What are the literacy competence requirements for primary school students according to Circular 32/2018 in Vietnam?

What are the literacy competence requirements for primary school students according to Circular 32/2018 in Vietnam?

Based on the regulations in the General Education Curriculum for Literature, issued along with Circular 32/2018/TT-BGDDT, literary competence is one of the essential competencies to be achieved at the primary level. Specifically:

At the primary level, students must distinguish between narrative and poetry texts (prose passages and poems); recognize the content of the text and the attitude, emotions of the writer; initially understand the effects of some formal elements of literary texts (language, characters, plot, rhymes, comparison, personification). They should be able to associate, imagine, and express themselves in a literary manner in writing and speaking.

For first and second-grade students: They must recognize who or what the text is about; recognize characters in stories and rhymes in poetry; distinguish between stories and poems.

For students in grades 3, 4, and 5: They should know how to read literary texts with expression; recount, summarize the main content of a story or poem; assess the characters, events, and the writer's attitude and emotions in the text; recognize the time and place, some types of rhymes, rhythm of poems, beautiful and unique words, images, and the effects of rhetorical methods like personification and comparison. Understand the meaning or lesson drawn from the text. Write narrative, descriptive passages and essays expressing emotions and the ability to associate and imagine.

See the General Education Curriculum for Literature: Download Here

What are the literacy competence requirements for primary school students according to Circular 32/2018 in Vietnam? (Image from the Internet)

What will the Literature subject help primary school students in Vietnam develop?

According to the goals set out in the General Education Curriculum for Literature issued along with Circular 32/2018/TT-BGDDT, the Literature subject will help primary school students develop the following:

- Help students form and develop essential qualities with specific manifestations: love for nature, family, homeland; have a sense of origin; love beauty and goodness and have healthy emotions; have a keen interest in learning, enjoy working; be honest and straightforward in learning and life; have a sense of responsibility towards oneself, family, society, and the surrounding environment.

- Help students initially form general competencies, develop linguistic competence in all skills of reading, writing, speaking, and listening to a basic extent: read correctly and fluently; understand the content, main information of the text; relate, compare outside the text; write correctly in spelling and grammar; write some sentences, passages, short essays (mainly narrative and descriptive essays); speak clearly; listen and understand the speaker's opinions.

Develop literary competence with requirements to distinguish between poetry and stories, know how to read poetry and stories; recognize the beauty of artistic language; have imagination, understand and be moved by the beauty and goodness of humans and the world around as expressed in literary texts.

What are the general requirements for special competencies of students according to the 2018 general education curriculum in Vietnam?

Based on the regulations in the General Education Curriculum issued along with Circular 32/2018/TT-BGDDT, the requirements for special competencies of students are as follows:

(1) Linguistic Competence

- The linguistic competence of students includes the ability to use Vietnamese and foreign languages; each competence is reflected through the activities: listening, speaking, reading, and writing.

- The requirements for linguistic competence for students of each grade and level are specified in the Literature and Foreign Languages curriculum and are implemented in all subjects and educational activities, appropriate to the characteristics of each subject and educational activity, with Literature and Foreign Languages being the main subjects.

(2) Mathematical Competence

The mathematical competence of students is reflected through the following activities:

- Understanding mathematical knowledge;

- Mathematical thinking;

- Applying learned knowledge and skills.

Mathematical competence is formed and developed in many subjects and educational activities, appropriate to the characteristics of each subject and educational activity. The most focused expression of mathematical competence is mathematical ability, which is primarily developed in the subject of Mathematics. The requirements for mathematical competence for students of each grade and level are specified in the Mathematics curriculum.

(3) Scientific Competence

The scientific competence of students is reflected through the following activities:

- Scientific understanding;

- Understanding nature, understanding society;

- Applying learned knowledge and skills.

Scientific competence is formed and developed in many subjects and educational activities, appropriate to the characteristics of each subject and educational activity, with the main subjects being: Nature and Society, Science, History, and Geography (at the primary level); Natural Sciences, History, and Geography (at the secondary level); Physics, Chemistry, Biology, History, Geography, Economic and Legal Education (at the high school level). Each subject's curriculum and educational activity helps students continue to develop scientific competence at an advanced level, increasingly specialized through grade levels (scientific competence; natural science competence, social science competence; physical competence, chemical competence, biological competence; historical and geographical competence, history competence, geography competence).

The requirements for scientific competence for students of each grade and level are specified in the curricula for Natural and Social, Science, History and Geography (at the primary level); Natural Sciences, History and Geography (at the secondary level); Physics, Chemistry, Biology, History, Geography, Economic and Legal Education (at the high school level).

(4) Technological Competence

The technological competence of students is reflected through the following activities:

- Technological understanding;

- Technological communication;

- Using technology;

- Evaluating technology;

- Technical design.

The requirements for technological competence for students of each grade and level are specified in the Technology curriculum and are implemented in many subjects and educational activities, appropriate to the characteristics of each subject and educational activity, with the Technology subject being the main subject.

(5) Informatics Competence

The informatics competence of students is reflected through the following activities:

- Using and managing information and communication technology tools;

- Responding appropriately in the digital environment;

- Solving problems with the support of information and communication technology;

- Applying information and communication technology in learning and self-study;

- Collaborating in the digital environment.

The requirements for informatics competence for students of each grade and level are specified in the Informatics curriculum and are implemented in all subject curricula and educational activities, appropriate to the characteristics of each subject and educational activity, with the Informatics subject being the main subject.

(6) Aesthetic Competence

The aesthetic competence of students includes music, art, and literary competence; each competence is reflected through the following activities:

- Understanding aesthetic elements;

- Analyzing and evaluating aesthetic elements;

- Recreating, creating, and applying aesthetic elements.

The requirements for aesthetic competence for students of each grade and level are specified in the curricula for Music, Art, and Literature and are implemented in many subject curricula and educational activities, appropriate to the characteristics of each subject and educational activity, with the three mentioned subjects being the main subjects.

(7) Physical Competence

The physical competence of students is reflected through the following activities:

- Health care;

- Basic movements;

- Physical sports activities.

The requirements for physical competence for students of each grade and level are specified in the Physical Education curriculum and are implemented in many subject curricula and educational activities, appropriate to the characteristics of each subject and educational activity, with the Physical Education subject being the main subject.