What is the sample feedback on specific competencies of students in Vietnam according to Circular 27? What are the steps for selecting textbooks used at the primary level in Vietnam?
What is the sample feedback on specific competencies of students in Vietnam according to Circular 27?
Teachers can refer to the following sample feedback on specific competencies of students in Vietnam according to Circular 27:
Sample feedback on specific competencies of students in Vietnam according to Circular 27
1.1 General feedback on specific competencies of students in 2025
| - The student has good calculation competencies and can appreciate the beauty of aesthetic objects. The student describes objects, events well in spoken and written language. - The student has developed language competencies and shows progress in calculation abilities. The student knows how to reason, present, and solve simple situations. - The student loves labor, shows determination to overcome difficulties; maintains awareness of protecting personal health, the health of family members, and the community. - The student calculates quickly, works methodically, knows how to maintain personal health and the health of family members. - The student has developed language competencies, good calculation abilities, appreciates the beauty of aesthetic objects, and is conscious of physical exercise at school. - The student has good calculation abilities and shows progress in reading comprehension. The student appreciates the beauty of aesthetic objects. - The student shows progress in reading and calculation competencies. The student effectively implements hygiene measures to protect personal health. - The student shows improvement in presenting objects orally and in writing and in calculation competencies. The student knows how to protect and maintain personal health. - The student can clearly and concisely present the necessary content. The student calculates quickly and appreciates the beauty of aesthetic objects. - The student describes objects orally and in writing well, shows progress in calculation competencies. The student knows how to protect and maintain personal health. - The student has developed language competencies and shows progress in calculation competencies. The student appreciates the beauty of aesthetic objects. - The student has good calculation competencies and appreciates the beauty of aesthetic objects. The student expresses coherently the required content in both speech and writing. - The student distinguishes well between story and poetry texts and executes mathematical thinking operations. The student has good observation competencies, selects harmonious colors when painting. - The student identifies mathematical models well through pictorial charts, recognizes characters in readings. The student actively participates in physical training activities and knows how to gather information as required. - The student possesses good problem-solving competencies in mathematics, presents clearly and to the point in speech and writing. - The student has good calculation abilities and appreciates the beauty of aesthetic objects. The student maintains personal hygiene to protect personal health. - The student can clearly present necessary content and appreciates the beauty of aesthetic objects. The student needs to improve calculation competencies. - The student appreciates the beauty of aesthetic objects and maintains personal health. The student needs to improve calculation competencies and clarity in presentation. |
1.2 Feedback on Self-learning and Autonomy Competencies
| The student knows how to self-serve. The student prepares school supplies and books well. The student adheres to classroom rules well. The student prepares lessons and work before coming to class. The student maintains personal hygiene. The student organizes home study time well. The student has high self-awareness in learning. The student maintains personal hygiene awareness. The student dresses cleanly and neatly. The student organizes the timetable reasonably. The student always strives to complete tasks well. The student performs certain self-serving tasks well. The student shows good self-serving awareness. The student completes assigned tasks on their own initiative. The student independently prepares and actively practices. The student maintains books and study supplies in order and tidy. The student has high awareness and knows how to maintain communal hygiene at school and class. The student shows self-learning and autonomy in all issues. The student always strives to self-serve. The student knows how to independently carry out study tasks. The student knows how to pose and answer questions. The student can independently execute study tasks. The student can collaborate with groups to complete tasks well. The student shows creativity in independently completing exercises quickly. The student shows ability in self-learning and self-control. The student can report group work results to the teacher. The student cooperates well with peers in group work. The student is capable of self-learning alone. The student effectively applies learned knowledge to life. The student shares learning results with friends and groups. The student applies learned knowledge to solve study tasks but needs improvement. The student shows initial ability in self-learning, needs to regularly maintain self-learning abilities. The student performs study tasks voluntarily but results are yet satisfactory The student shows good self-learning ability but results are not high. The student lacks self-learning awareness, requires additional practice. The student should be more self-aware in learning. The student does not know how to complete assignments independently and needs assistance from adults. The student knows to promptly seek help from friends. The student needs greater self-awareness in learning. The student completes study tasks independently. The student needs better organization of books and study materials in class. The student shows initial self-money awareness. The student often forgets books and study materials. The student lacks thorough lesson preparation before class. The student needs to take more care of books and study supplies. The student shows self-learning ability but the results are not yet satisfactory—be more diligent. |
1.3 Feedback on Communication and Cooperation Competencies
| The student is friendly with peers. The student knows how to share and cooperate with peers. The student is bold when working in groups. The student knows how to listen to others. The student shares with everyone. The student presents concisely, stating the required content correctly. The student has a clear voice, showing confidence. The student shows progress in communication compared to before. The student behaves friendly and shares with everyone. The student leverages collective consensus. The student shows friendliness and harmony with peers. The student demonstrates team spirit when working with others. The student has a high sense of community and shares well. The student helps classmates advance in learning. The student uses language suitably for the context. The student asks questions in class when not understanding the lesson. The student listens and respects others' opinions. The student presents clearly and coherently. The student uses language suitable for the audience. The student expresses opinions in front of a crowd. The student shares and helps friends. The student interacts friendly when working with peers. The student should be bolder when working with peers. The student cooperates well with peers. The student collaborates well with peers when working in groups and class. The student shares tasks with group members. The student has a good spirit of group cooperation. The student organizes and cooperates effectively in groups. The student communicates well, speaks loudly, and expresses clearly and understandably. The student listens to peers' opinions. The student presents briefly, clearly, and understandably. The student presents key points when exchanging with groups and class. The student organizes, communicates, and cooperates effectively in groups. The student collaborates well with group members. The student listens to others and cooperates well with friends. The student embodies friendliness and harmony with peers. The student listens and respects peers' opinions very well. The student shows friendliness and good cooperation with peers. The student follows group activity assignments well. The student communicates and cooperates but needs to speak louder and clearer. The student should be more proactive in sharing with peers in learning. The student is not bold in communication and cooperation. The student is not actively participating in group cooperation and sharing ideas. The student is shy in communication. The student is not actively participating in group cooperation and sharing ideas. The student should be more active in helping classmates learn well. The student should be bolder in communication and practice speaking louder. The student needs to listen to peers' opinions before evaluating an incident. The student should present ideas briefly and clearly! The student should present key points when exchanging with the group and class. |
1.4 Feedback on Specific Physical Competencies
| The student maintains personal hygiene properly. The student exercises sports independently. The student chooses appropriate activities suited for themselves. The student can self-regulate personal emotions. The student shares and cares for others independently. The student selects suitable attire for the weather. The student actively participates in cheering and encouraging friends. The student implements hygiene measures well to protect health. The student independently maintains personal hygiene properly. The student maintains a clean and green living environment. The student implements measures to maintain hygiene to prevent sickness well. The student states measures to maintain hygiene to protect health. The student knows how to select clothing suitable for weather conditions. The student understands how to maintain personal hygiene. The student understands how to exercise sports. The student knows how to select activities suitable for personal health. The student understands how to regulate personal emotions. The student understands how to share with others. The student understands how to empathize with others. The student participates in cheering and encouraging friends. The student knows how to select activities suitable for health. The student understands how to maintain personal hygiene properly. The student understands how to maintain environmental hygiene. The student knows measures to maintain hygiene to prevent sickness. |
*Note: Information is only for reference./.
What is the sample feedback on specific competencies of students in Vietnam according to Circular 27? What are the steps for selecting textbooks used at the primary level in Vietnam? (Image from the Internet)
What are the steps for selecting textbooks used at the primary level in Vietnam?
Under Article 7 of Circular 27/2023/TT-BGDDT, the process of selecting textbooks in primary schools is as follows:
Step 1: The council develops a plan to organize the selection of textbooks for the primary school; and assigns tasks to the council members.
Step 2: Organize textbook selection in the professional team
- Based on the council's plan and textbook selection criteria, the leader of the professional team develops a plan to organize textbook selection for each subject structured in the professional team and reports to the leader before implementation;
- Organize for all subject teachers of the primary school (including regular, contractual, seconded, visiting, and cross-school teachers) to participate in selecting textbooks for that subject;
- No later than 20 days before the first meeting of the professional team, the leader of the professional team organizes for the subject teachers to study the textbooks of the subject, write feedback forms, evaluate the textbooks according to the selection criteria;
- The leader of the professional team organizes a meeting with the subject teachers to discuss and vote to select 01 (one) textbook for that subject. If a subject has only 01 textbook approved by the Minister of Education and Training, the professional team selects the textbook without voting.
The selected textbook must have at least 1/2 (one-half) of the subject teachers voting for it.
If no textbook receives more than 1/2 (one-half) of the subject teachers' votes, the professional team must discuss, and vote again; the selected textbook is the one with the most votes in the second round.
In both rounds, if there are 02 (two) textbooks with the highest but equal votes, the leader of the professional team decides which to select.
The professional team's meetings are recorded in minutes including all feedback and assessments of the textbooks by the participating subject teachers with signatures of the leader of the professional team and the person assigned to take minutes;
- The leader of the professional team compiles the results and prepares a list of textbooks selected by the professional team with signatures from the leader of the professional team and the person assigned to prepare the textbook list.
Step 3: The council holds a meeting to discuss and evaluate the organization of textbook selection by the professional teams; reviews the meeting minutes of the professional teams; and the assessment sheets of the teachers;
Compiles the selection results of textbooks from the professional teams into minutes (including feedback and assessments on the organization of textbook selection from the professional teams; the list of selected textbooks from the professional teams), with signatures of the Chairman and Secretary of the council.
Step 4: The council proposes to the leader the list of textbooks selected by the professional teams under the regulations.
Step 5: The primary school prepares a textbook selection dossier to send to the Department of Education and Training. The dossier includes:
- Decision to establish the council of the primary school;
- Minutes of the council meeting as per regulations;
- List of textbooks selected by the primary school.
Must textbooks used at the primary level be selected from the List of textbooks approved by the Minister of Education and Training of Vietnam?
According to Article 2 of Circular 27/2023/TT-BGDDT, the principles for selecting textbooks in primary schools are as follows:
- Textbooks must be selected from the list approved by the Minister of Education and Training for stable use in educational institutions.
- Each grade selects 01 (one) textbook for each subject, educational activity (including optional study content and topics if applicable) conducted in educational institutions (hereinafter collectively referred to as subjects).
- The selection of textbooks must ensure democracy, objectivity, transparency, and student benefit.
Thus, according to the regulations, textbooks must be selected from the list approved by the Minister of Education and Training for stable use in educational institutions.
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