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Principles of Curriculum

The curriculum is organized in a more generic way, rather than in the more traditional, compartmentalized fashion. It also emphasizes the importance of the values underlying the curriculum as well as the processes of learning and teaching entailed by a broad set of aims. The curriculum is dedicated to the individual development of attitudes, skills, knowledge, and responsibility essential to successful achievement in school and society in order to prepare students to become excellent citizen.

Competency Based Curriculum

The Competency Based Curriculum  is structured within five units of varying lengths, which although largely independent of each other, will facilitate the building and re-enforcement of key self-awareness and learning skills, relating to the Basic Education Core Curriculum B.E.2551 (A.D.2008) which is aimed at enhancing capacity of all learners, who constitute the major force of the country, so as to attain balanced development in all respects-physical strength, knowledge and morality.

The units are designed to allow students to discover their own potential for learning through self-evaluation, exploration of the  power of the brain and introduction to a variety of thinking and learning skills based on Learning to Learn principles.  
The curriculum for all students should complement the important contributions of their families and communities to enable them to become successful learners with enthusiasm and motivation for learning, determination to reach high standards of achievement and openness to new thinking and ideas. 

The curriculum offers eight core courses with a wide range of courses and alternative learning experiences and is designed to provide a program to meet the needs of each student while fulfilling the Basic Education Core Curriculum B.E.2551 (A.D.2008) requirements for graduation.

Learners’ Key Competencies 
Alternative learning experiences are the courses and programs of study that differ in content or instruction from traditional courses. Some of the experiences occur away from the school campus, and some are opportunities to provide services to others.  The Curriculum is aimed at inculcating among learners the following five key competencies:

       1. Communication Capacity                                                                                            
Capacity to receive and transmit information; linguistic ability and skills in expressing one’s thoughts, knowledge and understanding, feelings and opinions for exchanging information and experience, which will be beneficial to oneself and society; negotiation for solving or reducing problems and conflicts; ability to distinguish and choose whether to receive or avoid information through proper reasoning and sound judgement; and ability to choose efficient methods of communication, bearing in mind possible negative effects on oneself and society.

       2. Thinking Capacity                                                                                                     
Capacity for analytical, synthetic, constructive, critical and systematic thinking, leading to creation of bodies of knowledge or information for judicious decision-making regarding oneself and society.

       3. Problem–Solving Capacity
Capacity to properly eliminate problems and obstacles, based on sound reasoning, moral principles and accurate information; appreciation of relationships and changes in various social situations;  ability to seek and apply knowledge to prevent and solve problems; and ability for judicious decision-making, bearing in mind possible negative effects on oneself, society and the environment.
       4. Capacity for Applying Life Skills
Capacity for applying various processes in daily life; self-learning; continuous learning; working; and social harmony through strengthening of happy interpersonal relationships; elimination of problems and conflicts through proper means; ability for   self-adjustment to keep pace with social and environmental changes; and capacity for avoiding undesirable behaviour with adverse effects on oneself and others.
        5. Capacity for Technological Application
Ability to choose and apply different technologies; skills in application of technological processes for development of oneself and society in regard to learning, communication, working, and problem-solving through constructive, proper, appropriate and ethical means.

Desirable Characteristics

According to the Basic Education Core Curriculum B.E.2551 (A.D.2008) and school policies, the curriculum focuses on students development for attainment of  three desirable characteristics, enabling learners to enjoy a life of harmony among others as Thai citizens and global citizens: Ethically, Morally, and Socially.
        1. Love of nation, religion and king
        2. Honesty and integrity
        3. Self-discipline
        4. Avidity for learning
        5. Observance of principles of Sufficiency Economy Philosophy in one’s way of life
        6. Dedication and commitment to work
        7. Cherishing Thai-ness
        8. Public-mindedness
Learning Standards

The Curriculum has therefore prescribed the following eight learning areas based on the Basic Education Core Curriculum B.E.2551 (A.D.2008):

        1. Thai Language
        2. Mathematics
        3. Science
        4. Social Studies, Religion and Culture
        5. Health and Physical Education
        6. Arts
        7. Occupations and Technology
        8. Foreign Languages.
For each learning area, the standards serve as the goals to be achieved in developing students’ quality. These standards prescribe what the students should know and should be able to perform. They also indicate moral and ethical values as well as desirable characteristics upon completing education at basic level. Besides, the learning standards serve as essential mechanisms in advancing the whole education system, as they inform us of the contents and teaching and evaluation methods. They also serve as instruments for quality assurance and are adopted for both internal quality assurance and external evaluation, practised at both educational service area and national levels. Monitoring for internal quality assurance is essential, as it indicates the extent of success in achieving the quality as prescribed in the pertinent standards.


Indicators specify what students should know and be able to practise as well as their characteristics for each level. Indicators reflect the standard of learning. Being specific and concrete, they can be utilised for prescribing contents, determining learning units and organising teaching-learning activities. They serve as essential criteria for evaluation in order to verify the students’ quality.

Learner Development Activities

Learner development activities are aimed at allowing learners to develop themselves to their highest potentiality, thus becoming well-rounded and fully developed in all respects-physical, intellectual, emotional and social; inculcating of morality, ethics and self-discipline; creating and strengthening spirit of philanthropy for social benefits; ability for self-management and enjoying happy life among others. Learner development activities are divided into three types as follows.

      1. Counselling Activities
These activities are aimed at encouraging and developing learners to know themselves, know how to protect the environment, be able to make decisions, solve problems, set goals and make plans in regard to their education and future careers and adapt themselves appropriately. Furthermore, these activities will enable teachers to know and understand their students and therefore assist and advise parents regarding their participation in learner development.

      2. Student Activities
These activities are aimed at instilling self-discipline, ability to lead and follow, teamwork, responsibility, problem-solving ability, appropriate decision-making, rationality, helpfulness and generosity, care, concern and unity. The activities are organised in accord with capacities, aptitudes and interests of learners, who practise the activities at all stages, i.e., study, analysis, planning, plan implementation, evaluation and improvement. Emphasis is given to teamwork as appropriate and consistent with learners’ maturity and school and local contexts. Student activities include:
     2.1 Boy Scout organisation, Girl Guides, Junior Red Cross, social service and territorial defence.

     2.2 Activities of various clubs and societies

Vajiravudh College offers a wide variety of activities on Saturdays, including sports, music, and arts programs. The specific programs being offered each semester depend on the amount of interest generated. The variety of activities of societies and clubs are provided to students such as Vajiravudh Way of Life Development, Debating, Scuba Diving, Sufficient Economy, Golf Club, English Club, Culture and Arts Club, Votunteerspirit Club, VC Football Club, and Photo Club etc.
All students are highly encouraged to take part in such activities in order to become well-rounded, engaged learners. Through participation in such programs, they begin to develop confidence and social skills while gaining valuable skills and experience.

     3. Activities for Social and Public Interest
These activities are aimed at encouraging learners to devote themselves and provide voluntary services for the benefit of society, their communities and local areas in accord with their interests, thus manifesting commitment, virtue, sacrifice for social causes and public-mindedness. They include voluntary services in various fields and those for public interest and concerns.

Vajiravudh College 197 Rajvithi Rd. Dusit Bangkok 10300. Tel. (662) 6694526-9 Fax. (662) 2436995