Specifically, the document on developing a teaching plan for natural sciences, history and geography, experiential activities, and career guidance signed by Deputy Minister of Education and Training Pham Ngoc Thuong stated that the implementation of integrated teaching in recent times shows that the assignment of teachers and scheduling of teaching and learning are still difficult and problematic.
An integrated natural science lesson for 7th graders in Ho Chi Minh City
Therefore, the Ministry of Education and Training has issued some notes for schools to assign teachers, develop plans and organize teaching of integrated subjects, experiential activities, and career guidance, and at the same time develop a framework for tutoring plans for educational institutions to refer to.
Natural science subjects taught according to content flow
In natural science (junior high school level), the Ministry of Education and Training requires schools to assign teachers to ensure that their professional training matches the assigned teaching content (according to the content lines of matter and its transformation, energy and transformation, living things, earth and sky).
"The assignment of teachers who have been trained and professionally developed to teach two content streams or the entire subject program must be carried out step by step, ensuring the professional requirements of teachers to ensure teaching quality," the Ministry's document stated.
The Ministry of Education and Training also directed to continue developing teaching plans in accordance with the content flow according to the subject program. In case of difficulties in arranging timetables, it is necessary to be flexible in terms of time and timing of implementing content flows or topics of the program to arrange timetables in accordance with the assignment of teachers, meeting the requirements of scientificity, pedagogy (ensuring that the previous teaching content is the basis for the following teaching content) and the implementation ability of teachers.
Regarding the implementation of testing and evaluation, the Ministry of Education and Training guides that regular testing and evaluation are carried out during the teaching process; Teachers who teach a subject will conduct testing and evaluation for that content. The principal assigns the teacher in charge of each subject in each class to coordinate with the teacher who teaches the subject in that class to unify the regular assessment scores, ensure the assessment scores according to regulations, summarize the scores, record the scores, and make comments in the monitoring book, evaluate students and report cards. The matrix and content of the periodic test are built in accordance with the content and teaching time of the program up to the time of testing. Instruct students to take the test so that it is convenient for assigning teachers to grade the test and summarize the results.
Students in a history-geography class. With this subject, according to the new guidelines, schools will develop teaching plans for each history and geography subject instead of learning in a knowledge chain like natural sciences.
History and geography are taught as sub-subjects.
For history and geography, the Ministry of Education and Training also requires schools to assign teachers to ensure the consistency between the teachers' trained expertise and the assigned teaching content (according to the history, geography and interdisciplinary topics). The assignment of trained and fostered teachers to take on both subjects must be done step by step, ensuring the professional requirements of teachers to ensure teaching quality.
For this subject, the Ministry guides schools to develop teaching plans for each history and geography subject instead of learning according to the knowledge flow like natural science. These subjects are also arranged to be taught simultaneously in each semester, suitable for the practical conditions of the school.
The content of the periodic assessment test for history and geography must be consistent with the content and teaching time of each subject up to the time of the test. The principal assigns the teacher in charge of each subject in each class to coordinate with the teachers teaching the subject in that class to summarize the scores, record the scores, and make comments in the student monitoring and assessment book and report card.
In natural science (junior high school level), the Ministry of Education and Training requires schools to assign teachers to ensure the appropriateness of their trained expertise with the assigned teaching content.
The Minister of Education and Training once said that there would be major "adjustments" to integrated subjects.
Recently, Thanh Nien Newspaper published a series of articles reflecting the opinions of teachers and education experts on the many shortcomings in implementing integrated teaching at the secondary school level. At the working session of the National Assembly Standing Committee's monitoring delegation on curriculum and textbook innovation on the afternoon of July 27, when delegates raised the difficulties and concerns of the facilities when teaching integrated teaching, the Minister of Education and Training also said: "The Ministry has recognized that implementing integrated subjects is a big challenge" and said: "Integrated subjects are a "chicken and egg" story. Resolution 88 of the National Assembly requires integrating a number of subjects at the secondary school level. If the program does not design integrated subjects, teacher training colleges will have no basis to train integrated teachers. When starting to implement, we must use the old teaching staff, gradually train them to convert, and cannot wait until 4 years of training integrated teachers to graduate before implementing this program".
Therefore, according to the Minister of Education and Training, integrated subjects will have two paths in the near future: one is to return to the old single subjects; the second path is to persist in innovation and calculate a roadmap until a certain year when old teachers are fully trained to ensure conditions and will complete. This must be considered a professional issue and needs to be implemented, not set a time requirement, which month this issue must be completed.
On August 15, at a meeting with teachers nationwide, the Minister of Education and Training said that the implementation of interdisciplinary integration is a new point in the 2018 General Education Program. When designing the program, the Ministry of Education and Training referred to international experiences, with the goal of developing comprehensive capacity for students. However, when implementing in practice, there are still many problems. The most difficult is the implementation of integrated subjects.
Teachers across the country are looking forward to specific adjustments from the Ministry of Education and Training with integrated subjects.
The head of the Ministry of Education and Training said: "From the inspection and collection of opinions from experts, education managers, and teachers in localities, the Ministry realized that this is a bottleneck and a difficult point. There are some teachers who can teach all the subjects in the integrated subject, but the majority still teach separate subjects. Especially in remote, isolated, and disadvantaged areas, although teacher training has been implemented, there are still great difficulties.
Based on the actual implementation, the leaders of the Ministry of Education and Training will decide in the near future to consider adjusting the teaching of integrated subjects at the secondary school level. We will persist in teaching integrated subjects at the primary level because we have done well so far, but for the secondary school level, the Ministry will consult with experts and will likely make adjustments. This may be a major adjustment but it is suitable for the requirements of educational innovation."
After this statement by the Minister, teachers across the country are looking forward to specific adjustments from the Ministry to integrated subjects.
Experiential activities: Not required to divide the number of periods/week equally
For experiential activities, the Ministry of Education and Training guides schools to assign teachers with appropriate capacity and expertise, but prioritizes arranging teachers in charge of each topic. For example, for topics of activities oriented towards nature, geography teachers will have an advantage in organizing students to learn and mobilize knowledge and skills about environmental protection...; for career orientation topics, technology teachers will have an advantage in organizing students to learn about equipment, labor tools and safety skills...
In the guidelines, the Ministry of Education and Training also noted that the construction of the timetable must ensure flexibility, not requiring equal division of periods/week, and not requiring the implementation of topics in sequence in the textbooks. The forms of organizing activities and assessment are also flexibly implemented.
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