School: General Information and Academic Administration

School Profile 

     Mengraimaharaj Wittthayakhom School, the third government high school in the district, was established and was declared belong to the Department of General Education, Chiang Rai Province by the Ministry of Education of Chiang Rai on 9th of January 1980. This school provides coeducation to support the students in the 5 sub districts surrounded by the Kok River, namely, Tambon Tha Sud, Nang Lae, Ban Du, Mae Khao Tom, and Rim Kok, created more opportunities to study at secondary level. 

      The school is located at the address of ―113 Moo 3, Tambon Nang Lae, Amphoe Mueang, Chiang Rai‖. It is 11 kilometres away from Chiang Rai City center. The site is located in the valley of 3 hills of the National Conserved Forest, 50 Rai of land has been 

granted to the school by the Department of Forestry. The land was completely deteriorated before the school was built. During the construction, number of trees has been planted and the school premises have been kept greenery since then. Currently, the atmosphere around the school is cool. 

    The School has commenced teaching since 1980. At first, there were only 4 classrooms, 175 students and 9 teachers in the whole school. Mr. Prasert Suwannajit was the first headmaster of this school. In 1987, the school was permitted an approval of starting a 

high school (Matthayom 4-6).  

   The school’s logo is the shape of a water drop. There is an image of King Mengrai in the middle of the logo. King Mengrai is the founder of Chiang Rai Province. 

Academic Support System 

     Currently, Mengraimaharaj Witthayakhom School is conducting under the Office of the Basic Education Commission Region 36 (Chiang Rai – Phayao) and Ministry of Education. The Education level has been permitted to teach high school (Matthayom 1 – 6, i.e 

Grade 7 – 12). And, there are 35 classrooms effectively running at the school.  Mr. Pramot Nopphawong is the director of the school. 

Materials and other learning sources 

   There are 3 main buildings, 1 multi-purpose building, 2 workshops, 1 canteen, 1 auditorium, 1 library, 1 guard house, 5 teacher’s houses, 2 janitor’s houses, 5 water closets, 5 sports fields, and 1 student’s lounge. 

     There are 170 computers, 1 external telephone, 1 fax machine, 50 televisions, 25 VCDs, 21 printers, 7 overhead projectors, 4 cars. 

Measurement and Evaluation system 

1. Learning Assessment  

Learning assessment must be based on two fundamental principles, i.e., evaluation for the purpose of developing the learners’ capacity and for appraising their achievements. With a view to succeeding in developing the learners’ learning quality, learners must be strengthened and assessed by availing of the relevant indicators, so as to achieve the learning standards prescribed. Such evaluation also reflects the learners’ major capacities and their desirable characteristics, which are the main goals of measuring and evaluating the learning outcomes at all levels, i.e., classroom level, educational institution level, educational service area level, and national level. Learning assessment is a process of enhancing the learners’ quality by using assessment results as data and information to show learners’ developmental progress and accomplishment. The data will also be useful for strengthening the learners, thus enabling them to learn to their highest potentiality. 

2. Classroom assessment  

Measurement and evaluation are part of the learning process. Teachers regularly and continuously measure and evaluate students’ performance in teaching-learning activities by using diverse assessment techniques, e.g., asking questions, observing, examining homework, assessing projects, tasks/assignments and portfolios, and using written tests, etc. Teachers will conduct evaluations themselves or provide learners with opportunities for self evaluation, peer-to-peer evaluation, and evaluation by parents. Learners who do not succeed in meeting the standards prescribed in the indicators will need remedial measures for teaching and learning.  

Classroom assessment s aimed at verifying whether and to what extent learners have achieved development and progress in learning through the provided teaching-learning activities, and determining what must be improved and which areas must be strengthened. 

3. School assessment  

This evaluation is conducted by the educational institution in order to appraise the learners’ achievements on an annual/semester basis, based on assessment of reading, analytical thinking and writing, desirable characteristics, and learner development activities. 

The aim is also to obtain relevant information about whether education provided by the educational institution has enabled learners to reach their goals of learning, and what are the 

learners’ strengths. The learning outcomes can also be compared with national assessment criteria. School assessment will provide data and information for improving policy, curriculum, projects and teaching-learning methodology. Evaluation outcomes are also useful for preparation of each educational institution’s educational quality development plan in accord with the educational quality assurance guidelines, as well as reports on each educational institution’s achievement to its school board, the office of the educational service area, OBEC, parents and the community. 

Curriculum 

   The Ministry of Education here in Thailand sets an implementation of the Basic Education Curriculum which served as the core curriculum for national education at the basic level (B.E 2551 (A.D. 2008)). The curriculum prescribed goals and learning standards. It also provided a framework and orientation for enhancing quality of life of learners who would attain virtue, which as well as capacity to maintain Thailand’s competitive position in the world community. 

Teaching Plan 

     Below is the Teaching Plan of Mengraimaharaj Witthayakhom School in Physics. 

  

LESSON PLAN 1 

School   : Mengrai Maharaj Witthayakom School 

Subject    : Sciences 

Grade/Semester : IX/odd 

Main Material  :  Direct Current

Time allocation : 1 x 50 minute

A. Core Competence  

CC 1 :  Living and practicing the religious teachings that he embraces. CC 2 : Living and practicing honest, disciplined, responsible, caring (polite, cooperative, tolerant, peaceful) behavior, courteous, responsive and pro-active and showing attitudes as part of solutions to problems in interacting effectively with the social and natural environment and in Placing ourselves as a reflection of the nation in the association of the world. CC 3 : Understanding, applying, analyzing factual, conceptual, procedural knowledge based on his knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization related causes of phenomena and events, and applying procedural knowledge to the field of study Specific in accordance with his talents and interests to solve problems. CC 4 : Processing, reasoning and chanting in the realm of concrete and abstract realms are linked to the development of the self-study in schools independently, and capable of using methods according to scientific rules. 

B. Basic Competence (BC) 1.1 Aware of the greatness of God who created and governed the universe through the observation of natural phenomena and its measurements. 2.1 Shows scientific behavior (curiosity, objective, honest, meticulous, careful, cautious, responsible, open, critical, creative, innovative and caring environment) in daily activities as a form of attitude implementation in conducting experiments , Reporting, and discussing 3.1 Understand the concept of Direct current 4.1 Conducting experiments of Direct current 

C. Indicators of Competence Achievement 3.2.1 Understand the concept of direct current 3.2.2 Understand the current, voltage and resistance  4.2.1 Do experiments and Measurement of electric current at direct current (using and not resistance) 

D. Learning Materials 1. Direct current  2. experiments and Measurement of electric current at direct current (using and not resistance) 

E. learning Methods 1. approach : Scientific 2. Model : problem based learning 3. Methods : demonstration, experiments, discourse  

F. Media, apparatus, and Learning Resources 1. Media   : Laptop, LCD, Whiteboard, Power point 2. The apparatus  : Box of the batteries, Lamp 2.2 V 0.5 A, Cable, Ammeter 3. Learning Resources : physics Book (class IX)