00. korea - nationalcurriculum-english2008

7/25/2019 00. KOREA - NationalCurriculum-English2008

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THE SCHOOL CURRICULUM

OF

THE REPUBLIC OF KOREA

P r o c l a m a t i o n o f t h e M i n i s t r y o f E d u c a t i o n , S c i e n c e a n d T e c h n o l o g y :

# 2 00 8 - 1 6 0

M i n i s t r y o f E d u c a t i o n S c i e n c e a n d T e c h n o l o g y K o r e a


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Contents

G e n e r a l G u i d e l i n e s o f t h e N a t i o n a l C u r r i c u l u m

. T h e D i r e c t i o n o f C u r r i c u l u m D e s i g n 4

1 . A n E d u c a t e d P e r s o n C u l t i v a t e d b y t h e C u r r i c u l u m 4

2 . G e n e r a l F r a m e w o r k o f t h e C u r r i c u l u m 4

. E d u c a t i o n a l G o a l s b y S c h o o l L e v e l 6

1 . G o a l s o f E l e m e n t a r y S c h o o l E d u c a t i o n 6

2 . G o a l s o f M i d d l e S c h o o l E d u c a t i o n 6

3 . G o a l s o f H i g h S c h o o l E d u c a t i o n 7

. C u r r i c u l u m O r g a n i z a t i o n a n d T i m e ( U n i t ) A l l o t m e n t S t a n d a r d s 8

1 . C u r r i c u l u m O r g a n i z a t i o n 8

2 . T i m e ( U n i t ) A l l o t m e n t S t a n d a r d s 9

. G u i d e l i n e s f o r O r g a n i z i n g a n d I m p l e m e n t i n g t h e C u r r i c u l u m

1 8

1 . B a s i c G u i d e l i n e s 1 8

2 . C u r r i c u l u m D e s i g n a n d I m p l e m e n t a t i o n a t

L o c a l a n d S c h o o l L e v e l s 22


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3 . E v a l u a t i o n a n d Q u a l i t y C o n t r o l o f t h e C u r r i c u l u m 35

4. Curriculum Organization and Implementation in Special Schools 38

E n g l i s h C u r r i c u l u m 40

1 . C h a r a c t e r i s t i c s 41

2 . G o a l s 43

3 . C o n t e n t s 44

4. Tea chin g and Le arni ng Meth ods 58

5 . A s s e s s m e n t 61


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General Guidelines of

the National Curriculum

General Guidelines of

the National Curriculum



# 2 00 8 - 1 6 0


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T h e C h a r a c t e r i s t i c s o f t h e C u r r i c u l u m

T he c urri c ul um, an no un ce d a s t he Nat io na l- L ev el C urri c ul um, ai ms to

ac co mp li sh th e edu cat io nal o bj e ct ive s an d g oal s o f e leme ntary a nd s ec on dary

s ch oo ls ac co rdi ng to Parag rap h 2 of Art ic le 2 3 i n th e El eme ntary an d S ec on dary

E du c at i o na l L a w. T h e c u rr i c ul u m p re s e nt s t h e g e n e ra l s t a nd ar ds th a t e l e me n ta ry

a nd s e c on da ry s c h oo l s n ee d t o o rg a ni z e a nd i mp l em en t.

T he c hara ct eri s ti c s o f t he c urri cu lu m a re a s fo ll ows :

1 . I t s i mu l ta ne o us l y a i ms fo r n at i on al u ni t y a nd i n di v i du al d i ve rs i t y.

2 . I t i s s tu de n t- c e nt er ed a nd fa ci l i ta te s s tu de n ts ' a u to n omy a nd c re at i vi t y.

3 . S tu de nt s, p are nts , t ea ch ers , s c ho ol s , a nd o ffi c es o f e du cat io n c oo pe rat e to

de ve lo p t he o pt ima l c urri c ul um fo r s tu de nt s.

4 . It i nt en ds to ma ke a c urri c ul um- c en te re d s c ho ol ed uc at io n s y st em.

5. I t ai ms to maintai n and c ontrol the quali ty of proces ses and products of

p ub li c e du ca ti on i n Ko re a.


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. T h e D i r e c t i o n o f C u r ri c u l u m D e s i g n

1 . A n E d u c a t e d P e r s o n C u l t i v a t e d b y t h e C u r r i c u l u m

Edu ca ti on i n Ko re a ai ms t o as s is t e ve ry c i ti ze n i n de ve lo pi ng t he c harac te r an d

s ki ll s n ec es sary for b ei ng an i ndepe nde nt c iti zen unde r the h umani tari an i deal ,

taki ng r es po ns ib il ity fo r th e we lfare o f th e c ou ntry , a nd fo r al l man ki nd.

T hi s c urri c ul um s ee ks t o d ev el op a w el l- e du ca te d p ers o n th at :

1 ) s eeks to de ve lo p hi s/her own i ndi vi dual ity on the b as is of a we ll -rou nded

personality.

2 ) is ab le t o c ul ti vate c re ati vi ty as we ll as s ee k an d ap pl y kn owl edg e an d

s k i l l s .

3 ) e xp lo re s a c are er p at h wi th l ib era l k no wl ed ge a nd u nd ers ta ndi ng .

4 ) cre at es n ew v al u es b as e d o n K ore an c u lt ura l h er it ag e .

5 ) is co mm it te d t o i mp ro v in g t he c o mmu n it y a s a c i ti z en .

2 . G e n e r a l F r a m e w o r k o f t h e C u r r i c u l u m

The c urri cul um of the Repub li c of Korea i s de si gned to:

1 ) he lp s tu de nt s u nd ers ta nd a nd a ct iv el y re sp on d t o s o ci al c ha ng es .

2 ) fo l l o w s y s t e m s o f t h e N a ti o n a l C o m m o n C o re C u r ri c u l u m w i th a n

E l e c t i v e - C e n t e r e d C u r r i c u l u m .


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3 ) o pti mi ze th e s ta ndards o f th e s ub j e ct are as f or i n- de pth l ea rn in g.

4) pro vi de di ffe rent areas of l earn ing an d di vers e te ac hi ng an d l earn ingm et h od s a c c or di n g t o s t u de n ts ' a b i li t i e s , a p ti t ud e s , a n d i n t er es t s .

5) p romote th e au to no my of l oc al s cho ol s in org ani zi ng and i mpl emen ti ng

t he ir o wn c urri c ul um.

6) es tabl is h a curriculum as ses sment s ys tem i n order to i mprove the qual ity

o f e du c at io n .


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. E d u c a t i o n a l G o a l s b y S c h o o l L e v e l

Th e c urri cu lu m e st ab li sh es o bj e ct iv es fo r e ac h s ch oo l le ve l i n o rde r to re al iz e a

m od el h u ma n b e in g .

1 . G o a l s o f E l e m e n t a r y S c h o o l E d u c a t i o n

S tuden ts are expe cte d to ac hi ev e b as ic ac ademi c an d l ife s ki ll s, whe n they

f in i s h t h ei r e l e me n ta ry s c ho o l e d uc a ti o n .

T hro u gh e l eme n ta ry s c h oo l e du c at io n , s t u de n ts a r e t o:

1 ) d ev el op a p hy s ic al l y a nd me nt al ly h eal th y i de nt it y.

2 ) de ve lo p b as ic l ife s ki ll s an d b e a bl e to e xp res s th ei r fe el in gs an d th ou ght s

t hr ou g h v ar io u s c o mmu n ic at i on t oo l s .

3 ) e xp l ore t he i r i n te re s ts a nd p ot en ti al s .

4 ) i n he ri t a nd a pp re ci at e Ko re an c ul tu ra l h eri ta ge an d t rad iti on s .

5) f orm h eal th y li vi ng h ab its a nd a l ov e o f n ei gh bo rs a nd th e c ou ntry .

2 . G o a l s o f M i d d l e S c h o o l E d u c a t i o n

Mi ddl e s cho ol s tudents c on ti nue to deve lop ac ademi c an d l ife s ki ll s, a nd are

e xp ec te d t o a ch ie ve q ua li ti es a nd c ap ac i ti e s a s c i ti ze ns of a d emo cra ti c s o ci et y.

T hr ou g h mi dd le s c ho o l ed uc at i on , s t ud en ts a re t o:

1 ) b ui ld s oun d bo di es an d mi nds and to be provi de d wi th ri ch e xperi en ces to


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e xp lo re th e s el f.

2 ) a cq ui re b as i c k no wl ed ge a nd p ro bl em- s ol vi ng s ki ll s n ec es s ary fo r l ea rn i ngand li ving and to be able to expres s thei r feeli ng s and thoug hts i n a

c r ea t iv e m an n e r.

3) explore career paths wi th a bac kground of knowledg e and experi ence in

various fields.

4) b e proud of thei r Korean c ul tural h eri tag e an d tradi ti on s an d b e wi ll ing t o

fu rt he r de ve lo p t he m.

5) u nders tan d th e val ue an d b as ic pri nc ipl es of democ rac y and b e fami li ar

wi th a demo crati c way o f l iv ing .

3 . G o a l s o f H i g h S c h o o l E d u c a t i o n

Hi gh s ch oo l e du cati on a ims to n urtu re s tude nts wi th th e di ffe re nt s ki ll s th ey

n ee d fo r the future, an d wi th pro perti es of g lob al c iti ze ns hi p. Th rou gh h ig h

school education, students should:

1 ) culti vate a s ound bo dy and mi nd, and dis cover their own values and

outl ook o n l ife.

2 ) b e ab le to thi nk, r eas on , and c ri ti ci ze i n c reati ve way s.

3) purs ue a broad- bas ed foundati on of knowl edg e and s kil ls for further

edu cati on and c areer dev el opment ac cordi ng to th ei r own i nteres ts and

talents.

4) p re se rv e an d s pread Ko rean c ul tu re an d t radi ti on s in a g lo bal s oc iet y.

5) c o ntri bute to the c on struc ti on and dev el opment o f a nati onal c ommuni ty

a nd d ev el o p a wa re n es s a nd v al u es a s w orl d c i ti z en s .


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. C u r r i c u l u m O r g a n i z a t i o n a n d T i m e ( U n i t )

A l l o t m e n t S t a n d a r d s

1 . C u r r i c u l u m O r g a n i z a t i o n

1 ) T he c urri c ul um c on s is ts o f T he Nat io na l C ommo n Ba si c C urri c ul um fro m

g rade one to g rade ten and the elec tive curric ulum in g rade eleven and

g ra de t we l ve .

2 ) Th e N at i on al C o mmo n c o re C u rri c ul u m i n c lu de s s u bj e c t d is c i pl i ne s , o p ti o na l

a ct iv it ie s, an d e xt ra cu rri c ul ar a cti v it ie s a s s ho wn i n t he < Ta bl e 1 > .

A. Th e s ub j ec t di sc ipl in es i n cl ude Ko rean Lan guag e, Moral E duc ati on ,

Social Studies, Mathem atics, Science, Practical Arts (Technology, Hom e

E co no mi c s) , P hy si c al Ed uc at io n, M us i c, F in e A rt s, a nd F ore ig n

L an g ua ge ( E ng l is h) . Ho we ve r, s ub j e c ts fo r g ra de s o ne a nd tw o i n cl ud e

K or ea n L a ng u a g e, M at h em at i c s , Moral Life, Exploring Life, Happy

Life, and We Are the First Graders.

B. O pt i on al a c ti v it i es i n c l ud e s u bj e c t- r el at ed a nd c re at i ve a c ti v it i es .

C . E xt ra c ur ri c u l ar a c ti v i ti e s i n c l u de a u to n o mo u s , a d ap ti v e , s e l f- d e v el o p me n t,

s o c ia l s er vi c e , a nd e ve n t a ct i vi t ie s .

3 ) Th e h ig h s ch oo l c urri cu lu m, wi th e lec ti ve p ro grams , c ov ers s ub j ec t

d i s c i pl i n e s a n d e x tr ac u rr i c ul a r a c ti v i ti e s .

A. T he s ub j e ct di s ci pl in es i nc lu de g en eral an d v oc ati on al an d te ch ni cal

s u b j e c t s .


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School

Grade Subject

Elementary School Middle SchoolHigh

School

1 2 3 4 5 6 7 8 9 10

S

u

b

j

e

c

t

s

KoreanLanguage

Korean

Language

21 0 23 8

Mathematics

1 20 1 36

Moral

Life

60 68

Exploring

Life

90 1 02

23 8 2 04 2 04 2 04 1 70 1 36 1 36 1 3 6( 8)

MoralEducation

34 34 34 34 68 68 34 34( 2 )

Soc ia lStudies

1 02 1 02 1 02 1 02

Soc ia l Studies

1 02 - 68 1 02( 6)

History

- 1 02 68 1 02( 6)

Mathemati cs 1 3 6 1 36 1 36 1 36 1 36 1 36 1 02 1 3 6( 8)

S c ienc e 1 02 1 02 1 02 1 02 1 02 1 36 1 36 1 3 6( 8)

PracticalArts

68 68

Technology and

H o me E c on o m ic s

68 1 02 1 02 1 02( 6)

(a) General subj ects include Korean Language, Moral Education, Social

S t ud ie s , Ma th ema ti c s, S c i e nc e, T e ch no l og y a nd H ome E co no mi c s ,P hy s i c al E d uc a ti o n , M us i c , F i n e A rt s , F o re i g n L an g u ag e s , C h i n es e

C h ar ac t er is t i c s , E as t er n C l as s i c s , a nd e l ec t i ve s . < T ab l e 2 >

( b) S pec iali zed s ubj e cts include prog rams of s tudy i n Agric ulture,

I n du s tr y, C omm erc e , F is h er y a nd M ari n e T ra ns p ort at i on , Ho me

Economics and Vocational Education, Science, Physical Education,

A rt s , F o r ei g n L a ng u a g es , a n d I n t er na ti o n al A f fa i rs .

B. E xt ra c ur ri c ul ar a ct i vi t ie s a re c o mp ri s e d o f a ut on om ou s , a da pt i ve , s e l f-

d e ve l o pm en t , s o c i a l s e rv i c e s , an d e v en t a c ti v i ti e s .

2 . T i m e ( U n i t ) A l l o t m e n t S t a n d a r d s

1 T h e N a t i o n a l C o m m o n C o r e C u r r i c u l u m


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School

Grade

Subject

Elementary School Middle SchoolHigh

School

1 2 3 4 5 6 7 8 9 10

Sub

jec

ts

P h y s i c a l

E d u c a t i o nHa ppy

Life

1 8 0 2 0 4

We Are th e

F i rs t G ra d er s

80

1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 6 8 6 8( 4 )

6 8 6 8 6 8 6 8 6 8 3 4 3 4 3 4( 2 )

Musi c

F in e A rt s 6 8 6 8 68 6 8 3 4 3 4 6 8 3 4( 2 )

Foreign

Language

(English)

3 4 3 4 6 8 6 8 1 0 2 1 0 2 1 3 6 1 3 6 ( 8)

Optional Activities 6 0 6 8 6 8 6 8 6 8 6 8 1 0 2 1 0 2 1 0 2 1 0 2 ( 6 )

Extracurricular

Activities 3 0 3 4 3 4 6 8 6 8 6 8 6 8 6 8 6 8 6 8( 4 )

Total 83 0 85 0 9 5 2 9 5 2 1 , 0 5 4 1 , 0 5 4 1 , 1 2 2 1 , 1 2 2 1 , 1 2 2 1,190( 70)

< Ta b le 1 > s h ow s th e mi n i mu m s c ho o l ho u rs i n a 3 4- w ee k s c ho o l ye ar . Ho we v er , s ch o ol s

c an c ut d ow n t o n o m ore th an 3 4 s c ho ol ho urs si nc e t he to ta l s ch oo l h ou rs i n a y ea r fr om

g ra de t hre e t o s i x h av e de cre as ed du e to a fi v e- d ay s c ho ol w ee k.

Fo r g rade o ne , th e n umb er o f s ch oo l h ou rs pe r we ek, i nc lu di ng o pti on al s ub j ec ts an d

e xt ra cu rri cu lar ac ti vi ti es , h as b ee n as si gn ed fo r 3 0 s ch oo l we eks . T he n umb er o f s cho olhours for We Are the First Graders i s th e sa me a s in M arc h.

A n i n s tr uc ti o n al h ou r e qu al s 4 0 m i nu te s i n e l em en ta ry s c ho o ls , 45 m i nu te s i n m i dd l e s c ho o ls ,

and 5 0 mi nutes i n hi gh s cho ol s. A s cho ol h owev er c an c hang e thi s ti me s pan dep endi ng o n

t h e w e at h e r a n d s e a s on , s t ud e n ts ' d e v e l o p me n ta l s ta g e s , l ea rn i n g c on t e nt , an d s o fo rt h .

T he nu mb er i n p ar en th es e s i n g ra de 1 0 d es i gn at es th e n um be r o f u ni ts .


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2 ) H i g h S c h o o l E l e c t i v e C u r r i c u l u m

A . G e n e r a l s u b j e c t s

< Table 2 >

Subjects Elective Courses

S

u

b

j

e

c

t

s

- K o r ea n L an g u ag e

- Moral Education

S p e e ch C o m mu n i ca ti o n ( 6 ) , R e ad i ng ( 6 ) , W r i ti n g ( 6 ) , G ra mm ar ( 6 ) ,

Litera ture( 6), Media Litera c y( 6)

E th ic s i n M od e rn L if e( 6 ) , E th i cs a nd T ho u gh ts ( 6 ) , T ra di t io n al

E th ic s( 6)

- S o cial S tudies Korean Geog raphy( 6) , Wo rl d Geog raphy( 6) , Economic Geo graphy( 6) ,

K o re a n C u l tu r al H i s t o ry ( 6 ) , U n de rs t an d i ng W o r ld H i s to r y( 6 ) , E as t

A si an H is to ry ( 6) , L aw a nd S o ci et y( 6 ) , P o li ti cs ( 6) , E co no mi cs ( 6) ,S o c i e ty an d C u l tu re ( 6 )

- Mathematics

- Sc ienc e

- T e c h no l o g y an d H o me

Economics

A pp l ie d M at he ma ti c s ( 6) , M at he ma ti c s( 6), Pre-Ca l c ul us a nd

Pre-Sta tistic s( 6), Ma th ema tic s( 6) , I nt eg rat io n an d S tat is ti cs ( 6) ,

G eo me t ry a nd V ec t or ( 6)

Ph ysic s( 6), Ch emistry( 6 ) , L ife S c ie nc e( 6 ) , Ea rt h S c i en c e( 6 ) ,

Ph ysic s( 6), Ch emistry( 6 ) , L if e S c ie n ce( 6 ) , E ar th S c ie nc e( 6 )

A g ri c u lt u ra l L i fe S c i e nc e ( 6 ) , E n g i n e er i ng T e c h no l o g y ( 6 ) , H o m e

E co no mi cs ( 6) , En te rp ri se M an ag eme nt ( 6) , Oc ean S c ie nc e( 6 ) ,

Information(6)

- P hy si cal Edu catio n Exerci ses and He althy Li fe( 4) , S po rts Cul ture( 4) , S po rts Sci enc e( 6)

- Music

- Fi ne A rt s

M u s i c Pe r fo r ma nc e ( 4 ) , M u s i c an d S o c i e ty ( 4 ) , U n d e rs t a nd i n g

Music ( 6)A rt i n L if e( 4 ) , Ar t A pp re c ia ti o n( 4 ) , A rt P ro d uc ti o n ( 6 )

- Foreign Lang uag es Engl is h( 6 ) , E n g l i s h( 6 ) , P ra ct i ca l E ng l i sh C o nv er sa ti o n( 6 ) ,

Advanc ed Eng li sh Conversation( 6) , E ng li sh R ead in g an d

W ri t i ng ( 6 ) , A d va nc e d E ng l i s h R e ad i ng an d W ri t i ng ( 6 )

German( 6), G erma n( 6), F renc h( 6), F renc h( 6 ) , S p a n i s h( 6 ) ,

Spa nish( 6), Ch inese( 6), Ch inese( 6), Ja pa nese( 6), Ja pa nese

( 6 ) , R u s s i a n( 6), Russia n( 6), Ara bic( 6), Ara bic( 6)

- C h i ne s e C h ar ac t e rs

a nd C l as s i cs

- Liberal Arts

C hi ne se C ha ra ct ers an d C las s ic s( 6 ) , C h in es e C h ar ac te rs a nd

Cl a ssic s ( 6)

Our Life and Phil oso phy( 4) , Life and Log i c( 4) , Life and

P s yc ho l o gy ( 4 ) , L if e a nd E du ca ti o n( 4 ) , L if e a nd R e li g i on ( 4) , Li fe a nd

E co no mi cs ( 4) , S afe ty a n d H ea lt h( 4 ) , C are er a nd O cc up at io n( 4 ) ,

Environment(4)

Total Units 1 32

Extrac urri cul ar Acti vities 8

Grand Total Units 1 40


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SubjectAreas Subjects Departments

Agricultural

L i fe I n du s t ry

U nd e rs t an d i ng o f A g ri c u lt u re , Te c hn i q ue s i n Ba s ic A g ri c u l tu r al ,

Agric ul tural I nforma tion Ma nagement, Agric ul tura l Ma na gement, Basic

Bi o t ec h no l o g y , C ul t i va t io n , T ec h ni q u es i n C ro p P ro d u ct i o n, F o re s t a nd

H um an Be i n gs , Te c hn i q ue s i n F o re s t R e s o ur c es , Ho r ti c u lt u re , L i v in g

H or ti c ul t ur e, P ro d uc t io n M at e ri al s , T e c hn i qu e s i n H or ti c ul t ure,

T ec hn iq u es i n H or ti c ul t ur e , Animal Resources, Techniques in

Breeding, T ec hn i qu e s i n Br ee di n g, S il kwo rm and S ilk Fabric s,

L an d s ca p in g , T e c hn i qu e s i n L an d s ca p e A rc h i te c t ur e, Tec h niques in

La ndsc a pe Arc hitec ture, Agric ul ture a nd Wa ter, Rural Community a nd

F a rml a nd Devel opment, Tec h niques in Agric ul tural Civil E ngineering,

Tec h niques in Agric ul tural Civil E ngineering, Agricultural Machinery,

F ar m S h op f or M ac hi n er y, Te ch ni q ue s i n A g ri c ul t ur al M ac hi n er y,Tec h niques in Agric ul tural Ma c h inery, F o o d S c ie n ce , F o od S a ni ta ti o n,

T ec hn iq u es in F o od P ro c es s in g, T ec h ni qu e s i n F o od P ro c es s i ng ,

Agricultural Products Distribution, Agricultural Products Distribution

Management, A g r i cu l t ur al P ro d u c ts D i s t ri b u ti o n M an ag e me n t,

E n vi ro n me n t C o n s er v at i o n , E nv i ro n m en t M an a g em e nt, Environment

Management, A g ri c ul t ur e a nd T o uri s m

P l an t R e s o ur ce s

Animal Resources

Agricultural Civil

Engineering

F o o d P ro c e ss i n g

Agricultural

Machinery

Landscaping

Agricultural

Products

Distribution

Information E n vi r on me n t a nd

Agricultural

Tourism

Biotechnology

Industry

I ntroduc tion to I ndustry, Ba sic Dra fting, Basic I nformation Tec h nology,

Professional Drafting, Mechanical Principles, General Electricity,

I ndustria l E ngl ish , Design of Ma c hines, Mac h inery Construc tion, Power

G enera tors, F l uid Mec h anic s, Air Mixing Arrangement, Ba sic Mac h inery

Mechanics, Machinery, Machinery, Industrial Equipment, Mold

Manufacturing, Electronic Machinery Theory, Mechatronic Circuits,

E l ec tronic Ma c hinery Mec h anic s, El ec tronic Ma c h inery Control , Ba sic

Robotic s, Robot Ma nufa c turing, G enera l Ma terial , Metal Ma nufac turing,

Material Processing, Casting, Metal Treatment, Electric Appliance,

E l ec tric Circ uits, E l ec tric a l Mac h ines, E l ec tric Power I nsta l l ment,

Mechanical

Engineering

Mechatronics

Metallurgy

Electrical

Engineering

Electronic

Engineering

Communication

Engineering

A p pl i e d C o m pu t e r

T he n u mb e rs i n p a re n th e se s a re t he n u mb e rs o f u n it s t o be c o mp l e te d . A u n i t i s t h e am ou n t

o f l earn ing i n a 5 0- mi nu te p eri od o f i ns tru cti on p er we ek for on e s emes ter, e qui val en t to 1 7

w eeks.

d el ete d

deleted

S ch oo ls m ay o pe n s pe ci al iz ed s ub j ec ts p re se nt ed i n < Tab le 3 > , o r n ew s ub j ec ts i f n ec es sary ,

w it h t he a pp ro v al o f t he s u pe ri n te nd e nt o f t he M et ro p ol i t an P ro v in c i al O ff ic e o f E du c at i on .

B . V o c a t i o n a l a n d t e c h n i c a l s u b j e c t s


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SubjectAreas

Subjects Departments

E l ec t ri c Po w er I n s ta l l me n t, E l ec t ri c a n d E l ec t ro n i c M e as u re m en t ,

Automa tion I nsta l l ment, E l ec tronic Mac h ines, Appl ying E l ec tronic s a nd

Computer Sc ienc e, E l ectronic Circ uits, E ngineering Control , G enera l

C o mm u ni c a ti o n , I n f or ma ti o n C o m mu n i ca ti o n , C o m m un i c at i o n S y s t e ms ,

C o mp ut e r S t ru c tu re , S y s t em P ro g ra mm in g , P ro g ra mm in g , D i g i ta l

Logic a l Circ uits, Surveying, Dyna mic s, Civil E ngineering Design,

G enera l Civil E ngineering, Civil E ngineering Ma terial s a nd Construc tion,

Hydrol ogy a nd Soil Mec h a nic s, Ca da stra l Computerization, Ca da stra l

Practicum, Architectural Structure, General Architectural Plan,

Construc tion Woodwork, Buil ding Construc tion, Buil ding Construc tion

, G eneral Design, Ch roma tic s Ma nagement, Model ing, Produc t Design,

I n du s t ri a l Ar ts , V i s u al A rt D e s i g n, C o m pu t e r G ra ph i c s, I n d u st ri a l

C he mi s tr y, U ni t M an i pu l at i on a nd P ro c es s Co n tr ol , Ma nu fa ct ur in g

Chemistry, Analyzing Chemistry, Functional Ceramics, Ceramics

Principles Process, Structural Ceramics, Ceramics Design, Fermentation

I nd us t ry , F o od P ro du c ti o n M ac hi n er y, Fo o d A na ly s is , F oo d I nd u st ry

Tec h niques, Textil e Ma teria ls,

S p in ni n g a nd W ea vi n g, W ra pp i ng a n d S e wi n g, D y in g a nd F in i sh i ng ,

G en e ra l P ri n t in g , P ri n t in g an d P ho t o g ra p h M at e ri a l , L i th o g ra p hy

P ri n t in g , S p e c ia l P ri n ti n g , P ho t o g ra p h a n d E l ec t ro n i c E ng r av i n g ,

P ho t og ra ph y T ec hn iq u es , A ut o mo b il e a nd C o ns t ru c ti o n M ac hi n ery ,

A ut o mo b il e E ng i ne s , A ut o mo b il e C ha ss i s , A ut o mo b i le E le c tr ic i ty a nd

E l ec t ri c C o n tr o l, C o ns t ru c t io n M ac h i ne ry S t r uc t u re a n d M ai n te n an c e,

Au to mo b il e Bo dy R ep ai r, S h ip Th eo ry , S h i p S tru ct ure , S hi p Bu il di ng ,G enera l Aircra ft, Aircraft Body, Airc ra ft E ngines, Aircraft E quipment,

Aircraft Electronic Equipment, General Environmental Industry, Water

Ma nag eme nt , A tmo sp he re an d N oi se Pre ven ti on , W as te D is po sal ,

C om pu te r G am e P lan ni ng , C om pu te r Ga me P ro g ram mi ng , C om pu te r

G am e G ra ph ic s , C a rt o on a nd Ba si c A ni ma ti o n, A ni ma ti o n P ro d uc t io n ,

C art oo n C re at io n an d D ra wi ng , F il m a nd Bro ad cas ti ng Pro du ct io n,

Ph otogra ph ing a nd Ligh ting, Broa dc asting System

Sc ienc e

Civil Engineering

Architecture

Design

Chemical

Engineering

Environmental

Industry

Ceramics

F o o d I n du s t ri e s

Textiles

Printing

Automobil e Sh ip-Buil ding

Aerospace

Engineering

C o m pu t e r G am e s

C ar to o n a nd

Animation

F i l m P ro d u ct i o n

BusinessInformation

Business E c onomic s, Computers, Princ ipl es of Ac c ounting, Business a nd

M an ag e me n t, M an ag e me nt a nd L aw , M ark et in g a nd A dv er ti s i ng ,

Ma na ge me nt I nfo rm at io n S y st em , En te rp ri se R es o urc e M an ag em en t,

C o mm un ic at io n P ra ct i cu m, C o s t A cc o un ti ng , Bu s in es s A cc o un ti ng ,

C al c u l at i ng A c co u n ti n g , T ax A c co u n ti n g , F i na nc e a nd L i v in g , G lo b a lM an ag e me n t , Bu s i ne s s E n g li s h , e - T ra de a n d I n te rn at i o na l Bu s i n es s

T ra de , D i s t ri b u t io n I n fo r ma t io n M an a ge m en t , L o g i s t i cs M a n ag e m en t ,

D a ta P ro c e s s in g , C o m pu t e r P ra c ti c u m, S o ft wa re D e v el o p me n t, Of fi c e

M an ag e me n t P ra c ti c u m, M u l ti m ed i a, M u l ti m ed i a P l an n i ng , M u l ti m ed i a

Pra c tic um, Web Progra mming, E l ec tronic Commerc e, I nternet Sh opping

Management

Information

Ac c ounting

Information

Trading

Information

Distribution

Management

Information

Processing


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SubjectAreas


M an ag e me n t , E l ec t ro n i c C o mm e rc e P ra ct i c um , I nt e rn e t M ar ke t i ng ,

I na ug u ra ti o n o f Bu s in es s

Multimedia

Electronic

Commerce

A pp l ie d D e si g n

Tourism

Fishery

and

Marine

Transportation

G enera l F ish eries, G enera l Ma ritime Affa irs, G enera l O c eanograph y,

F i s he ry a n d S h i p pi n g I n f o rm at i o n P ro c e s s in g , F i s he ri e s B i o l o g y, G en e ra l

F is h er y M an ag e me nt , T ec hn o lo g y, F is he ri e s, O ce an P ro d uc t s,

A qu ac u lt u re , D i s ea se s o f C u lt u re O rg an i sm s , S e af oo d P ro c es s i ng ,

S e a fo o d C i rc u l at i o n, O c e an E n vi r on m en t s , Ma ri t i me P o l lu t i on , G en e ra l

R ef ri g er at io n , R e fr ig e ra ti o n M ac hi ne s , R e fr ig e ra ti o n E qu i pm en t a nd

D e s i g n, H e a t E n g in e s , M ar in e A u xi l i ar y Ma c hi n er y , M ar i ne E l ec t ri c i ty

a nd E l ec t ro n i c s, M ac h i ne ry De s i g n a n d M an u fa c tu r in g P ro c e s s , S k i nS c u b a D i v i ng Te c hn i q ue s , Na v ig a t io n , S ea ma n s hi p , Ma ri t i me L aw ,

Ma ri ti me E ng l is h, M ari ne C arg o Tran sp ort at io n, E le ct ro ni c

T e le c o mm u ni c at i o n E n g in e e ri n g , E l e ct ro n i c T e le c o mm u ni c at i o n

A pp a ra t us , E l ec t ro n i c T e le c o mm u ni c at i o n O p er at i o n, R a w F i sh S l i c i ng

P ra ct ic u m, M ar in e L ei s ur e S p o rt s a n d T ou ri s m, D i st ri b ut i on L o gi s ti c s

i n P o rt s , M ar i ne I n fo r ma ti o n M an a g em e nt

O c e an P ro d u ct s

Fisheries

Aquaculture

Sel f-Ma na ging

Fisheries

S e af oo d S c i en ce

Ocean

Environment

Refrigeration

Machines

Power

Engineering

Navigation

Telecommunication

M ar i ne L e i su re

Sports

Distribution

L o g i s ti c s i n P o rt s

Marine

Information

Home

Economics

and

Vocational

Education

H um an D e v el o p me n t , F o o d a nd N u tr i ti o n , S c h o o l M e al M an a g em e nt ,K or e an C o o ki n g , O r i en t al C o o k i ng , W es t e rn C o o ki n g , C o n fe c t io n e ry a nd

Ba ki n g , C l o t hi n g M at e ri a ls a n d C a re , F a s hi o n D e s i g n, K o r ea n C l o t hi n g ,

W es t e rn C l o t hi n g , Em b ro i d er y a nd K n it t i ng , H o us i n g , I n t er i or D e s i g n,

F ur ni tu re D e si g n, D i sp l ay , P ri n ci p le s o f E ar ly C h i ld ho o d E du c at i on ,

E ar ly C h i ld ho o d E du c at i on P ro g ra m, E ar ly C h il d ho o d P la y P ro g ra ms ,

E ar ly C h i ld h o od C o u ns e l i ng , Ge n er al T o u ri s m , T o u ri s m Bu s i n es s

P ra ct ic u m, T o u ri s m S e rv i ce P ra ct i cu m, T o ur is m D i ni n g an d C o ok in g ,

T o ur i sm E n g li s h , To u ri s m J ap a ne s e , To u ri s m C h i ne s e , Ba s ic N ur s i ng ,

Publ ic Hea l th Nursing, Basic Nursing Cl inic a l Tra ining, Basic Wel fare

S erv ic e, E l de rl y P eo pl e S u pp ort , Ha ir S t yl in g, S k in C are , M ak eu p,

Public Health

Cooking Cl oth ing

I n t er io r D e s i g n

Early Childhood

Education

Tourism

Nursing

W el f ar e S e r vi c e

Be au t y A rt

Sc ienc e

Ph ysic s Experiments, Ch emistry E xperiments, Life Sc ienc e E xperiments,

E ar th S c i en ce E xp e ri me n ts , H i s to ry o f S c ie n ce , E l e ct ro n ic s S c i en ce ,I nf or ma ti o n S c ie nc e, I n fo rm at io n S c i en ce, Ad v an c e d M at h em at i c s ,

Ad van ced P hy si cs , A dv an ced C he mi st ry , A dv an ce d Li fe S ci en ce ,

Advanc ed Earth S c ienc e, Pro j ec t Work, Proj ect Work,

E n vi ro n me n t al S c i e n c e , C o n t em p or ar y S c i e nc e a nd T e c hn o l o g y, R e ad i ng

i n F o re i g n L an g u ag e s , Wo r ks h o ps , P h il o s o ph y in S c i e nc e


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SubjectAreas


Physical

Education

I n t ro d u ct i o n t o S p o rt s , S p o rt s S c i en c e f o r A t hl e t es , P h y si c al E d uc a ti o n

an d C are er, Fi el d an d T rac k, Gy mn as ti cs , A qu at ic E xe rc is e,

I ndividua l -I nterpersona l Sports, Tea m Sports, F igh ting Ma tc h , Winter

Sports, E xpressive-Creative Sports, F itness E xercise, Ath l etic Fitness,

S p ec i al i ze d S p o rt s f or Be g in ni n g A th le te s , S p ec i al i ze d S p or ts fo r

I nt erme di at e A th le te s, S pe ci al iz ed S p ort s fo r A dv an ce d A th le te s,

I nternsh ip for Sports Tourna ment, Sports Pedagogy, Coa c hing, Hea l th

M an ag e me n t, S p or ts Ma na g em en t a nd A dm in i st ra ti o n, P ra ct i ce i n

S p or ts o f M aj o r , Fi e ld T ra in i ng i n S p o rt s of M aj o r

Sports Matches

Sports Coaching

Arts

M u s ic T h eo r y, M u s i c H is t o ry a n d A p pr e ci a ti o n , S i g h t S i n g i ng a n d E ar

Tra ining, Pra c tic e in Ma jor, Ch orus, O rc h estra , Performa nc e, Computers

a nd Music , G enera l Pra c tic e

A rt T h eo r y, A r t H i s to r y, D r aw i ng , B a s ic P a i nt i ng , B a s i c S c ul p t ur e,

Bas ic D es ig n an d C raf ts , Pra ct ic e i n M aj o r, I mag e M ed ia an d A rt , Art

A pp re c i at i o n a nd C ri t i qu e

Understanding Dance, Basic Korean Dance, Basic Ballet, Basic Modern

D an ce , P ra ct i ce i n M aj o r , Mu s ic a nd D an c e, C h or eo g ra ph y, D a nc e

A pp re c i at i o n a nd C ri t i qu e

Understanding Litera ture, S tyl istic s, Cl a ssic a l Litera ture Apprec ia tion

an d C ri ti qu e, M od ern L it erat ure Ap pre ci at io n an d C ri ti qu e, Po et ry

Writing, Novel Writing, Pl ay Writing, Media a nd Litera ture

U nd er st an di n g D ra ma , S ta ge T ec hn o lo g y , A ct i ng , D ra ma

P ro d u ct i o n, D r am a A p pr ec i at i o n a n d C r it i qu e , U n de rs t a nd i ng F i lm , F i l m

T e ch n o lo g y , Fi l m C re a ti o n a n d E x pr e ss i o n , F i lm M ak i ng Pr ac t i ce , Fi l m

A pp re c i at i o n a nd C ri t i qu eUnderstanding Photography, Basic Photographing, Intermediate

P ho t og ra ph in g , P ra ct i ce i n D ark ro o m, Ph ot o gr ap h E di ti n g , D i g it al

P ho t og ra ph in g , E xp re s si o n T ec h ni q ue s i n D i gi t al Ph o to g ra ph y,

P ho t o g ra p h A p pr ec i at i o n a nd C ri t i q ue

Music

F in e A rt s

Dancing

Literary Writing D ram a a nd F il m

Photography

Foreign

Languages

A dv an ce d En gl is h, E ng li s h L is te ni ng , E ng l is h S pe ak in g, E ngl ish

Speaking, En gl is h R ead in g, En gl is h Wri ti ng , Cu lt ure s i n

E ngl ish -Spea king Countries, C u l tu r es i n E ng l i s h - S p ea ki n g C o u n t ri e s

, E n g l i s h G ra mm ar

Ba si c G er ma n, G er ma n L is t en i ng , Ge rm an S p ea ki ng, German

Speaking, Ge rm an R ea di ng , G erm an Wri ti ng , C ul tu re s i n

German-Speaking Countries, Cul tures in G erma n-Speaking Countries

, G erma n G ra mma rBasic F renc h , Frenc h Listening, F renc h Spea king, F re n ch S p e ak i ng,

F re nc h R ead in g, Fre nc h Wri ti ng , C ul tu re s i n Fre nc h- S pe ak in g

Countries, Cul tures in F renc h -Spea king Countries, F renc h G ra mma r

Ba si c S p an i sh , S p an is h L is t en i ng , S p an is h S p ea ki ng, Spa nish

Speaking, S p an is h R ead in g, S p an is h Wri ti ng , C ul tu re s in

E ngl ish

German

French

Spa nish

Ch inese

Japanese

Russia n

Arabic


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SubjectAreas


Spanish-Speaking Countries, Cul tures in Spa nish -Spea king Countries

, S p a n i s h G ra mm ar

Bas ic C h in es e, C hi ne se Li s te ni ng , C h in es e S pe ak in g, Ch inese

Speaking, Ch in es e R ea di ng , Ch in es e Wri ti ng , Ch in es e C ul tu re,

C h i ne s e C u l tu re, C h i n e s e G ra mm ar

B as i c J a pa n es e , Ja p an e s e L i s te n i ng , J ap a ne s e S p e ak i ng, Ja pa nese

Speaking, J a pa ne s e R ea di ng , J ap an es e W ri ti n g, J a pa ne s e C u lt u re,

J a pa n es e C u l tu r e, Japa nese G rammar

Ba si c R u ss i an , R u ss i an L is t en i ng , R us s i an S p ea ki ng, Russia n

Speaking, Ru ss ian R ea di ng , Ru ss i an Wri ti ng , Ru ss ia n C ul tu re,

R u s s i an C u l tu r e, R u s s ia n G ra mm ar

Basic Arabic, Arabic Listening, Arabic Speaking, Arabic Speaking,

Arabic Rea ding, Ara bic Writing, Arabia n Cul ture, Ar ab i a n C u l tu re,Arabic Grammar

International

Affairs

E ng l i sh R ea di n g fo r S p ec i fi c Pu rp o se s , Ge rm an R e ad i ng fo r S p ec i fi c

P u rp o s e s, F re n ch R e ad i n g f o r S p e c if i c P u rp o s e s, S p a n is h R e ad i n g f o r

S p e ci f ic P u rp o s e s, C h i n es e R e ad i n g fo r S p e ci f i c P u rp o s e s, J a p an e s e

R e ad i n g fo r S p e c if i c P u rp o s e s , R us s i a n R e ad i ng f o r S p e c if i c Pu rp o s e s,

Ara bic Rea ding for Spec ific Purposes, I nterna tional Pol itic s( 6 ) ,

International Politics(6), International Economics( 6), I nterna tiona l

Economics( 6 ) , G l o ba l I s s u e s, C o mp a ra t iv e C u l tu r es( 6), Compa ra tive

Cultures( 6) , I nforma tion Sc ienc e, I nternationa l La w, Understa nding

L oc al Co m mu n it i es , F ut u re S o c ie ty o f H um an Be i ng s , Tr ad i ti o na l

Ko re an C u lt u re , C o nt em po ra ry K or ea n S o c ie ty , K or ea n a s a F ore i gn

L an g u ag e , P r o j e c t W o rk( 6 ) , P ro j e c t W or k( 6 ) , P ra ct ic e i n Art s

H ig h s ch oo l fo r s pe ci al iz ed e du ca ti on s ho ul d o ffe r s tu de nt s at l eas t 8 0 u ni ts as re qu ire d i n

< T a b l e 3 > .

H ig h s c ho ol fo r s p ec i al i ze d e du ca ti on s h ou l d re qu i re st ude nt s t o c omp le te th es e s ub j e ct s i n

t h e f o l lo w i ng tr ac k s :

Agriculture: Understanding Agriculture, Basic Agricultural Techniques, Agricultural Information

Management

I n du s t ry : I n t ro d uc t i o n t o I n d u s tr y, Ba s i c D ra ft i n g , B a s i c I n fo rm at i o n T e c hn o l o g y

Business: Business Economics, Principles of A ccounting, Computers

F i s he r y a n d M ar i n e T ra n s p or ta t io n : F i s h er i es , Fi s h e ry a n d S h i p p i n g I n fo r ma t i on P ro c e s s i ng ,

G eneral Marine A ffairs (Fishery), G eneral Oceanography (Marine Transportation)

Home Economics and Vocational Education: Human Development, Computers

P h y si c a l E du c a ti o n : I n t ro d u ct i o n t o S p o r ts , S p o r t s S c i e nc e f o r A th l e t es , P h y s i c al E d u c at i o n


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a nd F ut ur e C are er

F ore ig n L an gu ag es : A b as i c c ou rs e i n e ac h F or ei g n L an g ua ge c ou rs e ( A dv an ce d E ng l is h ) ,

L i s t en i n g , S p e ak i n g , C u l t ur e , R e a di n g

International Affairs: Reading in English, Understanding Local Communities, Traditional

K or e an C u l t ur e

Me tro po li tan a nd p ro vi nc ia l s up eri nte nd en ts d ec id e th e n umb er o f re qu ire d u ni ts fo r a

s p ec ia li z ed c ou rs e i n e ac h c on te nt a re a. F or s tu de nt s i n F or ei g n L an gu ag e s an d I nt er na ti on al

A ffa ir s, t h e ma xi mu m n um be r o f re qu ire d u ni ts s h ou ld b e n o mo re t ha n e i gh t.

S ub j ec ts i n Fo re ig n La ng ua ge c ou rs es c an b e take n b y s tu de nts i n I nte rn ati on al A ffai rs

T ra ck a s th ei r F ore i gn L an g ua ge c ou rs es .


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c r ea ti v e o p ti o n al a c t i vi t i e s .

( b ) O p ti on al a ct iv it ie s i n mi ddl e s c ho ol s fo cu s o n C hi n es e C ha ra ct ers a ndClassics, Inform ation, Environm ent, Foreign Languages ( Germ an, French,

Spanish, Chinese, Japanese, Russian, and Arabic), and other elective courses.

( c) Opti onal ac tivi ti es i n the fi rs t year of hig h s c hool s hould be c hos en

fro m e le cti ve c ou rs es , o r fro m i nten si ve a nd s up pl eme ntary c las s es i n

Th e Nati on al C ommo n C ore C urri cu lu m. H owev er, i n h ig h s ch oo ls f or

s pe ci al iz ed educ ati on, the afore men ti one d s ub j ec ts c an b e s ub sti tuted

wi th s pe ci al i ze d s u bj e c ts .

D . E xtrac urri c ul ar ac ti vi ti es s ho ul d b e o rg an iz ed a nd i mp le me nt ed a s fo ll ows :

( a ) Eac h s chool c an dec ide the number of s chool hours ( uni ts ) f or extracurri cul ar

activiti es according to s tudent needs and unique conditions of schools and

l oc al c ommun iti es . The s ch oo l may arran ge a s eparate s chedu le for v ol unt eer

s erv ic e an d s cho ol - re late d e ve nts ac co rdi ng t o i ts o wn c on di ti ons .

(b) Deleted

( c ) Th e s ch oo l may as si gn mo re h ou rs ( u ni ts ) to e xt rac urri cu lar ac ti vi ti esthan are as s ig ned, and manag e thos e ac tivi ti es wi th flexibi li ty by

c o mb i n i ng o r s p l i tt i n g c l a s s e s .

2 ) T h e H i g h S c h o o l E l e c t i v e C u r r i c u l u m

T he E le c ti v e C u rr ic u lu m c o ve rs tw o y ea rs fr om g ra de s 1 1 th ro u gh 1 2 .

A. The total number of uni ts to be completed in the Elective Curri culum is

1 4 0, 1 3 2 f or e le ct iv es , a n d e ig ht fo r e xt ra cu rri c ul ar a ct iv it ie s .

B. C urri c ul um o rg an iz at io n a nd i mp le me nt at io n i n g en eral h i gh s c ho ol s

(a) Deleted


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(b) Deleted

( c) Elec ti ves are di vided into s i x dis ci pli nary ( or s ubj ect) gro ups forb al an ce d c ou rs e s e le ct io n:

H u ma n i ti e s a n d S o c i a l S c i e n c e s ( K o re a n L an g u ag e , Mo ra l E du c a ti o n ,

Social Studies)

S ci en ce an d Tec hno log y ( Math emati cs , S ci enc e, Tec hno log y and

H ome E co n om ic s )

P hy s i ca l E du c at i on ( P h ys i c al E du c at i on )

Arts ( Mu si c , F in e A rt s)

F ore i g n L an g ua g es ( E n g l is h , G erma n, F r en c h, S p a n is h , C h i ne s e,

Japanese, Russian, Arabic)

L i b er al Ar ts ( C h i n es e C h ar ac t er s a n d C l a s s i cs , L i b er al Ar ts )

Each s tudent s hall take at leas t one cours e in each g roup from

to , on e fro m Fo re ig n Lan gu ag es e xc ep t En gl is h, a nd two c ou rs es

fr om L i b er al A rt s .

( d) S tude nts are requi red to c ompl ete an i ntro duc to ry c ours e ( I ) in o rder to

s elec t a s ec ondary c ours e ( ) . H owever, t he s chool may exempt thi srequirement or s ubs titute other c ours es for the requi red cours e

ac cordi ng to c ondi ti on s, s tu den t demands , an d the n ature of s ubj e ct

areas.

( e) The MPOE and s c hools can res pectively s elect no l es s than 2 8 of 1 32

units of elec tives . S tudents may eventuall y s elect at leas t 2 8 units

ac co rdi ng to the g ui de li nes of the MPOE and the ir s cho ol s.

( f) Sc ho ol s may dec ide to i nc reas e or dec reas e th e s tandard u ni ts o f e ac h

el ec ti ve b etwe en two an d four un its . Howev er, o nl y s ub j ec ts wi th fo ur

u ni ts c an b e i nc re as e d.

( g ) D e l e t e d


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C. The org ani zati on and i mplementati on of hi g h s c hool s with s peciali zed

education( a ) S tu de nt s are re qu ire d to c omp le te 6 0 u ni ts f ro m th e Nat io nal C ommo n

Ba si c C u rr ic u lu m. I n cl u di n g t he s e, s t ud en ts s h o u l d c o mp l et e mo re t ha n

8 0 u ni t s f ro m g e ne ra l s u bj e c ts .

( b ) El ec ti ve s t ake n a s i nt ro du cto ry c ou rs e s fo r s p ec i al i ze d e du ca ti on c an b e

c ou nte d as c o urs e s i n t he Na ti on al C ommo n C ore C urri cu lu m.

( c) Cours es i n the c ore curri culum c an be opened in the 1 1 th g rade

d ep e n di n g on s t u de n ts ' n e e d s a n d s c h o o l f ac i l i ti e s .

( d) E lectives o f g eneral s ubj e cts c an be added or s ubtracted from two to

fo ur u ni ts .

( e ) El ec ti ve s o f g en eral s ub j e c ts a nd s pe ci al i ze d c o urs es a re i n te rc han ge ab le

w he n o rg a ni z in g t h e c u rri c u lu m.

( f) S pe ci al iz ed s ub j e cts fro m o th er trac ks can b e o pe ne d wh en n ee ds ari s e.

( g ) D e l e t e d

( h ) S t ud en ts i n v oc at io na l h ig h s c ho ol s wi th mu lti pl e t ra cks may co mp le te

c omp ul so ry s ub j ec ts i n a t rac k re late d to th e de partme nt.( i ) S cho ol s may reque st permi ss io n from the s uperi nte nde nt of the MPOE to

inc reas e the total number of uni ts by no more than 1 0 percent, i f

n ec es s ary . Ho we ve r, s ch oo ls fo r s pe ci al i ze d e du ca ti on c an o nl y i nc re as e

c o urs e s i n s p ec i al i z ed t ra ck s .

D . S ch oo ls c an o rg an iz e ei gh t u ni ts as si gn ed to e xtrac urri cu lar ac ti vi ti es i n

g ra de 1 1 a nd 1 2 , as ap pro pri at e t o t he ir n ee ds .


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2 . C u r r i c u l u m D e s i g n a n d I m p l e m e n t a t i o n a t

L o c a l a n d S c h o o l L e v e l s

1 ) T h e M e t r o p o l i t a n a n d P r o v i n c i a l O f f i c e o f E d u c a t i o n

A . C u r ri c u l um o rg a n i za ti o n

( a ) Th e M PO E s h al l p re s en t g u i de l in e s t o i t s l o c al e du c at i on a ut ho ri t ie s a nd

s ch oo ls wi th in th ei r j u ri sdi cti on fo r o rg an iz in g an d i mp le me nti ng th e

c u rri c ul u m a t e ac h s c h oo l le ve l , i nc l ud i ng t he f ol l ow in g ma tt ers :

Ti me allotment and i mplementati on of the s ubj ects , o ptional

a ct i vi t ie s , an d e x tr ac u rri c ul a r a ct i vi t ie s i n t he N at i on al C o mm on C o re

Curriculum

T he ro le an d fo cu s of s ub j e ct s, o p ti on al a ct iv it ie s, an d e xt rac urri cu lar

a ct iv i ti e s i n t he Na ti o na l C o mmo n C ore C urri c ul u m

De le te d

Ti me as si gn me nt an d i mp leme nt ati on o f e lec ti ve s ub j ec ts an d o pti on al

a ct iv i ti e s i n mi dd le s c ho o l

C urri cul um org an izati on an d i mpl emen tati on o f El ec ti ve C urri cul um

i n h ig h s ch oo l e le cti ve s

Es tabli s hment and impl ementation of new s ubj ects unl is ted i n the

curriculum

Es tabli s hment and impl ementation o f a new track or department in

h ig h s ch oo ls

C re at io n an d i mp le me ntati on o f c ou rs es i n g en eral hi gh s cho ol s

Number of uni ts to be completed for s peci al ized s ubj ects in

v oc at io nal a nd o th er s pe ci al i ze d h ig h s c ho ol s

Experiment and practice of s peci al ized s ubj e cts in vocati onal and


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o th er s pe ci al iz ed h ig h s ch oo ls

Fi el d work i n v oc ati on al hi gh s choo ls I ncreas e i n the total number of uni ts to be c ompl eted i n hi gh

schools

E va lu at i on o n s u bj e c ts , o pt i on al ac ti v i ti e s , an d e xt ra cu rr ic ul ar a ct i vi t ie s

A pp ro va l , d ev e lo pme n t, an d di s t ri b ut io n o f t ex tb o ok s

Earl y admi ss ion i nto s cho ol s, a cc el erate d g rade adv anc eme nt, a nd

e ar l y g r ad u at i o n

Ed uc at io n fo r s tu de nts wi th s pe ci al ne eds , s uc h a s g i ft ed o r d is ab le d

c hi ldren, c hi ldren who have retu rned fro m fo rei gn c ountri es , or

c h il dre n fro m a m ul ti - c u lt ur al fa mi l y

D ev e lo pm en t p ro c ed ure s a nd s t ru c tu re o f t he s c ho o l c u rri c ul u m

S el ec ti ng and maki ng us e o f re co mme nde d b oo ks fo r s tu de nt s to

read

Evaluation and qual ity c ontrol of the des ig n and i mplementati on of

t h e s c h o o l c u rr i c ul u m

S u pp ort i n i mp le me nt at io n o f o pti on al a nd e xt ra cu rri c ul ar a ct iv it ie s I mp le me nt ati on o f s p ec ia li ze d a nd a ut on omo us h ig h s c ho ol s

Others

( b ) The MPO E es tabl is hes a c ommi ttee for i nv es ti gati ng and c ons ul ti ng

curri cul um des ig n and i mplementation i n s chool s . The commi ttee

c o n s i s ts o f t e ac h e rs , ed u ca ti o n al a dm i ni s t ra t or s , c u rr i c ul u m e x pe rt s ,

s u b j e c t e x pe rt s , p a re n ts , c o m mu n i ty l e ad er s , a n d r ep re s e n ta ti v e s fr om

industrial sectors.

( c ) T he MPO E s ets t he fo cu s of e duc ati on i n l oc al s c ho ol s, c o ns ideri ng t he

n ee ds o f s t ud en t s, t ea c he rs , a nd re s i de nt s a c co rd in g t o l o ca l c o nd it i on s

a nd s i tu at io ns , a nd p ro vi de s a g ui de li ne fo r o rg an i zi ng a nd i mp le me nt in g


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t h e s c h o o l c u rr i cu l u m.

( d) The MPOE may conduct res earch on curric ulum organi zati on andi mp l em en ta ti o n i n c o ll a bo ra ti o n w it h s c h oo l s , r es e arc h i n s ti t ut es , c o ll e ge s ,

a nd i nd us tri es , a n d ap pl y i ts r es u lt s i n i mp ro vi ng t he g ui de li n e.

( e) The MPOE s hall d evelop and dis tri bute materials n ec es s ary for

org ani zing and i mplementing the curri cul um, a nd ens ure a ti mely

ap po in tmen t o f tea ch ers s o th at s ch oo ls c an de si gn an d i mp le me nt th ei r

c urri cu lum i n a ti mel y mann er.

B. Implementation

( a ) T he MP OE re gu la rl y s up erv is e s t he c urri c ul um de s ig n a nd i mp le me nt at io n

o f l o c al s c ho o ls an d p ro v i de s r el e va nt a i de s , g ui d an c e, a nd a dv i c e.

( b) The MPOE s hall plan and adminis ter in- s ervic e teacher traini ng

pro grams to i mprove teachers ' a bil ity to teach and handl e the s ubj ec t

areas, discretionary activities, and extracurricular activities.

( c) The MPOE s hal l es tabli s h a l ong - term teacher appointment plan to

ens ure the s tabl e operation of el ec ti ve s ubj e cts in mi ddle s chools andEl ec ti ve C urri cu lu m i n hi gh s ch oo ls .

(d) Deleted

( e ) T h e M PO E d ev el o ps a n d d is t ri b ut es t ea c hi n g an d l e arn i ng m at eri al s fo r

s ub j ec ts , o p ti on al a ct iv iti es , a nd e xtrac urri cu lar ac ti vi ti es . I t al so

p ro vi de s a dmi ni strati ve an d fi nan ci al s up po rt to as s is t s ch oo ls t o e qu ip

t he ms e lv e s w i th n ec e s s ar y fa ci l i ti e s a n d m at eri a ls .

( f) The MPOE s hal l provi de admi ni strati ve and fi nanc ial s uppo rt s o that

s chool s can manag e a l evel- di fferenti ated curric ulum for effec ti ve

teaching.

( g ) Th e MPO E appo ints te ac hers to smal l- sc al e s cho ol s for effec ti ve


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i mpl ementati on o f th e c urri cu lum, and prov ide s admi ni strati ve and

f i na n c i al s u p p or t f or s t u de n ts ' l e ar ni n g o p p or tu n i ti e s .( h ) T he MPO E ap po in ts c as e s ch oo ls o r demo ns trat io n s ch oo ls to i mp ro ve

t he de s ig n a nd i mp le me nta ti on o f c urri c ul um, a nd a pp oi n ts t ea ch ers fo r

a cti on re se arc h t o i mp ro ve te ac hi ng .

( i ) T he M PO E p ro vi de s a p pro pri at e e du cat io nal p ro g ra ms fo r g i ft ed s tu de nt s

a nd s tu de n ts w it h l e arn i ng d if fi c ul ti e s a n d d is a bi l i ti e s .

( j ) Th e M PO E s up po rt s s tu de nt s wh o h av e re tu rn ed fro m fo re ig n c o un tri es

t o c o mp l et e t he c u rri c ul u m, c o ns i de ri n g t h ei r p ri o r l e arn i ng e xp e ri e nc e s .

( k ) T h e M PO E o ffe rs s e c on da ry s c ho o ls w it h g u id el i ne s an d a dmi n i st ra ti v e

s upp ort i n o pe ni ng e le ct iv es o the r t han t ho se des i gn ate d i n t he c urri cul um.

( l ) Th e MP OE p ro vi de s v ari ou s o pp ort un it ie s t o me et t he c ou rs e re qu ire me nt s

i n the Nati onal C ommon Bas ic Curri cul um for s tudents who were not abl e

to c ompl ete them due to trans fer, s pe ci al admi ss ion, or s tudy abroad, or

those who want to take s ubj ects that are not available in their schools. It

also seeks ways to approve cours es that students have taken from

q ua l ifi e d s o ci a l e du c at i on i n s ti t ut es i n t he l o ca l c o mmu ni t y.( m ) T he M PO E s u pe rv i s es t he ' g o al - c o nt en t- i n s tr uc ti o n- e v al u at i on ' p ro c es s

i n i mp le me nti n g s u bj e c ts , o pt io na l a ct iv i ti e s, a nd e xt ra cu rri cu la r

a ct i vi t ie s , c ol l ec ts e mp i ri c al d at a, a n d u s es t he i r r es u l ts t o i mp ro v e t he

q ua li ty o f e du ca ti on .

2 ) T h e L o c a l O f f i c e o f E d u c a t i o n ( L O E )

A . C u r r i c u l u m o r g a n i z a t i o n

( a ) Th e LO E d ev el op s prac ti c al g ui de li ne s an d ma te ri al s fo r s u pe rv is i ng

e le me nt ary an d s ec on dary sc ho ol s wi th in th ei r j u ri s di cti on . Th e LO E


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s houl d refer to the g ui del ines from the MPOE in devel oping thei r

g u i de l i ne s an d ma te ri al s , w hi c h i n c lu de t he f ol l ow in g ma tt ers : D e ve l op me nt o f l e arn i ng a ct iv i ti e s ap pr op ri a te fo r l o ca l co n te xt s an d

conditions

C urri cul ar res ourc es an d s upport fo r o rg an iz ing and i mpl eme nti ng

t h e s c h o o l c u rr i c ul u m

C o op er at i on a mo n g l o c al s c ho o ls i n o rg an i zi n g an d i mp l em en ti n g th e

school curriculum

I nt er- s c ho ol c oo pe ra ti on i n t ea ch er ro ta ti on a nd a pp oi nt me nt .

I nte r- s c ho ol c oo pe rat io n i n s ha ri ng e du ca ti on al fa ci l it ie s a nd

equipment

O rg an i zi ng a nd i mp le me nt in g th e c urri c ul um ( e . g . co mb i ne d c l as s es )

fo r s mal l - sc al e s c ho ol s

Ev al ua ti on a nd q ua li ty c on tro l of t he s c ho ol c urri c ul um

Oth ers

( b) The LOE ens ures that c urric ulum org anization and i mplementati on i s

s tab le fo r the l oc al communi ty, an d o rg an iz es a s cho ol curri cul umc o mm i tt e e o f t e ac h e rs , e d uc a ti o n al a dm i ni s t ra t or s , c u rr i cu l u m a n d s u b j e c t

experts, parents, and com munity mem bers.

( c) The LOE s upports inter- school cons ultation i n org anizi ng and

i m pl e me n ti n g t h e s c h o o l c u r ri c u l u m.

B . I m p l e m e n t a t i o n

( a) The LOE re gu larl y s uperv is es l oc al s ch ool s to ens ure s uc ces sful

i mp l eme n ta ti o n o f t he s c h oo l c u rri c ul u m.

( b) The LOE offers loc al i n- servi ce teac her training prog rams for

o rg a n i zi n g a nd i m pl e me n ti n g t he s c h o ol c u rr i cu l u m.


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( c ) T he L OE d ev el o ps a nd d is t ri b ut es s u pp o rt in g m at eri al s fo r l o c al s c h oo l s

to o rg ani ze an d i mp le me nt th e c urri cu lu m.( d ) T he L OE p ro vi de s e du ca ti on al p ro gra ms f or g i fte d s tu de nt s, di s ab le d

s t u de n ts , re tu rn i n g s t u de n ts fr om f or ei g n c o u nt ri e s , an d s t u de n ts w i th

multicultural backgrounds.

( e ) T he L OE o rg an iz es i nt er- s c ho ol a nd i nt er- L OE c o op era ti on wi th re gard

t o a s s i g n i ng s t ud e nt s , r ot at i n g t e ac h e rs , s h a ri n g fa c i l it i e s , an d

mai ntai ni ng j o int e ffo rts i n c o- dev el op in g t eac hi ng an d l earn in g

materials.

( f) T he LOE appo in ts an d as si sts c as e s choo ls or demo ns trati on s cho ol s

c h o s en f ro m l o c al s c ho o l s a s w el l a s s u p po rt s t ea c h er c o n fe re n c es an d

i n- h ou se a nd d ep art me nt me et in gs .

( g ) Th e LOE ev al uates c las ses for s ub j ec ts , o pti onal ac ti vi ti es , an d

extracurri cul ar activi ties , and appl ies the res ul ts i n c ontrolli ng

educational quality.

3 ) S c h o o l

A . C u r r i c u l u m o r g a n i z a t i o n

< C om m on gu i d el i n e s >

( a) S chool s org ani ze and impl ement thei r own curri culum bas ed on the

g ui del in es fro m the MPOE and the LO E.

The number of s chool hours as s ig ned for s ubj ec ts , optional

ac ti vi ti es , and e xtrac urri cul ar ac ti vi ti es i n the c urri cul um mus t b e

compl eted withi n at leas t 3 4 weeks i n a year, and not any les s.

S chool s may di vi de the total number of s choo l hours in a year into

m on t hs a n d w e ek s ac c o rd i ng t o s e a s on a l ch a ng e s , s c h o o l s i tu a ti o n s ,

s t u de n ts ' n e e d s , an d o t he r e d uc a ti o n al co n di t i o ns .


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The ti me allotment for each day and week s hould be org ani zed to

create a balanc e among s ubj ect areas and the number of s chooldays . S ubj e cts within the curri culum, and the opti onal and

extrac urri cular acti viti es may be co mbined and taug ht i n block

schedules.

Mi ddl e s cho ol s an d hi gh s cho ol s c an adapt an i nten si ve c ours e- taki ng

s ys tem th at al lo ws st ude nts to me et t he c ours e re qu iremen ts in mo re

fl ex i bl e wa ys .

( b ) S c ho ol s s hal l o rg an iz e an adv is ory c ommi tt ee fo r a n e ffe cti ve de si gn

a nd i mp le me nta ti on o f th e s c ho ol c u rri c ul um, w h ic h c on s is ts o f te ac he rs ,

c u rri c ul u m a nd s u bj e c t e xp e rt s a s w el l a s p are nt s . T hi s c o mm it te e

c o n s u lt s t h e p ri n c i p al i n m ak i n g d e ci s i o n s o n s c h o o l c u rr i cu l u m.

( c ) S ch oo ls ma y o rg an iz e c urri c ul um fo r e ac h g rad e, cl as s ro om, an d s u bj e c t

area b as ed o n i ts g en eral framework for c urri cul um org ani zati on an d

implementation.

( d ) S c ho ol s s h ou ld c on s ide r t ea ch er o rg an i za ti on , s tu de nt c ha ra cte ri s ti cs ,

p a re n ts ' n e e ds , l o c a l c o mm un i t y n e ed s , a n d e du c a ti o n al c o n di t i o ns , s u c ha s fa ci l it ie s a nd e qu ip me nt , in o rg an iz i ng an d i mp le me nt in g th ei r

curriculum.

( e ) S c ho ol s o pe rat e l ev el - di ffe re nt iat ed c la ss es c on s ide ri n g th e fo ll owi n g

statem ents:

S u bj e c ts t ha t p ro vi de l ev el - di ffe re nt iat ed l es s on s c an t ak e a ddi ti on al

h ou rs fro m t ho se a ss i gn ed t o di s cre ti on ary ac ti v it ie s fo r fu rth er a nd

s u p pl e me n ta ry t e ac h i n g .

S t ud en ts ' g ro up s fo r l ev el - di ffe re nt iat ed c la ss ro oms ca n b e fl ex ib ly

organized c ons ideri ng the c ircums tances o f the s chool and the

students.


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( f) I n cas e s c hool s offer a c ours e for a s ubj ect unl is ted i n the c urri c ulum,

t he y s ho ul d fo ll ow t he ap pro pri ate p ro ce du re s i n th e MPO E' s g ui de li ne sf or c u rr ic u lu m o rg a ni z at io n a nd i mp l eme nt at io n .

< G u i de li n es b y s ch oo l l evel >

( a ) E le me nt ary s c h oo l s

S ubj ects as si g ned more than three hours p er week can be reduced

in the number of s chool hours per week by no more than one hour,

an d c omb in e re qu ire d s u bj e c ts w i th e xp eri en ti al l e arn i ng a c ti vi ti es ,

ac co rdi ng t o the n ee d of th e s ch ool s an d s tu den ts .

De le te d

I f s choo ls c omb in e mu lti pl e g rades into a c las sroo m, they c an

recog ni ze the s equence of c urric ulum or res tructure l earni ng

ma te ri a ls a ro u nd t he c o mmo n l e arn i ng t h em es .

S choo ls c an c ho os e el ec ti ve prog rams s uc h as th eme- bas ed wo rk,

t ea m- b a se d p ro j e c t s , s t ud yi n g l e arn i ng me th od s , o r i n te g ra te d

s ub j e c ts fo r t he ir o pt io na l ac ti vi ti es , c on si de ri ng th e n ee ds of t he

s c h o ol , t e ac h e rs , a n d s t u de n ts .

S c ho ol s s h ou ld o rg an iz e t he s e e du ca ti on al p ro g ra ms s o t ha t s tu de nt s

dev el op b as ic l ife s ki ll s and, e s pe ci al ly , an ab il it y to u se t he Ko re an

l an gu ag e i n a pp ro pri at e wa ys .

( b ) M i dd le s c ho ol s

De le te d

S c ho ol s ma y o rg an iz e a nd i mp le me nt o pt io na l ac ti vi ti es , c on s id eri ng

t h e f ol l o wi n g ma tt er s :

Th e s ch oo l may as si gn s ch oo l h ou rs fo r o pti on al ac ti vi ti es

fl ex ib ly , c on si de ri ng th e c irc ums tan ce s o f th e s ch oo l an d i ts


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students.

Deleted I n offering electi ve cours es , the s chool should ens ure that

s tudents have a rig ht to choos e a s ubj ec t by more than two

s ubj e cts at the s ame ti me .

( c ) H i gh s ch oo ls

Gene ral hi gh s ch ool s may org ani ze c ours es s o th at s tu den ts c an

c omp lete th e Nat io nal C ommo n C ore C urri cu lu m b y th e 1 0th g ra de .

De le te d

De le te d.

Ge neral h ig h s ch oo ls do n ot o ffe r a s pe ci al iz ed c urri cu lu m re late d to

s p ec i fi c c are e r p at hs . I n p ri n c ip l e, i n d i vi d ua l s tu de nt s b ui l d t he i r o wn

c ou rs es o f s tu dy b y sel ec ti ng e le cti ve s. S c ho ol s th at do n ot fal l

under Item 5 or 9 of Claus e 1 of Arti cle 90 i n the El ementary and

S e co nda ry Edu ca ti on L aw c an o ffe r c ou rs e s t o h el p s tu de nt s e xp lo re

the ir c aree rs a nd take adequate el ec ti ve c ours es . S c hool s s ho ul d

fo ll ow th e MP OE g ui de li ne s wi th re sp ec t to th es e matte rs . H ig h s c h oo l o pt i on al a c ti v i ti e s , i n cl u di n g c re at i ve o p ti o na l ac t iv i ti e s ,

s hall be connec ted to the curri culum with el ec ti ve prog rams in

g ra de s 1 1 a n d 1 2 , c o n s i de ri n g th e s t ud en ts ' i n te re s ts a n d n ee ds .

El ec ti ve s c an b e o rg an iz ed c on si de ri ng t he c irc ums tan ce s an d n ee ds

o f t he s c ho ol an d i ts s tu de nts . I n p art ic ul ar, wh en s tu de nt s re qu es t

a s pec ifi c opti onal co urs e not offered yet in the curri cul um, the

s c hool s hould be able to o pen the cours e to a certain number of

s tu de nt s, a s de si g na te d b y t he MP OE .

The number of s ubj ec ts that c an be taken i n a s emes ter s houl d not

e xc eed the reg ul ati on of the s uperi nte nde nts of the MPOE, whi ch i s


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s t e ps a c c or di n g to th e g u i de l i n es f ro m M P OE .

B . I m p l e m e n t a t i o n

( a) The s cho ol c urri cul um s hal l b e org an ized and i mpl emen te d th rou gh a

d emo c ra ti c p ro c ed ure w it h t he f ul l pa rt ic i pa ti o n o f a ll te ac h er s.

( b ) The o veral l c urri cu lar ac ti vi ti es in s ch ool sh oul d ai m fo r ho li sti c an d

i n te g ra te d d ev e lo pm en t o f s t ud en ts ' p ers o n al i ty .

( c ) T h e i nd iv idu al s c ho ol m ay o pe ra te l ev el - di ffe re nt iat ed c l as s es b a se d o n

t h e f ol l o wi n g c o n s i de ra ti o n s :

The s c hool or LOE may develop thei r own materi als for level-

d iffe re nt ia te d c l as s e s i n s te ad o f u s i ng t e x tb o ok s .

T he s ch oo l s hal l o ffe r s pe ci al s up pl eme ntary l es s on s t o ma ke u p th e

l os s o f s c ho ol h ou rs du e t o l ev el - di ffe re nti at ed c l as s es . T he s c ho ol

m ay de c id e i t s o wn p ri n c ip l es o f o rg a ni z in g an d i mp l eme nt i ng th es e

special supplem entary lessons.

( d ) Th e s ch oo l s ha ll o rg an iz e an d i mp le me nt i ts c urri cu lum taki ng th e

following matters into consideration: The s cho ol sho ul d pl an the fundamental el emen ts of eac h s ub j ec t to

b e t au gh t c o ns i st en tl y a nd s y ste ma ti c al ly .

The s cho ol s houl d l ead al l s tudents wi th c are to ac hi eve l earn ing

g o a l s , o ffe rs l ea rn i n g o p p or tu n i ti e s a n d m et h od s a p pr op ri a te fo r

s t ud en ts ' a b i l it i es , a nd h el p s s t ud en ts ke ep u p t he i r m ot iv at i on .

T he s c ho ol sh ou ld p ut e mp ha si s o n h el pi ng st ud en ts un de rs tan d c ore

c on ce pts a nd p ri nc ip le s an d ap pl yi ng t he m i n a n ew e nv iro nme nt. I n

p art ic ul ar, th e s c ho ol ma y c on c en tra te o n d ev el op in g s tu de nt s'

i nfo rma ti on p ro ce ss i ng a b il i ti es t o ma ke u s e o f v ari ou s d ata .

T he s c ho ol s h al l o ffe r n ot o nl y i nd iv idu al l e arn in g ac ti vi ti es b u t a ls o


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g ro up p ro j e c ts s o t ha t s tu de nt s h av e e xp eri en ce s o f s o lv in g p ro bl ems

t h ro u g h c o o p er at i o n. T he s cho ol sh al l e nc ou rag e i ndi vi du al iz ed i ns tru ct io n i n e ac h s ub j ec t,

a nd re co mme nd h an ds - on p ro j e ct s s uc h a s pre se nt at io n, d i s cu s si on ,

experiments, observation, surveys, collection, investigation, handicrafts,

fi el d tri ps , and s o on.

Th e o rde r o f c on te nts in s ub j e cts an d e xt rac urri cu lar ac ti vi ti es do es

n ot n ec es s ari ly de mo ns trate h ow s tu de nts l earn i n t he ir c las s ro oms .

Th e s ch oo l may de ci de th e o rde r, we ig ht , a nd me th ods of te ac hi ng

e ac h s u b j e c t , a c c or di n g t o i t s l e ar ni n g o b j e c t i ve s , l o c a l c i rc u ms t an c es ,

s e as o n al c h a n g es , a nd s t u de n ts ' n e ed s .

Th e s ch oo l s hal l u ti li ze [ us e] th e h uman an d p hys i cal re so urc es o f

th e c ommu ni ty fo r th e e ffe ct iv e o pe rati on o f s ub j e ct mat te r, o pti on al

a c ti v i t ie s , a n d e x tr ac u rr i cu l ar a c ti v i t ie s .

The s chool s hould pay s pecial a ttenti on to s afety i n experiments ,

fieldw ork, performance, and practicum.

The s chool mus t take a s tand ag ai ns t g ender s tereotypes i n alleducational activities.

( e) The s cho ol s houl d attempt to take a b al anc e amon g di ffere nt are as of

e xt ra cu rri cu la r ac ti vi ti es an d ke ep d ev el op in g u ni qu e c ul tu re b y fo cu si n g

o n i ts t ra di ti on a nd s tre ng th s.

The s choo l s hall us e the human and phys ical res ources of the

c ommun ity t o hel p s tu den ts de vel op thei r pers onal iti es , t as tes ,

i n t er es t s , an d s p e c i al s ki l l s .

Th e s cho ol s hal l o rg an iz e a ut on omo us gro up a cti vi ti es to de ve lo p

s t ud en ts ' c o mmu n it y m em be rs h i p a nd c i vi c c a pa ci t ie s .

T he s c ho ol may o pe ra te i ts e xt rac urri c ul ar ac ti vi ti es w it h fl ex ib il i ty .


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Th ey c an b e o rg an iz ed as i nt en si ve , c on se cu ti ve c ou rs es a cc ordi ng

t o th e l oc al c ommu ni ty , s ch oo l, an d th e n atu re o f e ac h a cti vi ty . Th e s ch oo l s hal l p ro vi de c ou ns el in g to h el p s tu de nts de ci de th ei r

fu tu re c are ers b as ed o n t he ir ap ti tu de s an d a bi l it ie s.

( f ) T h e s c h oo l s h a ll f u ll y u ti l i ze e du c at io n al b r oa dc as t in g p ro g ra ms , a ud io -

v i s u al ma te ri a l s , a nd o t he r m at er i al s , a s w el l a s te x tb o o ks , f o r e ff ec t i v e

teaching.

( g ) T he s c ho o l s h al l e nc o ur ag e c o mp ut er- a i de d i n s tru c ti o n, s uc h a s we b- b as e d

educational netw orks and multimedia.

( h ) Th e s c ho ol s ha ll en s ure th at t he fo ll owi ng edu ca ti on c ou rs e s a re ta ug h t:

democratic citizenship, character education, environmental preservation,

e c on o mi c s , en er gy c o ns e rv at io n , w ork e th i cs , h ea lt h e du c at i on , s afe ty

e du c at io n , s ex e du c at io n , c on s um er e du c at i on , c are er s, u n i fi c at io n o f t he

Ko reas , cul tu ral i den ti ty as a Ko rean, e duc ati on fo r i nt ern ati on al

u nd ers ta nd in g, ma ri n e l i fe , i n fo rma ti o n l i te ra cy a nd e th i cs , in te gri ty a nd

a nt i - c orr up t io n , w at er p re s er va ti o n , e d u ca ti o n f or s u s ta i na bl e d ev e lo pm en t,

e qu al r i g ht s f or b o th s e xe s , u n de rs t an di n g t he d i s ab l ed , u n i ve rs a l h u ma nri g ht s, s a fe ty a nd di s as te r d ri l ls a nd p re ve nt io n, m an ag i ng l ow b i rt h ra te s

a nd a ge d s o ci et ie s , re cre at io n, d efe ns e a nd v et era ns , r es pe ct i ng p are nt s,

e lders a nd tradi ti on , pro te ct in g ch il dre n an d t ee ns , u nde rs tan di ng

m ul t i - cu l tu ra l ed uc a ti o n, a r t a nd c u l tu re , u n de rs t an di n g ag ri c u lt ur e a nd

rural comm unities, intellectual property rights, media, effective

c ommun ic ati on and di sc us si on , an d wri ti ng s fo r th emes rel ated to the

Nati on al Co mmon Co re C urri cul um. S cho ol s shal l al so e ns ure t hat

o pt io na l a ct iv i ti es an d e xt ra - cu rri c ul ar a ct iv it i es op era te i n a cc ord an ce

wi th e ac h o th er a nd e nh an ce th e c on nec ti on amo ng s ch oo ls , fami li es , an d

local communities.


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( i ) T h e s c ho ol s h al l pro vi de mo me nt um c l as s es f or s tu de nt s to d ea l wi th

s o ci al i s su es un li s te d i n th e c urri cu lu m. I n th is ca se , t he s c ho ol s ho ul dfo ll ow t he g ui de li ne s fo r mo me nt um c l as s es .

( j ) The s choo l may pl an readi ng a cti vi ti es an d have th em u sed i n s ub j ec ts

s uch as Korean lang uage or in dis creti onary ac ti viti es and

e x tr ac u rr i c ul a r a c ti v i t i es .

( k) S choo ls that o ffer s pec ial edu cati on prog rams fo r s tude nts wi th

d is ab i li ti es m ay a dj u s t th e c urri c ul um c on s id eri ng t h e s tu de nt s' ab i li ti es ,

and us e the e duc ati on al mate ri al s an d c urri cul um for s tuden ts wi th

disabilities.

( l) T he s chool may offer after- sc hool and s ummer or wi nter vac ation

prog rams upon reques t fro m the s tu den ts and th ei r parents , and the

s chools s hould run thes e prog rams bas ed on s tudents ' voluntary

p ar ti c i p at i o n, i n p ri n c i p le .

( m ) T he s c ho ol s ha ll wo rk t o i mp ro ve t ea ch ers ' c ap ac i ti es b y fa ci l it at in g

p ro fe s s i o n al de v e lo p me n t a c ti v i t i es s u c h a s de p ar tm en t m ee t i ng s , a c ti o n

r es e a rc h , a n d t e ac h e r c o n fe re n c es .( n ) T he s c h oo l s h al l e v al ua te t he a pp ro p ri at en es s , v a l id it y, a n d e ffe c ti v en e s s

o f i ts o wn c urri c ul um o rg an iz at io n a nd i mp le me nt at io n. I ts r es ul ts s h al l

b e a pp li ed to i mp ro vi ng t he c urri c ul um o rg an i zat io n a nd i mp le me nt at io n

fo r th e n ex t s ch oo l y ear.

3 . E v a l u a t i o n a n d Q u a l i t y C o n t r o l o f t h e C u r r i c u l u m

1 ) T o c on tro l th e qu al i ty o f t he c urri c ul um, n at io n- w id e a ss es s me nt s wi l l b e

adminis tered on a regul ar bas is i n order to moni tor s tudents ' s chol as ti c

a c hi e ve me n ts , t h e q ua li t y o f e du c at i on al i n s ti tu te s i n cl u di n g s c ho o ls , a n d t he


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p ro ce ss o f c urri cu lu m d es i gn a nd i mp le me nt at io n.

A. A nati onal as ses s ment of each s ubj ec t as well as an as s es sment ofg ra de s of t he s tu de nts ' e du c at io nal a ch ie ve me nt w il l b e ad mi ni s te re d,

an d i ts res ul ts wi ll be appl ied to impro vi ng an d en hanc ing th e

a p pr op ri a te n es s o f t h e c u rr i cu l u m.

B. R eg ul ar eval uation of s chool s and the MPOE s hal l b e c onduc ted to

exami ne the effecti venes s o f s c hool c urric ulum org anization and

i m pl e me n ta ti o n , an d s u p po rt f ro m e d uc a ti o n al au t ho ri t i e s .

C. Res earch s hall be conducted to eval uate the appropri atenes s and

e ffe ct iv en es s o f t he c urri cu lu m o rg an iz at io n a nd i mp le me nt ati on s u pp ort

s ys tem. Res earc h wi ll beg in from the fi rs t year when the curri cul um

c o me s i n to e ffe c t t o i nv es t ig a te i ts r el e va nc y fo r s c ho o ls , g r ad es , a n d

s tudents . The evaluation of the curri culum will foc us on the

ap pro pri ate ne ss o f t he c urri cu lu m s equ en ce o rg an iz ati on , ti me ( u ni t)

a ll ot me nt , a nd g ui de li ne s f o r t he c urri c ul um de si g n an d i mp le me nta ti on .

2 ) The Mi nis try of Educ ation and Human Res ourc es Development ( MOE &HRD) s h al l offer a vari ety of ev al uati on tool s so th at ev al uati on wi thi n

s ch ool s can b e ac co rded wi th the phi los ophy o f the c urri cul um.

A . I t s ha ll p ro vi de g ui de li ne s fo r ' c ri te ri on - re fe re nc ed e va lu at io n' i n e ac h

s ub j ec t s o th at s cho ol s can e val uate s tude nts ' a ch iev emen t ag ai ns t th e

l e arn i ng o b j e ct i ve s o f t he c u rr ic u lu m.

B. I t s hal l es tabli s h a nati onal - level item bank s o that s c hools can us e

thes e i tems i n thei r own te sts t hroug h c omputer netwo rks s uc h as t he

Edunet.

C . I t wi l l pro vi de t es t me th ods , p ro c ed ure s, a nd t oo ls fo r s c ho ol s to a pp ly to

e ac h s ub j ec t.


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3 ) T he MPOE c an admi ni ster tes ts o n s tude nts ' ac ademi c ac hi eve ment and

c urri cu lu m o rg an iz at io n a nd i mp le me ntati on i n o rder to mai ntai n th e qu al it yo f t he c urri c ul um, an d t o i mp ro ve t he a pp ro pri at en es s a nd e ffe ct iv en es s o f

th e c u rri c ul um o rg an iz at io n a nd i mp le me nt at io n s ys te m.

4 ) S c h oo ls c a n o rg an iz e t he ir e va lu at io n c o ns i de ri ng t h e fo ll owi n g:

A. E val uati on s ho ul d b e re garded as p art o f an edu cat io nal pro ces s to hel p

al l s t ud en ts a t s uc c es s fu ll y re ac hi ng t h e g o al s o f t he c urri cu lu m.

B. Th e s ch oo l sh al l me as ure t he p ro gre ss o f s tu de nts ' ac hi ev eme nt wi th a

va ri ety of te st to ol s , mo ni to r th e l ev el of s tu de nt s' ac hi ev eme nt, a nd

ut il iz e th e re su lt s i n i mp ro vi ng th e qu al ity o f i ns tru cti on .

C . T he s c ho ol s h al l ma in ta in a b al an ce i n a ss es s i ng s tu de nt s' l e arn in g b y

me an s o f e s sa y t es ts , l earn in g a tt it ud es a nd c la ss ro om p arti c ip at io n,

i ns te ad o f j u s t u si ng mu lti pl e- c ho ic e te sts .

D . Th e s ch oo l s hal l de ve lo p a s et o f as s es s me nt s tan da rds fo r ex pe ri me nt,

p e rfo rm an c e, a nd p ra c ti c um c l as s e s .

E. The s c hool s hall develop vali d s tandards and cri teria i n as s es sings t ud en ts ' a c hi e ve me n t i n s u bj e c t a re as fo c us e d o n a ffe c ti v e, pe rfo rma ti v e,

a nd c re at iv e d ev el o pme nt .

F. T he s ch oo l an d i ts t eac he rs s ha ll e val uate wh at i s ac tu al ly tau ght i n th e

s chool curri cul um. S tudents are not tes ted on knowl edge and s kil ls

whi ch s chool s have not provi ded opportuni ties to learn, o r whi ch can

o nl y b e l earn ed from o uts ide s choo ls .

G . I n e va lu at in g s tu de nt s' de ve lo pme nt i n s u bj e c t are as , e l eme nt ary s c ho ol s

s h a l l k e ep w ri t te n r ec o rd s o n s t u de n ts ' p e rf or ma n c es , c h a ra c te ri s t i c s , a nd

l e v el o f a c hi e v e me n t.

H. The s cho ol s hal l de ci de t he fo cu s o f ev al uati on i n as s es s in g s tu de nt s'


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p e rf or ma n c es i n d i s c re t i on a ry a c ti v i t i es , c o n s i d e ri n g t he c h ar ac t e ri s t i c s o f

i ts s t ude nt s an d t he n atu re o f s ub j e ct -re late d an d c re ati ve di sc re ti on arya cti vi ti es . Th e ev al uat io n o f c re ati ve di sc ret io nary ac ti vi ti es s ho ul d b e

re co rde d i n d es c ri pt iv e s tat eme nt s.

4 . C u r r i c u l u m O r g a n i z a t i o n a n d I m p l e m e n t a t i o n i n

S p e c i a l S c h o o l s

1 ) Th e c urri c ul um e qu iv al en t t o e le me nt ary , mi dd le , a nd h ig h s c ho ol s s ha ll b e

o rg an iz ed i n ac co rdan ce wi th t he s tan dard c urri cul um.

2 ) Pri nci pals of s c hools under the j uri s dic ti on of the MOE & HRD shal l

o rg an iz e t he ir c urri c ul um i n re fe re nc e t o t he M PO E' s c urri c ul um g ui de li ne s .

3 ) S p ec i al s c ho ol s , s u ch a s ci vi c s c ho ol s , c iv i c hi g h s c ho ol s , t he t hre e- y ear

s en io r h ig h te ch no lo gy s c ho ol s , s pe ci al c l as s es f or wo rk in g yo ut h, a n d

s ch oo ls affi li at ed wi th i ndu stri al o rg an iz at io ns may o rg an iz e th ei r o wn

curri culum bas ed on the s tandard curriculum, dependi ng on their

c i rc u ms t an c es a n d s t ud en ts ' c h ara ct er is t i cs . I n t he s e c as e s , t he s c h oo l s s ha ll

o b ta in a pp ro v al fro m t he M PO E s u pe ri n te nd en t.

4 ) T he c urri cu lu m i n s c ho ol s t ha t o ffe r e ve ni ng cl as s es sh al l c omp ly wi th t he

s ta nd ard c urri cu lu m. H ow ev er, e ac h c la ss c an b e re du ce d t o 4 0 mi nu te s.

5) Corres pondence hi g h s chool s s hall foll ow the g uideli nes for elec ti ve

c urri cul um i n hi gh s cho ol s. The des ig n and ti me al lotment o f the c urri cul um

h owe ver c an b e mo di fi ed wi th t he MPO E s up eri nte nde nt' s ap pro val .


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A. S tudents should complete more than 1 70 units . Des i gn and ti me

al lotmen t s ho ul d c ompl y wi th that o f th e hi gh s cho ol c urri cul um el ec ti vecourses.

B. I ns tructi on s hould cons i s t of corres pondenc e i ns truc tion, i n- hous e

a tt en da nc e l e s so n s , a nd i n di v i du al i z ed c o rre c ti o n a nd m on i to ri n g .

C . Th e mi ni mu m h ou rs o f i n- h ou se c las s at te ndan ce i s 20 day s pe r ye ar.

6 ) S cho ol s s uc h as spec ial ize d hi gh s ch ool s and au to no mous s choo ls are

al lo we d to fl ex ib ly org an iz e an d i mp le me nt t he ir o wn c urri cu lu m ac co rdi ng

t o t he i r p hi l o so ph y , e d uc at i on al g o al s , a nd c h ara ct eri s t ic s .

A. The s cho ol c an i nc re as e o r dec reas e th e numb er o f s ch ool hou rs in e ac h

s ubj ec t withi n the rang e of the total number of uni ts requi red i n the

c ore c urri cu lu m. Ho we ve r, t he n umb er o f s ch oo l h ou rs i n e ac h s ub j ec t

c anno t b e l es s than 68 ho urs per y ear.

B. Th e h ig h s ch oo l may fre el y o rg an iz e e le cti ve s o th er th an s ub j e cts i n th e

National Common Core Curriculum, a cc ordi ng to the uni que

c h ar ac te ri s ti c s o f t he s c ho o l.C . Sp ec ial iz ed h ig h s ch oo ls ca n adj u s t th e n umb er o f t otal un its req ui re d fo r

g e ne ra l a nd s p ec i al i z ed s u bj e c ts .

D. T he s ch ool sho ul d fo ll ow th e MPO E g ui del in es in detai l wi th res pec t to

t he s e m at te rs .

7) I f s chools want to devel op and experiment with an exploratory way of

de si gn in g a nd i mp le men ti ng th e c urri cu lu m, th ey c an b e e xemp te d fro m th e

s tan dard g ui de li nes wi th ap pro val fro m th e Mi ni st er o f MO E & HR D.


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English Curriculum


# 2 0 0 8 - 1 6 0 [ s e p ar a te v o l u m e 1 4 ]


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E n g l i s h

1 . C h a r a c t e r i s t i c s

As the i nterac ti on among countri es is increas ing in di vers e areas ,

i n te rd ep en de n ce a mo n g c o un tri e s i s de ep en i ng . A s a re s ul t, a l on g wi th

i n t er na ti o n al c o m p e ti t i o n, i n t er na ti o n al c o o p e ra t io n i s b e c o mi n g m o re i m po rt an t .

D ue to th e de ve lo pme nt o f i nfo rmati on te ch no lo gy , a mo ve to wards a kn owl edg e

and i nformati on- bas ed s oc iety requi re s al l compon ents o f s oc iety, fro m

i nd iv id ua ls , to co rp ora ti on s, t o g o ve rn me nt ag en ci es , to b e a bl e t o u nde rs ta nd a nd

c o mm un i ca te k no wl e dg e a nd i n fo rm at i on .

E ng l is h, be in g t he mo st wi de ly u se d l an g ua ge , i s p lay in g a n i mp ort an t ro le i n

th e c ommu ni cat io n an d b on di ng b etwe en p eo pl e o f di ffe re nt n at iv e l an gu ag es . Fo r

e le me nt ary an d s ec on dary s ch oo l s tu den ts wh o mu st l iv e i n th e fu tu re , th e ab il ity

to communi cate in Eng lis h i s an es sential s ki ll that they mus t learn at s chool.

To c ontribute to the nati on and s oc iety, to s how l eaders hi p as a c os mopoli tan

c iti zen, and to en j oy a wi de rang e o f c ul tu ral ac ti vi ti es , the ab il ity to un ders tan d

and us e Eng li sh i s es senti al . The abili ty to communi cate i n Eng li sh wil l ac t as

a n i mp ort an t b ri dg e c on ne ct in g d iffe re nt c ou nt ri es , a nd wi l l b e t he d ri vi n g fo rc e

i n d e ve l o pi n g o u r c o u n tr y, fo rm i ng tr us t a mo n g v a ri o u s c o u n tr i es an d c u l tu re s .

En gl is h, at the el eme ntary s cho ol lev el , shou ld fo cus on dev el opi ng in the

s tu de nts th e ab il ity to u nde rs tan d an d e xp res s b as ic l an gu ag e u se d i n e ve ryday

l ife , whi ch i s th e b as is of c ommu ni cat io n. T ec hn ic al as pe cts of l an gu ag e,

es pec ial ly s poken l an guag e, are es sen ti al . Wi th reg ard to w ri tte n l an gu ag e

educati on, s tudents s hould be abl e to read and write s imple works i n Eng li sh

whi ch are c ompo sed i n c onn ec ti on wi th s po ken l an guag e educ ati on. I n s ec ondary


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s cho ol , En gl is h educ ati on , b as ed on the En gl is h taug ht at the el emen tary l eve l,

s tre ss es a b as ic ab il ity i n En gl is h, in o rder to u nde rs tan d fo re ig n c ul tu re s an dcul ti vate the potenti al to li ve i n the world of the 2 1s t century.

The character of each s tudent s hould be cons idered for Engl is h educati on in

e le me nt ary s c ho ol s . El eme nta ry s tu de nt s h av e s tro ng c uri os i ty , a nd th e

e xp eri e nc es of t he ir da il y l i ve s d ee pl y a ffe ct t he ir i de as an d ac ti on s . T he re fo re ,

the teac hi ng a nd l earni ng a cti vi ti es i n En gl is h wi ll b e mo re effec ti ve i f they are

compris ed of real li fe acti vi ties where s tudents can experi ence the j oy of

d i s c o ve ry t h ro u g h p e rs o n a l e x pe ri e n c e. Al t h ou g h e l e me n ta ry s t u de n ts l e ar n e a s i ly ,

bec aus e they have weak long -term memory and c an focus their attention for

on ly a s hort peri od o f ti me, appropri ate pedag og y s ho ul d b e appl ied to te ac hi ng

a n d l e a rn i n g E ng l i s h . V ar i ou s i n t er es t i n g e d uc a ti o n al me di a s u c h a s m ul t i me d ia

res ou rc es a nd i nfo rmati on and c ommun ic ati ons t ec hno log

00. korea - nationalcurriculum-english2008

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