those of the State on the
ethnic policies with a focus on equality, unity, respect and support for
mutual development.
- Stating the basic
contents of the ethnic policies of the Communist Party and State on economic,
cultural and social development, national defense and security.
- Respecting equality
among ethnic groups, performing acts to contribute to preservation of the
great national unity bloc.
HISTORICAL PRACTICE
- Organization of
activities related to historical practice in the classroom.
- Organization of
history education in association with fields (historical and cultural
heritage),…
- Study at museums and
via historical documentaries.
- Organization of clubs
and competitions "I love history", "Young historian" and
history games.
- Improving and
acquiring knowledge about the history.
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- Developing interest
in study.
ACADEMIC TOPICS AT 10th GRADE
Contents
Requirements
10.1: FIELDS OF HISTORY
STUDIES
History by fields
Overview on some
methods of presenting traditional history
- Stories from the past
- Timelines of history
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- Summarizing some
methods of presenting traditional history via specific examples.
History
- Concept
- Main contents
- Explaining the
concept of history.
- Stating main contents
of history
History by fields
- Overview on fields of
the history
- Meaning of division
of the history by fields
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- Explaining meaning of
division of the history by fields
Vietnam’s history and
world history
- Vietnam’s history
- World history
- Stating the concept and
main contents of Vietnam’s history
- Stating the concept
and main contents of world history
Some fields of the
Vietnam’s history
Cultural history
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- Overview on the
historical process
- Stating entities and
scope of cultural history
- Summarizing main
features of cultural history through the periods
Ideological history
- Entities and scope of
ideological history
- Overview on
ideological history
- Stating entities and
scope of ideological history
- Summarizing main
features of ideological history through the periods.
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- Entities of social
history
- Overview on
traditional and modern society
- Explaining entities
of social history.
- Summarizing main
features of social history through the periods.
Economic history
- Entities of economic
history
- Overview on economic
history
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- Summarizing main
features of economic history through the periods.
10.2: PRESERVATION AND
PROMOTION OF THE VALUE OF CULTURAL HERITAGE IN VIETNAM
Cultural heritage
Concept of cultural
heritage
- Concept of cultural
heritage
- Meaning of cultural
heritage
- Explaining the
concept of cultural heritage
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Classification of
cultural heritage and ranking of historical - cultural monuments
- Classification of
cultural heritage
- Ranking of cultural
heritage
- Stating some methods
of classifying and ranking cultural heritage
- Analyzing objectives
and meaning of classification and ranking of cultural heritage
Preservation and
promotion of the value of cultural heritage
Relationship between
preservation and development
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- Relationship between
preservation and promotion of the value of cultural heritage
- Explaining the
concept of preservation of cultural heritage
- Analyzing
relationship between preservation and promotion of the value of cultural
heritage. The preservation shall be consistent with sustainable development
so that such preservation does not become the burden and barrier to
development.
Methods of preserving
and promoting the value of heritage
- Scientific basis for
preservation and promotion of the value of cultural heritage
- Analyzing scientific
basis for preservation of cultural heritage in the process of sustainable
development.
- Methods of preserving
and promoting the value of cultural heritage
- Stating methods of
preserving and promoting the value of cultural heritage including
dissemination of information and education about awareness of preservation of
the heritage, investment in facilities and development of methods of
protecting the heritage,...
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- Role of the political
system, enterprises, community and individuals in preservation and promotion
of the value of cultural heritage.
- Explaining role of
the political system, enterprises, community and individuals in preservation
and promotion of the value of cultural heritage.
- Responsibilities of
related parties including the State, social organizations, schools, community
and citizens for preservation and promotion of the value of cultural heritage
- Stating
responsibilities of related parties including the State, social
organizations, schools, community and citizens for preservation and promotion
of the value of cultural heritage via specific examples.
- Having
responsibilities, contributing and encouraging other persons to participate
in preservation and promotion of the value of local and national cultural
heritage.
Typical cultural
heritage of Vietnam (suggestions)
Typical intangible
cultural heritage
- Quan Ho Bac Ninh
singing
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- Space of gong
culture in the Vietnam Highlands
- Hue royal court music
- Traditional Southern
Vietnamese music
- ...
- Identifying the
location of distribution of typical intangible cultural heritage on map.
- Introducing some main
features of typical intangible cultural heritage
Typical tangible
cultural heritage
- Bronze drum of Dong
Son
- Co Loa Citadel
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- Temple of Literature,
Hanoi
- Ba Dinh square and
President Ho Chi Minh memorial site - historical monument
- Citadel of the Ho
Dynasty
- Hue ancient
capital
- Cham tower
- ...
- Identifying the
location of distribution of typical tangible cultural and historical heritage
on map.
- Introducing some main
features of typical tangible cultural and historical heritage
Typical natural
heritage
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- Ha Long Bay
- Cuc Phuong National
Park
- Cat Tien National
Park
- ...
- Identifying the
location of distribution of typical natural heritage on map.
- Introducing some main
features of typical natural heritage
Typical mixed heritage
- Trang An Monument and
Landscape complex – Ninh Binh
- Yen Tu Monument and
Landscape Complex (Quang Ninh)
...
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- Introducing some main
features of typical mixed heritage
10.3: HISTORY OF THE
VIETNAMESE STATE AND LAW
History of the
Vietnamese state and law (before 1858)
Some typical models of
monarchy state
- Monarchy state of the
Ly - Tran dynasties
- Monarchy state of the
Le So dynasty
- Monarchy state of the
Nguyen dynasty
Some typical laws
(before 1858)
- Quoc trieu hinh luat
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- Collecting materials
to find about some typical models of monarchy state including the monarchy
state of Ly - Tran dynasties, the monarchy state of Le So dynasty and the
monarchy state of Nguyen dynasty.
- Stating and analyzing
features of the monarchy state via specific examples including the monarchy
state of Ly - Tran dynasties, the monarchy state of Le So dynasty and the
monarchy state of Nguyen dynasty.
- Analyzing main
features of Quoc trieu hinh luat and Hoang Viet luat le.
The Democratic Republic
of Vietnam (1945-1976)
Foundation of the
Democratic Republic of Vietnam
- Background of
foundation of the Democratic Republic of Vietnam
- Analyzing context of
foundation of the Democratic Republic of Vietnam
- Historical meaning of
foundation of the Democratic Republic of Vietnam
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Role of the Democratic
Republic of Vietnam
- Features and
characteristics of the Democratic Republic of Vietnam
- Analyzing features
and characteristics of the Democratic Republic of Vietnam
- Role of the Democratic
Republic of Vietnam in the process of resistance against foreign invaders and
national construction in the period 1945 - 1976
- Stating the role of
the Democratic Republic of Vietnam in the process of resistance against
foreign invaders and national construction in the period 1945 – 1976.
The Socialist Republic
of Vietnam from 1976 to present
Foundation of the
Socialist Republic of Vietnam
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- Analyzing context of
foundation of the Socialist Republic of Vietnam
- Historical meaning of
foundation of the Socialist Republic of Vietnam
- Stating the
historical meaning of foundation of the Socialist Republic of Vietnam.
Role of the Socialist
Republic of Vietnam
- Role of the Socialist
Republic of Vietnam in the process of renovation and international
integration
- Stating the role of
the Socialist Republic of Vietnam in the process of renovation and
international integration.
Some Constitutions of
Vietnam from 1946 to present
Some common regulations
of Constitutions of Vietnam from 1946 to present
...
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- Some common
regulations of Constitutions of Vietnam
- Stating common points
about the background of promulgation of the Constitutions of Vietnam from
1946 to present (1946, 1959, 1980, 1992 and 2013) including important changes
in politics, economy, society, culture in association with the development
stage of the history.
- Analyzing some main
contents of the Constitutions including the legal basis for development of
the legal system, organization and operation of the State apparatus,...
The first
Constitution of Vietnam: 1946 Constitution
- Some main contents of
1946 Constitution
- Stating some main
contents of 1946 Constitution including recognition of the achievements
of the August Revolution of 1945, equal rights and civic obligations,
structure of the political system,...
- Historical meaning
- Analyzing the meaning
of the first Constitution of Vietnam - 1946 Constitution
...
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- The first
Constitution of the renovation period: 1992 Constitution
- The second
Constitution of the renovation period: 2013 Constitution
- Stating some main
contents of the 1992 Constitution. The Constitution was promulgated in the
early years of Renovation. It is an important political-legal basis for the
Renovation,...
- Analyzing new
contents of the 2013 Constitution including the progress of democratic
ideology, state structure and constitutional techniques,...
- Respecting the
constitutional history, taking responsibility and encouraging other persons
to comply with the law.
11th GRADE
Contents
Requirements
...
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Some general problems
about bourgeois revolution
Premises of bourgeois
revolutions
- Economy
- Politics
- Society
- Ideology
- Stating the premises
of bourgeois revolutions in terms of economy, politics, society and ideology.
Objectives, tasks,
leadership classes and the driving forces of bourgeois revolutions
- Objectives and tasks
...
...
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- Analyzing objectives,
tasks, leadership classes and the driving forces of bourgeois revolutions
Results and meaning of
bourgeois revolutions
- Result
- Meaning
- Stating the results
and meaning of bourgeois revolutions
Establishment and
development of capitalism
Establishment of
capitalism in Europe and North America
- Stating establishment
of capitalism in Europe and North America
...
...
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- Imperialism and
expansion of colonial exploitation
- Expansion and
development of capitalism
- Capitalism from free
competition to monopoly
- Stating the process
of expansion of colonial exploitation and development of
capitalism.
- Stating the
development of capitalism from free competition to monopoly
Modern capitalism
- Concept of modern
capitalism
...
...
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- Sating the concept of
modern capitalism
- Stating potential and
challenges of modern capitalism
- Having proper
understanding about potential and limitations of capitalism. Applying
understanding about the history of capitalism to explain current issues of
capitalist society.
SOCIALISM FROM 1917 TO
PRESENT
Formation of
the Union of Soviet Socialist Republics
- Process of formation
of the Union of Soviet Socialist Republics
- Meaning of formation
of the Union of Soviet Socialist Republics
- Stating the process
of formation of the Union of Soviet Socialist Republics
- Analyzing the meaning
of formation of the Union of Soviet Socialist Republics.
...
...
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- Development of
capitalism in Eastern Europe
- Expansion of
socialism in Latin America and Asia
- Causes of the crisis
and collapse of socialism in Eastern Europe and the Soviet Union
- Stating the
development of socialism in countries in Eastern Europe after World War II.
- Stating expansion of
socialism in Latin America and Asia
- Explaining the causes
of collapse of socialism in Eastern Europe and the Soviet Union
Socialism from 1991 to
present
- Overview on socialism
from 1991 to present
...
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- Stating main features
of socialism from 1991 to present
- Stating main
achievements and meaning of China's reform and opening up
- Respecting
achievements and values of socialism, participating and contributing to the
construction of socialism in Vietnam.
PROCESS OF ACQUISITION
OF NATIONAL INDEPENDENCE OF COUNTRIES IN SOUTHEAST ASIA
Process of invasion and
rule of colonialism in Southeast Asia
Process of invasion and
rule
- Maritime
Southeast Asia
- Mainland Southeast
Asia
- Stating the process
of invasion and establishment of domination of Western colonial countries in
maritime Southeast Asia and mainland Southeast Asia.
...
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- Reform in Siam
- Meaning of the reform
in Siam
- Stating the reform in
Siam
- Explaining why Siam
is the only country in Southeast Asia that did not become a colony of Western
colonial countries.
Process of acquisition
of national independence of countries of Southeast Asia
Struggles against
colonial aggression in Southeast Asia
- Maritime
Southeast Asia
- Mainland Southeast
Asia
- Summarizing main
features of the struggle against colonial aggression of some countries in
maritime Southeast Asia (Indonesia, Philippines) and mainland Southeast Asia
(Myanmar, three Indochinese countries (Vietnam – Laos – Cambodian)).
...
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- Late 19th
century to 1920
- From 1920 to 1945
- From 1945 to 1975
- Stating the
development stages of the struggles for national independence of
countries in Southeast Asia
Reconstruction
and development era after independence
- Colonialism's impacts
- Reconstruction and
development process
- Stating colonialism's
impacts on colonies. Connecting with actual situation in Vietnam.
...
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- Respecting
achievements in the struggle for national independence and development
of countries in Southeast Asia.
WAR
OF LIBERATION AND WAR OF NATIONAL DEFENSE IN THE HISTORY
OF VIETNAM (BEFORE THE AUGUST REVOLUTION OF 1945)
Overview on the
war of national defense in the history of Vietnam
War of national
defense in the history of Vietnam
- Vietnam's
geostrategic location
- Role and meaning of
the war of national defense in the history of Vietnam
- Stating Vietnam's
geostrategic location
- Analyzing the role
and meaning of the war of national defense in the history of
Vietnam
...
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Some successful
resistance wars
- Resistance war
against the Southern Han troops and the victory of the battle of Bach
Dang River in 938
- Resistance war against
the Song invaders in 981 and from 1075 to 1077
- Three times of
resistance war against Mongolia – Nguyen
- Resistance war
against the Siamese troops from 1784-1785
- Resistance war
against the Qing troops in 1789
- Collecting and using
historical documents to find about the successful resistance wars of Vietnam.
- Stating main contents
of successful resistance wars of Vietnam in terms of time, place, invaders,
major battles and results.
- Explaining main
reasons for the victory of the resistance wars against aggression.
...
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- Resistance war
against the Zhao troops
- Resistance war
against the Ming troops
- Resistance war
against French colonialism in the second half of the 19th
century
- Causes of defeat
- Stating main contents
of unsuccessful resistance wars in terms of time, place, invaders, major
battles and results.
- Explaining causes of
the defeat of some resistance wars.
- Applying acquired
knowledge, learning the history lessons from the defense against foreign
invasion of the Vietnamese people and understanding the value of the history
lessons for the cause of national construction and defense.
- Respecting and
expressing pride in the tradition of struggle for national construction and
defense and contributing to national construction and defense.
Some uprisings and
liberation wars in the history of Vietnam (from the 3rd century BC
- to the end of the 19th century)
...
...
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- Trung sisters'
uprising
- Lady Trieu’s uprising
- Ly Bi’s
uprising
- Phung Hung’s uprising
- Stating main contents
of notable uprisings in the era of Northern Domination
- Stating meaning of
some notable uprisings.
Lam Son uprising
- Historical background
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- Historical meaning
- Stating the
historical background of Lam Son uprising
- Stating the main
developments of Lam Son uprising.
- Stating the
historical meaning of Lam Son uprising
Tay Son movement
- Historical background
- Main developments
- Historical meaning
- Collecting and using
historical documents on Tay Son movement.
...
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- Stating the
historical meaning of Tay Son movement.
Some history lessons
- Force gathering
process
- Role of the great
national unity bloc
- Military art
- Learning the history
lessons of the uprisings and liberation wars in the history of Vietnam about
the process of gathering and encouragement to people to participate in such
uprisings and liberation wars, the role of the great national unity bloc and
military art.
- History lessons about
the cause of national construction and defense.
- Stating the history
lessons about the cause of national construction and defense.
- Expressing pride in
the nation's tradition of indomitable struggle in the history, participating
in the cause of national construction and defense.
...
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Reform of Ho Quy Ly and
the Ho Dynasty (early 15th century)
- Historical background
- Main contents
- Result
- Stating historical
background, contents, result and meaning of the reform of the Ho Dynasty.
Reform of Le Thanh Tong
(15th century)
- Historical background
- Main contents
- Result
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Minh Mang’s reform in
the first half of the 19th century
- Historical background
- Main contents
- Result
- Stating historical
background, contents, result and meaning of the Minh Mang’s reform.
- Respecting the value
of reforms in the history of Vietnam.
HISTORY OF PROTECTION
OF VIETNAM'S SOVEREIGNTY, LEGAL RIGHTS AND INTERESTS IN THE SOUTH CHINA SEA
Location and importance
of the South China Sea
Location of the South
China Sea
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Strategic importance of
the South China Sea
- Arterial sea traffic
route
- Important strategic
location in the Asia-Pacific region
- Marine natural
resources
- Explaining the
strategic importance of the South China Sea in terms of sea traffic,
strategic location and marine natural resources.
Strategic importance of
islands and archipelagoes in the South China Sea
- Location of Paracel
Islands and Spratly Islands
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- Strategic importance
of Paracel Islands and Spratly Islands
- Explaining strategic
importance of islands and archipelagoes in the South China Sea
Vietnam and South China
Sea
Importance of the South
China Sea to Vietnam
- National defense and
security
- Development of key
economic sectors
- Stating the strategic
importance of the South China Sea to Vietnam in terms of national defense and
security and development of key economic sectors.
History of protection
of Vietnam's sovereignty, legal rights and interests to Paracel Islands and
Spratly Islands
- Process of
establishment of Vietnam's sovereignty and management over Paracel Islands
and Spratly Islands
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- Stating that Vietnam
is the first country which establishes sovereignty and continuous management
over Paracel Islands and Spratly Islands in the history.
- Stating main features
of the struggle for protection and exercise of Vietnam's sovereignty, legal
rights and interests in the South China Sea.
Vietnam's policy on
peaceful settlement of disputes in the South China Sea
- Promulgation of legal
documents on declaration of sovereignty
- Participation in the
1982 United Nations Convention on the Law of the Sea
- Adoption of the Law
of the Sea of Vietnam in 2012
- Promotion and full
implementation of the Declaration on the Conduct of Parties in the South
China Sea
- Stating Vietnam's
policy on peaceful settlement of disputes in the South China Sea
- Appreciating
achievements in the struggle for protection of Vietnam's sovereignty, rights
and legal interests in the South China Sea in the history, contributing to
the struggle for protection of Vietnam’s sovereignty, legal rights and
interests.
...
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- Organization of activities
related to historical practice in the classroom.
- Organization of
history education in association with fields (historical and cultural
heritage),…
- Study at museums and
via historical documentaries
- Organization of clubs
and competitions "I love history", "Young historian" and
history games
- Improving and
acquiring knowledge about the history.
- Practicing skills of
subject practice and increasing the history capacity.
- Developing interest
in study.
ACADEMIC TOPICS OF 11th GRADE
Contents
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11.1: HISTORY OF
TRADITIONAL ARTS
Arts of the Ly - Tran
dynasties
Arts of the Ly dynasty
- Architecture
- Sculpture
- Stating basic
features of arts of the Ly dynasty in terms of architecture and sculpture via
field trips or collection of pictures and documents,…
Arts of the Tran
dynasty
- Architecture
- Sculpture
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Arts of the Le So – Mac
dynasties
Art of the Le So
dynasty
- Architecture
- Sculpture
- Stating achievements
in arts of the Le So dynasty in terms of architecture and sculpture via filed
trips or collection of pictures and documents,…
Arts of the Mac dynasty
- Architecture
- Sculpture
- Listing achievements
in arts of the Mac dynasty
...
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Arts of the Le Trung
Hung dynasty and Nguyen dynasty
Arts of the Le Trung
Hung dynasty
- Architecture
- Sculpture
- Fine art
- Stating basic features
of arts of the Le Trung Hung dynasty in terms of architecture, sculpture and
fine art via field trips or collection of pictures and documents,…
- Analyzing new
features of arts of the Le Trung Hung dynasty.
Arts of the Nguyen
dynasty
- Architecture
...
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- Fine art
- Music
- Stating basic
features of arts of the Nguyen dynasty in terms of architecture, sculpture,
music and fine art via field trips or collection of pictures and documents,…
- Stating new features
of architecture of the Nguyen dynasty.
11.2: WAR AND PEACE IN
THE 20th CENTURY
War and peace in the
first half of the 20th century
Two world wars in the
first half of 20th century
- World War I (1914 -
1918): causes, consequences and impacts
...
...
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- Explaining
fundamental causes of two world wars.
- Evaluating
consequences and impacts of two world wars.
Struggle for peace
between World War I and World War II
- Lenin's Decree on
Peace of 1917, pacifist foreign policy of Soviet Union
- Collective
security system in Europe between World War I and World War II
- Anti-fascist people's
front movement and the danger of war
- Analyzing the
aspiration for peace and the struggles for peace of the world people via
specific examples including Lenin's Decree on Peace of 1917, pacifist foreign
policy of Soviet Union; efforts to build the collective security system in
Europe; anti-fascist people's front movement and the danger of war,...
Anti-fascist resistance
movements during World War II
...
...
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- Anti-fascist
resistance movements in Europe, Asia and Africa
- Great patriotic war
of the Soviet people
- Stating the meaning
of anti-fascist resistance movements for peace of the world people during
World War II.
- Analyzing the meaning
of great patriotic war of the Soviet people.
War and peace from 1945
to present
Cold War (1947-1989)
- Causes and features
- Consequences
- End of Cold War:
causes and impacts
...
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- Evaluating consequences
of the Cold War to the world in general and Vietnam in particular.
- Evaluating causes of
the end of the Cold War and its impacts on the world in general and Vietnam
in particular.
Wars and military
conflicts after the Cold War
- Civil wars and
regional military conflicts
- Terrorist attacks on
September 11, 2001 and global war on terrorism of the United States
- Explaining why the
wars and conflicts still continue to occur after the Cold War via specific
examples including the September
11 attacks, the global war on terrorism of the United States, the Iraq war,
the war in Afghanistan and wars in the Middle East,...
Struggle for peace of
the world people
- Struggle against arms
race, struggle for peace of the world people during the Cold War
...
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- International
movements for support for the struggles for national liberation, support for
the resistance war against the US for national salvation of the Vietnamese
people
- Stating main features
of the international movements for support for the struggles for national
liberation, support for the resistance war against the US for national
salvation of the Vietnamese people via specific examples.
- Struggles for peace
of the world people after the Cold War
- Explaining why the
struggles for peace of the world people still continue to occur after the end
of the Cold War.
- Respecting and
contributing to the struggles for peace of the world people
11.3: HISTORICAL
FIGURES IN THE HISTORY OF VIETNAM
Overview on the
historical figures in the history of Vietnam
Concept of the
historical figure
Role of the historical
figures in the history of Vietnam
...
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- Stating main contents
of the role of the historical figures in the history of Vietnam.
Some famous politicians
of Vietnam at ancient and medieval eras (suggestions)
Dinh Bo Linh
Tran Thu Do
Le Thanh Tong
Minh Menh
...
- Collecting and using
historical documents to understand the background and career of some famous
politicians at ancient and medieval eras of the history of Vietnam.
- Making comments about
main contribution of famous politicians in the history of Vietnam at
ancient and medieval eras.
...
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Some famous military
leaders (suggestions)
Ngo Quyen
Tran Quoc Tuan
Nguyen Hue
Vo Nguyen Giap
...
- Collecting and using
historical documents to find out the background and career of some famous
military leaders in the history of Vietnam.
- Evaluating the role
of the famous military leaders in the history of Vietnam.
- Respecting
contribution of famous military leaders in the history of Vietnam.
...
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Tran Nhan Tong
Nguyen Trai
Nguyen Du
Ho Xuan Huong
…
- Collecting and using
historical documents to find out some famous cultural leaders in the history
of Vietnam.
- Making comments about
main contribution of famous cultural leaders in the history of Vietnam via
specific examples.
- Respecting
contribution of famous cultural leaders in the history of Vietnam.
Some historical figures
in terms of science-technology and education-training (suggestions)
...
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Le Quy Don
Tue Tinh
Tran Dai Nghia
Ton That Tung
Dao Duy Anh
…
- Collecting and using
historical documents to find out some historical figures in terms of
science-technology and education-training in the history of Vietnam.
- Making comments about
main contribution of historical figures in terms of science-technology and
education-training via specific examples.
- Respecting
contribution of historical figures in terms of science-technology and
education-training in the history of Vietnam.
...
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Contents
Requirements
THE WORLD DURING AND
AFTER THE COLD WAR
The United Nations
Some basic problems
about the United Nations
- History of the United
Nations
- Collecting and using
historical documents to find out the process of establishment of the United
Nations.
- Stating the
historical background and the process of establishment of the United Nations.
- Objectives and
principles of operation
...
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Role of the United
Nations
- International
security and peace
- Stating the role of
the United Nations in maintenance of international security and peace
- Development
- Stating the role of
the United Nations in development promotion, creation of favorable conditions
for economic and financial development, development of international trade
and improvement of people's living standards.
- Human, social and
cultural rights
- Stating the role of
the United Nations in protection of the human rights and social and cultural
development.
World order during the
Cold War
...
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- Collecting and using
historical documents to find out the Post-WWII order.
- Stating the process
of formation and existence of Post-WWII order.
- Collapse of Post-WWII
order.
Causes
- Stating causes for
collapse of Post-WWII order.
Impacts
- Analyzing impacts of
collapse of Post-WWII order on world situation.
World order after the
Cold War
...
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- Stating the
development trend of the world after the Cold War.
- Multipolar trend in
international relations
Concept of
multipolarity
- Stating the concept
of multipolarity.
- Stating the
multipolar trend in international relations after the Cold War.
Multipolar trend
- Applying
understanding about the world after the Cold War to explain current issues in
international relations.
ASEAN: HISTORICAL
EVENTS
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Establishment process
and purposes of ASEAN
- Establishment process
- Establishment
purposes
- Collecting and using
historical documents to find out the process of establishment of ASEAN.
- Stating the
establishment process and purposes of ASEAN
Development of ASEAN
- From ASEAN 5 (5
member states -1967) to ASEAN 10 (10 member states - 1999)
- Main stages of
development of ASEAN (from 1967 to present)
- Stating the
development process from ASEAN 5 (5 member states) to ASEAN 10 (10 member
states).
...
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ASEAN Community- from
idea to reality
Ideas, objectives and
plans for development of ASEAN Community
- Ideas
- Objectives
- Plans
- Collecting and using
historical documents to find out the process of establishment and objectives
of ASEAN Community.
- Stating ideas,
objectives and plans for development of ASEAN Community
Three pillars of the
ASEAN Community:
- ASEAN Political-
Security Community (APSC)
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- ASEAN Socio-Cultural
Community (ASCC)
- Stating contents of
three pillars of the ASEAN Community.
ASEAN Community after
2015
- ASEAN Vision after
2015
- Challenges and
prospects of the ASEAN Community
- Stating the
challenges and prospects of the ASEAN Community. Participating in
activities of development of ASEAN Community.
AUGUST
REVOLUTION OF 1945, WAR OF LIBERATION AND
A WAR OF NATIONAL DEFENSE IN HISTORY OF VIETNAM (FROM AUGUST, 1945
TO PRESENT)
August
revolution of 1945
Overview on August
revolution of 1945
...
...
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- Main developments
- Stating overview on
historical background and main developments of August
revolution of 1945.
Causes of victory,
meaning and history lessons of the August revolution in 1945.
- Causes of the victory
- Stating causes of the
victory of the August revolution in 1945.
- Meaning and history
lessons
- Analyzing meaning and
history lessons of the August revolution in 1945.
Resistance war against
French colonialism (1945-1954)
...
...
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- Historical background
- Main developments
- Collecting and using
historical documents to find about the resistance war against French
colonialism.
- Stating overview on
the historical background and main developments of the resistance war against
French colonialism.
Causes of victory and
historical meaning of resistance war against French colonialism
- Causes of the victory
- Historical meaning
- Stating causes of
victory and historical meaning of resistance war against French colonialism.
...
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Resistance war against
the US for national salvation (1954-1975)
Overview of resistance
war against the US for national salvation
- Historical background
- Collecting and using
historical documents to find about the resistance war against the US for
national salvation.
- Main developments
- Stating overview on
the historical background and main developments of the resistance war against
the US for national salvation.
Causes of victory and
historical meaning of the resistance war against the US for national
salvation
- Causes of the victory
...
...
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- Stating causes of
victory of the resistance war against the US for national salvation.
- Analyzing historical
meaning of the resistance war against the US for national salvation.
- Appreciating and
expressing pride in the nation’s
tradition of indomitable struggle in the resistance war
against the US for national salvation, participating in the work of gratitude
of the local authorities.
Struggle for protection
of the Fatherland from April 1975 to present
Overview the struggle
for protection of the Fatherland from April 1975 to present
- Historical background
- Main developments
- Collecting and using
historical documents to find about the struggle for protection of the
Fatherland from April 1975 to present.
- Stating overviews on
historical background and main developments of the struggle for protection of
the Fatherland in the southwestern and northern border regions (from April
1975 to the 1980s of the 20th century), the struggle for
protection of national sovereignty in the northern border region and in the
South China Sea from 1979 to present.
...
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- Stating the
historical meaning of the struggle for protection of the Fatherland from
April 1975 to present.
Some history lessons
- Patriotism
- Role of the great
national unity bloc
- Combination of
national strength and the power of the times
- Art of leadership and
military art
- Stating the lessons
about the struggle for protection of the Fatherland from 1945 to present.
- Analyzing the
practical value of the history lessons about the struggle for protection of
the Fatherland from 1945 to present. Appreciating experience from the
history and contributing to the Fatherland defense.
...
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Overview of Renovation
in Vietnam from 1986 to present
- 1986-1995:
Beginning of Renovation
- 1996-2006: Promotion
of industrialization, modernization and international economic integration
- Stating main contents
of the stages of Renovation from 1986 to present.
- 2006 to present:
Continuation of promotion of industrialization, modernization and deepening
international integration
Considerable
achievements and lessons about Renovation in Vietnam from 1986 to present
Considerable
achievements in politics, economy, society, culture and international
integration
- Stating considerable
achievements of Renovation in Vietnam in politics, economy, society, culture
and international integration.
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- Persistence in the
objectives for national independence and socialism on the basis of
Marxism-Leninism and Ho Chi Minh's thought
- Comprehensive and
synchronous renovation with appropriate steps, forms and methods
- Renovation for the
benefits of the people and promotion of the active and creative role of the
people
- Combination of
internal and external strengths and combination of national strength and the
power of the times in new conditions.
- Stating some
experience from Renovation in Vietnam from 1986 to present.
HISTORY OF VIETNAM’S DIPLOMACY
AT THE EARLY MODERN PERIOD AND THE MODERN PERIOD
Vietnam’s diplomacy in
struggles for national independence (early 20th century to the
August Revolution of 1945)
- Stating diplomatic
activities in struggles for national independence (early 20th century
to the August Revolution of 1945).
Vietnam’s diplomacy in
the resistance war against French colonialism (1945-1954)
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Vietnam’s diplomacy in
the resistance war against the US for national salvation (1954-1975)
- Stating diplomatic
activities in the resistance war against the US for national salvation
(1954-1975).
Vietnam’s diplomacy in
the period of 1975-1985
- Stating diplomatic
activities in the period of 1975-1985.
Vietnam’s diplomacy in
Renovation in Vietnam from 1986 to present
- Stating diplomatic
activities in renovation in Vietnam from 1986 to present.
- Expressing pride in
the diplomatic tradition in the history, contributing to development of
Vietnam into a beautiful and friendly country in the international community.
HO CHI MINH IN THE
HISTORY OF VIETNAM
Overview on the life
and career of Ho Chi Minh
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- Country situation
- Homeland situation
- Family background
- Collecting and using
historical documents to find out the life and career of Ho Chi Minh.
- Stating some impacts
on the life and career of Ho Chi Minh
Biography of Ho Chi
Minh
- Background
- Hometown
- Summarizing main
contents of the biography of Ho Chi Minh.
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- Early life
- Overseas sojourn
(1911-1941)
- Return to Vietnam
- Prison life in China
- Revolutionary
leadership activities
- Stating revolutionary
process of Ho Chi Minh
Ho Chi Minh -
Hero of national liberation
Identification of
a path for national liberation
- Journey to find a
path for the national liberation
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- Meaning of
identification of a path for national liberation
- Introducing the
journey to find a path for the national liberation of Ho Chi Minh on map.
- Stating main contents
of the path for the national liberation of Ho Chi Minh.
- Stating meaning of
identification of a path for national liberation of Ho Chi Minh
Foundation of the Communist
Party of Vietnam
-
Preparation of ideology, politics and organization for
foundation of the Communist Party of Vietnam
- Convening and
presiding over the Vietnamese Communist Party Founding Conference
- Meaning of foundation
of the Communist Party of Vietnam
- Stating the process
of preparation of ideology, politics and organization for
foundation of the Communist Party of Vietnam
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August
revolution of 1945 under Ho Chi Minh’s leadership
- Convening and
presiding over the 8th Conference of the Central
Committee of the Indochina Communist Party (May, 1941)
- Foundation of Viet
Minh Front (May 19, 1941)
- Foundation of Vietnam
Propaganda Liberation Army Team (December 22, 1944)
- Victory of August
revolution of 1945 and foundation of the Democratic Republic of
Vietnam under leadership of Ho Chi Minh, Central Committee of the
Communist Party of Vietnam and Viet Minh Front
- Stating the role of
Ho Chi Minh in convening the 8th Conference of the Central
Committee of the Indochina Communist Party (May, 1941), founding
Viet Minh Front and Vietnam Propaganda Liberation Army Team, leading August
revolution of 1945 and founding the Democratic Republic of Vietnam.
- Stating meaning of
the foundation of Viet Minh Front (May 19, 1941) and the role of Ho Chi Minh.
Resistance war against
French colonialism (1945-1954) and resistance war against the US (1954-1960)
under Ho Chi Minh's leadership
- From 1945 to 1946
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- From 1954 to 1969
- Stating the role of
Ho Chi Minh after August revolution of 1945 (1945-1946) in
implementation of the policy “peace to advance" via signing of
the Ho–Sainteny agreement (March 06, 1946) and Provisional Agreement
(September 14, 1946).
- Stating the role of
Ho Chi Minh in the resistance war against French colonialism (1946-1954).
- Stating the role of
Ho Chi Minh in the resistance war against the US (1954-1969).
- Appreciating Ho Chi
Minh’s merits and contributions to Vietnamese revolution.
Good impressions of Ho
Chi Minh in the hearts of Vietnamese people and international friends
Good impressions of Ho
Chi Minh in the hearts of international friends
- Titles:
+ In 1987, UNESCO
recognized Ho Chi Minh as a hero of national liberation and a
great man of culture
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- Memorial house;
Memorial halls; Name of some avenues,…
- Stating reasons why
international friends appreciate Ho Chi Minh's contributions and ideological
and cultural values.
Good impressions of Ho
Chi Minh in the hearts of Vietnamese people
- Museum, memorial
house
- Literature and art
image
- Learning and
following Ho Chi Minh's ideology, morality and lifestyle.
- Stating reasons why
President Ho Chi Minh lives forever in the hearts of Vietnamese
people.
- Appreciating
President Ho Chi Minh's contributions and ideological and cultural values,
actively learning and following Ho Chi Minh's ideology, morality and
lifestyle.
HISTORICAL PRACTICE
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- Organization of
history education in association with fields (historical and cultural
heritage),…
- Study at museums and
via historical documentaries
- Organization of clubs
and competitions "I love history", "Young historian", and
history games
- Improving and
acquiring knowledge about the history.
- Practicing skills of
subject practice and increasing the history capacity.
- Developing interest
in study.
ACADEMIC TOPICS OF 12th GRADE
Contents
Requirements
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Overview on beliefs and
religions in Vietnam
Concept of the belief
Concept of the religion
- Explaining the concept
of belief and religion.
Some beliefs in Vietnam
Ancestor and Hung Vuong
worship belief
Worship of mother
goddesses
Worship of Thanh Hoang
Worship of national
heroes
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- Stating main features
of beliefs via field trips and actual visits in local areas.
Some religions in
Vietnam
Confucianism
Buddhism
- Analyzing impacts of
Confucianism on the cultural and social life of Vietnam.
- Stating impacts of
Buddhism on the cultural and social life of Vietnam via practical activities
and visits to local pagodas
Christianity
Taoism
Other religions
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- Stating some main
features of other religions
- Respecting and
encouraging other persons to respect the diversity of beliefs and religions
in Vietnam.
12.2: JAPAN: HISTORICAL
EVENTS FROM 1945 TO PRESENT
Japan after the World
War II (1945 - 1973)
1945-1952: Japan was
occupied and administered by the victorious Allies of World War II
- Democratization
- Social and economic
transformations
- Stating
transformations of Japan when Japan was occupied and administered by the
victorious Allies of World War II including democratization and social and
economic transformations.
High economic growth
period (1952-1973)
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- Political and social
situation
- Collecting and using
historical documents to find out “miracle” of
the economy of Japan.
- Explaining causes of
“miracle” of the economy of Japan.
- Analyzing main
features of political and social situation in Japan from 1952-1973.
Japan from 1973 to
present
Crisis and
adjustment period (1973-2000)
- Unsustainable
economic development
- Political and social
situation
- Explaining causes of
unsustainable economic development of Japan after 1973.
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Japan in the early 21st
century
- Economic
recovery and reform
- Social and political
transformations
- Stating the process
of reform and economic recovery of Japan in the early 21st
century.
- Analyzing political
and social transformations of Japan in the early 21st century: the
positive side and the negative side.
Valuable lessons from
the history of Japan
- Human
- Role of the State
- Production management
and organization system
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- Making comments about
valuable lessons from the history of Japan:
+ Human resources that
have undergone high-quality training, had the will to rise in life, worked
diligently, tightened discipline and valued thrift;
+ An important role of
the State in formulation of development strategies and necessary regulation
for contribution to continuous economic growth;
+ Effective
organization and management systems of Japanese enterprises and companies;
+ Cultural tradition
and preservation of the Japanese identity.
- Appreciating and
learning from the virtues of diligence, discipline and respecting the
national cultural identity of the Japanese.
12.3: INTERNATIONAL
INTEGRATION OF VIETNAM
Some concepts
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- Concept of
globalization
- Globalization
manifestations
- Positive and negative
impacts of globalization
- Explaining the
concept of globalization.
- Collecting and using
historical documents to find out globalization.
- Analyzing manifestations
and positive and negative impacts of globalization via specific examples.
International
integration
- Concept of
international integration
- Fields of
international integration
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- Stating fields of
international integration including economy, politics, security - defense,
culture, education,... through specific examples.
Regional and
international integration of Vietnam
Impacts of
globalization on Vietnam
- Positive impacts
- Negative impacts
- Explaining positive
and negative impacts of globalization on Vietnam via specific examples.
Regional and
international integration of Vietnam
- Vietnam's integration
into the Southeast Asian Region, Vietnam's role and contribution to ASEAN
- Vietnam’s
participation in international organizations
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- Analyzing Vietnam's
role and contribution to ASEAN in many fields including economy, politics,
security, culture and society,…).
- Stating main contents
of the process of Vietnam’s participation in international organizations (The
United Nations or other organizations).
- Appreciating and
contributing to achievements in regional and international integration of
Vietnam
VI. EDUCATION METHODS
1.
General orientation
The curriculum of History
subject is developed towards increase in capacities. Hence, encouraging
students' participation is a good method of teaching. The method of
teaching focuses on assistance for students in carrying out learning activities
in association with situations in life; combines intellectual activities with
practical activities; enhances self-study and work in groups to increase
general capacities and virtues (self-control and self-study, communication and
cooperation, problem-solving and creativity) and the history capacity for
students, thereby meeting the objectives of the general education program.
2.
Orientation to methods of forming
and increasing general capacities and virtues
a) Methods of forming and
developing main virtues
Via organization of
learning activities, teachers help students gradually form and develop
patriotism and true national spirit, and pride in the historical tradition of
the homeland and the country; develop the values of humanity, honesty, sense
of responsibility to the community and society, and participate in construction
and defense of the Fatherland. At the same time, via history lessons, teachers
inspire students to love history, explore and discover history.
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Via History subject,
teachers help students form and increase general capacities via contents and
practical activities. To be specific:
- Regarding self-control
and self-study: this capacity is formed and increased via learning activities
including collection of information from historical sources; expression of
personal opinions about historical events, figures and periods; survey and
history practice in the fields, historical and cultural monuments in local
areas; application of historical knowledge to explanation about practical
problems; self-study, exploration and discovery of the history;...
- Regarding communication
and cooperation: this capacity is formed and increased via group activities;
field trips, museums, historical and cultural monuments; interviews with
historical witness;…
- Regarding problem
solving and creativity: this capacity is formed and increased via activities
including detection of problems, suggestion about hypotheses, expression of
personal opinions about historical events and figures; detection of logic in
problem solving, evaluation of solutions to history-related problems; or
application of the history lessons to real life;…
3. Orientation to methods of forming and increasing history
capacity
A method of forming and
increase the history capacity is carried out according to fundamental
principles of historical science via different historical sources to recreate
the history, honestly and objectively reconstruct the process of formation and
development of historical events and periods, and at the same time connect the
development process with related factors during their movement.
Via the method of
encouraging students’ participation, teachers focus on provision of guidelines
for students to identify and exploit historical sources without focusing on
improvement of historical knowledge. Hence, students can obtain historical
information, well understand the history, make inferences, evaluate context, origin
and development of historical events and periods to search for historical facts
in a scientific manner, and apply historical knowledge to practice, thereby
forming and increase the history capacity.
The method of teaching
the History subject towards increase in capacities focuses on detection and
problem solving, use of visual means (historical artifacts, pictures, maps,
charts, physical models, models and historical documentaries,…). Teachers help
students explore and exploit historical sources, analyze historical events and
periods and make comments and evaluation, thereby creating the basis for
development of lifelong self-study and the ability to apply knowledge about the
history, culture and society of Vietnam and the world to their lives.
The forms of teaching the
History subject include activities inside and outside classroom. Teachers
need to promote expansion of teaching space in the fields (historical
monuments, cultural heritage, museums, exhibitions, ...), connect teaching
activities in the classroom with field trips. Via connection of various forms
of activities including group discussion, group work, individual work,..
teachers help students become "historical figures" to explore the
history and effective apply knowledge to learning situations and real life.
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The curriculum of History
subject focuses on application of information and communications technology;
encourages students to read and collect historical documents on the Internet,
in libraries and other database systems to conduct individual or group
researches; develops skills in use of information technology equipment to
support re-creation, understanding and study of history.
VII. EVALUATION OF
EDUCATIONAL OUTCOMES
The evaluation of
educational outcomes is aimed at identifying the level of fulfillment of the
requirements for the history capacity and knowledge of students in each topic
and each class, thereby adjusting learning-teaching activities to achieve
objectives of the program. The evaluation shall encourage students' interest in
learning, inquiry and discovery of historical issues; help students gain
confidence, initiative and creativity in learning.
The evaluation contents
shall focus on the ability to apply historical knowledge to specific situations
without focusing on inspection of the ability to recreate historical knowledge
and learn by heart.
Via evaluation, teachers
can understand the learning situation, the level of divergence of the academic
level of students in the class, thereby adopting measures to help students who
have not met the requirements for knowledge and capacities, discovering and
providing refresher training for students with historical talents, and at the
same time adjusting and completing methods of history education.
Regarding forms of
evaluation, it is necessary to combine regular evaluation and periodic
evaluation, teacher's evaluation and student's self-evaluation; oral tests,
written tests, practical exercises and research projects; objective tests and constructed-response tests.
VIII. EXPLANATION AND
GUIDELINES
1.
Definition
The curriculum of History
subject uses some words to express the level of fulfillment of requirements for
students’ capacities. The below table provides different verbs that show
the requirements and the levels of fulfillment of requirements In the
process of teaching, when asking discussion questions or setting tests,
teachers can use the verbs mentioned in this table or replace them by verbs
with equivalent meanings to conform with their pedagogical situations and
specific tasks assigned to students.
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Verbs
Knowledge
- Searching for
information via search engines and keywords on the Internet, electronic
libraries or traditional libraries,...
- Identifying historical
documents: distinguishing types of historical documents (written documents,
historical artifacts,...).
- Studying historical
documents: initially understanding contents, studying and adopting historical
documents in the study process.
- Stating historical
events and figures in particular space and time.
- Stating main
developments of historical events and figures at a simple level in an
unchanged situation.
- Listing, recording or
retelling main milestones of a period, a historical period, or a historical
figure,...
- Stating definitions
of historical terms and concepts.
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- Correctly identifying
location of historical events, figures or periods (on historical charts,
timelines or maps,...)
- Connecting historical
events, figures and periods that have logical and close relation.
Understanding
- Recreating and
stating (spoken or written description) the developments of historical
events, figures and periods (from simple to complex level).
- Describing the basic
features of historical events, figures or periods, some civilizations in the
world and Vietnam (material and spiritual life, notable achievements,...).
- Using maps, diagrams
or charts to introduce historical events or journeys, remarkable transformation
in economy, politics and society in some countries in the world and Vietnam.
- Making a timeline or
constructing a diagram of the historical process, the main developments of
events (wars, uprisings, big battles, revolutions, reforms, etc,…).
- Explaining the
origin, causes and movement of historical events from simple to complex
level; stating the development process of history according to the diachronic
and synchronic logic.
- Analyzing impacts and
interrelationship between historical events, figures and periods.
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- Analyzing causes of
success or failure (of historical events, revolutionary movements, wars,
reforms,...).
- Comparing
similarities and differences between historical events, figures and periods.
- Making personal
comments and evaluation of historical events, figures and periods on the
basis of historical awareness and thinking.
- Analyzing
continuation and change of events, figures and issues in the historical
process.
- Thinking in different
directions when considering, evaluating or finding answers to a historical
event, figure or period.
Application
- Identifying problems
about historical events, figures or periods that need to be solved in the
historical process.
- Learning and putting
questions to discover different aspects, contexts and aspects of historical
events, figures and periods.
- Identifying location
and roles of events, figures or problems in the historical process.
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- Completing
assignments on application of knowledge to unchanged situations in order to
practice basic skills and acquire historical knowledge.
- Exploring and
discovering the history via historical documents, visits or picnics to answer
different questions about a historical event, issue or figure.
- Learning from history
lessons, applying historical knowledge and lessons to problem solving in a
new situation. Having ability to connect history-related problems in the past
with the life in the present.
- Completing
assignments that require analysis, synthesis, evaluation, application of
historical knowledge to changed situations, and problem solving with
students' creativity.
- Making the study plan
for a lesson in the field, visiting museums and monuments under guidance of
the teacher.
- Developing and
presenting short reports on the basis of collection, analysis and synthesis
of information from different historical sources (via results of individual
or group work).
- Connecting the
history lessons to actual situations of their local areas, applying acquired
knowledge about the history of the world and Vietnam to specific cases and
circumstances of their local areas.
- Designing an action
plan or a poster to encourage people to join hands to preserve the local
historical and cultural heritage.
- Having the ability to
find out history-related problems, access and process information from
different sources, having awareness and capacity for lifelong self-study.
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The duration of core
contents for each class is 52 sessions/academic year within 35 weeks. Expected
percentage of duration spent on each content:
Contents
10th grade
11th grade
12th grade
CAREER-ORIENTATED
TOPICS
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- Role of History
studies
10%
WORLD HISTORY
- Some world
civilizations at ancient and medieval eras
...
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- Industrial
revolutions in world history
11%
- Bourgeois revolution
and development of capitalism
12%
...
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- Socialism from 1917
to present
10%
- The world during and
after the Cold War
12%
HISTORY OF SOUTHEAST
ASIA
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- Civilization of
Southeast Asia at ancient and medieval eras
6%
- Process of
acquisition of national independence of countries of Southeast Asia
8%
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- ASEAN: Historical
periods
8%
HISTORY OF VIETNAM
- Some civilizations in
Vietnam (before 1858)
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- Ethnic groups in
Vietnam
11%
- War
of liberation and war of national defense in the history
of Vietnam (before the August revolution of 1945)
17%
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- Some major reforms in
the history of Vietnam (before 1858)
11%
- History of protection
of Vietnam's sovereignty, legal rights and interests in the South China Sea
12%
- August
revolution of 1945, war of liberation and
a war of national defense in history of Vietnam (from August,
1945 to present)
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16%
- Renovation in Vietnam
from 1986 to present
12%
- History of Vietnam’s
diplomacy at the early modern period and the modern period
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- Ho Chi Minh in the
history of Vietnam
12%
PERIODIC EVALUATION
10%
10%
10%
HISTORICAL PRACTICE
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20%
20%
The duration for academic
topics is 35 sessions. Expected number of sessions of academic topics
(including tests and evaluation):
Contents
10th grade
11th grade
12th grade
CAREER-ORIENTATED
TOPICS
...
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10.1: Fields of History
studies
10
FIELD TRIPS
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15
11.1: History of
traditional arts of Vietnam
15
12.1: History of
beliefs and religions in Vietnam
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15
KNOWLEDGE IMPROVEMENT
10.3: Vietnamese state
and law in the history
10
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10
11.3: Historical
figures in the history of Vietnam
10
12.2: Japan: historical
periods from 1945 to present
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10
12.3: International
integration of Vietnam
10
3. Teaching equipment
Use of teaching equipment
is one of the decisive conditions for the success of renovation to the method
of teaching the History subject towards increase in capacities.
Education institutions
shall have minimum equipment including map system (world map, map of
continents, map of Southeast Asia and Vietnam); historical pictures, physical
models, diagrams, charts with the support of technical means including
computers, projectors, projector lights, televisions, radios, videos or
tapes,...
History subject contains
knowledge about the past which students cannot directly observe. Information
technology will support recreation of the history via documentaries, historical
sources, images, videos,... Teachers shall develop and use basic functions of
Internet and computer software to provide images, sounds, historical
documents,.. in their lessons to improve the effectiveness of teaching and
inspire students to love History subject.
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[1] Circular No. 20/2021/TT-BGDDT on amendments to Article 3
of Circular No. 32/2018/TT- BGDDT dated December 26, 2018 of the Minister of
Education and Training on promulgation of general education program is
promulgated pursuant to:
“Law on Education
dated June 14, 2019;
Government’s Decree
No. 69/2017/ND-CP May 25, 2017 on functions, tasks, powers and organizational
structure of the Ministry of Education and Training;
At the request of the
Director General of Secondary Education Department;
The Minister of
Education and Training promulgates a Circular on amendments to Article 3 of
Circular No. 32/2018/TT-BGDDT dated December 26, 2018 of the Minister of
Education and Training on promulgation of general education program.”
Circular No. 13/2022/TT-BGDDT
on amendments to some contents of the general education program issued together
with Circular No. 32/2018/TT- BGDDT dated December 26, 2018 of the Minister of
Education and Training is promulgated pursuant to:
“Law on Education
dated June 14, 2019;
Resolution No.
63/2022/QH15 of the 3rd session of the 15th
National Assembly;
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At the request of the
Director of Primary Education Department, the Director of Secondary Education
Department;
The Minister of
Education and Training promulgates a Circular on amendments to some contents of
the general education program issued together with Circular No. 32/2018/TT-BGDDT
dated December 26, 2018 of the Minister of Education and Training.”
[2] Articles 2 and 3 of Circular No. 20/2021/TT-BGDDT on
amendments to Article 3 of Circular No. 32/2018/TT- BGDDT dated December 26,
2018 of the Minister of Education and Training on promulgation of general
education program, which comes into force from August 16, 2021, stipulate that:
“Article 2. Entry
into force
This Circular comes
into force as of August 16, 2021.
Article 3.
Implementation
The Presidents of the
People's Committees of provinces, Directors of Departments of Education and
Training and relevant organizations and individuals shall be responsible for
the implementation of this Circular./.”
Article 3 of Circular No.
13/2022/TT-BGDDT on amendments to some contents of the general education
program issued together with Circular No. 32/2018/TT- BGDDT dated December 26,
2018 of the Minister of Education and Training, which comes into force from
August 03, 2022, stipulates that:
“Article 3.
Implementation
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2. Chief of Office,
Director of Primary Education Department, Director of Secondary Education
Department, Heads of units affiliated to the Ministry of Education and
Training, the Presidents of the People's Committees of provinces, Directors of
Departments of Education and Training and relevant organizations and
individuals shall be responsible for implementation of this Circular./.”
[3] This Clause is amended by Article 1 of Circular No.
20/2021/TT-BGDDT on amendments to Article 3 of Circular No. 32/2018/TT- BGDDT
dated December 26, 2018 of the Minister of Education and Training on
promulgation of general education program, which comes into force from August
16, 2021.
[4] This Clause is amended by Clause 1 Article 1 of Circular
No. 13/2022/TT-BGDDT on amendments to some contents of the general education
program issued together with Circular No. 32/2018/TT- BGDDT dated December 26,
2018 of the Minister of Education and Training, which comes into force from
August 03, 2022.
[5] The paragraph “- Career-oriented education stage
The History and
Geography subjects are career-oriented subjects at 10th grade, 11th
grade and 12th grade.
In 10th
grade, History subject helps students understand general characteristics of
historical and geographical sciences, careers related to history and geography,
develop the ability to apply historical and geographical knowledge to their
daily life, improve and broaden basic knowledge and skills formed in the basic
education stage via themes and academic topics related to basic issues about
history and geography, thereby creating a solid basis for students to have
clear and appropriate career orientation.
In 11th
grade and 12th grade, History subject focuses on themes and
academic topics related to various fields of historical studies including
political history, economic history, civilization history, cultural history,
military history and social history, Vietnam's interaction and integration into
the region and the world,...; Geography subject focuses on some themes and
academic topics related to world geography (typical regions and countries) and
Vietnam’s geography (natural and socio-economic conditions) to help students
with orientation to social science and humanities and some related science
career.”
is replaced by the
paragraph: “- Career-oriented education stage
In 10th
grade, History and Geography subjects help students understand general
characteristics of historical and geographical sciences, careers related to
history and geography, develop the ability to apply historical and geographical
knowledge to their daily life, improve and broaden basic knowledge and skills
formed in the basic education stage via themes and academic topics related to
basic issues about history and geography, thereby creating a solid basis for
students to have clear and appropriate career orientation.
...
...
...
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according to Clause 2
Article 1 of Circular No. 13/2022/TT-BGDDT on amendments to some contents of
the general education program issued together with Circular No. 32/2018/TT-
BGDDT dated December 26, 2018 of the Minister of Education and Training, which
comes into force from August 03, 2022.
[6] This program is amended by Article 2 of Circular No.
13/2022/TT-BGDDT on amendments to some contents of the general education
program issued together with Circular No. 32/2018/TT- BGDDT dated December 26,
2018 of the Minister of Education and Training, which comes into force from
August 03, 2022.