| MINISTRY OF EDUCATION AND TRAINING | THE SOCIALIST REPUBLIC OF VIETNAM |
| No. 10/VBHN-BGDDT | Hanoi, December 30, 2022 |
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.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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- Role of history studies
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WORLD HISTORY
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- Some world civilizations at ancient and medieval eras
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- Industrial revolutions in world history
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- Socialism from 1917 to present
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- The world during and after the Cold War
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HISTORY OF SOUTHEAST ASIA
- Civilizations of Southeast Asia at ancient and medieval eras
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X
- ASEAN: Historical events
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HISTORY OF VIETNAM
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- Some civilizations in Vietnam (before 1858)
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- Ethnic groups in Vietnam
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- Some major reforms in the history of Vietnam (before 1858)
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- 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)
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- Renovation in Vietnam from 1986 to present
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- Ho Chi Minh in the history of Vietnam
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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
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FIELD TRIPS
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10.2: Preservation and promotion of the value of cultural heritage in Vietnam
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11.1: History of traditional arts
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KNOWLEDGE IMPROVEMENT
10.3: History of the Vietnamese state and law
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11.2: War and peace in the twentieth century
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11.3: Historical figures in the history of Vietnam
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12.3: International integration of Vietnam
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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
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- 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
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- 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.
File gốc của Integrated document No. 10/VBHN-BGDDT dated December 30, 2022 Circular on promulgation of general education program đang được cập nhật.
Integrated document No. 10/VBHN-BGDDT dated December 30, 2022 Circular on promulgation of general education program
Tóm tắt
| Cơ quan ban hành | Bộ Giáo dục và Đào tạo |
| Số hiệu | 10/VBHN-BGDDT |
| Loại văn bản | Văn bản hợp nhất |
| Người ký | Nguyễn Hữu Độ |
| Ngày ban hành | 2022-12-30 |
| Ngày hiệu lực | 2022-12-30 |
| Lĩnh vực | Giáo dục |
| Tình trạng | Còn hiệu lực |