'Integrated teaching is more flexible'

Many principals say the new guidelines on integrated subject teaching create flexibility and increase autonomy, but they are only a temporary solution because the teacher shortage problem still remains.

On October 24th, the Ministry of Education and Training issued guidelines to address difficulties in teaching the two subjects of Natural Sciences (including Physics, Chemistry, and Biology), History, and Geography , collectively known as integrated subjects. The new guidelines were issued after the Ministry received numerous comments from teachers highlighting difficulties in teaching these subjects, primarily due to the lack of dedicated teachers.

For Natural Sciences , the Ministry recommends that schools assign teachers with expertise relevant to the content, following the curriculum. The teacher in charge of the subject in each class will coordinate with other teachers to check, evaluate, and agree on student scores.

As for History and Geography , schools can arrange to teach History and Geography simultaneously, meaning that History doesn't need to be completed before Geography can be taught; they can be taught concurrently within the same timeframe. Assessment and evaluation will also be conducted for each subject separately.

Mr. Nguyen Cao Cuong, principal of Thai Thinh Secondary School in Dong Da district, Hanoi , believes that many schools are also teaching integrated subjects according to the curriculum or teaching each subject in parallel. The common point is that teachers are responsible for the subjects they teach, and the number of teachers capable of teaching integrated subjects is very limited.

For example, Natural Science is taught jointly by Chemistry, Physics, and Biology teachers, instead of just one teacher, and similarly with History and Geography. The task of creating and grading tests is also agreed upon and divided among the teachers.

"Generally speaking, for schools that have implemented integrated teaching solutions in recent years, this guidance is not new," Mr. Cuong said.

Teachers and students of Thai Thinh Secondary School during the opening ceremony of the 2023-2024 school year, August 2023. Photo: School's Fanpage

However, Mr. Cuong assessed the Ministry's new guidance document as very detailed. This is evident in the appendix, which clearly states the number of lessons and tasks for each stage.

In addition to professional content, the Ministry provides detailed guidance on assigning personnel to be in charge of each subject. For example, the regulations for testing and evaluating two integrated subjects state that the principal must "assign a teacher to be in charge of the subject in each class."

"The detailed guidance will help schools that are still struggling to find solutions regarding staffing and integrated teaching plans," Mr. Cuong said.

The principal of a public secondary school in Ba Dinh district, Hanoi, believes that the Ministry's document demonstrates flexibility and increases the autonomy of schools. This is evident in the fact that the Ministry does not require all schools to teach integrated subjects in the same way, but only suggests that they can teach them sequentially or in parallel as individual subjects.

An expert from the Institute of Educational Research, Ho Chi Minh City University of Education, also agreed that the integrated teaching guidelines empower teachers and schools. Instead of imposing rigid requirements that force teachers to teach interdisciplinary subjects, the new guidelines allow teachers to teach and grade individual subjects, and then agree on a common grade for the integrated subject.

"This is a practical solution given the difficulties faced by many localities and schools. But in general, the Ministry remains committed to the integrated teaching approach," he said.

Students at Tran Quang Khai Secondary School, District 12, during their Natural Science class in April. Photo: NQ

However, Mr. Nguyen Ngoc Phuc, Vice Principal of Tran Duy Hung Secondary School in Hanoi, acknowledges that this is only a temporary solution. The reason why integrated teaching has not met expectations is the lack of specialized teachers, and more time is needed to train the current teaching staff. To teach integrated teaching in accordance with the spirit of the new curriculum, the Ministry needs to overcome this difficulty.

"I think this also requires universities to train regular students in Natural Sciences, History, and Geography Education so they can work in their specialized fields," Mr. Phuc said.

Principal Cao Duc Khoa of Huynh Khuong Ninh Secondary School in Ho Chi Minh City also believes that in the long term, the Ministry should aim for teachers to be able to teach interdisciplinary subjects, while the new guidelines mainly focus on teachers teaching only one subject.

According to Professor Khoa, it is possible that in the next 1-2 years, schools will gradually become familiar with integrated teaching, teachers will gain more experience, and there will begin to be a number of graduates from regular programs in Natural Sciences, History, and Geography Education. At that time, the Ministry should provide guidance, focus on, and encourage schools to teach integrated subjects in accordance with the spirit of the new curriculum.

Principal Nguyen Cao Cuong emphasized that regardless of the method used, schools must prioritize the interests of their students because the knowledge gained in junior high school plays a fundamental role in helping them choose their subject combinations and career paths when they enter high school.

"During this transitional period, the dedication, initiative, and responsibility of teachers are crucial. We must strive to ensure that students are not negatively impacted," Mr. Cuong said.

Mr. Phuc believes that in addition to following the guidelines, schools need to encourage single-subject teachers to upgrade and improve their integrated teaching skills. The new curriculum is being applied to grade 8 this year and grade 9 next year. These are two grade levels with in-depth curricula and lessons that overlap a great deal of knowledge. To teach effectively, single-subject teachers also need to know about integration.

Thanh Hang - Le Nguyen

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