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SCHOOL PROFILES
Udon Thani International School
About the school
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Udon Thani International School (UDIS) was founded in 2013 by Siriphat Pukpo and Dr. Lindsay Stuart.
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The school is an authorised school for both the PYP and MYP and a candidate school for the Diploma Programme.
Curriculum
UDIS is an IB World School and uses a British influenced curriculum taught through inquiry-based learning. This provides the structure, depth and standards of individual subjects from the British curriculum, with the freedom of the inquiry approach which can help students forge understandings across all areas of their learning. With this curriculum we aim to develop students who can be world citizens with high level thinking skills that can easily continue their studies throughout the world.
UDIS offers the following programmes to our learners:
Early Years (2-5 years of age)
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The Early Years is based on the Early Years Foundation Stage (EYFS) curriculum and is a programme of instruction for children aged 2-5 years old. You can find out more about the Early Years at UDIS here.
Primary Years (5-11 years of age) -
The Primary programme, is based on the National Curriculum of England and comprises six levels for children aged 5-11 years of age (to 12 years of age for 2019/2020). You can find out more about the Primary programme at UDIS here. We teach our EY and PY programmes through inquiry based learning and the Primary Years Programme (PYP) from the International Baccalaureate. Find out more about the PYP programme at Udon Thani International School here.
Middle Years (11-16 years of age) -
UDIS is expanding into the middle years from August 2020. Our Middle Years Programme (MYP) will open from Year 8 and will use the MYP programme from the IB. Find out more about our Middle Years Programme at Udon Thani International School here.
Diploma Programme (16-18 years of age) -
UDIS will open a Diploma Programme (DP) in August, 2025. Find out more about the DP and how it is the best university preparation programme in Udon Thani here.
UDIS (Udon Thani International School
"Development rather than assessment"
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Focus on Skills Rather Than Marks:
Pedagogical Perspective: This approach is rooted in a constructivist pedagogy that emphasizes active learning and skill development. By prioritizing skills over marks, educators at UDIS likely recognize that assessments should measure a student's ability to apply knowledge and skills in real-world situations, fostering a deeper understanding of the subject matter.
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No Pressure for High Scores, Only Reflective Analysis:
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Focus on Mental and Well-being of Learners:
Pedagogical Perspective: This aspect highlights a commitment to a student-centered and socio-emotional learning (SEL) pedagogy. Acknowledging the mental and emotional well-being of learners is crucial for creating a supportive and nurturing learning environment. This approach recognizes that academic success is interconnected with the overall well-being of students, fostering a positive and conducive atmosphere for learning.
Farm Schools
"Learning Agriculture and Economics"
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Experiential Learning and Active Participation
Pedagogical Perspective: The emphasis on active participation and hands-on teaching aligns with experiential learning theories. By immersing in the daily rhythm of rural life and actively engaging with students, the educators gained a deeper understanding of the educational challenges and opportunities in a rural setting. This approach is in line with the idea that students learn best when they are actively involved in the learning process.
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Resilience and Creativity in Education:
Pedagogical Perspective: The challenges faced in the farm schools highlight the importance of resilience and creativity in education. Overcoming limited resources and infrastructure requires innovative teaching methods and a commitment to finding solutions. This experience underscores the idea that effective educators need to be adaptable and resourceful, capable of navigating various constraints to deliver quality education.
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Tailoring Lessons to Context
Pedagogical Perspective: Adapting lessons to resonate with the rural context demonstrates an awareness of the importance of contextualized learning. This aligns with pedagogical strategies that emphasize the relevance of education to students' lives, fostering a deeper connection to the material and promoting meaningful learning experiences.
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Cultural Sensitivity and Community Integration
Pedagogical Perspective: The immersion into the rural landscape emphasizes the importance of cultural sensitivity and community integration in education. Recognizing the unique needs and traditions of the community is crucial for effective teaching. This aligns with a culturally responsive pedagogy that values diversity and seeks to create inclusive learning environments.
Don Bosco Vitthaya School
English Program
Curriculum
Teaching Plan
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International Program (IP)
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Year 2021, Don Bosco Vitthaya School, The standard of teaching and learning for the English Program department has been extended to EP International. This is a Duo Program, which is a course organized by the Ministry of Education in English (English Program: EP) in accordance with Cambridge Assessment International Education (CAIE) standards.
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The core curriculum of the Ministry of Education and additional course of study to provide instruction in accordance with the Cambridge International Education standard. The integrated format is applied in additional courses such as mathematics, science and English, which can be used as a standard for learning and subject examinations to meet international standards. At grades 1-6 and grades 7-9
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Teaching and learning at the elementary level emphasizes academic and practical knowledge to create more intense life skills by studying with foreign teachers and native teachers.
Curriculum / Plan for Grade 1-6
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Intensive English Program [IEP]
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Don Bosco Wittaya School Use the school curriculum according to the Basic Education Core curriculum, BE 2551 (revised version), with the aim of developing learners to be good, intellectual, happy, capable.
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In further study And pursue a career in the future The school provides teaching and learning. Taking into account the development of the brain and individual differences.
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In addition, in line with the country’s educational reform and 21st century education management, it is a study plan that focuses on developing students into learning persons as follows:
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Learn music, practice with a teacher at Yamaha Music School Udon Somchai Nuek.
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Learn computer and Chinese language from True Click Life course.
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Learn to add knowledge of mathematics, science in English. With a teacher from Panya Panya Company Limited (Make A Wit Co., Ltd.)
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Learn to add English and Chinese from native speakers of foreign languages.
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Learn more math and science from Learn Anywhere in Grades 5-6.
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Learn to add math With teachers at King Mats Mathematics Skill Development Institute
Course (Teaching Plan)
1. Smart Program Study Plan (Special Class IPST.) : Thai Language Course
Learning Plan SMART / Special Class IPST.
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Is a Thai program that teaches intensive science. For students with high potential (Gifted) in science, mathematics and technology by providing intensive English language courses.
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Additional courses have been organized, focusing on physics, chemistry, bio-additional specialties ahead of the advanced level, and the course has been developed into a special science classroom project. Through cooperation (MOU) with the Institute for the Promotion of Science and Technology (IPST)
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By teaching from Mathayom 1 to Mathayom 3
2. Plan the Intensive subject Science on Math [the ISM] : Thailand courses.
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Intensive math and science study plan It is a study plan that focuses on the development of students in mathematics and science.
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For students with high potential (Gifted) in mathematics, there is a rich content of study. Including learning in the content above the grade level Science subjects use a comparable curriculum with IPST courses.
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By teaching from Mathayom 1 to Mathayom 3
3. Plan the Intensive English Program, [the IEP] : Thailand courses.
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Intensive English Study Plan It is a study plan that focuses on developing students into learning persons. And can continue to build on the language at the high level By organizing a curriculum covering subjects in 8 groups of learning subjects And add learning
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Teaching in English in two courses for another 4 lessons / week, including International Mathematics International Science and an additional 2 lessons of English language per week. Concentrated with foreigners And learn Chinese 2 additional lessons / week
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By teaching from Kindergarten 1 to Secondary 3.
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Don Bosco Vitthaya School
Language Barrier (English as a second language)
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Adaptability and Overcoming Challenges
Pedagogical Perspective: The ability to navigate and overcome language barriers demonstrates adaptability, a crucial skill in teaching. The experience highlights that effective educators must be resourceful and innovative when faced with challenges. This aligns with pedagogical theories that emphasize the importance of adaptability in diverse classroom settings.
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Joyful and Enjoyable Learning
Pedagogical Perspective: The emphasis on crafting activities that bring joy and enjoyment to the learning process aligns with constructivist and experiential learning theories. This approach acknowledges that effective teaching goes beyond the mere transfer of information; it involves creating meaningful and enjoyable learning experiences. This perspective resonates with the idea that joy and curiosity enhance the effectiveness of educational endeavors.
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Student-Centered Approach and Active Participation
Pedagogical Perspective: Encouraging active participation and creating an interactive learning environment aligns with student-centered pedagogies. This approach recognizes that students learn best when they are actively engaged in the learning process. The emphasis on the students' willingness to participate underscores the importance of creating a positive and inclusive classroom atmosphere.
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Cultural Sensitivity and Positive Learning Environment
Pedagogical Perspective: The acknowledgment of the significance of creating a positive learning environment and adapting teaching methods to the unique needs and interests of the class reflects a culturally sensitive pedagogy. This aligns with the idea that effective teaching considers the cultural context of the students, fostering inclusivity and understanding.