Bhutan Baccalaureate

> Bhutan Baccalaureate Learning Process
>
> Table of Contents

**Fundamental Principles** 3

> **Philosophical Underpinnings** 5 **Treasures** 7 Communities 10
> Aesthetics 10 Technology 13

**Learning Process** 14

> Learning Framework 16 Five Areas of Development 17 Emotional
> Development 17 Physical Development 20 Social Development 23 Spiritual
> Development 24 Cerebral Development 28 Domains 30 Dzongkha 30 English
> 31 Mathematics 33 Life Science 34 Computer Science and Technology 35
> Sports 38 Aesthetics 38 Skill, Processes and Watermarks 41 Roadmap 42
> Cross-Pollination 44 Cross-pollination of Roles 47 Teachers 47
> Coordinator 48 Head of Domain 48 Mentor 48

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> Dorm Parents 49 Teacher on Duty 49 Teachers as learners 50 Students as
> teachers 50
>
> Design of Cross-Pollination Review 50 Assessment 56 Portrait 58
> Motherboard 61 Learning Phases - Gomdri, Yardak and Shejun Phelrim 64
>
> TimeTable 66 108 Cycle 66 Learning Experiences 67 Nyondro 69 Nature
> Retreat 69 Daily Video logs: A Day in the life at The Royal Academy 70
> Cross-pollination Videos 70 Curiosity - Collection of Questions 71
> Community Learning 71 Learning Dzongkha through English and vice versa
> 74 Self-curated learning 75 Online Learning 76 Driglam Namzha 76 Seven
> Gifts 77 The Seven Institute 80 Textile and Design 81 Space and
> Technology 85 Culinary 87 Mountaineering 88 Agriculture and Livestock
> 94 Carpentry and Woodworking 96 Start-up Hub 95

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> **I. Fundamental Principles**
>
> The Bhutan Baccalaureate is rooted in the belief that building a
> strong, secure and prosperous world has to begin with realizing and
> developing our innate qualities of benevolence and service towards
> immediate as well as distant communities. As the founder and initiator
> of the Bhutan Baccalaureate, His Majesty, the King of Bhutan, Jigme
> Khesar Namgyel Wangchuck, has stated, 'The future is neither unseen
> nor unknown, but is what we make of it.' Based on this assertion, the
> Bhutan Baccalaureate strives to create the right environment for the
> development of future leaders, who can encounter with confidence the
> manifold and multidimensional challenges and opportunities of our era,
> so that they may build a more just and harmonious society on both
> local and global scales. Having briefly drawn the contours of the
> philosophical underpinnings, vision and inspiration for the Bhutan
> Baccalaureate, we now turn to some of the fundamental principles that
> govern its practices and implementation.
>
> First and foremost, as its foundation, the Bhutan Baccalaureate has a
> distinctive understanding of the individual and their place in
> society. As an educational model aimed at awakening the individual's
> innate potential, the Bhutan Baccalaureate recognizes that each
> individual is unique and a vital resource for the betterment of the
> world. From the moment of entry into the world, every individual comes
> endowed with a fundamentally wholesome nature from which emerge the
> qualities that will influence their experience of existence. This
> innate nature functions as a source of infinite potential for the
> realization of the person's aspirations throughout life.
>
> While this innate nature is fundamental to all human beings, it is not
> static. Owing to its interaction with the world, it is dynamic and
> continuously changing, both coloured by and colouring a human being's
> experience. The goal of the Bhutan Baccalaureate is the realization
> and actualization of this innate potential which is a manifestation of
> primordial wisdom. From this perspective, education is no longer just
> the acquisition and appropriation of external elements but also the
> means through which an individual comes in contact with resources and
> qualities that are innate to their own being. Every Learning
> Experience presents itself as an occasion to develop such inner
> resources so that they are readily available and employed through
> life's journey. The educational process of the Bhutan Baccalaureate
> begins within each person and is understood as a journey of inner
> development, eventually leading outwards. The development involves a
> process of nurturing qualitative growth -- the evolution of an already
> existent quality into its full potential.
>
> The Bhutan Baccalaureate thus sees education as a means of developing
> and actualizing the infinite potential of each learner's innate nature
> so that they contribute to a just and harmonious society. It is an
> educational model that views the individual as a whole and also seeks
> their development in a holistic manner. The Bhutan Baccalaureate views
> the academic or cerebral as but

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> one area of an individual's development. Of equal importance are the
> emotional, physical, social and spiritual dimensions of the
> individual. Their nurture and development, in addition to the
> development of the cerebral dimension, forms the core of the Bhutan
> Baccalaureate's curriculum. Every Learning Experience of the Bhutan
> Baccalaureate is geared towards the development of these five areas,
> striving to foster an environment in which a child can grow to become
> a cerebrally sound individual as well as one who can draw from an
> infinite store of inner resources in order to engage with all facets
> of life. Such a holistic understanding of the role of education both
> challenges and rectifies the consequences of the focus on cerebral
> achievements alone.
>
> The general state of our global environment is testimony enough to the
> lack of social, physical, emotional and spiritual maturity of its
> human inhabitants. This observation addresses another fundamental
> dimension of the Bhutan Baccalaureate. In addition to advancing a
> distinctive understanding to the individuals about themselves as a
> whole, the Bhutan Baccalaureate is also concerned with their role and
> interactions with nature. As mentioned earlier, the Bhutan
> Baccalaureate was conceived with the intention of enabling
> 'constructive contributory citizens of a community in a just and
> harmonious society'. The fluidity of these terms is intentional,
> allowing them to be interpreted according to the demands of any given
> context. Community, for example, can refer simultaneously to both
> human and broader sentient relationships. Likewise, its scope can span
> local, national and global settings. This is grounded in the
> recognition of the interdependence of all phenomena and the
> responsibilities that this relationship entails. The rapidly changing
> global environment that we live in today, for example, calls for
> individuals who are both conscious and mindful of their inextricable
> links to nature at large.
>
> A central facet of the Bhutan Baccalaureate's efforts to build
> constructive contributory citizens of the community is the dynamic and
> ever-evolving nature of its curriculum. The belief that all phenomena
> is in a constant state of flux, including individuals and societies,
> lies at the heart of the Bhutan Baccalaureate's vision of education.
> In order to enable the leaders of tomorrow to embrace future
> opportunities, educational systems need to be ever-evolving,
> constantly adapting not only to the needs of the present, but also
> those of an anticipated future. The learning frameworks of the Bhutan
> Baccalaureate organization and the participating schools change
> periodically, mirroring the changing aspirations of its community
> members, including students, parents, faculty and administrators.
> Through the use of roadmaps, each participating school collectively
> identifies the current, and long-term needs and aspirations of
> individuals and their communities and adapts its curriculum to meet
> the perceived challenges. This process ensures that the content of
> learning in the Bhutan Baccalaureate is never outdated, and is always
> engaging and beneficial to its learners both individually and as
> members of the community.
>
> Another important aspect of the Bhutan Baccalaureate's efforts to
> enable constructive contributory citizens is its relevance in
> different social and cultural contexts. As an educational model geared
> towards the development of each learner's innate resources for the
> betterment of both local and global communities, the Bhutan
> Baccalaureate is fully adaptable to the unique circumstances of any
> particular environment. This flexibility is ensured by the model's
> reliance on values that transcend cultural boundaries and through the
> dynamic nature of its curriculum which reflects the aspirations and
> needs of the particular school employing it. A harmonious balance
> between the two outlooks -- universal and local -- is fundamental to
> the Bhutan Baccalaureate's vision of education. While the content of
> teaching in two different geographical locations employing the Bhutan
> Baccalaureate may differ significantly, the underlying structure,
> methods and goals of education remain the same. In this respect, the
> Bhutan Baccalaureate is a tool or facility of inner development which
> is neither bound nor limited by a particular cultural context.
> Although it originates from the Kingdom of Bhutan and is infused with
> the country's outlooks and principles, its universal values make it
> applicable to any given context.
>
> The Bhutan Baccalaureate also re-envisions the way in which content is
> viewed in the teaching--learning process. The prevalent model of
> education compartmentalizes knowledge and delivers it to its learners
> in silos, conventionally called 'subjects' or 'Domain Areas'. Such a
> model ignores the fact that life itself is not compartmentalized.
> Real-world experiences require individuals to rely on skills and
> concepts that draw on multiple domains and perspectives. The tendency
> of educational systems to deliver

only siloed content does little to help students develop such skills.
Although the Bhutan Baccalaureate does make use of Domain

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> Areas, it simultaneously dissolves the barriers between them by
> creating non-siloed Learning Experiences. By shifting the focus of
> instruction from siloed content to larger overarching concepts,
> multiple views and perspectives are introduced to the learner. Take,
> for example, the concept of density. While a conventional educational
> system may treat it as content specific to Physics, the Bhutan
> Baccalaureate will introduce it as a larger concept having purview
> over the Domain Areas of Physics, Mathematics, Chemistry and
> Aesthetics, among others, and will explore it from all these
> perspectives. Such a method allows for a multidimensional and more
> complete understanding of the concept, teaching the learner to always
> consider multiple angles and approaches. Ultimately, such Learning
> Experiences help in understanding the mechanisms of learning itself,
> making learners aware of the ways in which skills are developed and
> utilized. The Bhutan Baccalaureate sees this conscious process of
> 'learning to learn' as one of the most vital and valuable assets which
> an education system can develop.
>
> Another essential feature of the Bhutan Baccalaureate is its
> appreciation of the centrality of the learner in the learning process.
> In addition to ensuring an ever-evolving curriculum, the use of
> roadmaps enables learners to take ownership of their Learning
> Experience and steer the course of their own inner development. When
> learners draft their individual roadmaps at the beginning of the
> academic year, they measure their strengths and weaknesses across
> Domain Areas as well as the Five Areas of Development (cerebral,
> emotional, physical, social and spiritual) by pointing to particular
> skills, processes and watermarks that they wish to develop. They also
> chart a course to transform perceived weaknesses into strengths.
> Roadmaps are living documents which learners revisit throughout the
> years in order to self-assess their development against their own
> indicators of success and set new goals for themselves. The individual
> roadmaps of learners are used to draft the roadmaps of groups,
> domains, each of the Five Areas of Development, the school, and
> finally the Bhutan Baccalaureate itself. Such a process rightfully
> places the learners at the very centre of the educational process,
> allowing them to chart their own course as well as that of their
> school community as a whole.
>
> A final and fundamental dimension of the Bhutan Baccalaureate is its
> understanding and use of assessment and measurements. Far from the
> usual interpretation of assessment as a method of testing, grading or
> ranking, the Bhutan Baccalaureate sees assessment as the engine that
> drives the progress of its educational model. We have already noted
> how learners assess themselves against their own indicators of success
> in their individual roadmaps. In addition, the school community, the
> learner's family and the extended community are offered opportunities
> to provide further observations on a particular learner's progress in
> each of the Five Areas of Development. From all of these inputs, a
> portrait of the learner emerges over time, which represents their
> overall journey of development. This portrait also becomes a vital
> source for the assessment of the school community itself. It is
> against the benchmark of the learners' overall successes that faculty
> and administrators are able to assess their own progress. This
> reciprocal understanding and the use of assessment becomes the primary
> means through which the Bhutan Baccalaureate gauges its own successes
> in awakening the innate potential of its learners and enabling them to
> become constructive contributory citizens of a just and harmonious
> society.
>
> **II. Philosophical Underpinnings**
>
> The ever-changing state of our world requires an educational model
> that is ever-evolving, constantly adapting to the necessities of the
> present and anticipating the needs of the future. At the Royal Academy
> in the Kingdom of Bhutan, we recognize this fundamental truth and,
> under the auspices of His Majesty the King, Jigme Khesar Namgyel
> Wangchuck, we have devised an educational model which strives to meet
> the trials and challenges of today's global environment. His Majesty
> the King, Jigme Khesar Namgyel Wangchuck, said on the occasion of
> Bhutan's 108th National Day celebrations on 17 December 2015, 'We
> aspire to build a just and harmonious society.' At the heart of our
> vision of education is the notion that our world is in a constant
> state of flux and we, its inhabitants, are inextricably linked and
> interdependent. As a result, our responsibilities as individuals are
> not limited to ourselves but extend to the communities of which we are
> a part. The primary function of our model of education, which we call
> the Bhutan Baccalaureate, is to enable children, young adults and
> adults to become constructive contributory citizens of a community in
> a just and harmonious society. A successful model of education is one
> through which individuals learn to

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> enrich their communities by providing compassionate leadership and
> service. Such a notion is fundamental to the vision of the Bhutan
> Baccalaureate.
>
> Before delving into some of the particularities and sources of
> inspiration for this educational model, a word of explanation for its
> title is in order. By 'Bhutan Baccalaureate' we invoke an educational
> model that is not only for Bhutan but from Bhutan. Here, the word
> 'Bhutan' has a dual connotation. On the one hand, Bhutan refers to the
> geographical location from which this particular educational model
> originates -- a physical space and community whose values continue to
> infuse its philosophy and trajectory. On the other hand, the term
> Bhutan also represents something much larger and more abstract than
> the geographical location. Long before the emergence of a Bhutanese
> state in the seventeenth century, the region encompassing modern-day
> Bhutan was often referred to as a 'hidden-land' (beyul -- སྦས་ཡུལ) by
> practitioners of Buddhism. This was understood as an abstract space
> accessed through extensive meditative practice and conducive to
> Buddhist contemplation. While the notion of a hidden land did match a
> physical location to some extent, its manifestation, however, only
> occurred through the cultivation of an enlightened perception. The
> hidden land which became synonymous with Bhutan represented a
> particular state of mind --the capacity to perceive an ordinary space
> as an earthly paradise. In this sense, the Bhutan Baccalaureate is not
> tied to any geographical location. Rather, it represents the clear
> perception of any space as one where inner growth is possible. True to
> this understanding, as an educational model, the Bhutan Baccalaureate
> recognizes all locations and cultural contexts around the world as
> fertile spaces for its implementation. In other words, the Bhutan
> Baccalaureate represents an approach to education which contextualizes
> the learning process with respect to any given place, time and
> community.
>
> Additionally, by 'Baccalaureate' we mean more than just the
> accreditation which qualifies individuals for a higher education. The
> Bhutan Baccalaureate views the educational process as a young
> individual's aspirational journey towards a position of merit and
> service to society.
>
> In order to develop constructive, contributory citizens of a just and
> harmonious society, the Bhutan Baccalaureate sees education as a
> holistic process that extends far beyond the mere acquisition of
> knowledge. It is a model of education that takes into account a more
> rounded and wholesome understanding of the learning process. The
> Bhutan Baccalaureate strives to break down the silos in schooling and
> ensure the development of a learner in the cerebral as well as in the
> emotional, physical, social and spiritual realms. These Five Areas of
> Development form the basis of the Bhutan Baccalaureate's ever-evolving
> curriculum in which each area is recognized as an integral part of a
> child's overall development. Here, by the term 'curriculum', we mean
> the totality of a learner's experience in the context of the school,
> both inside and outside the classroom.
>
> A central source of inspiration for this vision of education is the
> figure of Bhutan's patron saint, Padmasambhava. He was an eighth
> century visionary and pioneer who brought the Buddhist teachings from
> India to the Himalayan belt. He spent a significant amount of time in
> the region that would be called Bhutan and blessed every corner of the
> Bhutanese landscape. Padmasambhava is much more than just a historical
> figure. His universal symbolism is a rich metaphor for the Bhutan
> Baccalaureate's activities.
>
> The first, and perhaps the most important, dimension of Padmasambhava
> that moulds the practices of the Bhutan Baccalaureate is his
> embodiment of the truths that he transmitted through his teachings. At
> the heart of Padmasambhava's philosophy is the realization of
> primordial wisdom (yeshey -- ཡེ་ཤེས), which the Bhutan Baccalaureate
> sees as its mission, to harness or awaken in every learner. Primordial
> wisdom here is understood as the realization of our innate nature,
> which is fundamentally pure, joyful, wholesome, creative and
> ever-evolving. Primordial wisdom is a source within ourselves of
> infinite potentiality that allows us to continuously evolve. Because
> it is innate, it is timeless and perpetual. It recognizes the
> interdependence and constant state of flux of all phenomena, and
> therefore it pushes us to recognize our own nature as not fixed but
> continuously transforming. Harnessing or awakening our primordial
> wisdom means engaging in a sustained process of self-introspection in
> order to recognize our own innate nature. It is an inner journey of
> endless self-discovery through which we come to understand our place
> within ourselves and the world.
>
> Padmasambhava is known in Bhutan as 'Guru Rinpoche', which translates
> as 'precious guru' or 'precious teacher'. He is the quintessential
> teacher. In the system of Padmasambhava, the external guru or teacher
> wholly adapts all the teaching to the particular aptitudes of the
> student. The guru recognizes that every student is unique, and
> therefore provides tailor-made instructions for them. In addition,
> Padmasambhava's system recognizes that the true guru is within, and
> thus strives to awaken this inner guru in every student. Similarly,
> the Bhutan Baccalaureate recognizes that each student is his or her
> own teacher and has the capacity to self-direct their learning. The
> faculty, who are also continuously learning, help the students to
> design their own learning process and self-assess their personal
> development. The students' ability to be their own teacher enables
> them to become active and creative participants in the learning
> process rather than passive receptacles of knowledge.

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> Padmasambhava also represents a unique approach to learning. As a
> pioneer who brought something new with him to the places he travelled,
> his approach was not one of replacement or displacement. Rather,
> Padmasambhava incorporated all systems of knowledge within his own.
> And yet, he never undermined the purity and integrity of his own
> system. In Padmasambhava's system, all experiences are a valid means
> of attaining the fundamental truths that he shared. Similarly, the
> Bhutan Baccalaureate recognizes that each child possesses a unique and
> budding system of knowledge. Each student's background is considered
> valuable and incorporated into all Bhutan Baccalaureate schools as a
> means of enriching them. The wealth of experiences that each child
> brings to the Bhutan Baccalaureate is seen as an asset that
> strengthens its core ideals.
>
> In Padmasambhava's approach, there is no single path to the awakened
> state of primordial wisdom. Rather, there are thousands of paths
> leading to the same goal, each one suited to the particular aptitudes
> of a particular individual. Buddhist texts often use the analogy of a
> raft crossing a river to make sense of this multitude of paths and
> approaches. This is used to explain the crossing of the river of
> saṃsāra and attaining the shores of nirvāṇa. Depending on the river
> and the individual crossing it, the raft can take many shapes and
> forms, and it may chart any number of routes. What matters is the
> crossing of the river successfully. Similarly, the content of what is
> taught in the Bhutan Baccalaureate is adapted to the particular
> conditions surrounding each learner. It is the learning process that
> is valued in the Bhutan Baccalaureate, not the mere acquisition of
> knowledge. Today, students can access an infinite amount of
> ever-changing information, and therefore their ability to effectively
> integrate and use new knowledge for their self-actualization is more
> important than the content of their knowledge. In other words, the
> Bhutan Baccalaureate sees the particular content of its curriculum as
> a raft to cross the river of learning. What matters here is the
> crossing of that river (i.e., the learning process) since the rafts of
> many shapes and forms can take a multitude of routes.
>
> Another important feature of Padmasambhava's teachings is that they
> follow the Himalayan Buddhist practice of unearthing treasures (terma
> -- གཏེར་མ). When he travelled through the Himalayan region in the
> eighth century, Padmasambhava realized that the people were not yet
> ready to receive a number of his teachings. So, he buried these
> teachings in the natural world or in the minds of his disciples so
> that they would be discovered and revealed to later generations at the
> appropriate time. Since the eighth century, a number of practitioners
> known as 'treasure-discoverers' (terton -- གཏེར་སྟོན) have been
> unearthing these treasures in the form of teachings and sharing them
> with the world. Similarly, the Bhutan Baccalaureate seeks to enable
> students to learn to become their own treasure-discoverers and unearth
> within themselves the various treasures that form a part of their
> innate being, their primordial wisdom. Through their individual and
> shared journeys of self-introspection, students learn to identify
> their treasures and actualize their ever-evolving inner potential,
> which they may, in turn, share with their community at the appropriate
> time.
>
> A final element of Padmasambhava's symbolism for the activities of the
> Bhutan Baccalaureate is the image that the name Padmasambhava evokes.
> 'Padma-sambhava' translates as 'born or emerging out of the lotus' and
> Buddhist iconography of the saint typically depicts him sitting atop a
> lotus throne. The lotus functions as an important metaphor in Buddhist
> teachings for the purity of the enlightened mind. In the context of
> the Bhutan Baccalaureate, the five-petaled lotus flower is an apt
> metaphor for the Five Areas of Development of the student, which, when
> in a state of bloom, allows all the qualities that Padmasambhava
> embodies, to emerge.
>
> The Bhutan Baccalaureate thus recognizes Padmasambhava in each and
> every child. It seeks to create the right environment for students to
> emerge naturally from the learning process as the manifestation of
> primordial wisdom, as their own inner guide and teacher; as the
> embodiment of an open, embracive and multi-dimensional approach to
> life's numerous opportunities; and as discoverers of their inner
> treasures. Endowed with these fundamental and universal qualities,
> students may draw on them as resources along their life's journey and
> share their wonders with the world as constructive and contributory
> citizens of a just and harmonious society.
>
> **IIA. Treasures**

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> The practice of treasure discovery is fundamental to the Bhutan
> Baccalaureate. As was discussed in the previous chapter, aesthetics
> constitutes the foundation of all treasures in the Bhutan
> Baccalaureate. Treasures refer to the qualities that emerge out of the
> aesthetic experience and also the qualities that propel the aesthetic
> vision. Here, we explore what these qualities are and how the
> curriculum of the Bhutan Baccalaureate is geared towards their
> discovery and actualization.
>
> The philosophical underpinnings of the Bhutan Baccalaureate described
> how Padmasambhava initiated the Bhutanese Buddhist treasure tradition
> in the eighth century, known as 'Terma' (*gter ma*), by burying
> special teachings in the natural world or in the minds of his
> disciples so that they would be discovered and utilized at a later
> time. Since the seventeenth century, a number of Buddhists believed to
> be reincarnations of Padmasambhava's disciples, known as Treasure
> Discoverers (*Terton -- gter ston*), have and continue to appear in
> the Himalayan region to discover these treasures and share their
> teachings with the world. Padmasambhava's Terma Treasures are aimed
> towards the realization of primordial wisdom, the awareness of our
> innate awakened state, which is fundamentally pure, luminous and
> compassionate. For the discoverer, treasures are both expressions of
> and the means through which this primordial state of being, one's
> Buddha-nature, is realized for the benefit of all beings.
>
> In this respect the Bhutanese tradition of treasure discovery serves
> as an important metaphor for the pursuits of the Bhutan Baccalaureate.
> The Bhutan Baccalaureate identifies the innate nature of every human
> being as fundamentally pure, joyful, wholesome, creative, and
> ever-evolving. As expressions of this innate state of being, treasures
> in the Bhutan Baccalaureate function as the primary means through
> which a learner recognizes and actualizes their primordial wisdom, so
> that it can be channelled in creative ways throughout their life
> journey for the benefit of a just and harmonious society. It is in
> this sense that treasures propel the aesthetic vision of the Bhutan
> Baccalaureate. As manifestations of primordial wisdom, the innate
> qualities constituting treasures are naturally oriented towards the
> development of a harmonious and just relationship with all phenomena.
>
> Treasures in the Bhutan Baccalaureate are multidimensional and
> multivalent. As innate qualities that are geared towards the building
> of a just and harmonious society, both of them emerge out of and
> encompass the breadth of the Bhutan Baccalaureate's curriculum. Since
> the term 'curriculum' refers to the totality of a learner's
> experiences that occur in the educational process, in and out of the
> classroom, there are no 'extra-curricular' activities in the Bhutan
> Baccalaureate. All experiences are utilized in the service of the
> holistic development of the learner.
>
> The Bhutan Baccalaureate curriculum points to a journey of individual
> and communal self-discovery. Although the rigorous study of content in
> Domain Areas is highly emphasized, it is not seen as an end in itself.
> Rather, content is seen as a means for developing qualities that are
> innate to each individual. Through its holistic understanding of
> growth across the Five Areas of Development, the Bhutan Baccalaureate,
> as an educational model, seeks to provide the right environment for
> learners to evolve together and
>
> mutually support one another's discovery and actualization of their
> inner potential.
>
> The Bhutan Baccalaureate identifies treasures as watermarks, a
> reference to the design visible on paper when held against the light.
> Similarly, treasures are innate qualities that become clear when the
> light of awareness shines on them and are the lasting impressions that
> the Bhutan Baccalaureate leaves on the character of its learners for
> the rest of their lives. Some of the most significant watermarks for
> the Bhutan Baccalaureate include such treasure--qualities as rigour,
> resilience, compassion, responsibility, leadership, creativity,
> harmony and equanimity. While the Bhutan Baccalaureate identifies
> shared understandings of these abstract qualities, it is important to
> note that they will emerge and manifest in different learners in
> different and unique ways. The quality of responsibility, for example,
> has the potential to manifest in numerous ways, depending on the
> individual and the circumstances. As manifestations of primordial
> wisdom, all treasures, however varied and multivalent, naturally align
> themselves with the aesthetic experience of harmony and justice.
> Creativity, for example, will always relate to the ability to embody
> the harmonious processes which animate the natural world. Resilience,
> understood as the capacity to cope with life's challenges and
> opportunities, naturally includes the ability to tune oneself to and
> embrace the inevitability of change.

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> The process of treasure discovery and actualization is enabled by the
> study of content in the Five Areas of Development and the development
> of valuable tools needed to embark on the life-long journey of
> continuous individual and communal evolvement. These valuable tools
> are called 'skills' and 'processes' in the Bhutan Baccalaureate -- an
> evolving set of practices through which learners 'learn to learn'
> about themselves and the world. Skills and processes include practices
> such as the development of critical
>
> thinking, metacognition, communication, problem solving,
> comprehension, listening and inquiry, among others. Through their
> sustained exposure to and development of these critical tools by way
> of their study of content, learners are drawn to the mechanisms of
> learning itself, becoming aware of themselves and their inner
> processes. Take, for example, the development of enquiry, understood
> not just as the act of asking questions, but the ability to
> systematically investigate and critically question all phenomena.
> Through the exposure to and the development of this skill and
> associated process, the learners equip themselves with an essential
> and vital tool for self-discovery. Similarly, communication,
> understood as the ability to express and exchange ideas so that a
> shared understanding of a given phenomenon may emerge, functions as an
> essential element in the development of an awareness of oneself in
> relation to others.
>
> These various skills and processes, as vehicles for learners to
> discover, utilize and share their treasures, lie at the core of the
> Bhutan Baccalaureate's curriculum. Although the qualities that
> constitute treasures cannot be directly taught in the conventional
> sense owing to their multivalent and experiential nature, the content,
> skills and processes imparted by the curriculum of the Bhutan
> Baccalaureate facilitates a ripe environment for the learner to come
> face-to-face with these manifestations of primordial wisdom. These are
> moments of great magic, when a learner, faced with a particular
> Learning Experience, suddenly grasps a new concept that allows them to
> unlock a new understanding of themselves. The joy that emerges from
> this experience, is precisely what the Bhutan Baccalaureate
> understands to be treasure discovery.
>
> An important dimension of the Bhutan Baccalaureate, which illustrates
> the way in which the curriculum strives to impart the necessary tools
> for the life-long journey of treasure discovery, is its understanding
> and use of technology.
>
> Today, access to information has drastically changed the way in which
> we situate ourselves and operate in the world. Individuals can now
> virtually access, from anywhere in the world, all kinds of content
> that was once available only to a select few. This radical shift in
> our access to information calls for a change in the way we interact
> with information. Used skilfully, technology can function as a vital
> tool for enabling us to filter, analyse and apply new information to
> aid in self-discovery.
>
> The Bhutan Baccalaureate does not see the acquisition of information
> or knowledge as an end in itself. Rather, it is concerned with how
> information is used for the benefit of the larger whole. The Bhutan
> Baccalaureate sees technology as a tool for humans to develop what is
> termed 'augmented intelligence'. Technology has to be employed for
> human evolution. Used capably, technology will function like any of
> the skills and processes to utilize the treasures that are innate to
> our being. The human mind's inherent capacity to attain a higher level
> of truth by creating new knowledge through the aid of technology is
> one of the most important treasures of the Bhutan Baccalaureate.
>
> A central aspect of treasure discovery in the Bhutan Baccalaureate
> relates to the relational quality of treasures. The discovery of the
> innate qualities that form a part of our being cannot happen in a
> vacuum. It is only through relationships with external phenomena that
> we are able to recognize and nurture our inner treasures. Much of the
> Bhutan Baccalaureate, as an educational model, is geared towards the
> development of relationships. From relationships with each other to
> relationships with the environment, communities and curriculum,
> learners are continuously exposed to the opportunity to recognize
> themselves in the reflections of others. This process of mutual
> nurture in the discovery and actualization of treasures is fundamental
> to the educational model of the Bhutan Baccalaureate.
>
> The student--teacher relationship in the Bhutan Baccalaureate is
> entirely guided by this understanding of mutual nurture. Teaching in
> the Bhutan Baccalaureate is not a top-down approach. Rather, it is a
> circular process of mutual learning between students and

9

> teachers so that both grow and evolve in the actualization of each
> other's potential. Similarly, relationships between peers and
> relationships with larger communities are seen as critical
> opportunities for mutual growth. Thus, treasures can be spoken of at
> the larger collective level of a community. As the sum of the
> collective identities of its members, communities of all sizes can
> evolve through the discovery and nurture of their collective
> treasures.
>
> A final aspect of treasure discovery in the Bhutan Baccalaureate
> relates to the life-long process of actualizing treasures for the
> benefit of the society at large. Recognizing the treasures that form a
> part of our innate being represents only the first phase of treasure
> discovery in the Bhutan Baccalaureate. What follows is a continuous
> journey of development so that these treasures may be utilized and
> shared for the benefit of a just and harmonious society.
>
> Treasures have little value until and unless a learner is able to use
> them for the benefit of society at large. Again, it is in their
> relational quality that treasures take their value. Take, for example,
> the qualities of compassion or resilience. Once these qualities are
> translated from an abstract concept into action or, in other words,
> from the mind to the hand, they take on their significance fully.
> Thus, a learner's first recognition of the quality of resilience as an
> aspect of their innate being through their exposure to the curriculum
> constitutes only the first step of discovery. What follows is a
> process of further development requiring the acquisition of additional
> skills and processes, paired with other watermarks, so that the
> learner eventually fully embraces, manifests and embodies this innate
> quality through their actions.
>
> Depending on the individual and the quality, such a process may take a
> lifetime to accomplish, but the process itself is what matters in the
> Bhutan Baccalaureate. As an educational model geared towards the
> building of a just and harmonious society through the discovery and
> actualization of the treasures that form part of our innate being, the
> Bhutan Baccalaureate recognizes such a process of endless development
> and evolvement as the treasure that is education.
>
> **IIB. Communities**
>
> Each individual is part of a larger community. Individuals, as
> responsible members of a community, cannot thrive and achieve a
> wholistic development by separating one's aspiration from the
> community's aspiration. With the changing needs of the community, it
> is important to help individuals understand their realities within the
> reality of their community. Considering this perspective, we evolved
> our Learning Process from a learner-centered to a Community-centered
> approach. A Community
>
> centered approach considers individuals embedded within their local
> and global contexts; it approaches learning as a dynamic, systemic,
> and collective process that is wholistic in nature. Allowing learners
> to further explore integral relationships within their community.
> During this pandemic, we have seen how individuals are coming together
> to support their communities. Every individual is rising to make a
> difference in this moment of crisis. This has validated our
> Community-centered approach which fosters a mutualistic relationship
> between learners and their communities. Through this process, the
> learners acknowledge their roles and responsibilities and will become
> empowered, constructive contributory citizens of a community.
>
> As students become adults, they will have the means and resources to
> collaborate with and contribute to the community, and understand the
> challenges and opportunities of a changing world. Every year all
> students collect seven gifts from their local community -- Patterns,
> Songs, Dance, Stories, Recipes, Indigenous game, and Language. They
> also participate in various local festivals and agricultural work in
> the community. Such experiences bring the students closer to their
> communities and helps them appreciate and create a diverse perspective
> and understanding of their communities. These engagements with the
> community have to become a central component of the Learning Process.

10

> Communities themselves are learners who engage in the Learning
> Process. The Royal Academy is one such community, consisting of The
> School, the Education Research Centre, and the Teacher Development
> Centre. Together, these three centres continuously focus on evolving
> the Learning Process and contributing constructively to its wider
> community and nature. The school generates a Learning Process, The
> Education Research Centre evaluates and develops that process, and the
> Teacher Development Centre helps translate theory into practice. The
> synergy can best be achieved if the three centres of the system are
> driven by an interdependent roadmap and common core values.
>
> **IIC. Aesthetics**
>
> Having delved into the philosophical underpinnings and fundamental
> principles of the Bhutan Baccalaureate, we now turn to the critical
> role and place of aesthetics in this educational model. The notion of
> aesthetics in the Bhutan Baccalaureate represents its fundamental
> vision about individuals, their place in the world, the way they
> perceive the world, the way they operate in the world and the
> relationship between cause and effect. In many ways, and as will be
> explored further, aesthetics constitutes the foundation of all
> treasures in the Bhutan Baccalaureate.
>
> The Bhutan Baccalaureate's understanding of aesthetics is epitomized
> by the words of His Majesty the King, Jigme Khesar Namgyel Wangchuck,
> 'We aspire to build a just and harmonious society.' As this indicates,
> aesthetics in the Bhutan Baccalaureate refers to more than the
> perception and cultivation of a sense of beauty. Rather, it extends to
> the way in which individuals operate in the world, based on such a
> perception. This active nature of aesthetics, understood as the basic
> mechanism of human evolvement, lies at the heart of the Bhutan
> Baccalaureate's vision of education. The Bhutan Baccalaureate's notion
> of aesthetics thus primarily rests on an understanding of the terms
> 'just and harmonious'. These two terms are deeply interconnected and
> mutually dependent, and an exploration of their connotations in the
> context of the Bhutan Baccalaureate is crucial to elucidate its vision
> of aesthetics.
>
> Since the beginning of civilization, the human relationship with
> nature has developed into gradual dominance. The natural world is
> considered as a resource to be controlled and exploited for human
> benefit. The Bhutan Baccalaureate sees this understanding of nature as
> fundamentally flawed, which occurs owing to a lack of understanding of
> the interdependence of humans and the natural world. Rather than a
> mere source of consumption, the Bhutan Baccalaureate sees nature and
> its processes as vital guides for the development of our inner and
> outer selves. This is based on the belief that by recognizing their
> inherent connection and indivisibility with nature, humans will begin
> to perceive the natural world as a mirror reflecting their own nature
> and processes. Such a recognition entails the perception of nature and
> its functioning as the medium through which individuals learn to learn
> about themselves, and hence forms a model for human evolution. The
> realization of our fundamental unity with nature and its processes is,
> in essence, what the Bhutan Baccalaureate understands by the term
> 'harmony'.
>
> The development of an awareness of our unity with nature and its
> processes thus functions as a critical element in the aesthetic vision
> of the Bhutan Baccalaureate and much of its curriculum is dedicated to
> the cultivation of this sense of harmony. At this point, it is
> important to underline that nature and the natural world do not simply
> refer to the mere aggregation of the fundamental elements of the
> material world. Rather, by 'nature' we understand the way in which
> these elements are harmoniously animated to create an organism of
> beauty. In other words, nature and the natural world refer to the
> spontaneous and harmonious processes through which phenomena naturally
> arise. To be in tune with these processes means to be in harmony with
> oneself and the world.
>
> Given the significance that the Bhutan Baccalaureate places in this
> aesthetic understanding of nature as a vehicle for self evolvement,
> its curriculum is suffused with aesthetic practices. In fact, every
> Learning Experience in the Bhutan Baccalaureate is both informed by
> and geared towards such an understanding of harmony with oneself and
> the world. Whether it is through

11

> contemplating the perfect logical symmetry of a mathematical equation,
> marvelling at the vastness of outer space, or exploring the nature of
> human relationships, the sense of harmony is continuously cultivated
> in the Bhutan Baccalaureate so that learners learn to be in tune with
> themselves and the world. Through such aesthetic practices, learners
> familiarize themselves with and come to embody the spontaneous and
> creative process that animates nature. Take, for example, the
> cultivation of music as an aesthetic practice. Through concerted
> effort and repetition, the musician learns to tune themselves to the
> natural motion of a particular melody. Their mastery of the melody is
> not due to its mechanical repetition but rather its fully embodied
> experience. When the harmony between the musician and melody occurs,
> the sounds produced are always spontaneous, creative and beautiful.
> The Bhutan Baccalaureate sees the musician's process of tuning
> themselves to the natural motions of music as one of the many
> aesthetic opportunities for learners to develop a harmonious
> relationship towards all phenomena. Through the cultivation of harmony
> in one domain, the learner can begin to replicate this process in all
> areas of their life. The Bhutan Baccalaureate seeks to enable learners
> to be in harmony, ultimately, with life itself -- to be in tune with
> their innate potential and creativity such that they may naturally
> embrace opportunities as they arise.
>
> Most religions and philosophical traditions across the world espouse a
> version of 'Do unto others as you would have them do unto you.'
> Teacher development and professional development in the Bhutan
> Baccalaureate focus on cause-and-effect. The centrality of cause and
> effect in everything that is done is a 'Watermark'. For example, an
> adult in the Bhutan Baccalaureate learning process needs to think
> about concepts in Mathematics which will help everyone in a Learning
> Experience think about cause-and-effect.
>
> The concept of cause-and-effect cannot be in isolation, making it
> applicable only for students or for teachers. Everybody in the Bhutan
> Baccalaureate system -- adults and children -- needs to focus on
> cause-and-effect.
>
> The world is no longer just moving forward but accelerating. In this
> situation, the issues of ethics need to be looked at closely.
> Aesthetics is the core of all domains. And the core of aesthetics is
> ethics. As a society, living in peaceful coexistence with nature
> requires the establishment of laws and ethical codes that nurture
> harmony in the world. The aesthetic experience requires the
> recognition that we are inextricably linked with all phenomena and
> therefore an inalienable part of a much larger whole. Such a
> realization of our fundamental interdependence naturally calls for a
> way of life that seeks the benefit of the whole, as opposed to just
> the individual, since benefitting the whole will also benefit the
> individual.
>
> As mentioned earlier, the Bhutan Baccalaureate is firmly grounded in
> the principle that every human being, as a product of the natural
> world, enters life with a fundamental and innate nature which is pure,
> joyful, wholesome, creative and ever-evolving. Such a primordial state
> is inherently coherent with the processes of the natural world.
> Through the development of harmony, we position ourselves in a
> relationship of coherence, co-existence and co-dependence with natural
> phenomena and it is out of this experience that ethical treasures like
> compassion, integrity, accountability, humility and gratitude arise.
> The aesthetic experience thus involves an awareness of our place in
> the world and the ways in which every one of our actions deeply
> affects our surroundings. Such an awareness calls for living a life
> that is just -- a middle path between domination and subordination
> that seeks the betterment of the whole. Herein lies the
> interconnectedness of the terms 'just and harmonious'. A harmonious
> society will always be a just society and a just society will always
> be a harmonious one. The mutual dependence and symbiosis between the
> justness of and the harmony within a society are precisely what
> constitute the aesthetic vision of the Bhutan Baccalaureate. Beauty,
> understood as the constellation of harmony and justice in the
> aesthetic experience, is contagious, and it is only through its
> constant celebration that a just and harmonious society may be
> realized. As the recipients of primordial wisdom -- the very essence
> of all that is wholesome and beautiful -- every human being has the
> innate capacity to recognize beauty everywhere. As its most important
> and fundamental treasure, the Bhutan Baccalaureate has for its purpose
> the further celebration and actualization of this recognition for the
> benefit of communities, small and large.
>
> The cultivation of aesthetics in the Bhutan Baccalaureate is an active
> process. This is with reference to the just actions that emerge out of
> the aesthetic experience as well as the work of enabling the aesthetic
> vision in the first place. As His Majesty, the King of

12

> Bhutan, Jigme Khesar Namgyel Wangchuck, relates in the text quoted
> earlier, a just and harmonious society is not a given, it is something
> that needs to be built. The Bhutan Baccalaureate sees education as the
> engine driving this continuous building process.

The ability to tune oneself to the creative and harmonious processes of
nature such that harmony is embodied and manifested in just actions
involves the development of all the qualities which constitute the
Bhutan Baccalaureate's treasures. Through the development of rigour,
resilience, perseverance, discipline, responsibility, choice,
creativity, equanimity and so on, keeping cause and-effect at the
centre, the learner can become an aesthete. If we return to the example
of music as one means of developing the aesthetic experience, it is only
through the rigour, perseverance and discipline of a concerted and
repeated effort that the musician is able to eventually break the bonds
of mechanical repetition. The musician is then able to internalize the
music and make it an expression of one's creativity to find complete
harmony between themselves and the melody. Such an effort is applicable
to the mastery of all activities in life, from the most mundane to the
most complex.

> Although the fulfilment of the aesthetic experience appears completely
> effortless and spontaneous to the onlooker, as in the case of the
> harmonious sounds of a musical melody, this moment only represents the
> culmination of a long and concerted process of inner and outer
> development. The fellow aesthete, however, instantly recognizes this
> process and appreciates the results based on that awareness. As an
> educational model geared towards the fulfilment of the aesthetic
> experience for a just and harmonious society, the Bhutan Baccalaureate
> is invested in this inner and outer development of both the individual
> and the community such that it may create harmony and justice within
> the often chaotic and destructive forces of our global environment.
> Such a goal, however, in no way results in the formation of an
> isolated bubble living independently and in denial of what surrounds
> it. Rather, through the building of just and harmonious school
> communities, the Bhutan Baccalaureate seeks to function as a site for
> the transformation of chaos into harmony.
>
> Finally, as the statement of His Majesty, the King of Bhutan,
> indicates, the building of a just and harmonious society is first and
> foremost something that is 'aspired' for. In many ways, this is the
> most important element in the Bhutan Baccalaureate's vision of
> aesthetics.
>
> **IID. Technology**
>
> In this Community-centered approach Aesthetics, as a way of seeing the
> world, provides internal guidance, and Technology provides the means
> of development. Furthermore, Technology helps bridge the gap between
> human communities and nature. Technology has a major influence on
> individuals, on communities and the wider society. It influences the
> needs and wants of individuals in their immediate and larger
> communities, and people influence technology. Although humans create
> technology, Technology seems to evolve with an independent momentum.
> Humans can influence the character and trajectory of technology's
> development. The advent of artificial intelligence is increasing
> technology's autonomy and accelerating its evolution. Humans are
> reciprocally influenced by technology, and our evolution and very
> nature are shaped by this mutualistic relationship.
>
> Technology is a critical tool in our Learning Process, it not only
> widens the learning community for the Bhutan Baccalaureate, but it
> also augments individual learners' intelligence and creativity.
> Therefore, it is important for the Learning Process to enable
> individuals to explore their individual and collective relationships
> with technology, and better their roles in shaping its future
> pathways.
>
> Students who work from their existing knowledge, skills and
> understanding as they carry out technological activities will be
> motivated towards acquiring further knowledge and skills to resolve
> problems in an individual and innovative way. Students are more
> inventive and creative when they are asking and trying to respond to
> their own questions. They are better problem-solvers

13

> when they see the problems to be genuine and pertinent to them.
> Technology in education must involve students in solving problems
> which require the use, adaptation, evaluation, or the enhancement of
> existing technology. The emphasis should be on creating new
> technology, and the development of an understanding of the crucial
> links between technology and society. Furthermore, various societies
> have influenced various technological advancements throughout a
> significant time and have different responses to technology. These
> perspectives give an entry point into the enrichment of the view of
> technology for all students in a multicultural society. The occasion
> to apply mechanical information, social emotions, and convictions can
> give various advantageous arrangements and reactions. The different
> social viewpoints could give potential to future advances. In a
> technological world, students should know about their responsibilities
> as individuals from an innovative society to contribute to informed
> decision-making about technology and become empowered to be active in
> response to new technological challenges.
>
> **III. Learning Process**
>
> The philosophical underpinnings of the Bhutan Baccalaureate are rooted
> in actualizing an individual's innate potential. Such an individual
> plays an important role in contributing constructively to a just and
> harmonious society. In order to do this, the Bhutan Baccalaureate
> seeks to provide a conducive environment for learners so that they can
> obtain a holistic understanding of their journey of growth and
> development. Although both adults and children are learners in the
> learning process, adults, owing to their experience, play an important
> role in facilitating this journey. It is important here to reconsider
> the word 'baccalaureate'. Baccalaureate is derived from baccalarius.
> Though the usual meaning of this word is thought to be 'bachelor', one
> sense of this word also means 'a youth aspiring to knighthood'. The
> children, in this process, are facilitated in their growth journey by
> adults in the capacity of mentors. In this process of facilitation,
> the adults chart their own growth journey as well. This process of
> holistic growth is ongoing within and outside the educational
> institution. This means that the educational institution will
> encourage a spirit of knighthood -- that of curiosity, wonderment,
> adventure, joy and a general appreciation of life. Learners grow to
> recognize that there is much to learn, value and contribute even after
> they graduate from the formal learning process. The Bhutan
> Baccalaureate describes this continued holistic development as growth
> in the Five Areas of Development -- cerebral, emotional, physical,
> social and spiritual -- along with one's treasures (skills, processes
> and watermarks).
>
> The ability to understand one's strengths and areas that need
> improvement in the Five Areas of Development is crucial for an
> individual to take ownership of their learning. The Bhutan
> Baccalaureate uses roadmaps as a means to do this. At a school
> affiliated to the Bhutan Baccalaureate, roadmaps are created at all
> levels -- individuals as well as organizational groups. These roadmaps
> culminate in an annual roadmap for the school as a whole. The school
> roadmap forms the learning framework. The learning framework is the
> cumulative aspiration of the school community and includes skills,
> processes and watermarks. The learning framework is not exhaustive or
> static. It is continuously evolving, guided by the Bhutan
> Baccalaureate organization and the needs of the individuals, the
> school and the extended community. The Bhutan Baccalaureate learning
> process puts into practice the method of learning the skills,
> processes and watermarks, using concepts and domain-specific content.
> Nature and technology are crucial elements in this learning process.
> In order to describe these processes, it is essential to understand
> the philosophy of the Five Areas of Development.
>
> The philosophy of the Five Areas of Development makes a distinction
> between the terms 'schooling' and 'education'. 'Schooling' is a
> standardized process which does not take into account the individual
> learner's interests and expectations. It creates a one-size fits-all
> curriculum which culminates in standardized examinations. Examinations
> create quantitative benchmarks which can be used to compare students
> with one another.
>
> In many ways, schooling focuses on academic excellence. All children
> are taught identical skills through an identical curriculum. Many of
> these skills are relevant to what the world of work expects its
> participants to possess. Some of these skills include

14

> punctuality, obedience, discipline, perseverance, tact and equating
> achievement with personal worth. In this way, schooling is a
> standardized process of growing up.
>
> It is important to recognize, however, that the world in which we live
> and interact as adults is not standardized. Schooling, although
> necessary for the world of work, may not be sufficient to prepare an
> individual to live and engage with the larger world. It is also
> important to recognize the fast-changing nature of the world of work.
> This fact needs to drive the teacher-development at educational
> institutions. If teachers are not lifelong learners, it is difficult
> to encourage children to be lifelong learners who can adapt to the
> changing nature of the world of work. Therefore, a holistic assessment
> of teachers is important as well. This requires 'education', something
> that encompasses more than what schooling represents.
>
> 'Education' brings out the uniqueness in every individual, both
> children and adults. There is a sense of improving ourselves from
> where we were earlier. Education prepares every individual with the
> qualities to make this world a challenging, exciting and fulfilling
> place to live in, in coherence with nature and the environment. This
> process involves identifying each learner's uniqueness and role in
> society. The nature of this process is dynamic, since an individual,
> the school community and the society evolve and change continuously.
> Therefore, this process does not stop with the end of the individual's
> journey in an educational institution. Outside the institution, the
> individual is contributing to the society as well as evolving along
> with the society. The educational institution, therefore, lays the
> foundation to this process of self-evolution. The Bhutan Baccalaureate
> recognizes this dynamic and evolutionary process as a necessary part
> of actualizing one's potential.
>
> Knowing oneself is the first step one takes in order to actualize
> one's potential. One way of doing this is to identify one's own
> strengths and areas of improvement. Equally important is to identify
> the goals, aspirations and ambitions for life. Identification of
> strengths, weaknesses, goals, aspirations and ambitions helps
> individuals value themselves as contributory members of the society
> and appreciate life and life's worth. Valuing oneself and life are
> important in order to make good choices and be a constructive citizen.
> These are important human traits that education needs to explicitly
> help its participants to learn and develop.
>
> History is witness to the fact that highly 'educated' individuals have
> used their knowledge to pursue greed and selfishness, at the cost of
> their fellow living beings and nature. This fact therefore underscores
> the importance of why holistic growth is necessary, specifically in
> caring for others. Every individual has this innate potential that can
> serve others. 'Others' here include the community inside and outside
> the school, the family and the society at large. They also include
> versions of the individual at
>
> different stages of life. Therefore, listening to oneself and treating
> oneself with respect is important to understand, serve and care for
> others.
>
> Developing good listening skills needs to be an important watermark in
> an educational system. Good listening, which is a sign of respect,
> becomes very important in the relationship with others. The more we
> listen, the more it allows us to respect what has been learned.
> Respect and listening are primary requirements of diversity in an
> educational institution. Different perspectives of different kinds of
> people must work together to benefit the community.
>
> Since the goals and journeys charted by each learner are unique, the
> educational institution needs to co-create a conducive and
> contextualized environment with each learner. The aspiration for such
> a learner is to continuously engage with their learning, life
> experiences, society and environment to continuously evolve, to be the
> best version of themselves. The character of a learner is the root of
> such aspiration. A learner's character should strengthen their trust
> in themselves and encourage them to fill themselves with hope and
> optimism. The learner should be able to put up with circumstances,
> both favourable and unfavourable. The Bhutan
>
> Baccalaureate calls this 'Applied Hope'.
>
> What is learned in a school depends on contextualization. It is not
> possible to teach Coding, Agriculture, Mathematics, Business and
> Entrepreneurship at all the locations all over the world. For example,
> a location facing food shortage with access to farmlands

15

> might require focus on Agriculture and Entrepreneurship whereas an
> urban city with good food supply might focus on Business and Coding.
> This is why the Bhutan Baccalaureate will allow schools to
> contextualize. Contextualization needs to be done after multiple
> discussions involving the adults, young adults and children on campus.
>
> In addition to discussions on the curriculum, the school needs to send
> an invitation to teachers and students to take part in broader
> discussions and debates about the future of humanity. The rapid
> development of the world and its affairs do not make a person feel
> concerned individually unless they affect them directly. The
> educational system needs to make this concern for the world and
> humanity a necessity. The voices of young adults need to be heard and
> they must be brought into perspective in the running of the school.
> The educational system should ensure that a learner is a part of the
> discussion and debate about the condition of the world. Learners
> should not deem this discussion to be a luxury which is in the hands
> of a chosen few. Learners will then realize that participation in the
> debate and discussion gives basis to criticize or appreciate an
> elected representative.
>
> These aspects of education call for development and growth in areas
> that are beyond just academic knowledge.
>
> **IV. Learning Framework**
>
> The Learning Framework is the underlying framework that guides
> everything that happens at the school at The Royal Academy. The
> Learning Framework is transacted through the Bhutan Baccalaureate
> Learning Process. The learning Framework gives equal importance to the
> Five areas of development, and the learning process continuously
> focuses on development of the learners' skills, processes, and
> watermark. Though the Learning Framework is constantly evolving to
> cater the needs of the learners, the five areas of development as a
> theory of learning and the skills, processes and watermark will remain
> central to the learning framework. It is continuously evolving, guided
> by the needs of the individuals, the school and the extended
> community.
>
> The process of developing the Learning Framework considers the
> aspirations of all Learners and the extended community; contextualise
> these to location, time and the individual; and be evolutionary in
> nature. Therefore, the learning framework is the cumulative aspiration
> of all the individuals and the school community. The Bhutan
> Baccalaureate learning process puts into practice the method of
> learning the skills, processes and watermarks, using concepts and
> domain-specific content. Nature and technology are crucial elements in
> this learning process. In order to describe these processes, it is
> essential to understand the philosophy of the Five Areas of
> Development.
>
> **Figure 1 - The Learning Framework**

16

> ![](media/image1.png){width="6.267361111111111in" height="3.51375in"}
>
> **A. Five Areas of Development**
>
> Every individual has existing knowledge and experience which is an
> integral part of who they are. The philosophical underpinnings of the
> Bhutan Baccalaureate value these as gifts that every learner brings to
> the learning process. The learning process helps the learner make the
> connection between the inner self and the external world so that the
> individual can actualize their potential. The process of actualization
> is transacted aesthetically in the making of a just and harmonious
> society. During this process, every individual takes a unique path,
> follows a suitable pace and sets their own standards to learn and grow
> in each of the Five Areas of Development. Perfection in each of these
> areas is not a destination but a direction.
>
> **a. Emotional Development**
>
> The Emotional Development at the school at The Royal Academy
> encourages learners to pay attention to their emotions and be aware of
> how it affects the other areas of development. Since this is one
> aspect of individual development that has been ignored and neglected
> in many aspects of life, we are focused on developing awareness and
> skills to develop the right view towards various emotions, abilities
> to communicate and identify potential outlets through development of
> hobbies, finding avenues for expression and interest to regulate them
> positively and productively to channel their full potential.
>
> There are four core components in the Emotional Development
> Curriculum: *Awareness, Recognition & Articulation, Identification
> and, Acceptance & Positive Regulation.*
>
> These four components together incorporate the skills and processes
> learners need to master in order to be continually developing
> emotionally, take control of their thoughts and emotions and actualize
> their potential to become good human beings, leaders in their field of
> choice and valuable citizens of the nation.
>
> *Awareness*
>
> ❖ Learners are able to comprehend that their emotions and thoughts are
> what makes them "human".

17

> ❖ Learners are able to be more mindful about the constant thoughts and
> emotions that they experience on an everyday basis.
>
> ❖ Learners are able to comprehend that their thoughts and emotions
> affect their outlook on situations, decisions and choices.
>
> *Recognition & Articulation of Emotions*
>
> ❖ Learners are able to recognize various emotions that they feel
> frequently.
>
> ❖ Learners can demonstrate empathy and compassion through their
> understanding of emotions and its effects on their views, their
> decision-making skills and their reaction to a situation/experience.
>
> ❖ Learners are able to talk about their emotions and feelings, knowing
> that they are in a safe and secure environment, be able to trust
> themselves and others to nurture them to be the best they can be.
>
> ❖ Learners are able to communicate their emotions and reach out when
> they require support, and offer support when others require it.
>
> *Identifying Causes (Internal & External)*
>
> ❖ Learners are able to analyze the source of their thoughts and
> emotions, both external and internal and learn to have more ownership
> over them.
>
> ❖ Learners are able to comprehend the interconnectedness between their
> emotions and the other areas of development. ❖ Learners are able to
> evaluate challenges, situations/experiences in connection to their
> emotions and learn to respond creatively rather than react
> impulsively.
>
> ❖ Learners are able to build resilience, tolerance and patience to
> challenges/experiences/situations. ❖ Learners demonstrate Rigor and
> Perseverance; being methodological in their approach to
> experiences/challenges/change, pay attention to details, completing
> work to their highest standard, having the courage to make mistakes
> and learn from it, not giving up and challenging themselves.
>
> ❖ Learners are engaged in evaluative and reflective learning- being
> aware of their own strengths and weaknesses, taking ownership of and
> being engaged with their own ways of learning.
>
> *Acceptance and Positive Regulation*
>
> ❖ Learners learn ways to accept all emotions as a part of them, and
> learn to cultivate a non-attachment view towards all emotions.
>
> ❖ Learners will develop the right view towards all emotions, observe
> pleasant and unpleasant emotions as they arise and subside, without
> judgment, paying attention to the lessons each emotion brings with it.
>
> ❖ Learners explore and discover positive hobbies and expressions/
> outlets to regulate their emotions.
>
> *Creation of Roadmaps:*
>
> The Emotional Development part of a learner\'s roadmap should refer to
> the four components of Emotional Development curriculum: Awareness,
> Recognition & Articulation, Identification of Causes and Awareness and
> Positive Regulation. There may be specific skills that learners need
> to develop which are aligned with the watermarks mentioned in the
> Emotional Development Curriculum. The format of the roadmap could be
> specific with the components running throughout or vice versa with the

18

> components at the forefront with the domain areas interwoven.
> Whichever way the road map is created there should be a clear focus on
> the four components in the framework.
>
> Domain area roadmaps and the Whole School Emotional development
> roadmap:
>
> Each domain area should have an Emotional Development Roadmap that
> comes from a combination of the students' roadmaps, the teachers'
> roadmaps and the dynamic curriculum which incorporates the components
> in the Emotional Development Curriculum. This roadmap is not static
> and should be reviewed regularly and updated appropriately. The
> roadmaps should also include indicators of success which will help
> learners and teachers get a better sense of what emotional development
> could look like within that domain area and help create roadmaps and
> assessments accordingly. While designing the individual roadmaps,
> mentors should play a pivotal role in including as much from the
> child's backstory. This will further be aligned with the framework and
> the components identified.
>
> The Emotional Development Whole School Roadmap will be formed from a
> combination of the domain area roadmaps and the mentor group roadmaps
> (which combines the individual learners' roadmaps) and the Emotional
> Development curriculum. This roadmap will be dynamic and reviewed and
> updated regularly to ensure that as a whole school the learners are
> making progress in their emotional development.
>
> *Assessment*:
>
> The assessment of learners' emotional development will mainly come
> from the mentors' report and feedback aligned with their individual
> road maps and the Emotional Development Curriculum. Formative,
> narrative/anecdotes, formal and informal assessment, guided
> reflection/self-reflection techniques, observations should be used
> where appropriate with the overall aim of all assessment to be
> informing both the learner and teachers of the progress being made and
> the next steps to be taken in the
>
> learners' emotional development. The Emotional Development Rubric will
> guide the assessment of progress made in the area and design of the
> roadmap.
>
> *Tracking of progress and interventions:*
>
> Most of the actions in the learner\'s emotional development roadmap
> will be coordinated by the mentors and domain teachers. The Emotional
> Coordinator will support and ensure that the learners are aware of the
> components, the assessment rubric, the process involved and that they
> are having the appropriate opportunities to make progress in their
> emotional development. If a mentor, domain teacher or the emotional
> coordinator feels that this is not the case for a particular learner /
> group of learners then a discussion should be held to ensure action is
> taken and appropriate accountability determined.
>
> Emotional Development (Assessment Guide)
>
> *Awareness of self:
*
>
> ❖ Is the learner able to talk about how they feel inside?
>
> ❖ Are they aware about the changes that they are going through?
>
> ❖ Are they aware that their thoughts affect how they feel and act?
>
> ❖ How well are they able to adapt to situations and people around
> them?
>
> Recognition and Articulation of Emotions:
>
> ❖ Are they able to recognize emotions they feel on an everyday basis
> and name the emotions? Or do they have difficulty in expressing how
> they feel?
>
> ❖ Do they show kindness, empathy and compassion for themselves as well
> as the others around them?

19

> ❖ Are they able to make the "right" choices when they are emotionally
> charged? Do they "react" or "respond" often? Do they regret or show
> remorse?
>
> ❖ Do they project their emotions on others?
>
> ❖ Do they value "trust"? Have they broken your trust?
>
> ❖ Do they reach out to you when they need support?
>
> *Identifying Causes (Internal and External):
*
>
> ❖ Are they able to analyze where their emotions come from? What makes
> them feel emotions? And how it affects the other areas of development?
>
> ❖ Do they understand "interconnectedness"?
>
> ❖ Are they reacting when they are emotionally charged? Or do they take
> time to think and respond to emotions? ❖ Do they reflect on their
> thoughts, actions and feelings often? Do they show signs of reflection
> through their journals or during the mentor meetings?
>
> *Acceptance and Regulation:
*
>
> ❖ How do they regulate their emotions?
>
> ❖ How good are they at showing or hiding their emotions?
>
> ❖ What are their hobbies?
>
> ❖ Did they find time to do what they like over the week/month/year?
>
> ❖ How "self-regulated" are they? Are they responsible? Can they be
> trusted to carry out a task without much supervision from you? Do they
> need to be reminded of their responsibility time and again?
>
> ❖ Do they pay attention to details when completing their work?
>
> ❖ How much time and energy do they spend on doing something they are
> passionate about (their hobbies), or something that is required of
> them (like projects, assignments, class work, homework...)?
>
> **b. Physical Development**
>
> The Physical Area of Development focuses on helping learners to
> understand and develop the physical aspects of themselves. At The
> Royal Academy we focus on the broad components; Health, Fitness,
> Sports and other Adventurous Engagements . A physically developed
> learner is not someone who is a master of all sports or necessarily
> the fittest person on campus but is someone who takes care of their
> body and is aware of their own strengths and weaknesses and acts
> accordingly
>
> *Health*
>
> The health of all learners is given top priority through Health
> facilities and services and learning experiences under Health and
> Physical Education (HPE). The service part keeps track of the
> physical, emotional, cerebral and social health of both children and
> staff through various health programs such as health checkups,
> training, and health services on school campuses. HPE learning
> experiences covers health related concepts with children. Concepts
> like sex education, first aid, diet and nutrition, body postures and
> Biomechanics , kinesiology and physiology, exercise
>
> science and others
>
> Expected Outcomes:

20

> ❖ Learners will appreciate the value of being healthy and fit and
> consciously take steps towards achieving them. ❖ Learners will be
> aware of their growth and keep track of their progress (periodic
> health checkups by health experts, health in-charges and mentors,
> periodic BMI records)
>
> ❖ Learners will be able to identify their strengths and areas for
> improvement for their own wellbeing. (Results from the health
> checkups)
>
> ❖ Learners will be aware of health related concepts and develop a
> deeper understanding of it/them ❖ Learners will be aware of the
> benefits of clean personal hygiene, and will adapt and adopt healthy
> personal hygiene behaviors (7 key personal Hygiene, cleaning routines)
>
> *Fitness*
>
> This component aims to provide a fitness program and services to
> maintain the fitness level of all learners. We focus on health related
> fitness ( Cardiorespiratory endurance, muscular endurance, muscular
> strength, body composition and flexibility). children play the
> leadership roles to design fitness programs after understanding their
> potentials and areas for improvement after undergoing various fitness
> tests in the initial term of the year. children are the experts and
> they make choices for their fitness level. Children get a minimum of
> an hour every day in Physical fitness activities.
>
> Expected outcomes:
>
> · Learners will be able to understand the fitness level of their
> health (endurance, flexibility, body composition, strength and speed)
>
> · Learners will be able to develop plans and programs after being
> aware of their fitness level (Incorporating in their roadmap after
> being aware of their fitness level)
>
> · Learners will be able to make the right decisions in choosing the
> appropriate strategies to maintain and enhance the fitness level (age
> appropriate exercises and activities)
>
> · learners will be aware of fitness attributes and value the aesthetic
> growth physically, mentally, emotionally and socially
>
> *Sports*
>
> Children explore various sports including Bhutanese indigenous games
> in the first term. After experiencing and understanding their
> potentials, they make a choice and decide to focus on the sports of
> their choice but they take part in other sports quite often. Teacher's
> role is to facilitate the coaching session and the lead role is played
> by the children themselves. They take turns to wear various hats:
> referee, officiating team, coach and participant. Children group
> according to their expertise and conduct games for the rest of the
> children. Children get a minimum of one and half hours for sports
> every day in the evening. Sports program focus on developing skill
> related fitness ( Agility, Balance, Coordination, Power and Speed and
> Reaction Time) under physical aspect, sportsmanship qualities under
> social, confidence, firmness and skills to accept winning and losing
> under emotional , awareness of one's potential, space, respect and
> care for their teammates and opponents under spiritual and develop in
> depth understanding of the various sports and its rationales under
> cerebral.
>
> Expected Outcomes:
>
> ❖ Learners will be able to explore different sport areas and develop
> skills and techniques for effective participation and execution
> (agility, balance, speed, power and reaction time).

21

> ❖ Learners will be able to develop sportsmanship and team dynamics
> (developing the social aspect of the child through sports).
>
> ❖ Learners will understand their role in preserving and promoting
> indigenous games of Bhutan (children are the resources/ experts for
> the research)
>
> ❖ Learners will take sports as a platform to enhance the other areas
> of development (such as emotional, spiritual and social aspects).
>
> ❖ Learners will develop strong personality traits and endeavor to put
> in their best in whatever they choose to do.
>
> ❖ Learners will learn to lose and win gracefully in life.
>
> ❖ Learners will understand grit and resilience and develop qualities
> of leadership and collaboration Fundamental Guiding Principles
>
> ❖ Being oneself and being the best one can be
>
> ❖ Learning connected to real life and appropriate context
>
> ❖ Physical activity as the key for learning and growing Emotional,
> Spiritual, Social and Cerebral Health as precondition for Physical
> Health (Vise versa)
>
> ❖ Individually Contextualized
>
> Approaches
>
> To achieve the listed outcomes under the three broad components, the
> teachers and children will use age appropriate strategies and
> methodologies, use watermarks (communication, critical thinking &
> decision making, perseverance, resilience, rigor and leadership) and
> follow the fundamental guiding principles in the following
> opportunities:
>
> ❖ Morning physical programs
>
> ❖ Learning experiences (cross pollination of skills, processes and
> watermarks of physical area of development with others areas and
> domain )
>
> ❖ Sports and Health and Physical Learning experiences
>
> ❖ Mountaineering institution programs
>
> ❖ Nature retreat
>
> ❖ Community Engagement programs
>
> ❖ Short hikes and expeditions
>
> ❖ Health and Hygiene Regulations in the school and student housings
>
> *Creation of Roadmaps*
>
> The Physical Area of Development roadmap of every individual should
> refer to the three major components of the Physical Development Area:
> Health, Fitness and Sports. There may be specific skills, processes &
> concepts that learners can develop through all domain areas or in a
> specific domain area and this should be reflected in their roadmap.
> Both children and teachers need to include the three major components
> and develop plans and programs to achieve the targets in their
> roadmaps.
>
> *Creation of School Physical Development Roadmap*

22

> The combination of the student's roadmaps, the teacher's roadmaps and
> the domain area road map will contribute in developing the dynamic
> Physical Development roadmap. This roadmap is not static and should be
> reviewed regularly and updated appropriately.
>
> *Assessment*
>
> The assessment of laearner's physical development will mainly come
> from health checkups and fitness records, morning physical activities,
> learning experiences, sports and other social activities. The
> continuous assessment (formal, informal, formative and summative) will
> contribute to informing the progress, updating the roadmaps of every
> individual and showing the way forward.
>
> *Tracking of progress and interventions*
>
> Most of the actions in the learner's physical development roadmap will
> be traced by all the teachers in different physical and sports
> programs (both scheduled and unstructured). Health related assessment
> will be monitored heavily by mentors, teacher on duty & coordinator on
> duty and health- in charge.
>
> The role of the mentors and the Physical Coordinator is to support the
> domain areas, sports facilitators and health in- charge to ensure that
> the learners are having the appropriate opportunities to make progress
> in their physical development. If a mentor, domain teacher or the
> physical coordinator feels the need to change for the betterment, then
> a discussion has to be taken to ensure accountability and necessary
> actions to be taken appropriately. The Physical Development Framework
> is an evolutionary and living document.
>
> **c. Social Development**
>
> Social development will focus on cultivating the social knowledge,
> skills and values and attitudes for the social well-being of the
> learners for now and in future. Opportunities will be given to develop
> the social side through:
>
> ❖ Understanding oneself and others
>
> ❖ Working towards a common goal
>
> ❖ Community Learning
>
> ***Understanding oneself and others***
>
> Learners will receive opportunities to understand oneself and others
> through (for example)
>
> ❖ Mentor- mentee group *(Responsibility)*
>
> ❖ Leadership opportunities (including talks on leadership)
> *(Responsibility)*
>
> ❖ Peer mentoring opportunities *(Compassion)*
>
> ❖ Dining etiquette *(Motivation)*
>
> ❖ Creative pursuits *(Rigour)*
>
> ❖ Change of rooms in the dormitories *(Responsibility)*
>
> ❖ Letter writing, and writing about friends *(Motivation)*
>
> ❖ Mixed grouping during learning experiences *(Motivation)*
>
> ❖ Movie nights *(Choice)*
>
> ❖ Responsible use of social media *(Responsibility)*
>
> ❖ Learners present the culture (songs, dances, food, festivals) of
> their dzongkhag *(Creativity)*
>
> ***Working towards a common goal***
>
> Learners are expected to demonstrate social responsibility,
> collaboration, and teamwork through (for example): ❖ Opportunities for
> performances *(Choice) (Rigour)*

23

> ❖ Construction and beautification projects *(Creativity)
> (Resourcefulness)*
>
> ❖ Nature Retreats *(Rigour) (Choice)*
>
> ❖ Games and sports *(Choice) (Rigour)*
>
> ❖ Keeping surroundings clean *(Responsibility)*
>
> ❖ Agriculture *(Rigour) (Responsibility) (Choice)*
>
> ***Community learning***
>
> Learners will receive opportunities to demonstrate civic duty through
> (for example):
>
> ❖ Learning about, and engaging with, the community in Pangbisa
> *(Responsibility) (Choice)*
>
> ❖ Off campus visits/ Interactions with people from outside the Academy
> *(Resourcefulness)*
>
> ❖ Celebrations, and marking of important days *(Motivation)*
>
> ❖ Week-long kitchen attachments for students *(Choice) (Motivation)*
>
> ❖ Picnics *(Resourcefulness)*
>
> ❖ Inviting parents/ experts to engage with our students *(Choice)
> (Responsibility)*
>
> *Creation of Roadmaps*
>
> The Social Development part of a learner\'s roadmap should include:
>
> ❖ Understanding oneself and others
>
> ❖ Working towards a common goal
>
> ❖ Community learning
>
> The individual learners will highlight the specific areas that
> learners need to focus more on.
>
> *Domain area roadmaps and the Whole School Social development
> roadmap:*
>
> Each domain area should have a Social Development Roadmap that comes
> from a combination of the students' and teachers' roadmaps. This
> roadmap is not static and should be reviewed regularly and updated
> appropriately. The domain area roadmaps should also include indicators
> of success that will help learners and teachers get a better sense of
> what social development could look like within that domain area and
> help create roadmaps and assessments accordingly.
>
> The Social Development Whole School Roadmap will be formed from a
> combination of the domain area roadmaps and the mentor group roadmaps
> (which combines the individual learners' roadmaps). This roadmap will
> be dynamic and reviewed and updated regularly to ensure that as a
> whole school the learners are making progress in their area of social
> development.
>
> *Assessment*
>
> Both formative and summative assessments shall be used by collecting
> qualitative and quantitative data with the overall aim of informing
> the learners of the progress being made and the next steps to be taken
> in the learners' social development.
>
> *Tracking of progress and interventions*
>
> All teachers, mentors and the Social Coordinator should ensure that
> the learners are having the appropriate opportunities to make progress
> in their social development. If a teacher, mentor or the social
> coordinator feels that something is not working well for a particular
> learner / group of learners, then a discussion should be held to
> ensure appropriate action is taken and interventions determined. All
> anecdotes and observations should be recorded.

24

> **d. Spiritual Development**
>
> There is no single, widely agreed definition of spirituality. Surveys
> of the definition of the term, as used in scholarly research, show a
> broad range of definitions. These range from very narrow definitions
> such as a personal belief in a supernatural realm to broader concepts
> such as Nirvana and connection with the universe.
>
> Spiritual development at the school at The Royal Academy is not only
> focused on being religious or being a Buddhist. The philosophy is to
> ensure that each learner becomes the best person they can be,by
> actualising the potential to discover the inner treasure of innate
> goodness, for the benefit of individuals, the community, nation and
> larger at the universe. It's also about finding joy in every
> experience, and to understand the importance of altruism and empathy.
> Hence, we are not looking for the learners
>
> who are religious or Buddhist, and who have strong faith. We will be
> looking for learners who can benefit from exploring the ideas of
> spirituality and who will be able to contribute in this area.
>
> The wellbeing of the community is constituted through spiritual
> development, by helping each learner, not only to have a comfortable
> life with material facilities but, a happy and peaceful life creating
> a harmonious society in this modern world coherence with the natures
> and environments. This connects with our National Goal, The Gross
> National Happiness.To make this happen, we have identified the
> following inputs: Core values, spiritual skills, Spiritual values and
> Spiritual concepts to be learned, practised and cultivated for
> continually developing spirituality.
>
> The identified elements/input are;
>
> ❖ *Core values are,*
>
> ➢ Be a good human being
>
> ➢ Explore and develop inner tranquility
>
> ➢ Develop our Bhutanese values (fidelity/ cause & effect) (*Tha Damtse
> & Lay Judey*
>
> ➢ Promote and preserve both tangible and intangible culture of our
> nation.
>
> ➢ Wholeheartedly commit to being the best one can be in service to the
> Tsa-Wa- Sum and to all sentient beings. ➢ Most importantly, learners
> will be able to be good citizens and represent our nation.
>
> ❖ *Spiritual skills include;*
>
> ➢ Three pillars for the spiritual growth
>
> ■ Awareness
>
> ■ Practice and
>
> ■ Regulation
>
> ➢ Mindfulness practices
>
> ■ Breathing mindfulness
>
> ■ Imaginative mindfulness
>
> ■ Visionary mindfulness
>
> ■ Walking mindfulness
>
> ■ Guided mindfulness
>
> ➢ Four application of attentiveness
>
> ■ Mindfulness of body/action
>
> ■ Mindfulness of feelings/emotions
>
> ■ Mindfulness thought/intention
>
> ■ Mindfulness of phenomena
>
> ➢ Nine ways of resting mind
>
> ■ Resting the mind (འཇྟོག་པ )

25

> ■ Resting the mind longer (རྒྱུན་དུ་འཇྟོག་པ། )
>
> ■ Continuously resting the mind ( བླན་ཏེ་འཆྟོག་པ།)
>
> ■ Fully resting the mind (ཉེ་བར་འཇྟོག་པ )
>
> ■ Taming the mind (དུལ་བར་འཇྟོག་པ། )
>
> ■ Pacification of the mind ( ཞི་བར་འཇྟོག་པ།)
>
> ■ Complete pacification of mind (རྣམ་པར་ཞི་བར་འཇྟོག་པ། )
>
> ■ One-pointedness/Contemplation (རེ་གཅིག་ཏུ་བེད་པ།)
>
> ■ Resting in equanimity (མཉམ་པར་འཇྟོག་པ།)
>
> ❖ *The spiritual values that we strive for*
>
> ➢ Inclusion of Love & Compassion
>
> ■ Kindness
>
> ■ Altruism
>
> ■ Empathy
>
> ■ Helpfulness
>
> ■ Forgiveness
>
> ■ Benevolence
>
> ■ Contentment
>
> ➢ Inclusion of Integrity
>
> ■ Truthfulness,
>
> ■ Satisfaction
>
> ■ Sincerity
>
> ■ Responsibility/
>
> ■ Accountability
>
> ■ Equity
>
> ■ Honesty
>
> ■ Gratitude
>
> ■ Initiative
>
> ➢ Inclusion of Respect
>
> ■ Politeness
>
> ■ Pleasant words
>
> ■ Respectful thought
>
> ■ Respectful Speech
>
> ■ Respectful Action
>
> ■ Respectful of Common properties
>
> ■ Respectful of surrounding (Not disturbing others)
>
> ■ Respectful environment (Not destroying the environment)
>
> ❖ Inclusion Determination
>
> ➢ Perseverance
>
> ➢ Inspiration
>
> ➢ Vigour
>
> ➢ Tolerance

26

> ❖ The spiritual concepts to be learned
>
> ➢ Tendrel/Interconnectedness
>
> ➢ Good human being
>
> ➢ Karma (cause and effect)
>
> ➢ Distinction between religious and Spirituality
>
> ➢ Just harmonious society
>
> ➢ Happiness
>
> ➢ Bhutanese culture, traditions and Identity)
>
> ➢ Happiness
>
> ➢ Four noble truths
>
> ➢ Eightfold path
>
> To implement these inputs, we start our day with **Ngondro/**
> Bhutanese term for the preliminary practices which is for 20 minutes
> before we start our learning experiences. During that quiet time all
> the learners are supposed to do mindfulness practices e.g. breathing
> exercise, introspection and to set our intention and mindset for the
> day and get used to with. Starting with this the learners are mindful
> of one's thought, speech and action for the rest of the day. We also
> stress and focus on understanding and finding of self or existence of
> self to transform into selflessness (lack of existing independent
> self) to create just harmonious society,
>
> The process of implementing those inputs is mandatory for all the
> learners to create individual road maps, **i**ncluding the focus
> areas, indicator of successes, action plan and timelines for each goal
> set, with the help of respective mentors and coordinators. And it's a
> continuing evolving process that at the end of each term, we review
> our road maps and make amendments if required. This provides an
> opportunity for learners to take ownership of the learning process.
>
> Through this process, each mentor will understand the spiritual growth
> of their mentees and assess them in forms of; *Introspection,
> Peer-assessment and Reflection, Anecdotes* with the feedback,
> referring to, Self assessment based on their road map created. In each
> term, the Spiritual coordinator does plan various programs for
> spiritual growth incorporating other areas of developments and 7
> domains, for different groups according to their needs and reflected
> in their individual road maps. We also use 7 gifts as a resource for
> learning experiences (e.g we use distinctive culture and traditions of
> all 20 Dzongkhag and the stories that have spiritual values for
> spiritual growth and ). As a part of spiritual learning experiences,
> we also lead our learners in community rendering services and to learn
> from them as well.
>
> In Mentor-Menthe system the mentor will be able to;
>
> ❖ Support and keep track of spiritual group of their mentees
>
> ❖ Make a common understanding of spiritual development at the academy
> including the components based on the spiritual framework/ spiritual
> living documents that were shared beginning of the year as of now.
>
> ❖ Help creating spiritual roadmap and keep track on
>
> **Creation of Roadmaps:**
>
> The Spiritual Development part of a learner\'s roadmap should include
> following components
>
> 1.Focus area (Desired qualities and attitudes)
>
> 2\. How to regulate/practice thought and emotion
>
> 3\. Timeline
>
> 4\. Indicator of success

27

> There may be specific focus areas that should be reflected in their
> spiritual roadmap. But, the format of the roadmap is not restricted
> but it would be convenient if included above components.
>
> **Kinds of Assessment:**
>
> Assessment should be in form either
>
> ❖ *Self-assessment*
>
> ❖ *Peer-assessment*
>
> ❖ *Reflection*
>
> ❖ *Maintaining individual journals*
>
> ❖ *Mentor*
>
> ❖ *Anecdotes*
>
> **Tracking of progress and interventions:**
>
> Coordinator will be organising sessions related to spiritual aspects.
> The role of the mentors and the Spiritual Coordinator is to support
> and guide the learners according to their requirements and interests.
> If a mentor, domain teacher or the spiritual coordinator feels that
> this is not the case for a particular learner / group of learners then
> a discussion should be held to ensure action is taken and appropriate
> accountability determined. The above techniques should be used where
> appropriate to observe the strengths and
>
> qualities. The assessment to be informing both the mentor and mentee
> of their progress being made and the next steps to be taken in the
> learners spiritual development.
>
> **Be a good human being/good citizen ship**
>
> We are all privileged to be born as human beings besides, being born
> as one of the Bhutanese citizens under insightful and visionary leader
> The His Majesty King. But this is a retribution of our previous karma.
>
> However, this is not good enough just being born as a human being and
> Bhutanese citizenship unless we are not able to be a Good Human Being
> and Good citizenship.
>
> But, how can we be Good Human Being/ Good Citizenship?
>
> Elegant? Pretty? Gorgeous? Intelligent? Intellectual? Ingenious,
> Resourceful? Rich?
>
> Of course, these aspects are part of it but, still disregard the above
> attributes.
>
> So, what should we associate with, to become a GOOD HUMAN BEING?
>
> There may be many attributes but, we can shorten down to three,
> Thought, Speech, and Action as listed down E.g. [Thought Speech
> Action]{.underline}
>
> 1\. Altruism 1.Polite 1. Helpful
>
> 2.Kindness 2.Truth 2. Rescue
>
> 3.Compassion 3. Pleasant word 3.Largess
>
> So, as a result being a good human then we are a cause/derivation of
> creating happiness, peace and harmony in the community, Society and
> the Nation.

28

> **e. Cerebral Development**
>
> Cerebral Development focuses mainly, but not exclusively, on the
> academic content of the Royal Academy's curriculum. There is a strong
> emphasis on developing and enhancing the students' skills, processes
> and conceptual understanding in the three languages- English, Dzongkha
> and Mathematics. Without a solid foundation in these languages,
> students will not be able to access the rest of the curriculum in its
> entirety. However, the languages will not be looked at in isolation as
> the Learning Experiences will draw from the other domain areas such as
> Life Science, Sports, Aesthetics and Computer Science.
>
> With the wide range of new knowledge emerging constantly and the
> increased accessibility of this knowledge to learners, it is no longer
> enough to simply learn static concepts. What is ever more important
> today is the process of learning and the acquisition of skills and
> processes to interpret and critically analyze both pre-existing and
> new knowledge and apply them to the world around us.
>
> Cerebral development should help learners enhance their skills,
> processes, watermarks and domain knowledge. This should enable them to
> be continually developing cerebrally, taking ownership of their
> learning to actualize their potential.
>
> ***Skills and processes:***
>
> ❖ Learners are able to comprehend information in different forms and
> from different sources. ❖ Learners are able to communicate and express
> their own ideas verbally and in written form. ❖ Learners are able to
> analyze; separate or break a whole into parts to discover the nature,
> function and relationships
>
> between the parts and their effect on the whole and evaluate
> effectively; to judge or determine the significance, worth, or quality
> of something.
>
> ❖ Learners are able to apply their pre-existing knowledge
> appropriately allowing them to create new knowledge and synthesis.
>
> ❖ Learners are engaged in evaluative and reflective learning- being
> aware of their own strengths and weaknesses, taking ownership of and
> assessing their own ways of learning.
>
> ❖ Learner are provided opportunities for mentorship and community
> engagement (Use of campus as classroom) ❖ Learners demonstrate
> creativity, incorporating their imagination and original ideas into
> their learning. They are able to use the ideas/resources provided to
> ask questions that build upon their ideas.
>
> ❖ Learners are able to analyze a situation, design solutions for it in
> a systematic manner by breaking the situation down to simple solvable
> pieces which are related to each other. (Coding)
>
> ***Domain content knowledge***
>
> ❖ Learners are able to recall specific knowledge appropriately and in
> a timely manner.
>
> ❖ Learners can demonstrate their understanding of a topic / concept /
> idea through appropriate means (e.g., asking / answering questions,
> written and spoken explanations, project work etc)
>
> ❖ Learners are able to comprehend written and spoken information
> accurately.
>
> ❖ Learners are able to draw connections between various domain areas
>
> ***Watermarks***:
>
> ❖ Learners demonstrate Rigour, Perseverance and Resilience; being
> methodological in their approach to work, completing work to their
> highest standard, not giving up and challenging themselves.

29

> ❖ Learners are able to take Responsibility of their own learning;
> contextualizing their choices and being prepared for consequences of
> their choices.
>
> ❖ Learners demonstrate creativity, incorporating their imagination and
> original ideas into their learning. ❖ Learners have opportunities to
> Lead their own learning journey and help others.
>
> ***Creation of Roadmaps:***
>
> The Cerebral Development part of a learner\'s roadmap should refer to
> the components of Cerebral Development curriculum: Skills, watermarks
> and domain content knowledge. The skills and content knowledge are
> spread across all domain areas or in a specific domain area and this
> should be reflected in their roadmap. The format of the roadmap could
> be individual or domain specific with the components running
> throughout or vice versa.
>
> Domain area roadmaps and the Whole School Cerebral development
> roadmap:
>
> Domain roadmap comes from a combination of the learners' roadmaps and
> the dynamic curriculum which incorporates the components in the
> Cerebral Development Curriculum. This roadmap is not static and should
> be reviewed regularly and updated appropriately. The domain area
> roadmaps should also include indicators of success which will help
> learners and teachers get a better sense of what cerebral development
> could look like within that domain area and help create roadmaps and
> assessments accordingly.
>
> The Cerebral Development Whole School Roadmap will be formed from a
> combination of the domain area roadmaps and the mentor group roadmaps
> (which combines the individual learners roadmaps) and the Cerebral
> Development curriculum. This roadmap will be dynamic and reviewed and
> updated regularly to ensure that as a whole school the learners are
> making progress in their cerebral development.
>
> *Assessment*:
>
> The assessment of learner's cerebral development will mainly come from
> the domain areas and should be linked back to the learners roadmap and
> the Cerebral Development Curriculum. Formative, summative, formal and
> informal assessment techniques should be used where appropriate with
> the overall aim of all assessment to be informing both the learner and
> teachers of the progress being made and the next steps to be taken in
> the learner's cerebral development. Regular anecdotal assessment
>
> for the domain teachers along with student performance in the 108
> cycle, individualized and Non-Silo reviews will be used as evidence
> for student growth.
>
> *Tracking of progress and interventions:*
>
> Most of the actions in learner's cerebral development roadmap will be
> coordinated by the domain areas and take place in the daily Learning
> Experiences. The role of the mentors and the Cerebral Coordinator is
> to support the domain areas and ensure that the learners are having
> the appropriate opportunities at the Royal Academy to make progress in
> their cerebral development. If a mentor, domain teacher or the
> cerebral coordinator feels that this is not the case for a particular
> learner / group of learners then a discussion should be held to ensure
> action is taken and appropriate accountability determined. Individual
> plan of each student helps the student herself; her mentor and domain
> teachers keep track of her progress and design appropriate
> interventions for growth.

30

> Domains
>
> i\. Dzongkha
>
> The overarching aim of the Dzongkha Language curriculum is to enhance
> comprehension, reasoning, and communication abilities of students;
> appreciate one\'s root and background, broaden their world view; and
> develop their proficiency in the language and an appreciation of its
> literature available both in Dzongkha and Choekay. Dzongkha being the
> National language of Bhutan is the primary medium of communication
> among the Bhutanese society besides it being a medium of learning and
> instruction for the delivery of the Dzongkha curriculum. It equips
> students with the ability to understand, analyse, formulate, and
> communicate ideas through Dzongkha with fluency.
>
> It focuses on Dzongkha, not only as the study of a language for the
> development of communication and analytical skills but also as a study
> of Dzongkha literature that develops the students' awareness and
> appreciation of its various genres and the rich cultural heritage of
> the language. Moreover, from the point of non-silo and integrated
> nature of learning as per the philosophy of The Royal Academy,
> Dzongkha should find its use in transferring and applying knowledge
> and information across all Domains.
>
> Students will continue to speak their own local languages and dialects
> along with Dzongkha and English as an active medium of instruction for
> the lessons delivered. These might be the mother tongue of the
> student, the local language or an important national or international
> language. In these languages too, the focus is on the development of
> communication and analytical skills along with the study of Dzongkha
> literature that develops the students' awareness and appreciation of
> its various genres and the rich cultural heritage of the language. The
> Dzongkha curriculum is based on the understanding that at the backdrop
> of gaining increased importance of preservation, promotion and use the
> students need to be well equipped to fulfill the task of preserving
> and promoting Dzongkha so as to secure the national identity and
> sovereignty.
>
> Dzongkha may not be the first language for many students, especially
> at the verbal level but, through the schooling process and the
> intermingling of diverse populations within the country enables the
> Dzongkha to become lingua franca for all the Bhutanese and is fast
> becoming the language of everyday use. Therefore, the Dzongkha
> curriculum recognizes the need for different levels of progression for
> different students as per their abilities to master the language. It
> enables students to learn in a stimulating and challenging environment
> that is contextualized, developmentally appropriate, and relevant to
> their real-life situations and experiences, as well as to their
> diverse abilities and backgrounds.
>
> The Dzongkha language curriculum aims to develop the skills of
> listening, speaking, reading and writing in a variety of contexts. The
> aim is to train students to be able to adapt language to suit
> different tasks, audiences, and purposes. It aims to develop
> confidence in the students so that they can use their skills and
> abilities effectively. It also helps to develop students' critical
> abilities -- to analyze and critically evaluate diverse texts and to
> equip learners with the language to question ideas and articulate
> their point of view.
>
> The development of various abilities through the Dzongkha language
> curriculum empowers students to become self-directed learners. Command
> over the language and good communication skills build their confidence
> and their ability to participate actively in the learning process.
> Abilities of comprehension, critiquing, and analysis enable them to
> work independently, be creative, formulate their own thoughts and
> ideas, and express themselves effectively. Development of cultural and
> global understanding and appreciation of Dzongkha literature with
> relevant extracts written in Chokey as part of a literature study that
> will lead to self reflection, and nurture the cerebral, social,
> emotional, and spiritual development of students.
>
> ii\. English
>
> The Royal Academy understands English to be a vehicle of exploration
> of oneself, the wider world and one's place in it. Languages are
> understood as the driving forces of human thought, enabling
> collaborative development and global innovation as we come to

31

> better understand ourselves and each other, those who have come before
> us and those who are yet to come. Within the Curriculum of The Royal
> Academy, the Domain of English functions as one of the five main
> languages offered alongside Dzongkha, Mathematics, Sign Language, and
> Coding Languages. English also supports the Domain of Aesthetics, the
> foundation of The Royal Academy, by bridging performance and the page.
> The English Curriculum is designed to help students develop the skills
> needed to find their place in The World, as they discover a sense of
> interconnectedness and harmony which is both universal in nature and
> unique in form. Through the English Domain, students develop
> understandings, preferences and tastes, styles of engagement and
> disengagement, form opinions and beliefs which can be defended,
> refined and replaced. The English Domain introduces the student not
> just to The World, but rather to the various worlds which do exist and
> have existed, the social worlds in which texts arise and audiences
> receive them. The complexity and beauty of humanity arises, and the
> students realise they have agency as their learning journeys diverge
> through the different choices made and the different tastes developed.
>
> This English Curriculum champions reflective-analytical engagement as
> the engine which drives both language learning and the consequent
> refining of thought which accompanies all personal growth. Students
> are encouraged to explore their ideas, beliefs and preferences
> critically, examining the reasons behind their decisions and choices
> made and searching for patterns which can be further analysed. The
> outcomes of these reflective analyses can be shared with peers as a
> basis for comparative investigation, developing both further
> self-understanding and propelling Social Development; we may see first
> hand that others may reach conclusions to which we disagree whilst
> following a method which makes sense to us.
>
> This idea that language propels Social Development is at the core of
> The Royal Academy's approach to all language learning. Once a student
> begins to find their place in The World, they need to explore the
> relationship between that place and its community. Writers write and
> audiences read in specific social circles, and these worlds have
> profound impacts on the processes of creating and receiving texts. By
> examining texts from different times, places and positions, as well as
> responses to them, students are able to re-examine their own social
> milieu and its impact on their new-found place in The World. They
> discover that in fact many worlds exist within The World at the same
> time and their contemporaries may inhabit a different one, and they
> are encouraged to consider the reasons behind this.
>
> Articulating these ideas and dealing with them at increasingly deeper
> levels of complexity necessitates the use of increasingly diverse and
> precise lexical and grammatical choices, presented through a wide
> range of media in a non-silo manner. As students become communicative
> producers, they make compositional choices based on their rhetorical
> situation examining the efficacy of these in their audiences'
> responses. This curriculum champions collaboration and co-operation
> through positive critical feedback and the real-time delivery of this
> through discourse, discussion and debate, between learners across the
> Domains. As students explore different literary modes, forms, and
> positions, they must develop their voices, experimenting with choices
> of style, tone, and structure in order to produce successful texts.
> This two-way process facilitates the student's growth as an evaluator
> and assessor of other's texts and their own. As they are better able
> to construct their own arguments, they are better able to deconstruct
> the arguments of others and their own. This process enables them to
> accept some portions of another's text whilst rejecting others.
> Examining their own reasoning in so doing enables students to explore
> logic and rhetoric, claims and evidence, gathering a store of valid
> and coherent ideas which can be synthesised or serve as the basis for
> unique and original insights.
>
> Content for this English Curriculum comes from an incredibly diverse
> range of sources, offering the students genuine opportunities to
> develop tastes, preferences and styles. From Chaucer's England to
> contemporary Bhutan, students are able to engage with a vast range of
> prose and verse, novels and playscripts, songs and speeches, letters
> and emails, essays and articles and so on. One form of
> individualisation offered comes through the choice of content for
> study. Students are supported to engage with any text they please at a
> deeper level and critical reading Learning Experiences may be designed
> and delivered by them based on their passions and interests. Likewise
> topics for discourse, discussion and debate emerge from students'
> decisions.

32

> This English Curriculum nurtures a constructive and open, yet
> critically aware mindset in students. The Learning Framework's
> Concepts of Time and Space, Environment, and Diversity, open the
> students' minds to the differences, whether nuanced or extreme,
> between human existence in different times and places, whilst laying
> bare the interconnected threads which unite them and therefore us. The
> Concepts of Creativity and Construction support students to become
> critical consumers and producers of information who can defend their
> decisions and offer effective counter arguments. The Concepts of
> Aesthetics and Ter extend these receptive and productive skills beyond
> the logical and take them to the beautiful, supporting our students so
> that they become philosophical and poetical in their approach to life,
> which is discovered to be intertwined with nature.
>
> The skills, processes and watermarks developed through this English
> Curriculum will support the student in every single Domain Area and
> Area of Development. Reflective-analytical engagement being at the
> core of the Cerebral Area of Development, underpins any academic
> endeavour and through this curriculum the student will develop the
> ability to confidently and coherently express their conclusions,
> backing up claims with clear evidence embedded in coherent commentary.
> The accuracy of written and
>
> spoken texts will be greatly enhanced and the student will be able to
> make effective compositional choices based on their rhetorical
> situation. Frequent real-time feedback through discourse, discussion
> and debate will enable the student to develop strong oratory skills
> which will aid participation in all Learning Experiences. The
> non-verbal component of this oratory skill set is particularly
> important, considering the Social and Emotional impact our non-verbal
> cues have on others, particularly when communicating in Sign Language.
> Awareness of non-verbal cues supports growth in the Physical Area of
> Development, leading to better fine motor control and understanding of
> the Physical component of language, which includes pronunciation and
> effective spoken communication.
>
> The Concepts of Ter, Environment and Aesthetics as employed by this
> Curriculum support growth in the Spiritual Area of Development as the
> student becomes simultaneously more self-aware and sensitive to the
> situations and needs of others. All Domains and Areas of Development
> introduced by the school at The Royal Academy seek to support students
> in actualizing their potential. This curriculum supports students in
> their self-actualisation by providing a journey from exploration and
> discovery of worlds, to the creation and championing of their own
> worlds.
>
> iii\. Mathematics
>
> Mathematics is understood as a language through which a person can
> understand and describe the world. Students learn the vocabulary,
> grammar, syntax, and expressive capacity of mathematics, the history
> of its development and usage worldwide, and practice applying it in
> contexts that are relevant to their lives. Through this approach, the
> school at The Royal Academy aims to help students use mathematics to
> express and promote the aesthetics of life and the natural world. As a
> universally understood language which is used throughout scientific
> disciplines, mathematics has the unique capacity to enable
> communication, collaboration, and connection worldwide. The underlying
> spirit in the mathematics classroom will be one of wonder, inquiry and
> investigation.
>
> Students learn the linguistic structure of mathematics, explore the
> history of thinkers and ideas in mathematics, and use mathematics to
> describe their lives and natural environment. Students apply
> mathematical concepts and skills in scientific inquiry and research,
> as well as in work that is meaningful and relevant to personal and
> community life. The curriculum emphasises concepts which can be used
> to understand and express the content of other Domains. Stories and
> real-life examples are used to enrich student understanding of
> mathematical concepts and help them form connections amongst concepts.
> Students are guided to appreciate the elegance, precision, and
> simplicity of mathematical expression, and produce aesthetic work.

33

> The study of mathematics involves making assumptions (axioms),
> defining objects precisely, coming up with conjectures through
> observation of the behaviour of mathematical objects, and proving or
> disproving those conjectures. Learners at the Royal Academy will not
> be given theorems as truths; rather, they will be guided towards
> coming up with their own conjectures and proving them. In doing so,
> learners will learn to think as mathematicians think, rather than
> becoming consumers of pre developed mathematics. This approach,
> however, will not discount drill-and-practice as a method of learning
> mathematics, as it is only through trying tasks repeatedly that
> learners will develop an intuitive grasp of concepts, and be able to
> see patterns to come up with conjectures.
>
> The curriculum helps students to build upon their prior knowledge and
> learn more varied and sophisticated problem solving techniques, and
> increase their ability to visualize, describe, and analyze situations
> in mathematical terms. This allows them to have a richer understanding
> of the mathematical implications of the world around them. To this
> end, students develop facility using a wide range of explicit and
> recursive defined functions to gain insight into models of real-world
> phenomena, and they use diverse strategies and processes to solve a
> wide variety of mathematical problems.
>
> As they become fluent in the language of mathematics, students use its
> tools to structure logical chains of thought, express themselves
> coherently and clearly, and listen to and understand the ideas of
> others. They express relationships symbolically and with graphs using
> mathematical notation and representations; they make conjectures and
> use symbols to provide arguments which justify claims. A student who
> is fluent in mathematics will be able to communicate effectively while
> working with others and convey the results of work with clarity and
> impact.
>
> iv\. Life Science
>
> Learning in Life Science transcends the silos of traditional learning
> structures such as Chemistry, Physics, Biology, History, and
> Geography. The Life Science curriculum advocates a pedagogical
> approach that views knowledge as a seamless whole. Thus, it does not
> profess watertight compartments among different domain areas; rather
> it explores the fluid inter-relatedness and integration across
> domains. It is the Learners Way of viewing the world that assumes the
> starting point, which transcends the artificial and undesirable
> boundaries constructed not just among the domains but also between
> knowledge gained in the school and knowledge gained outside it.
>
> The Life Science curriculum aspires to build on, and integrate, the
> students' creative foundations and Backstory. It views the purpose of
> a teacher's presence in the classroom as a guide to help students with
> various tools and skills of inquiry, understand the domain concepts,
> and develop a problem-solving attitude. Additionally, a teacher also
> enables students to learn from observing, interacting, classifying,
> categorising, reasoning, and arguing in relation to their life and
> experiences. The teacher should encourage them to share and integrate
> their experiences, so as to make knowledge more real and meaningful.
> From this perspective, the school is not an isolated island; it has a
> porous boundary that allows a dialogue with the environment and the
> greater community.
>
> Adhering to the widely acknowledged curricular principles of moving
> from 'known to the unknown', 'concrete to abstract', and from 'local
> to global', the Life Science curriculum emphasises that a teacher must
> relate learning to the students' socio-cultural environment, and
> provide diverse opportunities of creative activities so that they can
> 'make meaning' on their own. Since active learning occurs when it
> engages the students by connecting learning to their own experiences,
> the curriculum seeks to relate to the physical, social, and cultural
> contexts of the students.

34

> Rather than emphasising on textbook-based knowledge, the curriculum
> focuses on allowing students to find their own voice in the classroom.
> It provides avenues for them to ask questions and put forward their
> ideas without worrying about being right or wrong. This stems from the
> belief that a student's queries and notions must always be respected
> and valued.
>
> The core aim of learning in Life Science is to help facilitate the
> development of core skills required for learners to develop a deeper
> understanding of the deeper foundations on which our present
> understanding of the world stands. It also gives them a perspective to
> locate and identify themselves in the context they live in.
>
> During Stage 4, learners will be engaged in Life Science as its own
> Domain, wherein emphasis is put on the developing the core skills
> through various processes during which they will explore content
> related to understanding the Physical, Chemical, Biological,
> Geographic and Historical aspects of the Earth and universe. The
> emphasis is put on teaching through integrated learning processes,
> including but not limited to group and individual research projects,
> presentations, activities both inside and outside the classroom,
> discussions and debates.
>
> In order to achieve these goals the curriculum would focus on
> developing concepts and the enquiry ability to understand and analyse
> physical and social realities rather than on the mere retention of
> information without comprehension. An open-ended approach to the
> domain is critical, and will encourage appreciation for plurality of
> ideas, imagination, ways of knowing, and interpretations both from the
> teacher as well as from the student learners. Knowledge construction
> will be a following set of abilities while dealing with individual
> domain content:
>
> ❖ Rational enquiry: Through the Life Science curriculum, learners will
> acquire an understanding of rational enquiry methods and tools to
> engage with scientific explorations. In doing so, the emphasis will be
> to engage with a concept by formulating relevant and worthwhile
> questions for exploration through enquiry and critical thinking
> methods.
>
> ❖ Engaging with data and statistics (quantitative and qualitative):
> While trying to develop rigorous conceptual understanding learners
> will develop the ability to engage with data and statistics , and
> understand the role of data collection, analysis, samples,
> generalisations, representativeness, interpretation and presentation
> of information in the form of graphs and charts.
>
> ❖ Multi-causal explanations: Students will learn to work out
> explanations based on different hierarchies of causes and
> possibilities, within the framework of rational enquiry. Understanding
> of cause and effect, and the concept of interdependence as a chain of
> events wherein one way of understanding the world means looking at
> several different causes of a phenomena and then also explaining that
> phenomena's subsequent effects, itself becoming the cause for
> something else.
>
> ❖ Plurality of perspectives and the appreciation of diversity: Life
> Science curriculum also aims at a need to appreciate and comprehend
> multiple perspectives and backgrounds while constructing knowledge.
> Apart from creating an attitude of appreciating plurality, this
> approach will provide learners with the scope for aesthetic
> exploration and creative expression. The Life Science curriculum will
> help students develop an understanding of an individual's own cultural
>
> historical background and the ability to explore, apply and comprehend
> diverse critical information, ideas, concepts, structures and
> practices without being judgemental.
>
> ❖ Bias and objectivity: (Students?) will understand the role of bias
> in information, sources, messages and interpretations. The Life
> Science curriculum will develop an understanding of the need to
> corroborate evidence and enquire into the nature of sources and
> information. This will involve the ability to check the authenticity
> of sources, not take views/ data/ interpretations at face value,
> understand the inadvertent or deliberate bias/perspectives involved,
> and understand the relevant and intimate process. The Life Science
> curriculum will teach students to assume a responsible role in
> society - as citizens in an increasingly dynamic and interdependent
> world.
>
> The Life Science syllabus presents a unique perspective that goes
> beyond the traditional and limited understanding of a particular
> domain. It fuses together a plethora of concepts belonging to
> Chemistry, Physics, Biology, History, Geography, Economics and

35

> Environmental Science into one seamless whole to develop an integrated
> and critical understanding of natural and human phenomena.
>
> The study of Life Science aims to enable students to acquire
> rationally and empirically justified knowledge and understanding,
> appreciate its relationship with society, and develop awareness of its
> influence on the environment --- all through enquiry. It helps sustain
> natural curiosity and inculcate scientific temperament in students to
> empower them to inquire by questioning, analysing, interpreting,
> clarifying, and articulating.
>
> In a nutshell, the Life Science Curriculum to draw concepts from the
> natural and social sciences and use them as a vehicle for the
> development of critical skills and processes of inquiry, understanding
> and appreciating a constantly changing world.
>
> v\. Computer Science and Technology
>
> Computer science and Technology is understood as the engine for
> creating technology. Technology is understood as the ecosystem of
> things made by minds, both digital and analog. Within the Curriculum,
> the Domain of Computer Science & Technology functions both as a
> language alongside Mathematics, English, and Dzongkha, and a field of
> knowledge alongside the Life Sciences. Computer Science is both a way
> of understanding the world and a process for generating new knowledge
> and technologies. The Computer Science & Technology Curriculum is
> designed to help students develop computational thinking skills
>
> and apply them to analyse phenomena to understand patterns, then use
> these insights to predict possible futures. Computer science can thus
> be used to create technologies that give rise to societies that are
> more just and harmonious with nature. Students should be able to use,
> understand, and create technology so that they can participate
> ethically and constructively in the evolving and expanding ecosystem
> of technology.
>
> The skills of mathematics and computer science are very similar, but
> the languages are generally applied differently: mathematics is most
> often used to describe phenomena and patterns found in nature, and
> computer science uses that knowledge to identify and extrapolate from
> found patterns, and create new patterns and phenomena. Computer
> science can reveal the logic of a situation or event which would be
> otherwise imperceptible to a human, and then help the person to
> identify and create interventions to change the trajectory or outcome.
> In this way, computer science is a critical tool for learning about
> the world and improving the health and wellbeing of complex systems.
> The Domain of Computer Science & Technology is a highly generative,
> creative field, and Aesthetics must guide its use: the curriculum
> emphasizes ethical thinking and decision-making as students gain
> powerful computing capabilities.
>
> Technology is a global network of systems with the same complexity as
> a biological organism, governed by the same principles of life, with
> its own behaviors and evolutionary trajectory. It can be understood as
> a dimension of nature akin to a biological kingdom. Technology can
> have artificial intelligence, which can be used to augment human
> intelligence; "augmented intelligence" is the capacity for
> constructing knowledge which emerges from the combined power of human
> and artificial intelligence. The Computer Science & Technology
> curriculum should enable students to harness artificial intelligence
> in order to augment their individual and collective intelligence.
>
> The relationship between humans and technology can be likened to that
> of a parent and child, and the curriculum gives students the
> principles of 'good parenting'. Although humans create technology, it
> evolves with an independent momentum. Humans can influence the
> character and development of technology, just as parents raise and
> educate a child. The development of artificial intelligence is
> increasing technology's autonomy and accelerating its evolution.
> Humans are reciprocally influenced by technology, and our own
> evolution and nature are shaped by this mutualistic relationship. As
> students explore their individual and collective relationship with
> technology, and their role in shaping its development, they are
> prompted to question technology's

36

> place and role in the universe, and what it means in our lives. We
> posits that a wholesome and constructive relationship to technology
> results in augmented intelligence, which yields wider goodness and
> harmony for all life. Students study the history of human co-evolution
> with technology, glean insights from past patterns and extrapolate
> ahead, and apply ethics as they guide technological development.
>
> The combined power of humans and technology is a tremendous force in
> global systems and the whole of nature, and mastery of computer
> science gives humans creative influence. Therefore, grounds the
> Computer Science & Technology curriculum in the principles of
> Aesthetics. The curriculum is designed so that, as students gain
> creative capabilities, they are guided to consider the philosophical,
> ethical, and spiritual implications of their creations.
>
> Computer Science & Technology includes the practical and theoretical
> study of algorithms and data representations; principles of computer
> architecture; design methodologies to solve complex problems and
> change systems; and computational tasks such as numerical analysis and
> artificial intelligence. The curriculum fosters students' creativity,
> invention, and resourcefulness as they are challenged to push the
> boundaries of what they can make real. The foundation of the
> curriculum is algorithmic thinking: a
>
> way of thinking and reasoning which can be applied to systems and
> ambiguous problems. Students learn how to apply algorithmic thinking
> in fields as diverse as Biology, Chemistry, Linguistics, Psychology,
> Economics, and Statistics.
>
> Computer Science & Technology nurtures a constructive and open mindset
> in students. The skills of coding, including computational and design
> thinking, enable students to approach challenging situations in such a
> way that they see many possible responses or solutions, and helps them
> to identify those that are simple, efficient, and Aesthetic. These
> skills apply to all Domains, and may be used in all creative
> endeavors. The Learning Framework also emphasizes the Skills of
> critical thinking, collaboration, inquiry, and design. Students are
> constantly challenged to identify opportunities or needs, design a
> solution, implement that solution, and evaluate the results. Learning
> Experiences in school help students to use abstract Concepts to engage
> productively in actual situations in their lives. Skills are engaged
> as they are needed to understand and apply Concepts, so all learning
> exercises are motivated by meaningful objectives.
>
> Students at the school at The Royal Academy will use Computer Science
> and Technology to develop entrepreneurial thinking and skills.
> Computer science lends itself to entrepreneurship: computational
> thinking provides a method for generating a diverse range of ideas,
> expanding creativity, and then provides criteria for selecting useful
> and effective means. Computer Science also amplifies the power of an
> individual or small group of people to impact society: due to the
> highly sensitive networked connections amongst technologies, small
> ideas and interventions can have vast effects. Computer science
> therefore becomes a powerful tool for entrepreneurial pursuits.
>
> Computer Science is introduced to students at the start of Grade 7,
> and by the end of Grade 12 students should have an appreciation and
> understanding of how computing affects and functions in the world.
> Beyond machines and systems, they should be able to use computational
> thinking to bring ideas to life with the same creative freedom as
> visual artists, writers, and engineers. They should be able to examine
> the ethical implications of creative processes and resulting
> technologies (computational artifacts), and make reasoned and
> value-based decisions about what humans should do and make with
> computational tools.
>
> The content of the Computer Science & Technology Domain is
> rapidly-evolving, as it tracks innovations in computing worldwide, and
> technology gains its own evolutionary momentum. The curriculum
> therefore emphasizes enduring skills and ideas which will remain
> relevant and true even as the field changes. All students must develop
> basic computer skills and media literacy, with a sensitivity to the
> ethical implications of their actions and a framework for
> decision-making. All students should also have the research skills and
> confidence to approach unfamiliar challenges with curiosity, and break
> them down into simpler, comprehensible components, obtaining resources
> and teaching themselves additional skills as required. Computer
> science currently comprises hundreds of languages, and none can avoid
> obsolescence; programmers must therefore learn how to identify

37

> useful languages and pick them up quickly to keep pace with current
> needs and applications. The curriculum exercises students'
> adaptability and autodidacticism, and builds their critical thinking
> and choice-making skills.
>
> Computer Science & Technology intersect with every other Domains, so
> Learning Experiences inevitably become interdisciplinary. Mathematics
> lays the foundations for coding, and features of technology such as
> artificial intelligence can be understood through the Domains of
> Biology and Psychology. Physics is required to understand the workings
> of a computer, and systems studied in the natural sciences can be
> modeled using computer science. All creative work engages Aesthetics,
> and the tremendous impact of technology on society demands reflection
> and conscientious management. Beyond the limitless Domain connections,
> Computer Science & Technology engages students' development across all
> Five Areas (Social, Emotional, Spiritual, Physical Cerebral).
> Technology mediates nearly all human relationships, and can have a
> profound effect upon the social and emotional development of students,
> both positive and negative. Mental and physical well-being can be
> tracked, studied, and predicted, and technology can be harnessed to
> promote positive outcomes.
>
> Most importantly, the Computer Science & Technology curriculum should
> help students develop themselves more intentionally and efficiently,
> so that they become more autonomous, creative, and effective.
> Technology is a mechanism for self-actualisation; a tool for
> evolution. Learning computer science does not give a student a product
> to use \-- it gives a student a way to approach and improve any
> situation through reasoning, utilising their full creativity.
>
> vi\. Sports
>
> Within the curriculum of the school at The Royal Academy the Sports
> Domain aims to emphasize on the student's growth and development of
> mental health and physical fitness of the body. The Domain not only
> aims to improve a student's physical abilities but also emphasizes on
> instilling a sense of good sportsmanship in them. The Sports Domain's
> strong foundation stands over many Domains as it is anchored on core
> values (Respect, Responsibility, Resilience, Rigour, Integrity, Care
> and Harmony). The
>
> Domain mainly focuses on four components specifically: Technical
> mechanism, psychological aspects, Social Hygiene and Fitness. The
> physical ability and interest of each student changes across the
> lifespan. With a broad range of physical competencies each individual
> student is enabled at any level of participation to choose and switch
> to the physical activities and sports most preferred. These
> individuals are able to continue their participation recreationally or
> competitively, thus motivating them towards lifelong participation in
> Physical and sports activities.
>
> Sports Domain functions both as forms of competitive physical or games
> which through casual or organized participation, aim to use, maintain
> or improve physical ability and skills while providing enjoyment to
> the students. Individual students get ample of opportunities to
> explore and get experiences across all the sports disciplines be it
> international or traditional games of Bhutan. Sports include seven
> international sports disciplines and five traditional games. Through
> active participation in sports, individual students can identify and
> create interventions to change outcomes for improving their health and
> wellbeing. In this way, Sports is a crucial tool for learning about
> human values. The Sports Curriculum emphasizes critical thinking and
> sportsmanship as students gain powerful playing and maintaining
> capabilities.
>
> Goals
>
> The goals of the Sports Domain serve as a guide in the development of
> an individual who is able to demonstrate individually and with others
> the physical skills, practices and values to enjoy a lifetime of
> active, healthy living. Each of these goals is equally important and
> they interact with others in a well-planned program that addresses the
> knowledge, skills and values desired for every student. The goals are:
>
> Goal 1. Acquire a range of movement skills to participate in a variety
> of Sports Activities.
>
> Goal 2. Understand and apply movement concepts, principles and
> strategies in a range of Sports Activities.

38

> Goal 3. Demonstrate safe practices during sports and daily activities
> with respect to themselves, others and the environment. Goal 4.
> Display positive personal and social behavior across different
> experiences.
>
> Goal 5. Acquire and maintain health-enhancing fitness through regular
> participation in Sports activities. Goal 6. Developing a harmonious
> spirit of Sportsmanship in every activity and the value of team spirit
> too.
>
> vii\. Aesthetics
>
> *Performing Arts*
>
> The Performing Arts curriculum will be perceived as a tool for
> development of aesthetic sensibility among learners to enable them to
> respond to the beauty in form, movement and sound. This would be
> achieved by children\'s creative engagement in different art forms. As
> students engage in creating and performing, they will learn to
> generate and focus their thoughts; explore and experiment with
> instruments, dance and drama forms, and techniques that are
> appropriate for their developmental stage. They will learn to engage
> with Performing Arts both as performers and for aesthetic engagement
> (informed acquaintance with the aesthetic and intellectual experience
> of the Fine and Performing Arts through direct engagement with art and
> artistic processes).
>
> Dance, drama and music require rigour, discipline and constant
> practice to achieve perfection, leading to a holistic development of a
> student. Learning about Performing Arts practices from different local
> and national regions and the world will develop in students respect
> and acceptance for cultural differences. Performing arts require
> collaborative effort and promote positive social interaction.
>
> The curriculum will develop an understanding of drama as an art form
> and as a tool for expression and communication. It will enable
> students to draw inspiration from a variety of sources including
> nature, school community, literature, personal experiences, historical
> and current events to write scripts and create performances. Students
> will engage in creating, performing and critiquing dramatic work. They
> will also learn and appreciate the traditional practices related to
> drama and other region-specific drama traditions.
>
> The focus for drama will continue to promote self-expression,
> creativity and a sense of freedom of expression. It helps develop
> greater independence and the ideas for creating and performing will
> stem from the students. Drama as an art form often involves music and
> dance. Techniques and conventions specific to drama will form an
> important aspect of learning.
>
> *Dance*
>
> The curriculum will enable students to appreciate dance as an art
> form, and develop a sense of rhythm and beat through dance movements.
> Dance will be explored as a medium to stretch one's physical capacity
> and imaginative faculties. Students will work as a team and in pairs,
> which requires constant negotiation and acceptance of each other's
> strengths and weaknesses. Students will learn local and national
> traditional dances as well as other popular dances from across the
> world through the appropriate use of technology. The curriculum will
> allow freedom of expression and professional expertise through
> rigorous engagement in dance.
>
> *Music*
>
> The curriculum will enable students to develop a lifelong appreciation
> for music, as well as an ability to create and perform it. Students
> will be encouraged to actively participate in exploring ideas,
> composing, responding to and performing music. Students will develop
> musical literacy through singing, playing, creating and listening
> actively. They will engage in music for enjoyment, self-expression,
> and personal satisfaction. Students will explore traditional forms of
> musical instruments and learn regional classical music. They will also
> be introduced to other international musical instruments, including
> guitar, piano, drums etc.
>
> *Assessment*
>
> Children's artwork provides only an impression of what the child has
> learnt during an art experience. It overlooks the learning of
> important components of artistry and other complex multi-level skills
> that are involved in the process of learning of the arts. The

39

> learning processes in the arts revolve around doing and making, using
> the body, voice, and symbols to imagine and to represent meaning
> through the integration of thoughts, sensations, symbols and gestures.
>
> Gaining this understanding from experts in the field of Arts,
> assessors will consider and evaluate efforts a student takes towards
> learning and acquiring new techniques. Dance, drama and music never
> have an end product; it is a journey of self-expression, exploration
> and continuous innovation. Therefore, the assessment needs to be a
> continuous and a comprehensive process. The assessment in Performing
> Arts will be self-regulated and reflective, where each student
> evaluates and regulates their progress by, for example, maintaining a
> portfolio. The portfolio will include audio-visual recordings of
> students' individual work. At the end of each quarter the student will
> observe and evaluate her own growth as an artist. The
> teacher-facilitator will work with each individual and guide them
> through the process of learning, by suggesting new techniques and
> strategies to enrich their understanding. Peer assessment will form a
> very important aspect of learning in performing arts, as students work
> with peers and present their work to each other. They will guide each
> other while analysing and critiquing each other's work. A key role of
> assessment will be to recognise students with a passion for the
> Performing Arts and guide them towards the next level suitable for
> their capabilities.
>
> *Visual arts*
>
> Visual Arts curriculum includes both two-dimensional and
> three-dimensional art. It will provide opportunities for emotional,
> sensory, creative and intellectual expression. The students will adopt
> creative processes and practices that maximise their own learning,
> experiment with alternatives and recognise that art and design require
> creativity, reflection, engagement, interpretation, analysis and
> participation. Students will understand different styles of arts which
> are specific to regional craft traditions as well as the changes in
> them over time. Students will further explore art as a means of
> expression, communication, and reflection. The student will appreciate
> nature as a source of inspiration in the creation of art. It will
> encourage meaningful self-expression, innovation and promote an
> understanding and respect for different cultures. Students develop and
> focus on their individual talents, aptitudes and interests, which form
> the basis of specialisation in some selected art forms. The curriculum
> encourages students to look at art and design for a purpose,
> self-expression as well as a source of livelihood.
>
> The appreciation of art is a key component of the visual arts
> curriculum. Understanding the thought process of different artists,
> reproduction of existing art as a means of appreciating the difficulty
> and commitment that must be put into visual arts in order to improve.
> It is important to have the mindset that visual art is not supposed to
> be easy or difficult, but a medium to express thoughts, feelings and
> emotions, just like poetry as an example.
>
> *Abilities*
>
> The Visual Art curriculum focuses on developing the following
> abilities:
>
> Construction of knowledge
>
> Art is an important means for young children to construct knowledge --
> by exploring various materials and media to form their thoughts and
> ideas, students independently arrive at a nuanced understanding of the
> world around them. Art enables students to move from the concrete to
> the abstract. Discussions around their art products and the process by
> which they were created enable them to formulate their thoughts and
> arrive at a deeper understanding of concepts across the curriculum.
>
> Communication
>
> For children who are in the process of evolving their vocabulary, who
> are in the process of learning to read rather reading to learn, art is
> a form of communication that does not require words. Through their
> drawings, paintings and models children communicate their ideas,
> thoughts, feelings and emotions. Speaking about and describing the
> visuals created by them into spoken language helps them to develop
> language skills.
>
> Developing confidence
>
> Young children are intensely visual and kinaesthetic; art combines
> both, giving students a level of comfort and joy in creating works of
> art. This helps them to loosen their inhibitions and encourages them
> to open up and communicate to a wider audience.

40

> Developing creativity
>
> When art is not confined to prescriptive drawing assigned to students,
> it is an excellent means for enabling students to think, solve
> problems independently and express their original ideas. Art work that
> focuses on expression of ideas rather than objects empowers the
> student to interpret the idea in her unique way.
>
> Art skills and techniques
>
> As students move towards adulthood, the focus shifts towards the
> development of art skills and techniques. Students gain exposure to a
> variety of media in varied styles -- both local and global. Students
> learn about techniques and forms of art pioneered by various masters
> in the past as well as by leading contemporary artists. They also
> experiment with evolving their own styles and techniques. Students are
> exposed to different artist media in order to explore the medium that
> is more expensive for the individual.
>
> Appreciation of art
>
> Through the years, students learn to appreciate art and to understand
> it from an aesthetic perspective. As in the case of Performing Arts,
> Visual Arts too are perceived as a tool for development of aesthetic
> sensibility among learners to enable them to respond to the beauty in
> form, technique and style. This would be achieved by children\'s
> creative engagement in different visual art forms.
>
> *Approach*
>
> The centrality of art
>
> Art is an important element of the curriculum - it is not an
> afterthought; whose purpose is to provide lighter moments in the
> school schedule. Art teachers work closely with teachers of other
> domains to seamlessly link all the artwork done by students across the
> curriculum.
>
> Challenging art work
>
> Even at the nursery level, the students are challenged to explore
> different materials and art styles. Students will be given themes to
> work with. They will learn the basic principles of the theme - whether
> it is on how to handle the materials, or the elements of a particular
> style. Based on this understanding, students will apply their
> knowledge to create works of art based on the theme.
>
> Focus on creativity and independent work
>
> At no time over the years will students be expected to 'colour within
> the lines' or fill in templates. The youngest child is capable of
> great original art. Students will interpret themes in their unique
> ways, once they have understood the guiding principles. Teachers will
> need to guard against value judgements of right and wrong and focus on
> developing the student's articulation of her interpretation of the
> work.
>
> Each child can 'do' art, art is inclusive
>
> While it is expected that some children are talented in art, the art
> teacher's role is to bring out the innate abilities of each child and
> interest and appreciation of art. Each teacher must set a goal that
> every child's work must be displayed, and not just those that the
> teacher considers the best.
>
> Art and space
>
> Art in the curriculum is not restricted to small sheets of A4 paper or
> small pieces of pottery. All art work needs to be large in size and
> have a strong visual impact. Art work of each child needs
>
> to be displayed not just within the classroom, but across the school
> in public areas in an aesthetic manner. And the display of multiple
> works of art must itself be a work of art. Students should be able to
> see that any blank piece of paper, may that be a napkin or their
> notebooks, as a blank canvas on which to pour their aesthetic nature.

Installations therefore are an important aspect of the approach to art.
These must transform school spaces and change continuously.

41

> **A. Skill, Processes and Watermarks**
>
> Skills, Processes, and Watermarks are central to the Bhutan
> Baccalaureate because they carry a learner forward in their journey of
> growth. The Bhutan Baccalaureate Learning Process helps learners
> develop Skills, Processes, and Watermarks that enable them to
> actualise their inner potential through continuous learning within and
> beyond school. The ultimate indicator of success for a learner is
> wholesome participation in a community as a constructive, contributory
> citizen, leading toward a more just and harmonious society.
>
> In the Bhutan Baccalaureate, a curriculum is understood as the dynamic
> system of experiences, knowledge, and information that advance the
> Learning Process. Skills, Process, and Watermarks are the \"aims\" of
> the curriculum; they are what each learner and community is striving
> to cultivate. In the Bhutan Baccalaureate, a school\'s curriculum is
> contextualised to the culture and locality and individual learners, so
> that the experiences and materials used to promote learning are
> relevant to their lives. When a learner is engaging with personally
> meaningful content, they can readily integrate it into their existing
> knowledge, apply it constructively, and build upon this network of
> understandings throughout their life. Knowledge acquisition is not a
> goal in itself; the content of a school\'s curriculum is curated as
> and when it is required to develop the desired Skills, Processes, and
> Watermarks. Such learning experiences are *cross-pollinating* in that
> they focus on interrelationships, and catalyse growth through the
> fertilisation of diverse perspectives and sources.
>
> The Bhutan Baccalaureate helps learners to develop the kinds of deep
> understandings that are useful, embodied, integrated with a person\'s
> Backstory, and lived out through constructive relationships. In this
> sense, \"understanding\" is more of a capacity, a way of being in and
> relating to the world, rather than stored content knowledge.
> Informational knowledge is embedded in this kind of deep, lived
> understanding. In the course of their development, understandings are
> first cultivated as particular Skills, which are then applied as part
> of larger ongoing Processes, and eventually become Watermarks inherent
> within a person. The Learning
>
> Process of the Bhutan Baccalaureate helps a person develop deep
> understandings through this progression. Every person can develop a
> skill to a certain extent, though some may not progress a skill beyond
> that level; everyone is born with some innate Watermarks. A person\'s
> potential is dynamic, and Watermarks emerge as Treasures, or ways of
> being in and relating to the world, over the course of a lifetime.
>
> Skills, Processes, and Watermarks function together to help a learner
> self-evolve through continuous learning. Skills are the capabilities
> that we use to reach a goal, and with concerted practice, they can be
> developed to a certain extent in any learner. Skills are functional,
> oriented toward a result, and are often embedded and interlinked.
> Processes are the long-term flows of active pursuit that propel
> learning over time. Processes are sustained by Skills and Watermarks
> that are coordinated by a learner to drive their own development.
> Watermarks are the inner qualities, dispositions, character traits,
> and attitudes that help a person learn and contribute constructively
> to their communities throughout their lives.
>
> In the Bhutan Baccalaureate Learning Process, learners select the
> Skills, Processes, and Watermarks that they want to cultivate and
> incorporate them into a personal Roadmap. In the process of curriculum
> development, the school also selects Skills, Processes, and Watermarks
> which are relevant to the needs and aspirations of the wider
> communities including the nation and society. All of these selections
> factor into the design of the school-wide Learning Framework, which
> orients the shared learning experiences in the school. In this way,
> the Skills, Processes, and Watermarks of highest common priority
> become the focus of the curriculum, ensuring that learning remains
> relevant to community life and geared toward shared aspirations.

42

> The Education Research Centre at The Royal Academy is developing
> resources and technologies to help all learners \-- adults and
> children \-- continuously develop Skills, Processes, and Watermarks.
> Resources will help to establish common notions of essential Skills,
> Processes, and Watermarks, and help learners lead themselves onward in
> their development. Technologies should help learners effectively
> curate and utilise the curriculum to further develop their Skills,
> Processes, and Watermarks. Congruently, technologies should help the
> assessment system to track and promote the development of Skills,
> Processes, and Watermarks by providing continuous constructive
> feedback. These resources and technologies must ensure that, as it
> draws upon curriculum and is guided by assessment, the Bhutan
> Baccalaureate Learning Process remains centered around Skills,
> Processes, and Watermarks.
>
> **B. Roadmap**
>
> Taking ownership of one's own learning is crucial to an individual's
> wholistic development. Being able to understand your own strengths and
> weaknesses not only in different domains but in your emotional,
> spiritual, physical and social development ensures this. It is not
> just knowing your strengths and weaknesses that is important but
> planning for how you are going to turn a weakness into a strength and
> understanding when this has happened and reflecting and taking time to
> appreciate your success. To help all learners to do this we create
> roadmaps, individual, group, domain, areas of development and finally
> a whole school roadmap.
>
> Roadmap when broken down into 'Road' and 'Map', each word has an
> underlying meaning of their own and the combination of the two gives a
> bigger meaning of what Roadmaps mean and the purpose it aspires to
> serve. Road implies something that is made for a purpose. Roads are
> designed to help people go from one point to the other. In many
> instances, there are smaller roads that connect to the main road.
> Other times, there are many tributaries/paths that will lead to a
> creation of a road.
>
> Maps are used to give directions and ensure you are on the right track
> on any road that you choose to take. As maps have reference points to
> keep you on track, which is reflected in the form of indicators of
> success in the Roadmaps. The concept of Roadmap is not new. Roadmaps
> have always been part of our instincts. The paths taken by animals
> during migration shows that Roadmaps have always been part of their
> life cycle. For human beings, Roadmaps might have started after our
> hunter gatherer days when we reached a stage where survival was not
> the only concern in our minds. Human beings had time to do other
> things apart from gathering food and looking for a mate. The cave art
> and the technologies that existed from the ancient civilisations are
> evidence that Aesthetics has always been an instinct in human beings.
> Another instinct of humans is to be adventurous, to divert from the
> community and explore our own pathways. This could be to follow
> existing paths, to divert from the paths and create new paths. For us
> to be adventurous, we first need to feel the security of the
> community. The life of Lord Buddha is an example of how a person
> diverted from the security of the community. What is important to note
> is that Roadmap provides the luxury of choice and ownership to an
> individual. This might sound easy but with choices also comes the
> consequences. Lord Buddha's life is full of these anecdotes about
> choices and their consequences.
>
> The security of a community is established in the upbringing, the role
> that a family and wider communities play that allow individuals to get
> a sense of what they understand and acknowledge what they do not
> understand. This forms the backstory of the learner. Backstory
> provides the connection and safety net of the community for the
> learner to begin their adventure and move beyond their comfort zone.
> Each individual's uniqueness allows them to chart a path for
> themselves which forms the Roadmaps.
>
> The roadmaps created by learners are living documents. Each time a
> student refers to their roadmap they can make changes and improve on
> it. In this way each time a student starts a new roadmap at the
> beginning of the year they can refer to previous roadmaps to learn
> from. For the new students creating their first roadmap can be a
> daunting task and to help with this the returning students within a
> mentor group will guide the new students in the creation of their
> first roadmap.

43

> The first learning phase of the year, Gomdri, is the crucial time in
> which Roadmaps are created. Learning experiences are geared towards
> giving students and teachers the opportunity to explore their
> capability in the skills and processes in the different domains and
> across the five Areas of Development. Allocating this time to create
> roadmaps allows the roadmaps to be created with a higher level of
> richness and depth. The actual design of the roadmap itself is left to
> the teacher and mentors to format in a way that they find appropriate.
> This being said there are specific areas that must be included in the
> roadmap (the design of how these areas are included again is left to
> the individual teachers and mentors just as long as they are
> included). The roadmaps can be thought of as a learning journey for
> the individual highlighting the areas they would like to improve in,
> descriptions of how they intend to make this improvement and what
> indicators of success they will use to help identify their progress
> and celebrate their success. For the individual roadmaps the learners
> will create aims and indicators of success across all the domains and
> the Five Areas of Development.
>
> As mentioned earlier creating individual roadmaps is just the first
> step in the process of creating the whole school roadmap at the end of
> Gomdri. This whole school roadmap guides the curriculum for the rest
> of the year throughout Yardak and Shejun Phelrim. The process for
> making the whole school roadmap is as follows:
>
> After each teacher and student has created their individual roadmaps
> the mentor groups form one overall Group Roadmap which links in the
> commonalities found across the individual roadmaps. These groups
> roadmaps are then given to the heads of the different domains in order
> to help them form their domain area roadmap. The heads of the
> different domains also use the assessment data they have compiled over
> Gomdri to help them create their domain roadmap. Next the Group
> Roadmaps and the domain roadmaps are sent to the Five Areas of
> Development coordinators. The coordinators each provide a roadmap for
> their area of development and then meet to collate their areas to form
> the Whole School Roadmap. In this collating the coordinators check for
> any areas of similarity across the five areas roadmaps as there are
> often goals and activities that span across more than one area of
> development.
>
> The system of Roadmaps in a schooling context does not acknowledge the
> uniqueness of each individual. The focus seems to be on a one size
> fits all Roadmap. As a School, we need to understand that individual
> students develop a sense of independence at a certain age and time and
> each one of them is unique. The Learning Process must help the student
> in their journey from a child to a young adult and to adulthood. In
> this process, we must provide the opportunity for them to discover
> their uniqueness. This would mean that some students can follow the
> roads that exist, some roads need to be adapted and some roads need to
> be made. We must ensure that there is a visible and a collaborative
> effort between the individual and their communities in the process of
> creating the Roadmaps.
>
> The opportunities provided through the Learning Process will determine
> how a student actualizes their dynamic innate potential. Take for
> example puppies born to a stray dog. We will all agree that they have
> an innate potential. Whether the puppies get adopted by someone or
> they are left to be stray dogs will determine how the potential of the
> puppy gets actualized. We must understand that there is no one right
> way of creating Roadmaps. The Bhutan Baccalaureate uses 5 Areas of
> Development as a way of understanding an individual and helping them
> grow in all the 5 Areas (Cerebral, Emotional, Physical, Social and
> Spiritual). To be able to create Roadmaps based on the 5 Areas of
> Development, the tools available to us are the Skills, Processes and
> Watermarks.
>
> The Learning Process must provide opportunities for individuals to
> understand what Skills, Processes and Watermarks they have and what
> they want to have. To facilitate this, the Learning Process must move
> from silos to promote cross pollination of ideas, Skills, Processes,
> Watermark and the 5 Areas which will allow us to create new ways of
> thinking. In this process, failure is a key component. As individuals
> face failure and learn to overcome it, a sense of success is induced
> which provides the fuel for the individual to carry the momentum of
> their learning forward.

44

> Roadmaps, Skills, Processes, Watermarks, Cross pollination coalesce
> into the Attributes that make up a School. In return, the attributes
> also influence the Roadmaps and the Learning Process of The School.
> These must all contribute to the process of an individual growing with
> a sense of purpose and a sense of what is right and wrong, thereby
> strengthening the relationship between an individual and her
> community.
>
> **C. Cross-Pollination**
>
> Bhutan Baccalaureate understands a person's education as a journey of
> learning, through which they develop Socially, Emotionally,
> Spiritually, Physically, and Cerebrally. The aspired horizon --- a
> direction, not a destination --- is the actualisation of innate and
> dynamic potential across the Five Areas of Development. Each person's
> journey is unique, and learning should be self- directed with the
> guidance of teachers.
>
> Cross pollination is a process that cuts across all the Seven Domains
> and the Five Areas of Development. Through this process we should be
> able to zoom out to see the larger picture and zoom in to see the
> cellular image. The lens through which we view the world can colour
> our decisions and affect our choices. Some people prefer to see things
> up close, others from afar. It is crucially important to know when to
> zoom in and when to take the bird\'s eye view.
>
> However, the education system that we have been through, followed the
> one size fits all approach and thrust one idea for all children. The
> rich experience and wisdom that they brought from homes were not given
> much importance. The system didn't consider the different kinds of
> homes that the children came from. The focus was only on where they
> wanted their learners to go, and the only indicator of success were
> the examinations. The teachings were and are still compartmentalized
> into domains and often missed to see the inter-relationships between
> them. This shaped our lens in viewing the world separately.
>
> At the School at The Royal Academy, as we started our journey five
> years back, we started with a non-silo approach. Domains like Life
> Science provided an opportunity for us to take the Learning Process to
> the next level yet not much interactions happened between Life
> Science, Languages and Technology. The Roadmap created by the
> Children, Mentors, Teachers, Domain Heads and the Coordinators gave
> ownership to the individuals but often operationalized in Silos as we
> moved through the process. This gives us an avenue to take this to the
> next level, where the Cross Pollination Roadmap opens opportunities
> for learners to collaborate and Cross Pollinate ideas.
>
> Introspecting the journey so far, we have learned a lot, yet we must
> continue to explore more and constantly raise our bars to become
> better than what we were yesterday. A lot of good practices from the
> past shall continue to find spaces, germinate and bloom as we welcome
> the new learning journey.
>
> The Cross Pollination Learning Process for this year is based on four
> broad concepts which are: Exploration and Discovery, Understanding the
> Interconnectedness with the Surrounding Environment, Global awareness
> and Community. These are over overarching ideas which transcend
> Domains and Areas of Development through different areas of
> exploration. However, these concepts are not static but dynamic. We
> should constantly review them and update as we must adapt to the
> changing world, which is complex, uncertain yet beautiful. This
> learning process should help us enhance our skills and we should
> constantly be able to challenge ourselves and raise our bar to meet
> the expectations of the changing world. What is true today may not be
> true tomorrow. The nature and dynamics of change evolves over time.
>
> Concepts should help the learners connect their experiences,
> abilities, and knowledge using different Skills, Processes and
> Watermarks. Skills are particular abilities which enable a person to
> move through a Process. For instance, the Process of conducting
> research may require skills such as data collection, attention to
> detail, statistical analysis, communication, and critical thinking.
> Some of these skills may nest within each other; indeed, the
> relationship between two competencies determines their

classification. A Process requires certain skills, and these skills may
themselves be processes requiring further skills. Because of

45

> this nesting, skills and Processes may be listed together and treated
> similarly. Processes are ways and means of understanding information
> and developing knowledge. They are a sequence of steps which propel
> the learning process.
>
> For example, if one wants to enhance one's comprehension skills, one
> has to read a lot. Reading different books, introspection of one's
> understanding often will help you become better. Therefore, the
> process of reading, summarizing, and introspection will help you
> develop better comprehension skills and over time these become the
> watermarks.
>
> Watermarks are the dispositions, character traits, and attitudes which
> benefit a person in their continuous learning process and lead
> productive life in a community. Watermarks include personal attributes
> such as creativity, resilience, leadership, and compassion. Watermarks
> are cultivated through processes and skills. For instance, to be
> rigorous, a person may engage the Process of analysis, which requires
> the skill of graphing statistical data. In another example, a student
> may strengthen the watermark of compassion through the process of
> community engagement, using the skill of listening.
>
> The Cross Pollination Learning Process at the school at The Royal
> Academy starts with the backstory of the learner and this gives an
> avenue for an individual to introspect about the self, one's family
> and the community that one comes from. This brings in the rich
> diversity that we have in this country and can learn about each other
> throughout the journey. The richness can be shared through 7 gifts
> (stories, songs, dances, indigenous games, recipe, language and
> patterns), which can be used as a resource as we move through the
> learning process.
>
> Learners can also share what they know, which is their pre-knowledge.
> They will also note down their passion and what they want to learn in
> their Roadmap. All these will be incorporated in the Cross Pollination
> Learning Process as a part of the new knowledge that we want to
> explore. All this rich information should contribute in enriching a
> learner\'s Roadmap, and constantly help them review their
> understanding to take their learning to a deeper level.
>
> From learning about the self, the focal points extend to the
> surrounding environment (The Royal Academy Campus or Home), where we
> can explore a lot of things. We can learn about the flora and fauna,
> ecosystem, interrelationship that exists, structure of cells and
> tissues.
>
> The structures found around the campus not just can be used to look at
> the history of the place, but to calculate the area and perimeter as
> well. We can further analyse the type of soil used to build the
> structure, its durability and architectural design. This gives an
> opportunity for the learners to see, feel, smell and go out of
> classrooms and learn through a hands-on experience. We can also
> participate in the community activities and learn from it. Community
> holds a vast knowledge of various things and for generations they have
> been involved with the process and have sustained themselves. Cross
> Pollination opens avenues for us to draw inspiration from the
> community and be involved in the process.
>
> The Cross-Pollination Learning Process gives a platform to look into
> your country, in this case Bhutan, its rich history, biodiversity,
> culture, identity and the world as a whole where we continuously
> explore and learn more. It also gives opportunities for us to look
> into the origin of the universe and the solar system. The evolutionary
> journey of life from the first cell to Homo sapiens shall be explored
> to enrich our learnings. Evolution is a gradual change over time and
> nature has shown us that the change is the only constant to move
> forward. This will also help us see the beautiful creation of nature,
> its diversity and variation. Aesthetics as a way of life can be
> learned by making observations in nature.
>
> For example, Bird watching - Birds are one of the most beautiful
> creations of nature. This gives us room to ponder why birds are very
> colourful? What makes them more colourful than other organisms? We can
> also explore the role of birds in nature and the species of birds in
> Bhutan or the region.
>
> Cross pollination gives us avenues to explore the missing link between
> the domains that has been created by our present Educational system.
> Let us look at the example below which shows an innovation that has
> been made by exploring the interrelationships between domains.

46

> As teachers we may have been trained to teach English, Dzongkha,
> Maths, Computer Science, Physics, Chemistry, Biology, History or
> Geography but the Cross pollination encompasses all that and much
> more. Everyone at The Royal Academy is a learner and through Cross
> Pollination everyone gets opportunities to learn, unlearn and relearn
> new things. It requires a lot of Cross Pollination of ideas between
> different domain teachers and teachers and students. Cross Pollination
> calls for a change in the way we think, learn and teach.
>
> Cross Pollination should help us examine and understand the past,
> explore and explain the present and predict and plan our future. It
> should help us see the relationships and understand the
> interconnectedness between the compartments and the unified whole as
> the fundamental fact that nature, indeed, all of reality consists of
> dynamic processes that are created not in isolation but as a whole.
> Technology has played a very important role in diverse fields. It
> serves a pivotal role in education. However, the education system has
> used technology so far to bring the recorded information about nature
> into the classroom. Through Cross Pollination, we should be able to
> take technology into nature and learn. Various Apps can be used to
> identify the species of plants and animals instantly as we explore
> nature. Thermometers can be used to record temperatures of different
> places and we can use telescopes to gaze at the universe. We can use a
> sound recorder to record and interpret the sound of the living
> organisms in deep forest. These sounds can be used to study
> biodiversity, and also to create music. Smartphones can be used to
> take pictures of flora and fauna, landscapes, natural disasters and
> manmade disasters. We can use the data to analyse information and also
> make interventions to protect nature. Technology should become a
> bridge between humans and nature.
>
> Assessment is the engine that drives the Cross Pollination Learning
> Process. Assessment must ensure a conducive environment for every
> learner. Failure is a crucial tool for learning and every learner must
> know that they shall encounter failure multiple times as they go
> through the learning process. The willingness to explore new things
> should not be out of fear but because of inducement of success which
> requires rigour and resilience. The focus of assessment should be on
> the growth of skills, processes and watermarks, and the ability of the
> learner to use these skills and processes to observe phenomenon and
> draw interconnectedness between the domains. Assessment could be in
> the form of self-reflection, peer feedback, and review feedback.
>
> The process should also help us become a person of substance and the
> members of The Royal Academy should leave with a sense of purpose. The
> lens through which they see the world and the choices that they make
> should help their community thrive, leading to a just and harmonious
> society.
>
> **Cross-pollination of Roles**
>
> Teachers
>
> Teachers at The Royal Academy are focused on their relationships with
> students within The School, but they also engage with The Education
> Research Centre and Teacher Development center as they conduct action
> research and co-create teacher training programs, to propel their own
> wholistic development.
>
> Teachers cultivate the wellbeing of their students and colleagues in
> order to foster meaningful Learning Experiences for their students and
> the School community. Teachers collaborate with students, other
> faculty, and community experts to curate educational content and are
> knowledgeable in their Domain of specialization, and the design and
> facilitation of active, engaging Learning Experiences for different
> groups of people. Teachers are equally committed to advancing their
> personal and professional development, and are willing to be
> introspective, vulnerable, and proactive in their own learning
> journeys. A teacher's main priorities are to support the safety and
> well-being of all students and to facilitate an inclusive learning
> community that is conducive to growth in The Five Areas of
> Development.
>
> Teachers' roles and responsibilities span the following areas:

47

> *Student Well-being*
>
> ❖ Teachers are to help support the physical safety and well-being of
> students;
>
> ❖ Monitor students' physical and mental health and development in all
> Areas (Social, Emotional, Spiritual, Physical, and Cerebral);
>
> ❖ Be available to offer support to students in their academic and
> personal well-being and development; ❖ Be aware of warning signs of
> distress/stress in students;
>
> ❖ Assist during student hospital visits and accompany students to
> doctor/hospital when appropriate; ❖ Communicate student health and
> well-being information and concerns to Coordinators and families as
> needed; ❖ Assist with and contribute to optional activities when
> possible to enhance students' Learning Experiences.
>
> *Learning with students*
>
> ❖ Develop curricula in one's Domain of specialization as well as other
> areas of expertise and interest; ❖ Collaborate with students and
> fellow faculty to curate and facilitate Learning Experiences that
> align with Royal Academy Learning Framework and the philosophy of the
> Five Areas of Development;
>
> ❖ Develop individualized learning plans and formal assessments for
> students based on their Roadmaps and performance; ❖ Assess students
> continuously using the full array assessment methods, with the utmost
> fairness, rigour, and compassion; ❖ Report on each student's progress
> at regular intervals, and ensure that feedback is communicated to the
> respective student and mentor.
>
> *Learning with other faculty*
>
> ❖ Conduct action research in order to critically examine and improve
> one's own teaching practice; ❖ Participate in, initiate, and
> facilitate teacher development programs;
>
> ❖ Provide mentorship, both formal and informal, for colleagues, and
> engage openly in exchanges of constructive feedback. ❖ Personal and
> professional self-development
>
> ❖ Maintain a personal Roadmap, updating it regularly and sharing with
> colleagues for feedback as required; ❖ Conduct self-assessment, both
> informally and formally as requested;
>
> ❖ Autonomously pursue self-development opportunities, including
> professional training, courses, and activities.
>
> Head of Domain
>
> The term Head of Domain applies to appointed faculty who have
> responsibility for one of the following domains: Dzongkha, English,
> Mathematics, Aesthetics, Sports, Life Science, Computer Science and
> Technology. Heads of Domains are appointed by and report to the Head
> of School. The prime role of the Head of Domain is to provide strong
> leadership to the faculty in the Domain Area. The Head of Domain is
> required to lead, manage and develop the domain to ensure it achieves
> the highest possible standards of excellence in all its activities.
> They will be supported by colleagues from within the domain,
> Coordinators of the five Areas of Development, colleagues from the
> teacher development center, the education research center and other
> Domain Areas.
>
> Specifically, the role will include:
>
> Leadership
>
> ❖ be responsible and accountable for designing and updating the domain
> Roadmap based on the Learning Framework of the academic year.

48

> ❖ develop and sustain appropriate structures for management,
> consultation, decision-making and communication with other teachers,
> administrative staff and students.
>
> ❖ ensure that staff appraisal is managed appropriately and in a way
> that is consistent with the expectations of the teacher development
> center, and that fair workload allocation processes are in place.
>
> ❖ ensure all staff have access to the necessary support to enable them
> to contribute fully and develop their skills and experience.
>
> ❖ Design professional development plan for their domain teachers.
>
> ❖ ensure students are included as appropriate in the various decision
> making forums within the domain.
>
> Mentor
>
> ❖ Draw out and understand each mentees' backstory, help each child
> access any needed resources for emotional support and physical
> well-being, and advocate for them as appropriate;
>
> ❖ Develop a trusting, open, and communicative relationship with
> mentees' family members or guardians, take responsibility for sharing
> all relevant School updates, and be their primary point of contact
> with the School; ❖ Guide each mentees' continuous development of a
> personal Roadmap, and guide their progress by offering individual
> support and liaising with other faculty;
>
> ❖ Oversee mentees' academic work in all Domains and collaborate with
> teachers to support the student as needed; ❖ Meet with mentees as a
> group at least once weekly to check on their well-being and progress,
> update Roadmaps, discuss School updates, and develop closer bonds of
> kinship;
>
> ❖ Organize and lead a twice-annual Nature Retreat with all mentees,
> prioritizing the safety and well-being throughout the experience;
>
> ❖ Securely store mentees' personal funds, cell phones, and other
> possessions which they may not keep privately; ❖ Ensure that mentees
> understand the expectations of The Royal Academy and the resources
> available to them; ❖ Address any disciplinary issues as needed;
>
> ❖ Care for each mentee representing the parents or guardians'
> interests.
>
> Dorm Parents
>
> Dorm Parents will live in a dorm setting and supervise all student
> residents. They are responsible for establishing and maintaining an
> approachable rapport, providing and maintaining a framework of
> regulations and organized procedures within which the dormitory
> students will live. This environment will align with the mission and
> vision of The Royal Academy. Students must know that the Dorm parents
> are accessible, not only for formal settings but also informally. They
> will act as both support and a resource; foster a safe environment for
> all students. Dorm Parents should:
>
> The Teachers on Duty will be responsible for the following roles and
> responsibilities:
>
> ❖ Walk through periodically during the day to connect with students.
>
> ❖ Take the time to know each student personally.
>
> ❖ Organise Dorm meetings with the students on a weekly basis to
> understand the needs and smooth operation of the dorms.
>
> ❖ Provides a safe and secure living environment in the dormitory for
> students.

49

> Teacher on Duty
>
> To support the Coordinators, four Teachers on Duty will be assigned on
> a rotational basis. The Teachers on Duty will be responsible for
> overseeing the day to day school activities: are available from 7:30
> am till 9:30 pm to support the teachers and students in all
> endeavours.
>
> The Teachers on Duty will be responsible for the following roles and
> responsibilities:
>
> ❖ Teacher on Duty should be available in the school throughout the
> day.
>
> ❖ Monitor the breakfast, making sure the students enter the dining in
> silence till the grace is offered. Monitor the food quality and
> nutrition, monitor wastage as well.
>
> ❖ Make sure the Ngyondro takes place on time and that all teachers are
> present for the reflection. ❖ Make sure the classes are running
> smoothly, in case of teachers on leave making sure the classes are
> substituted accordingly.
>
> ❖ Monitor the tea break and make sure the children receive snacks or
> fruit servings with their tea. ❖ Monitor the lunch and children enter
> in silence and maintain it till the grace is offered. Monitor the
> quality, nutritional values and wastage of food.
>
> ❖ Monitor the evening tea
>
> ❖ Make sure all the children are participating and engaged in the
> evening sports. Remind/inform the teacher responsible if groups of
> children are not engaged.
>
> ❖ Monitor dinner. Make sure the students enter the dining in silence
> and maintain it till the grace is said. ❖ Make announcements if any.
>
> ❖ Take a lead in all activities throughout the day, all through the
> week.
>
> ❖ Responsible for all events or any emergencies throughout the week.
>
> ❖ Will take charge of parent visitation hours during the weekends
> along with the mentor teacher concerned. ❖ One teacher will take
> charge of the boys dorm and the other will take charge of the girls.
> One will stay in the library. ❖ Will be responsible for any
> emergencies during the night.
>
> ❖ Take charge of the Saturday night programs.
>
> ❖ Check at least once the personal hygiene of the children and report
> to the mentors or concern individuals, ❖ Lights out at 9:30 PM.
>
> Teachers as learners
>
> Within the school, teachers must be learners; they must be just as
> engaged in the learning process as students, pursuing their own
> development as productive members of society and good human beings.
> Teachers should be continuously generating insights about teaching and
> learning that they then apply to their own practice, so that the
> education system as a whole is ever-evolving. Teachers must value
> their students as 'teachers' in their own right who offer knowledge
> and wisdom. Along with their students, teachers must have their own
> learning journey. As a part of their professional life, teachers
> should pursue self-development and draw upon students as resources in
> their learning process.
>
> Students as teachers
>
> In parallel, students must be teachers, both for themselves and for
> others. As students share their knowledge and skills with their peers,
> teachers, and community, they recognize and value their internal
> resources and those in all people. Knowledge is nuanced and expanded
> as it is applied in new ways and refracted through others'
> perspectives, which deepens learning for all. The school

50

> should provide a platform for students to teach themselves and others,
> and students should play an active role in the creation and delivery
> of the school's curriculum.
>
> **Design of Cross-Pollination Review**
>
> The Bhutan Baccalaureate considers all phenomena in the world as an
> opportunity to learn. These Learning Experiences should equip learners
> with the ability to deal with real-world situations using different
> perspectives. Cross-pollination Learning process needs its learners to
> exercise and practice the skills and assess their skills, the Bhutan
> Baccalaureate conducts a Cross-pollination review.
>
> Similar to the Cross-pollination Learning Experiences, a
> Cross-pollination review paper does not focus on one domain area. The
> questions in a Cross-pollination review paper resemble what a
> constructive contributory member will encounter in the real-world:
> manifold and multidimensional opportunities. Domain experts need to
> collaborate in order to create such questions. The design of the
> Cross-pollination review paper should ensure that all concepts, skills
> and watermarks are included equally in the paper for the learner to
> demonstrate competency. The combinatorial need for featuring the
> concepts, skills and watermarks equally in a paper makes Latin Squares
> an ideal tool for designing Cross-pollination review papers.
>
> *Design of Cross-pollination review papers using Latin Squares:*
>
> A Latin square is an n x n array filled with n different symbols, each
> occurring exactly once in each row and exactly once in each column.
> Table 1 shows a 3 x 3 Latin Square filled with the letters x, y and z.

+-----------------------+---------------------+------------------------+
| > x                   | > y                 | > z                    |
+=======================+=====================+========================+
| > y                   | > z                 | > x                    |
+-----------------------+---------------------+------------------------+
| > z                   | > x                 | > y                    |
+-----------------------+---------------------+------------------------+

> **Table 1:** *A 3 x 3 Latin Square*
>
> The combinations in each row and column are made unique by randomizing
> the order of the first row \[x,y,z\] into \[y,z,x\] and \[z,x,y\] in
> the second and third rows. This ensures equal inclusion of each letter
> and unique combinations in every column and row. The design of a
> Cross-pollination review paper borrows this feature. Table 2 shows a
> table that uses three domain areas and the unique combinations that
> can be created using them. Each populated cell in the table represents
> a question combining two domain areas that will feature in the
> Cross-pollination review paper. The arrangement in Table 2 results in
> six unique combinations of three Domain Areas. The Domain Areas that
> are currently being combined are Dzongkha, English, Mathematics, Life
> Science, Computer Science, Aesthetics and Sports. Combining two domain
> areas similar to the method used in Table 2 results in 28 unique
> combinations.

+-------------------+-------------+--------------+--------------------+
|                   | > Dzongkha  | > English    | > Mathematics (Z)  |
|                   | > (X)       | > (Y)        |                    |
+===================+=============+==============+====================+
| > Dzongkha (X)    | > **XX**    | > **XY**     | > **XZ**           |
+-------------------+-------------+--------------+--------------------+

51

> English (Y) **YY YZ**

+-------------------+-------------+--------------+--------------------+
| > Mathematics (Z) |             |              | > **ZZ**           |
+===================+=============+==============+====================+
+-------------------+-------------+--------------+--------------------+

> **Table 2**: *Unique combinations of three Domain Areas*
>
> The design of a Cross-pollination paper combines the randomizing
> algorithm of the Latin Squares table (Table 1) and the unique
> combination table (Table 2).

+--------------+--------+-----------+---------+------------+---------+
| > **Question |        |           |         |            |         |
| > 1**        |        |           |         |            |         |
| >            |        |           |         |            |         |
| > **Question |        |           |         |            |         |
| > 2**        |        |           |         |            |         |
|              |        |           |         |            |         |
| **Question   |        |           |         |            |         |
| 3**          |        |           |         |            |         |
|              |        |           |         |            |         |
| **Question   |        |           |         |            |         |
| 4**          |        |           |         |            |         |
|              |        |           |         |            |         |
| **Question   |        |           |         |            |         |
| 5**          |        |           |         |            |         |
|              |        |           |         |            |         |
| >            |        |           |         |            |         |
|  **(Dzongkha |        |           |         |            |         |
| > +**        |        |           |         |            |         |
| >            |        |           |         |            |         |
| >            |        |           |         |            |         |
|  **(Dzongkha |        |           |         |            |         |
| > +**        |        |           |         |            |         |
|              |        |           |         |            |         |
| **(Dzongkha  |        |           |         |            |         |
| +**          |        |           |         |            |         |
|              |        |           |         |            |         |
| **(Dzongkha  |        |           |         |            |         |
| +**          |        |           |         |            |         |
|              |        |           |         |            |         |
| **(Dzongkha  |        |           |         |            |         |
| +**          |        |           |         |            |         |
|              |        |           |         |            |         |
| >            |        |           |         |            |         |
| **English)** |        |           |         |            |         |
| >            |        |           |         |            |         |
| > **Ma       |        |           |         |            |         |
| thematics)** |        |           |         |            |         |
|              |        |           |         |            |         |
| **Life       |        |           |         |            |         |
| Science)**   |        |           |         |            |         |
|              |        |           |         |            |         |
| **Computer   |        |           |         |            |         |
| Science)**   |        |           |         |            |         |
|              |        |           |         |            |         |
| **A          |        |           |         |            |         |
| esthetics)** |        |           |         |            |         |
+==============+========+===========+=========+============+=========+
| Change &     |        |           |         | > x        |         |
| Tr           |        |           |         |            |         |
| ansformation |        |           |         |            |         |
| x            |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Choice     | > x    |           |         | > x        |         |
+--------------+--------+-----------+---------+------------+---------+
| > Codin      |        |           |         | > x        |         |
| g/Algorithms |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > C          |        | > x       |         |            |         |
| ommunication |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Compassion |        |           | > x     |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > C          |        |           |         |            | > x     |
| omprehension |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| >            |        | > x       |         |            |         |
| Construction |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Creativity |        | > x       |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Critical   |        |           | > x     |            |         |
| > Thinking   |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Diversity  |        |           | > x     |            |         |
+--------------+--------+-----------+---------+------------+---------+
| >            |        |           |         |            | > x     |
|  Environment |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Leadership |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+
| > Problem    | > x    |           |         |            |         |
| > Solving    |        |           |         |            |         |
+--------------+--------+-----------+---------+------------+---------+

> **Table 3**: *Portion of the Design Matrix used for a
> Cross-pollination review paper in 2019*
>
> Table 3 shows the unique combinations chosen for each question that
> was included in a Cross-pollination paper in 2019. The crosses (x) in
> each cell indicate the skill, concept or watermarks that are combined
> with the Domain Area combination. For example, question 1 combines the
> Dzongkha + English combination with Change & Transformation, Choice
> and Problem Solving. When making the matrix for the next
> Cross-pollination review paper, the combination of crosses in column 1
> will move to column 28, the combination of crosses in column 2 will
> move to column 1, the combination of crosses in column 3 will move to
> column

52

> 2 and so on. This ensures that the combination of Change &
> Transformation, Choice and Problem Solving with English and Dzongkha
> will repeat every 28 Cross-pollination review papers. Learners enter
> the Royal Academy in Grade 7. Assuming an average of 4
> Cross-pollination review papers a year, a learner will sit for (6
> years x 4 Cross-pollination review papers) 24 Cross pollination review
> papers during their time at the Royal Academy. This means that the
> unique combination of Dzongkha + English with Change & Transformation,
> Choice & Problem Solving will be encountered only once. The uniqueness
> of this combination is important in order to assess the competency of
> skills and concepts with all possible combinations of domain areas.
> Table 4 shows a portion of the 28 x 28 Latin Squares matrix that shows
> all the Cross-pollination papers (NSP) that a student will sit for in
> their journey from grade 7 to grade 12.

+-----------+-----------------+-------------------+-------------------+
|           | > **NSP 1**     | > **NSP 2**       | > **NSP 3**       |
+===========+=================+===================+===================+
| > **D     | > Dzongkha,     | > Dzongkha,       | > Dzongkha,       |
| zongkha + | > English,      | > English,        | > English,        |
| >         | > Change &      | > Communication,  | > *Compassion,    |
| English** | >               | > Construction,   | > Critical        |
|           | Transformation, | > Creativity      | > Thinking,       |
|           | > Choice,       |                   | > Diversity*      |
|           | > Problem       |                   |                   |
|           | > Solving       |                   |                   |
+-----------+-----------------+-------------------+-------------------+
| > **D     | > Dzongkha,     | > Dzongkha,       | > Dzongkha,       |
| zongkha + | > Mathematics,  | > Mathematics,    | > Mathematics,    |
| > Math    | >               | > *Compassion,    | > C               |
| ematics** |  Communication, | > Critical        | oding/Algorithms, |
|           | >               | > Thinking,       | > Choice, Change  |
|           | > Construction, | > Diversity*      | > &               |
|           | > Creativity    |                   | > Transformation  |
+-----------+-----------------+-------------------+-------------------+
| > **D     | > Dzongkha,     | > Dzongkha, Life  | > Dzongkha, Life  |
| zongkha + | > Life Science, | > Science,        | > Science,        |
| > Life    | > *Compassion,  | > C               | > Comprehension,  |
| >         | > Critical      | oding/Algorithms, | > Environment     |
| Science** | > Thinking,     | > Choice, Change  |                   |
|           | > Diversity*    | > &               |                   |
|           |                 | > Transformation  |                   |
+-----------+-----------------+-------------------+-------------------+

> **Table 4**: *Portion of the 28 x 28 Latin Square matrix used to
> combine Domain Areas and skills, concepts and watermarks*
>
> To understand how the matrix is randomized, it is useful to compare
> the matrix diagonals in Table 1 and Table 4. Similar to how the
> diagonal cells do not change in Table 1, the combination of
> compassion, critical thinking and diversity does not change in Table
> 4. A count of skills, processes and watermarks is maintained for each
> year to ensure that they feature equally in Cross pollination papers
> in a given academic year. Having looked at the overall design of a
> Cross-pollination paper, we will now direct our attention to how a
> Cross-pollination question is designed.
>
> *Design of a Cross-pollination question*
>
> Based on the needs of the overall design of a Cross-pollination paper,
> domain experts from each domain sit together to design a
> Cross-pollination question. Taking the example of question 1 in Table
> 3, domain experts from Dzongkha and English sit together

53

> to design a question that combines their areas of expertise with
> concepts, skills and watermarks: Change & Transformation, Choice and
> Problem-Solving. Fig. 1 shows the template for question-design.
>
> ![](media/image2.png){width="4.86875in" height="5.366666666666666in"}
>
> **Figure 2:** *Non-silo question design template*
>
> The template in Figure 2 includes fields for the collaborating domain
> teachers to fill in, in order to design a non-silo question. Teachers
> initially put down the pre-knowledge or required knowledge that
> students will need to use from their respective domains. Then a
> question is designed that will require the students to pull from this
> knowledge to answer it.
>
> The teachers then fill in the second part of the question design
> called *Competency Requirements*. In this section, teachers will fill
> in General Requirements that are expected out of an answer to the
> question. General Requirements will include a correct answer if
> applicable (say a Mathematical result) or a general description of how
> an answer could look like for an open-ended question. After filling in
> the General Requirements, teachers will then fill in the competencies
> that relate to the domain areas, skills, processes and watermarks that
> are featured in the question. The competencies will help in assessing
> the student's response from the perspective of the featured
> competencies. For example, in Fig 1., one of the featured competencies
> is *Change & Transformation*. The description of *Change &
> Transformation* from the Learning Framework is: *Learners are aware
> that everything around us evolves, and they are able to demonstrate
> that they are able to bring constructive change in themselves and
> their community.* The teachers that design the question will frame a
> question-specific version of this description that will be assessed in
> the student's response. An example question designed by Dzongkha and
> English teachers for the combination shown in Figure 2 is given below:

54

> **Required Knowledge:** *Comprehension, Translation and correct
> construction of sentences*
>
> **Question:**
>
> A group of people went on a nature trip. There were twenty of them.
> They were very excited and looking forward to going on a lovely trek.
> Unfortunately, while on the trek, one of them had a bad fall and hurt
> his leg. He could not move or walk any further.
>
> Read the following questions and answer them in the language
> indicated:
>
> a\) What will you do out of the following options? Give reasons for
> your choice. (**This answer should be in Dzongkha**)
>
> 1\) Provide first aid immediately and call for more medical aid
>
> 2\) Provide first aid and in turns help him to walk further
>
> 3\) Look at the injury, call for help without touching the injured
> person
>
> b\) How would you have reacted if you had been the injured person in
> the trek? (**This answer should be in English**) **Competency
> Requirements:**
>
> *General Requirements: Students should be able to give a logical
> explanation for why they chose a particular option out of the three
> choices provided.*
>
> *English: Student was able to use the correct sentence structure when
> writing in Dzongkha*
>
> *Choice: Student made a choice according to the situation and gave an
> appropriate reason for their choice Change & Transformation: Student
> understood the situation and brought constructive change for
> themselves and the group Dzongkha: Student was able to use the correct
> sentence structure when writing in Dzongkha*
>
> *Cross-pollination review 2020*
>
> Similar to all elements of the Bhutan Baccalaureate, the design of the
> non-silo review paper will be evolutionary. Currently, the combination
> of two domain areas serves as a start to create questions that connect
> two domains. In order to ensure that this process does not end up
> creating larger silos of two domains, the next version of non-silo
> paper design (2020) will include a combination of three domain areas.
> This will result in 92 unique combinations as shown in Table 5. The
> table uses the seven Domain Areas (Dzongkha - D, English - E,
> Mathematics - M, Life Science - L, Aesthetics - A, Sports - S and
> Computer Science - C) and combines them into groups of three.

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 3%" />
</colgroup>
<thead>
<tr>
<th style="text-align: left;"></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>E</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>M</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>L</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>A</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>D</p>
<p>+</p>
<p>D</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>E</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>M</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>L</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>A</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>E</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>M</p>
<p>+</p>
<p>M</p></th>
<th style="text-align: center;"><p>M</p>
<p>+</p>
<p>L</p></th>
<th style="text-align: center;"><p>M</p>
<p>+</p>
<p>A</p></th>
<th style="text-align: center;"><p>M</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>M</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>L</p>
<p>+</p>
<p>L</p></th>
<th style="text-align: center;"><p>L</p>
<p>+</p>
<p>A</p></th>
<th style="text-align: center;"><p>L</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>L</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>A</p>
<p>+</p>
<p>A</p></th>
<th style="text-align: center;"><p>A</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>A</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>S</p>
<p>+</p>
<p>S</p></th>
<th style="text-align: center;"><p>S</p>
<p>+</p>
<p>C</p></th>
<th style="text-align: center;"><p>C</p>
<p>+</p>
<p>C</p></th>
</tr>
<tr>
<th style="text-align: center;">D</th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
</tr>
<tr>
<th style="text-align: center;">E</th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
<th style="text-align: left;"></th>
</tr>
</thead>
<tbody>
</tbody>
</table>

55

  ---------------------------------------------------------------------------------------
  M                                                                                    
  --- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
  L                                                                                    

  A                                                                                    

  S                                                                                    

  C                                                                                    
  ---------------------------------------------------------------------------------------

> Table 5: *Unique combinations of the seven Domain Areas in groups of
> three*
>
> Suppose an additional 4 questions in the combination Life Science +
> Life Science + Life Science is added, the total number of combinations
> becomes 96. Assuming every non-silo paper contains 12 questions, all
> the 100 combinations will feature in a cycle of eight non-silo papers.
> The 96 x 96 Latin Squares matrix will be randomized every eight
> non-silo papers.
>
> **E. Assessment**
>
> The assessment system is the engine of the Bhutan Baccalaureate
> educational model. It drives the learning process. It is a direct
> expression of the Bhutan Baccalaureate's values -- it nurtures and
> celebrates the holistic development of a person in such a way that
> they learn to live an aesthetic life, fuelled by their natural desire
> to learn and their joy of creating value for, and living in harmony
> with, their community. Assessment methodologies also affirm the Bhutan
> Baccalaureate philosophy and ensure its thoroughness and accuracy. An
> array of descriptions and measurements carefully capture the
> multi-dimensionality of a person's growth from many perspectives,
> including the learner's own.
>
> Effective assessment allows a learner to view their capabilities from
> an external perspective, to recognize their internal resources and
> identify areas that they want to develop further. This view allows
> them to compare their progress with their intentions and aspirations,
> to make sure that they are moving in the direction that they desire.
> Assessment should also help learners see and understand their journey
> over time -- the particular patterns of their growth and the
> relationships which influence these patterns. This analysis of their
> journey can yield insights into their learning process which will help
> them to improve its efficacy. As they 'learn how to learn', they can
> deepen, accelerate and direct the course of their growth.
>
> *Measurements and Assessments*
>
> Measurement and assessment form crucial aspects of a learner's growth
> journey since assessment drives the learning process forward. The
> roadmap can be used for both summative and formative assessment of a
> student's development -- it captures the students' progress and plans
> in terms of the Five Areas of Development, domain knowledge, skills,
> processes and watermarks, and it also describes their process of
> learning over a period of time. The roadmap is central to the school's
> assessment process because of its powerful role in the learning
> process as a whole -- as students articulate their goals across all
> Five Areas of

56

> Development, chart a path to attain those goals and determine
> 'indicators of success', they study their own learning process and
> drive their self-development. In addition, the school community,
> parents and guardians, and the extended community are actively
> involved in enriching assessments.
>
> Adults share their roadmaps with coordinators, heads of Domain Areas
> and school leadership for feedback and appraisal. It is against the
> benchmark of the individual's overall contributions to the larger
> community that the school community is able to assess its own
> progress. Mutual understanding and use of assessments and portraits
> propel the growth of the individual learner, the school and extended
> community as a whole.
>
> With the learner's roadmap as a basis for analysis, the Bhutan
> Baccalaureate assesses each learner's individual growth using a
> diversity of methods, including ongoing qualitative assessment and
> reviews. These assessments should describe what the student is
> learning and, more importantly, yield insights into how and why they
> are learning. In order for these insights to emerge, assessments must
> draw upon a tremendously rich data set that spans diverse perspectives
> and includes narrative as well as visual, oral, experiential and
> quantitative inputs.
>
> Ongoing qualitative assessment is a participatory process which
> utilizes the distributed expertise within and around a student to
> collect evidence of their development. It engages all learners in a
> school community -- the student's mentor, teachers, director, peers,
> parents and extended community members -- with whom they interact in
> Learning Experiences. Each school must develop its own practices for
> data collection, open pathways for receiving written observations and
> multimedia documentation and ensure that contributors share an
> understanding of assessment frameworks. First-person observations,
> anecdotes and documentation provide inputs for qualitative data
> analysis -- the richer the description, the more likely that analysis
> will detect subtle emerging patterns and relationships among the data.
> This method is particularly useful for detecting and describing growth
> in the Five Areas of Development as well as skills, processes and
> watermarks.
>
> Domain reviews provide another means of assessing a student's
> development of skills, processes and watermarks as they are expressed
> through the student's understanding of concepts and domain knowledge.
> Like the ongoing qualitative assessment system, reviews are
> individualized to the student and their evaluation is qualitative.
> Detailed written feedback is provided to the student on their answer
> sheet. A one-to-one feedback session is held in order to close the
> feedback loop.
>
> In addition to domain review, non-silo reviews that are not domain
> specific are used in assessing a student's growth and development. In
> these reviews, questions require students to draw knowledge from
> different Domain Areas while demonstrating the use of skills,
> processes and watermarks. A single question may require a student to
> use knowledge from language, Mathematics and Computer Science, while
> using the skill of critical thinking and the watermark of choice.
> These review papers are designed to draw out a student's competencies
> in written scenarios and prompts, and evaluators assess how well a
> student demonstrates these competencies.
>
> Since teachers in the Bhutan Baccalaureate schools are learners as
> well, there is an assessment system for the teachers also. These
> assessments could include periodic teacher appraisals which are
> contextualized to the school. Governing boards and relevant local
> authorities should have a written appraisal policy for all adults,
> senior management and the leadership team. Objective sets must
> contribute to improving the learning process for all learners,
> children and adults alike.
>
> Adults are aware of the appraisal process and will receive timely
> feedback and written reports which portray their progress and learning
> and development needs. These reports are diagnostic in nature. They
> address and support the adults' professional development and personal
> engagement. The governing board or body will ensure that teachers'
> appraisals are carried out in accordance with the individual school's
> policies and regulations. The head of the school -- who may choose to
> delegate the process to the senior management -- or the leadership
> team is responsible for the teacher appraisal process.

57

> Periodic classroom observations that are planned with the teachers and
> included in the calendar for the year and subsequent years provide
> evidence and insight into the teaching--learning process. Classroom
> observation protocol will have to meet the standards of individual
> schools' appraisal policies and regulations. Timely feedback and
> discussions are carried out after the observations of the Learning
> Experiences with teachers. Teachers--mentors, who guide new teachers,
> are consulted in observing and shadowing new teachers, while senior
> teachers have their lessons observed by the coordinators and domain
> heads. The observations, both oral and written, are shared with the
> teachers, senior management and the leadership team.
>
> Alongside classroom observations, roadmaps serve an important purpose
> in understanding the growth of a teacher. Using 'raising the bar',
> teachers constantly challenge themselves to set higher outcomes and
> measure their growth for themselves.
>
> The cumulative feedback from coordinators, domain heads, senior
> management and the leadership team provides a network for teachers to
> access professional and personal support in their growth and in their
> overall development.
>
> There are many robust instruments of assessment available worldwide
> which offer useful perspectives of a learner's growth. The Bhutan
> Baccalaureate requires ongoing qualitative assessment, domain and
> non-silo reviews and beyond these, a school may use any number of
> other tools such as end-of-course exams, standardized tests or board
> exams to measure a student's growth, knowledge and abilities with
> respect to established standards. It is essential that the school
> employs a spectrum of measurement and assessment methods to capture
> the numerous dimensions of a person's development. The school must
> ensure that the methods used to collect qualitative and quantitative
> data describe and evaluate the student's current stage of growth and
> track the changes over time. The data collected should span all
> dimensions of a learner -- all Five Areas of Development, watermarks,
> skills and processes, and competencies in the Domain Areas.
>
> *Analysis of Growth*
>
> A Bhutan Baccalaureate assessment system is differentiated by its
> individualized, ongoing qualitative assessment of learners, and also
> how it analyses and interprets the pool of assessment data. With the
> aid of technology, broad-base analysis of this vast data set yields
> insights into how and why a person grows. Progress is described with
> respect to the student's personal roadmap, as they demonstrate their
> indicators of success. Since the roadmap is ever-evolving, the
> student's progress unfolds continuously and assessments must
> constantly adapt to the moving targets.
>
> Use of Artificial Intelligence techniques enables efficient analysis
> of the large sets of qualitative data collected about each student.
> The approach to analysis is bottom-up, allowing for patterns and
> relationships among data to emerge. Technology is a critical aid but
> not a replacement for human interpretation. Often, the student's
> mentor is best equipped to understand and describe the student's
> holistic development over time. However, technology can help counter
> incompleteness and bias in an individual's perspective. Equipped with
> an understanding of the student's learning and growth patterns, the
> mentor and the student can determine the way forward and adjust the
> roadmap accordingly.
>
> **F. Portrait**
>
> The Bhutan Baccalaureate supports learners throughout their learning
> process at school, as they develop from a child into a young adult and
> emerge into the world of work. The story of their individual
> development is expressed in the form of a portrait, which is generated
> annually for children and adults. The purpose of the portrait is to
> succinctly present a description and analysis of the

58

> learner's journey of growth to a diverse audience, including the
> learner themselves. The portrait is the result of the school's system
> of ongoing measurements and assessments of each learner's development.
>
> Each year, the Bhutan Baccalaureate school develops narratives,
> representations and analyses of each student into the portrait to
> express their journey of development until then, their present
> qualities and competencies, and their goals and aspirations. This is
> descriptive, formative and aspirational. An active learner is
> constantly generating and responding to stories about themselves --
> stories that they tell themselves and to others, and stories that
> other people tell them and to others. These myriad stories help to
> orient the learner along their educational journey; they help them to
> understand where they are coming from, how they have travelled and
> where they are going. These stories, if told in a compelling manner,
> also open up opportunities for their onward journey. Learners and
> schools may elect to include an array of supportive and complementary
> measurements that help to build a
>
> rounded picture of each learner. The audience needs to be diverse
> since the learner can pursue a variety of paths after graduating from
> a Bhutan Baccalaureate school. These paths could include and not be
> limited to, college education, self-employment, entrepreneurship or
> skill-development.
>
> The portrait of the student is constantly changing as their journey
> unfolds and understanding of their capabilities and potential deepens.
> Each portrait draws upon past iterations, and over time a series of
> portraits create a time-lapse representation of the person. As they
> transition from school to other pursuits, the student's final portrait
> is fine-tuned according to the audience in their field of choice so
> that it may best communicate their relevant attributes.
>
> *Purpose of the Portrait*
>
> The portrait serves multiple purposes. It is an instrument to drive
> the learning of the student and their teachers. It is a rich, evidence
> based presentation of the student, which can be used to recommend them
> in university admissions, employment or other avenues. It is the
> result of a holistic assessment system which uses diverse methods,
> both qualitative as well as quantitative, to generate a
> multidimensional understanding of the student. Until the student
> completes their schooling, the portrait functions primarily as a
> learning instrument for them and their teachers, as well as a report
> for the parents, guardians and other interested parties about the
> developmental progress.
>
> At the end of the journey at the Bhutan Baccalaureate school, the
> portrait marks a student's transition to young adulthood and helps
> them move into the next phase of their life. Although this particular
> portrait caps their time in school, it does not mean that this is the
> end of their educational journey. The student will remain a learner as
> they seek and navigate new experiences in the world beyond school.
> Although the structure of this culminating portrait will remain
> consistent with past versions, it will be suited to the graduating
> student's field of pursuit, be it a vocation, further studies or a
> livelihood. This portrait serves as a testament to the abilities and
> qualities of the student, which are of interest to the anticipated
> reader. For example, a learner pursuing university admission would
> make sure their final portrait includes measures and evidence of
> academic achievement as well as the required standardized test
> results. A learner pursuing apprenticeship with a master-builder would
> include measurements and evidence of their design skills and
> craftsmanship.
>
> Most importantly, a portrait tells a larger story of the person, and
> is a transcript of resume points in the context of the learner's
> unique path of development. It enables a reader to sift and go through
> accumulated documentary evidence. A reader should therefore be able to
> understand how and why the learner attained their particular
> constellation of skills and attributes, and how and why they are
> moving forward in their personal journey.
>
> *A Technology for Human Development*
>
> The portrait is a distinctive feature of the Bhutan Baccalaureate. It
> helps the learner to learn about their own development and how to
> forge their way forward by assisting their natural learning process.
> By helping the students 'learn to learn' better, it augments their
> human intelligence. As mentioned earlier, the system of data
> collection and analysis for the portrait uses diverse

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> methods to generate insights about the learner. This system relies
> upon Artificial Intelligence to recognize patterns in the vast and
> ever-increasing pool of qualitative and quantitative data about a
> person. These insights guide and accelerate their development by
> exposing the mechanisms of their growth and revealing their capacities
> for further learning.
>
> By design, the portrait engages the learner in such a way that they
> are prompted to take ownership of their development process and chart
> their way forward. It also engages the teachers and mentors in a way
> that positions them to support the student's learning. The portrait
> also provides a clear and evidence-based expression of their unique
> qualities and attributes which may otherwise be unarticulated and go
> unnoticed. This helps to open up opportunities for productive pursuits
> outside the school. All these design functions of the portrait
> reinforce the learner's path of growth, both during as well as after
> schooling, making the portrait a means of enhancing development.
>
> *Design of the Portrait*
>
> The portrait is created from the array of ongoing measurements and
> assessments employed by the school. The basic format of the portrait
> remains constant across all subscribing schools, but inputs vary due
> to the measurement tools selected and assessment practices. Other
> sections of the portrait are created by the learner themselves. Each
> portrait is therefore contextualized at different levels so that it is
> unique, while maintaining an integrity of process that reflects the
> values and philosophy of the Bhutan Baccalaureate.
>
> The student's portrait does not just describe the student's state at
> the time of its creation. It is more than a snapshot -- it is a time
> lapse document which communicates how and why the student has changed
> over time. Multiple types of assessments are used to create narrative
> and graphical representations of the student's development, and
> features of these representations are tied to their source data. The
> authors of the portrait must draw upon a diverse pool of analyses and
> evidence in order to create the depictions of the student. In this
> way, the portrait attempts to avoid the bias of singular
> interpretations.
>
> At the top level, the portrait has several sections. In a digital
> version of the portrait, the content of these sections -- whether
> graphical or narrative -- are hyperlinked to the source data so that
> the reader can trace the origin of particular features and statements.
> The different sections include:
>
> ❖ The student's self-portrait, through which they present those
> aspects of themselves which they are most proud. It also includes
> their aspirations.
>
> ❖ A complete visual representation of the student which synthesizes
> analysis of all aspects of their development and paints a broad
> picture of their change over time. • A photograph of the student
> offering evidence of physical growth over time. • A narrative
> description of the student authored by their mentor, which similarly
> synthesizes analysis of their development and paints a broad picture
> of their change over time.
>
> ❖ A graphical and narrative assessment of their Five Areas of
> Development, authored by the respective coordinator at the school,
> drawing primarily from the analysis of ongoing qualitative
> assessments.
>
> ❖ A graphical and narrative assessment of their skills, watermarks and
> processes, authored by the student's mentor, drawing from the analysis
> of non-silo examinations and ongoing qualitative assessments.
>
> ❖ Numerical and narrative assessments of domain knowledge, authored by
> the respective domain teachers and testing specialists, drawing from
> domain Learning Experiences, standardized tests and board
> examinations. The portrait should allow the learner to be understood
> in a deeper way than what can be achieved by any one measure. A stand
> alone standardized examination may offer easy numerical comparisons
> between students, but it reduces people to a decontextualized point on
> a scale. The portrait offers a deeper understanding of each student's
> progress so that the reader can make more meaningful comparisons among
> the students.
>
> The portrait is essentially the top level of the school's assessment
> system, and by peeling back layers of assessments, the reader can
> explore the entire history of the student. In all portraits, the
> student's self-presentation is at the forefront, so that they may show
> aspects of themselves which they wish to present to the portrait's
> audience. Other authors' contributions may provide

60

> supporting testimonials as well as alternative views of the student,
> which add perspectives and breadth to the student's self
> representation.
>
> *Reliability and Trustworthiness of the Portrait*
>
> In addition to helping the student learn about themselves, the
> portrait should help to launch them into the world beyond their
> school. In order to be effective, the portrait must be trusted by its
> readers as a reliable, rigorous and accurate document. The rigour and
> reliability of the portrait is dependent upon the school's assessment
> system from which it is produced. A diversity of data collection
> methods with well-understood frameworks and procedures support
> thorough and consistent assessments. The soundness of data analysis
> can be attributed to the assessment technology, which includes
> Artificial Intelligence. The design of the portrait, which allows the
> reader to view the evidence for all representations of the student,
> also reinforces its credibility.
>
> The credibility of the portrait, then, rests on the distribution and
> expertise of its authors, who come from the school community. This
> helps to ensure that the overall picture of the student is rounded,
> and that individuals' interpretive biases are balanced in the
> document. This also distributes the student's accountability -- rather
> than performing for an exam or for the approval of a particular
> teacher, the student is encouraged, appreciated and thereby elevated,
> by the whole network of people around them who serve as
>
> their teachers.
>
> The community around the student also helps to ensure that their
> self-assessment is sound. Mentors, teachers, staff, parents and peers
> help the student to see their strengths and weaknesses and encourage
> them to set appropriately elevated expectations for personal
> development.
>
> *Beyond Life in School*
>
> The student has a continuous interaction with their ever-evolving
> portrait. They participate in its making but do not control its final
> form. The portrait also helps to chart their way forward. It is a tool
> for their own learning and they use it to present themselves to
> others. For the student, helping to make their portrait is a
> reflective and creative process. Self-narration prompts them to
> reflect on their past, examine their growth, take stock of their
> present qualities and abilities and visualize their way forward,
> towards an inspired future. As they emerge into young adulthood, their
> final portrait from the school facilitates their transition into the
> wider world so that they may pursue opportunities they desire.
>
> As with the Bhutan Baccalaureate as a whole, the value and validity of
> the portrait itself can only be judged by how well it enables the
> person to live in their community after their graduation from school.
> The portrait should help an emerging adult to learn how to understand
> and develop themselves so that they continue learning and actualizing
> their potential throughout their life.
>
> **G. Motherboard**
>
> The Bhutan Baccalaureate technology platform, also referred to as the
> motherboard, facilitates the operationalisation and the global reach
> of the Bhutan Baccalaureate. It is also hoped that the motherboard
> will play a crucial role in creating and bringing together a community
> of like minded learners.
>
> In theory, a faithful operationalisation of the Bhutan Baccalaureate
> can be achieved without technology but that will severely limit the
> ease and efficiency with which the core ideas of the Bhutan
> Baccalaureate can be implemented. Things become worse when the
> implementation has to happen not in one but tens or possibly hundreds
> of schools. There is also the problem of information overload - unlike
> other educational models, a Bhutan Baccalaureate learner is
> continuously assessed in all Five Areas of Development, Skills,
> Processes, Watermarks and Domains, and learning happens on an
> individualised level. Such a level of detail generates voluminous
> amounts of data and without relying on technology, one can infer only
> so much from the data and there is
>
> also the risk that important insights to be discovered may go
> unnoticed. Therefore, technology and humans must complement each other
> by drawing on their unique capabilities and this will bring the goal
> of the Bhutan Baccalaureate, to help in the holistic development of an
> individual, a step closer to fruition.

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> The motherboard is a coherent amalgamation of different technologies
> that together facilitate the operationalisation and global reach of
> the Bhutan Baccalaureate. It will consist of multiple services that
> can be availed by learners and schools that are designed to help with
> their growth by providing regular analysis and feedback as they go
> along on their learning journey. It must be robust and scalable so
> that it can meet the demands of learners and educators around the
> world numbering from a few to thousands. It
>
> must be flexible enough so that its evolution can be synchronized with
> the evolving needs of the learners and the Bhutan Baccalaureate
> itself. It must be modular in nature so that different or new
> technologies can easily be adopted when necessary while simultaneously
> discarding unused or obsolete ones.
>
> A simple analogy of the motherboard is with a car. Engines mounted on
> the chassis of a car can be replaced with more fuel efficient and
> powerful ones, tubed tyres with tubeless tyres, simple dashboards with
> fully integrated intelligent ones, and so on. However, the purpose of
> a car remains the same - it must propel itself forward and take the
> driver to her destination but there is a huge gain in the efficiency
> of the car, the level of comfort and safety, and the quality of
> information that is available to the driver.
>
> *Core Services and Features*
>
> The motherboard will be a complex system with different components
> playing roles of varying degrees of importance. In the following
> section, the core features and services that the motherboard should
> offer are presented. These features and services are derived from the
> synopsis of the Bhutan Baccalaureate that was presented earlier.
>
> *User Types*
>
> The motherboard must allow for different kinds of users. The three
> primary types of users are individuals, organisations and
> applications. Individual users comprise students, faculty and other
> staff members of schools along with the guardians of the students, and
> staff of the Bhutan Baccalaureate organization. Organisational users
> are the various schools and institutions that will be affiliated with
> the Bhutan Baccalaureate and who will be given access to relevant
> features of the motherboard for school and learner management.
> Applications, especially ones developed by a third-party and availed
> by the motherboard is the third type of user and it must also be
> managed just like the other two user types.
>
> *Digital Identity Management*
>
> In order for users, especially learners and schools, to get the most
> use out of the services offered by the motherboard, a digital identity
> management system is required that provides a secure and convenient
> way for users to identify themselves. The digital identifications
> system will amongst other things allow for: online authentication to
> enable secure access to motherboard services and also third party
> services preferably using a single sign-on service; role based access
> control so that only authorised users can access certain services that
> are both physical and digital; and the keeping records of digital
> transactions for auditing purposes.
>
> *Data Management System*
>
> A critical part of the motherboard is the data management system. The
> Bhutan Baccalaureate educational model generates a huge amount of data
> that originates from different sources. Without a proper data
> management system, extracting value from data will become difficult
> irrespective of its source, quality, quantity or format. Data
> management consists of collecting, storing, validating, organising and
> using data securely and efficiently. A proper data management system
> will help the users (learners and organizations) to access data
> efficiently and get maximum use from it.
>
> The types of data that can be collected include text, images,
> documents, audio and video files. There must be various points for
> data collection. The first collection point is when the user is first
> integrated into the system. For example, the data at this point for an
> individual user will consist of personal details and perhaps also
> biometric information.
>
> For a school, the primary data collection points are for: backstories,
> roadmaps, ongoing qualitative assessments of a learner from her
> mentor, teachers, peers, parents, and extended community members;
> reports, domain reviews, non-silo reviews and portraits. Other
> collection points such as end-of-course exams and standardized tests
> will also be needed. Data collection points must be as ubiquitous as
> possible and always available as observations about learners can be
> made anywhere and at any time. They must be

62

> non-exclusive and be able to receive data originating from different
> sources including computers, smart phones, cameras and sensors.
>
> Data about learners is sensitive as it contains information about
> their cerebral, social, spiritual and emotional states. In the hands
> of malicious people, such data may be exploited. So it is crucial that
> the data management system is highly secure and where possible, the
> data is encrypted. It is important to note here that if any third
> party application requires storing the data of motherboard users, they
> must be audited carefully to ensure that user data will be safe.
>
> The data storage system should be expandable to accommodate data that
> will grow exponentially as new users are constantly added to the
> motherboard. It should be fast so that data can be uploaded or
> accessed very quickly. It should also have disaster recovery features
> including backup and replication.
>
> *Backstory, Roadmaps and Learning Framework Service*
>
> The motherboard should offer services that allow for the creation and
> update of learner backstories and roadmaps. Mentors, Domain Heads and
> Coordinators for the Five Areas should be able to review and comment
> on the roadmaps. The same service should allow for the consolidation
> of roadmaps from lower levels in order to form the Roadmaps for higher
> levels such as mentor group Roadmaps, Domain Roadmaps, Five Areas of
> Development Roadmaps and the School Roadmap. This service should also
> be able to identify and summarise the collective needs and aspirations
> of learners at a school based on the different roadmaps. This summary
> can then be used to produce the Learning Framework for the school.
> Backstories, Roadmaps and the Learning Framework should all be stored
> and managed by the data management system.
>
> *Cross-pollination Service*
>
> The cross-pollination service will offer tools and resources that
> teachers of a school can use to design learning experiences and
> reviews that cut across multiple domains. The data management system
> will be used to catalogue and archive these learning experiences and
> reviews so there is a central repository that will allow for knowledge
> sharing amongst teachers and different schools.
>
> *Learning Management System*
>
> The learning management system will assist teachers with the
> administration, documentation, tracking, reporting, automation and
> delivery of learning experiences. Education content, including videos
> and documents, maintained by the data management system should be
> accessed by the learning management system and delivered to the
> learners. Depending on a learner's interest and aptitude, the learner
> management system should suggest educational content that it thinks
> will benefit a learner the most.
>
> *Assessment Engine*
>
> The assessment engine is the most complex and perhaps, the most
> important component of the motherboard. It's purpose is to accept
> queries, request data from the data management system relevant to that
> query, and process and analyse that data to generate meaningful
> reports about users. It must have the capability to discover insights
> about users by taking enormous sets of user data of various types
> (qualitative, quantitative, structured, unstructured, text, images,
> video), interpreting them, discovering relationships between the
> various pieces, and detecting patterns and anomalies. These
> capabilities can be achieved by employing data analysis and artificial
> intelligence techniques especially from Machine Learning such as
> natural language processing and
>
> computer vision to deal with qualitative data, images and videos. The
> assessment engine, and in general technology, is not a replacement for
> human interpretation. Rather, it should be seen as a critical aid for
> the human analyst by helping shore up deficiencies that arise from our
> biases and limited cognitive resources.
>
> The entities being assessed can be either individual users (students,
> teachers, other staff members) or organisational users (schools and
> the Bhutan Baccalaureate organisation). The assessment system operates
> in two modes: a continuous mode where it runs silently analyzing
> data - both archived and newly received - and preparing, saving and
> communicating reports in a timely fashion to authorized users. The
> queries and report format are predefined in the continuous mode. It
> also operates on an on-demand mode when a report with customized
> queries and reporting formats may be required.

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> It is important that the assessment engine generates reports that can
> be used to track a learner's growth, describe what she is learning
> and, more importantly, yield insights into how and why she is
> learning. Thus, the assessment engine must be able to produce four
> kinds of reports. A descriptive report that can inform about what has
> happened in the past; a diagnostic report to help understand why
> something has happened; a predictive report that can inform what is
> most likely to happen in the future and finally a prescriptive report
> that can recommend what actions to take to get a particular outcome.
> These reports can be generated for organisations as well and they are
> equally important. Besides generating and communicating these reports,
> the assessment engine should be able to raise a red flag and inform
> the concerned individuals if there is anything in a report that
> suggests abnormality. The assessment engine must also provide a
> tracking tool that collates all the reports and produces a visual
> representation of the learner's growth over time. The visual
> representation must allow for drilling down into specific areas (Five
> Areas of Development, Skills, Processes, Watermarks, Domains) and show
> growth only in that area.
>
> For a learner, a descriptive report will show her current goals in the
> Roadmap are; her past goals and whether they were achieved or not; her
> performance on reviews; reports by teachers on her growth and so on. A
> diagnostic report of the learner, for instance, will reveal why she
> was able to achieve some goals but not others. For example, it may be
> revealed that socializing with her friends has helped with her growth
> in other Areas of Development and in her Domain reviews. A predictive
> report of the learner on the other hand will reveal where the learner
> is headed in terms of her growth. It will answer questions such as:
> will she keep doing well in Mathematics or will she still keep to
> herself and not socialize? Finally, the prescriptive report about the
> learner will suggest actions that can be taken in order to try and
> correct the course of the learner's growth trajectory. The kind of
> actions suggested will depend on the insights that are found in the
> diagnostic and predictive reports. These reports can be used by
> learners to understand what kind of self-interventions will help them
> with their growth and how they should adjust their Roadmaps. It can
> also be used by teachers to decide when to intervene in order to help
> a student as timely interventions can make a huge difference. Although
> the reports mention student learners, it should be kept in mind that
> similar reports for teachers and other staff members should also be
> generated.
>
> Another feature of the assessment is to be able to generate
> organizational reports of the four types. The motivation behind this
> is that the whole is only as good as the sum of its parts. If
> individuals in an organization are not fulfilling their goals, the
> organization cannot be said to be fulfilling its goals. Therefore, the
> assessment engine must be able to collate reports of individuals users
> of an organization, summarise them and produce reports helpful for the
> organization. These reports inform how the organization is doing as a
> whole, what did they do well, what did they not do right, and so on.
> Similarly, school reports are collated and analysed to produce a
> report on how the Bhutan Baccalaureate organisation itself is doing.
>
> *Portrait Service*
>
> The portrait service is a platform that provides tools and resources
> that a learner can use in order to create her portrait. The portrait
> service must communicate with the data management system and the
> assessment engine to pull relevant data such as the learner's
> Roadmaps, backstories, images, videos, and assessment reports, which
> will help the learner revisit her journey. This will help her design
> her portrait and decide what she would like to include in her
> portrait. In order to ensure authenticity of the portrait, the
> portrait service must provide a tool where content (text, images,
> videos) is verified automatically and also by mentors and teachers of
> the learner. Once the portrait is verified, a certificate guaranteeing
> the authenticity of the portrait is issued so that it will be
> recognized by other individuals and institutions.
>
> **G. Learning Phases - Gomdri, Yardak and Shejun Phelrim**

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> Through the three Learning Phases, contextualised curriculum designed
> by the school community and the extended community is delivered.
> Content is the means of acquiring the skill to learn. Adults, in the
> role of mentors, meet with their mentees on a regular basis to
> discuss, articulate, measure and update outcomes indicated in the
> children's Roadmaps. Adults also meet regularly to discuss Domain
> Roadmaps, their individual Roadmaps and interventions needed for
> children to Raise the Bar.
>
> *Gomdri*
>
> The first Learning Phase of an academic year, *Gomdri*, is a period
> where significant time is invested into developing Roadmaps and
> recording Backstories of Learners. Learners who are new to the school
> are introduced to the philosophy of the Bhutan Baccalaureate, the Five
> Areas of Development, Skills, Processes and Watermarks. Understanding
> their Backstory and creating their individual Roadmaps is the focus
> during this cycle. For Learners that have been part of this learning
> process for at least one academic year or more, the focus is on
> updating their Backstory and existing version of their Roadmap. The
> Backstory would have been enriched with life experiences through the
> course of the previous academic year and a time of break between
> academic years. The Backstory takes on a cumulative form with every
> academic year. Children, with facilitation from their mentors,
> participate in proposing indicators of success in their Roadmaps which
> are unique to their aspirations.
>
> In Learning Experiences, adults assess each child's pace and path of
> progression according to the outcomes laid out in the Domain Roadmaps.
> This gives adults an idea of the children's strengths, areas for
> improvement and interests with respect to Domain Area content and
> concepts. For Learners who have been part of this Learning Process for
> an academic year or more, adults facilitate the process of updating
> these aspects in the child's Roadmap.
>
> In addition, adults in the Learning Experiences and in the role of a
> mentor assess the child's progress in identifying, employing and
> developing Skills, Processes and Watermarks. For a new Learner this
> process will focus on identification. For returning Learners, the
> focus will be on how they develop inherent Skills, Processes and
> Watermarks; identify new qualities that they would like to imbibe and
> focus on their application.
>
> Overall, the first phase of the academic year gives the opportunity
> for learners to get acquainted with each other's prior knowledge
> across the Five Areas of Development; in Domain Areas and concepts;
> and their Skills, Processes and Watermarks. Adults develop their own
> Roadmaps, building on their prior knowledge and further learn from
> colleagues. The heads of Domain Areas update the Domain Roadmaps that
> are subject-specific based on their learning from the previous
> academic year, current trends, research and individual Roadmaps of the
> Learners. Coordinators of each Area of Development update their
> Roadmaps based on learning from the previous academic year and
> individual Roadmaps of the Learners. Based on the five Roadmaps for
> each Area of Development and the Domain Roadmaps, a School Roadmap for
> the current academic year is created. The Learning Framework for the
> current academic year emerges from the School Roadmap during the first
> phase of the academic year.
>
> *Yardak*
>
> In the second Learning Phase of the academic year, *Yardak*, the
> content of Learning Experiences focus on strengthening pre knowledge
> gaps identified during the first phase. The gaps are identified using
> Domain Roadmap progressions. Adults measure progress in bridging gaps
> on a regular basis using qualitative notes. Technology plays a crucial
> role in the process of recording, tracking and creating reports
> culminating in a portrait for that academic year. This serves as a
> basis for updating and assessing Roadmaps. Mentor-mentee meetings,
> both in a group and one on one, form important methods of updating
> student Roadmaps. This process shapes the individualised Learning
> Experience for a child and the content used in Learning Experiences.
> It also helps to improve and assess the adults' individual Roadmaps.
> Mentors communicate with parents in this Learning Phase about their
> children. Adults in the role of Domain experts, Domain Heads and
> coordinators of the Five Areas of Development meet regularly during
> this Learning Phase. Adults meet in the role of Domain experts with
> heads of Domain Areas to update the Domain Roadmaps on a regular
> basis. These meetings help to plan and design Learning Experiences
> that helps to Raise the Bar for children. Adults meet across Domain
> Areas during this phase in order to collaborate and enrich the
> multiple perspectives that the Learning Experiences offer. The
> coordinators of the Five Areas of Development also meet together to
> review progress and assess the school

65

> Roadmap. This is to ensure that the Five Areas of Development are
> working in tandem and not operating in isolation. Through these
> meetings, they consolidate strategies for the school's wholistic
> development.
>
> Adults' interactions and engagements with other Learners inform and
> impact their own growth through the years. The strengths that emerge
> from the Learners' Roadmaps are viewed as gifts and adults incorporate
> these into Learning Experiences. Adults learn alongside children in
> Domain Areas they do not have formal expertise in. These methods are
> key to developing new contextualised content for the next Learning
> Phase of the academic year.
>
> *Shejun Phelrim*
>
> The third Learning Phase, *Shejun Phelrim,* further enhances
> development and growth in the Five Areas of Development, Concepts and
> Domain content, Skills, Processes and Watermarks. Creation of new
> knowledge is the focus, based on community aspirations from collective
> Roadmaps. Meetings within mentee groups, adults, Domains, Domain heads
> and coordinators continue in this phase ensuring the evolving nature
> of the Roadmaps. Learning Experiences are designed in such a way that
> students are provided opportunities to demonstrate and achieve the
> outcomes of the Domain Areas and the Five Areas of Development. As
> with everything in the Learning Process, the duration of these three
> Learning Phases is contextualised to the individual.
>
> **TimeTable**
>
> School Timetable is an important driver for the Learning process. It
> allows to establish a natural rhythm for the learning experiences
> which is comforting for both teachers and students. The learning
> process if not balanced appropriately can bring in more chaos and our
> aspirations for holistic growth of our learners cannot be achieved.
> Well-designed timetable brings balance to our learning process, hence
> leading to effective cross-pollinated learning. The design of the
> timetable depends on the needs of the learners, the campus and the
> environment. The timetable also changes depending on which phase of
> the learning year we are in. These considerations along with the
> specifics of the teaching staff mean that creating the timetable is
> often like piecing a jigsaw puzzle together. The advantages of being a
> residential school also meant that the constraints on the timetable of
> a day school do not apply and we can utilize mornings evenings and
> weekends.
>
> Following the theme of many aspects of The Royal Academy, the
> timetable is not static, it changes not only over the course of the
> year but on a weekly basis. The cerebral coordinator may create the
> weekly timetable for over a period of two months to share with the
> teachers but the students will only see a weekly timetable which is
> put up on a Monday morning. The principle behind this changing
> timetable is twofold, firstly to try and avoid monotony and boredom
> for the students by having to live out the same routine every week and
> therefore potentially creating apathy and complacent. The second
> reason is to equip learners to deal with the unexpected. Adult life
> isn't always as neat and tidy as a school timetable can be and by
> having a changing timetable on a weekly basis we are helping learners
> develop the skills of flexibility, adaptation and coping with the
> unexpected. Important skills that will help the learners throughout
> their lives. This is not to say that there isn't any structure in the
> learners day we just try to make sure there is also plenty of
> variation also.
>
> **108 Cycle**
>
> The 108 cycle is an important practice in our learning process which
> enables learners themselves to reflect on their learning. The number
> 108 is an auspicious number in Buddhism; 108 prayer beads are used to
> recite mantras in meditation, 108 lamps are lit to dispel the
> ignorance or darkness and for us 108 cycles is an opportunity for
> students to widen their perspectives to see the patterns and
> relationships. The students develop a mindset to see the
> Cross-pollination of ideas and knowledge and choose a media to display
> their learnings. The 108-learning cycle is practiced after every 108
> learning experiences. In the 108 learning experiences,

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> students experience and acquire a wide range of skills, processes and
> watermarks. The students are given time to pause and reflect on their
> learning over the last 108 learning experiences.
>
> The time allocated to the 108 Learning Cycle review varies from one
> afternoon to a day and half. The longer students have to carry out the
> review the deeper the reflections and more creative ideas we see. In
> preparation for the 108 learning Cycle Review students are prompted a
> few days before to start thinking about the review and to request any
> specific material they may need from their mentor. Examples of ways
> students could reflect on their learning through aesthetics could be
> by creating a model out of wood or clay, painting or drawing, creating
> a collage or display. Some of them write essays while others draw a
> mindmap, some others compose a poem, draw an image or team up and
> create a play.
>
> This reflection is done as a review in which the students have
> complete autonomy over how they demonstrate their learning and
> reflection. This review is guided by the mentor and students converge
> in mentee groups during this review. For students, this process allows
> them to become much more engaged in their learning. They learn how to
> become active participants in their learning journey by determining
> themselves what they have actually learnt.
>
> Aesthetics and Technology is held at the center of this review and
> students are encouraged to explore their creativity throughout this
> process. This gives them an opportunity to reflect over their
> accomplishments while providing valuable feedback to the teachers
> about how students have interpreted and comprehended the learning
> experiences that have been taught in those 108 learning cycles. It
> also gives insights into what students value, as that is what they
> have chosen to demonstrate. Through this process, teachers can get a
> much better sense of what progress the students have made while also
> gaining insights into their classroom practices and strategies.
>
> **I. Learning Experiences**
>
> Learning experience is a block of time through which the learning
> process in the Five Areas of Development are enacted. Learning
> experience instils the idea that learning is not restricted within the
> classroom, and learning can happen anywhere. Everything is a learning
> opportunity and an experience. Learning experience is a multifaceted
> approach to learning, in which each learner experiences different
> skills, process and watermarks. Everything that a learner does from
> solving a math problem to taking a walk
>
> in the forest is a learning experience. For instance, individual
> learners can have different experiences through a simple walk in the
> forest. Some will learn about the botany, and some will get
> inspiration to write poetry. The learning experience helps create
> pathways for learners to discover and make their own experiences.
>
> The content chosen for a Learning Experience plays an important role
> in contextualising concepts with respect to location and time.
> Learners in the Learning Experience, both children and adults, play
> contributory roles in choosing the content. The stories, analogies,
> examples and case studies that are used for discussion are relevant to
> the location of the school. Current events can be

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> used as an effective means to contextualise the content to time. The
> curriculum for the academic year, the Domain Roadmaps and the Learning
> Framework will help Learners choose the overall pace and amount of
> content. The adults in the Learning Experience ensure that the
> necessary Skills, Processes and Watermarks from the Learning Framework
> are infused into the content and the Learning Process. Adults
> contextualise content a level further, to that of the individual. The
> children's individual Roadmaps aid adults in this process. Children
> lead the discussion on concepts that are relevant to their backstory
> and community. Adults use their domain expertise and experience to
> discuss relevant concepts. These aspects of the Learning Experience
> ensure that the goals of identifying and applying one's uniqueness and
> the wholistic growth in the Five Areas of Development are achieved.
>
> The method of learning concepts must help learners make connections:
> to other concepts, to the use of concepts in different life situations
> and from the inner self to the outside world. This aspect of making
> connections is geared towards actualising one of the goals that the
> Bhutan Baccalaureate articulates: of enabling a Learner to traverse
> the multi-faceted scenarios of life. Depending on the concept, the
> Learning Experience could first look at it through the perspective of
> a Domain Area, then look at it as an overarching concept or
> vice-versa. The adult and children decide how a concept will be
> transacted. The Learning Experience could be entirely based on a
> single Domain perspective, on multiple Domains, or purely conceptual,
> spanning different examples from different domains. For example, the
> Learning Experience could focus on the concept of density. The concept
> of 'density' could be addressed as part of a Physics oriented Learning
> Experience or as a larger concept with the perspectives of Physics,
> Mathematics, Chemistry and Aesthetics within its ambit. This will
> enable Learners to explore the concept of density from multiple
> perspectives, choosing from diverse content. Anecdotes, examples and
> analogies need to be chosen in such a way that this exploration of the
> concept is rich, full of perspectives and contextualised to the
> location, time and individuals during Learning Experiences. Such a
> method allows for a multidimensional understanding of a concept,
> propelling the learner to always consider multiple angles and
> approaches. The Learner is constantly encouraged to look at wholistic
> approaches to life. Instead of associating the word 'density' only
> with Physics, the Learner appreciates the concept with all its
> connections. Therefore, attention is drawn to the concept itself while
> associating it with a particular domain when needed.
>
> The learning environment is an important factor that Learners consider
> based on the concept being discussed. Nature is an important aspect of
> the Learning Process. For example, consider a discussion on "Steam".
> The discussion could begin with how steam exists in natural geysers.
> The discussion could then progress into applications of steam and how
> steam can be created artificially in a laboratory or in a kitchen.
> Concepts such as steam are discussed in their natural form of
> occurrence before man
>
> made aspects are introduced. This creates a sense of respect and
> wonderment towards nature instead of a need to subjugate nature and
> natural processes. The Learner would develop a sense of harmony with
> nature thus fulfilling another goal of education that the Bhutan
> Baccalaureate states. Furthermore, the Learning Experience need not
> necessarily be within a classroom or a time period. Learning could
> take place in a natural environment. A leaf, for example, could be
> used to discuss a variety of concepts and domain-specific content:
> patterns, symmetry, aesthetics or biological processes. Learning could
> take place during the process of creating or doing something, for
> example when cooking or eating. This approach to learning as part of
> life and its activities helps to inculcate the mindset of learning
> continuously from a variety of experiences. A learner growing up in
> such a setting retains their child-like curiosity to learn, engage and
> reflect.
>
> To add to the evolutionary nature of curriculum, technology is used to
> connect to emerging information related to a concept. In the earlier
> example of steam, a school may not be able to help its Learners visit
> a natural geyser if one is not located in that area. Instead,
> technological tools such as virtual reality can provide Learners with
> the experience of visiting a geyser.
>
> The adult Learner can facilitate contextualisation of the content and
> the method of learning to the individual Learner. A Learner may be
> dispositionally strong or have the skills in a particular Domain Area.
> The adult could then use this as a positive factor in facilitating the
> learning of the same concept in other Domain Areas. These strategies
> are co-designed based on communication and the quality of
> relationships among Learners.

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> Adults ensure that progression from Domain Roadmaps is maintained in
> the Learning Experiences, albeit in varying paces and degrees as
> applicable to the individual Learner. It is also important to restate
> that Roadmaps at all levels (individual and organizational groups),
> and in turn the annual Learning Framework, continuously evolve as
> Learners go through the Learning Process. This evolution takes place
> by measuring the outcomes stated in the individual, Domain and Areas
> of Development Roadmaps.The measurement process informs the school
> community about how it is meeting its set outcomes. Roadmaps are
> updated depending on whether the outcomes are met and how the outcomes
> are achieved. The process of creating and updating Roadmaps,
> Curriculum, the Learning Framework, and transacting these through
> Learning Experiences takes place in three phases during an academic
> year.
>
> **a. Nyondro**
>
> Introspection and reflection are two very important components of an
> individual's development and every day learners are provided both
> structured and unstructured opportunities to do this. We devote twenty
> minutes every morning, focusing on *ngyondro,* a state of reflection.
> *Ngyondro* translates as 'quiet time' and is an opportunity for
> students and teachers to implement ideas they have come across through
> their discussion around emotional and spiritual development into
> practice. The simple act of practising focus and concentration in the
> morning can have a profound impact on learners' learning.
>
> Although the time is structured the process itself is unstructured.
> Learners have the freedom to spend this time how they like within the
> framework set, this sees some students visualizing the day ahead or
> reflecting on the day gone by, some silently chanting and others
> sitting in meditation. They are also encouraged to try out different
> practices in order to help them discover the practice that suits their
> individual needs.
>
> They are free to sit anywhere around the campus in open spaces,
> weather permitting. Sessions have been run with the students
> throughout the year discussing the different practices that can be
> employed during this time. Students also have the freedom to complete
> reflection journals in the evenings, this is something that is not
> shown to the teacher unless the student wishes to do so but the
> practice is actively encouraged.
>
> **b. Nature Retreat**
>
> At the School at The Royal Academy, we have two nature retreats that
> span five nights and six days each. The idea behind these retreats is
> manifold. Firstly, it helps learners appreciate the magnificence of
> the world we live in. It teaches them vital aspects which cannot be
> done within a classroom. It helps develop survival and social skills.
> We see our children as the custodians of our future, and how we expect
> them to protect and preserve the land that we live on, remember where
> they come from and where their roots lie. Seldom the education that we
> give our children connects them to their roots or nature. The nature
> retreat reestablishes the connection to what they will inherit from
> their forefathers. They see for themselves the interconnectedness with
> nature and learn how humans have an integral part to play.
>
> Nature retreat also plays a significant role in helping build positive
> interaction between the mentor and mentees. Emotional and Social
> interaction is equally essential to help the mentor understand their
> mentees better and help them through their learning journey.

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> **c. Daily Video logs: A Day in the life at The Royal Academy**
>
> The Learning process aims to adhere to the needs in developing the
> Skills, Processes and Watermarks to help a person develop in all areas
> in a wholistic way. In this view, immense importance is placed on the
> individuality of one person. Individuals\' roots and expressions are
> what makes up their dreams and aspirations. Considering this, we
> started to record the videos of the students\' daily activities to
> gain a perspective on their daily life from the lens of a student. It
> allowed us to view the things that students enjoy and what they find
> joy in. This learning process was not just to get students interested
> in video logging and photography but also to see their passion in the
> form of art. To help them recognize their passion and explore more on
> it. Technology has been a significant part in making this learning
> process live.
>
> Students are provided with a device to record their lives for a day.
> The student has the liberty of the content that she chooses to use and
> how she wants to portray what has been recorded. They have the
> opportunity to explore different horizons as they record and edit the
> videos.
>
> The Grade 10s started recording daily video logs for the year 2020
> mid-July when they came back on campus. This process took over two
> months, where students worked on editing the videos where no
> prescribed format was provided. Upon getting the videos completed,
> students shared their videos with their peers every night after dinner
> at the Prajna Hall. Different ways were tried out to use the video
> logs to capture various experiences of the students. Students worked
> on their video logs even on their nature retreat. This helped us gain
> insights on the activities conducted on nature retreats.
>
> The video logs help learners express their individuality and help gain
> insight into their passions. Each student shares their passions with
> their peers, and then they learn from one another. This will help them
> achieve their aspiration through another person\'s process of
> achieving it. For example, one student with a great interest in
> photography will help one student who is very much interested in
> playing basketball to shoot a video of his skill. Editing of the video
> will be done by students interested in video editing and musical
> instruments. This process will bring in space for cross-pollination
> across the interests of various students. Some students have already
> undertaken projects like E-Magazine and Animation derived from the
> Daily Video logs. This will eventually feed into the students
> self-curated area of study Learning Experiences as they proceed to
> Grade 11.
>
> **d. Cross-pollination Videos**
>
> Education at The Bhutan Baccalaureate focuses on actualizing our
> learners\' dynamic potential through the use of technological power to
> augment the process of Cross-Pollination learning. A more
> straightforward and sophisticated approach to achieving the learning
> process\'s highest impact is through digital videos. The influence of
> digital videos on our everyday culture is undeniable. With digital
> videos continuing to gain popularity, it seems only natural that this
> familiar and widespread platform should extend into the learning
> process. Studies have shown that the use of short video clips allows
> for more efficient processing and memory recall. The visual and
> auditory nature of videos appeals to a broad audience and allows each
> user to process information naturally. In a nutshell, videos are good
> teachers.
>
> The overarching purpose of the digital videos in the learning process
> is to create an experience for the viewers while speaking to the
> different intellectual abilities and learning the process of making
> videos. The creators of the video derive inspiration from nature and
> community. The core of explaining any concept is the emphasis on
> coherence with nature. While we may use different methods to explain
> and reinforce a concept, teaching indoors in a classroom is NOT an
> option.

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> The series of videos created explains the concepts from different
> Domains and the Five Areas of Development. The fundamental premise for
> learning a concept is based on cross-pollination from across domains
> and Areas of Development, for example, using Sports (game of Khuru) to
> explain Projectile Motion in Physics also delving into the historical
> development of our understanding of the science of projectiles. Given
> this cross-pollination, we may have more than one episode to explain
> it to the viewer for some concepts. The videos are created to ensure
> that each episode of this program\'s teaching style speaks to the
> viewer\'s multiple learning styles. So, various mechanisms like
> voiceovers, text on the screen, animations and graphs are used in
> production.
>
> In this learning process, students take an active role in the
> production of videos. Each student will be assigned a role, and they
> will switch their roles on completion of an episode. The students will
> be involved in scriptwriting, editing, sound, directing and camera.
> This experience should give the students exposure and means to hone
> their skills.
>
> **g. Curiosity - *Collection of Questions ***
>
> The Learning Process continuously focusses on inspiring the learners
> at an early age and encouraging them to be curious. In the learners'
> journey, curiosity helps create a contagion effect to achieve the
> traits of a *Person of Substance:* awareness, introspection, and
> active learning. We often experience and recognize curiosity as the
> drive to explore our environment, devouring books and information, ask
> questions, investigate concepts, manipulate data, search for meaning,
> connect with people and nature, and seek new learning experiences.
> Curiosity also can be nurtured by asking questions that are so good
> that they lead to other questions.
>
> To stimulate curiosity, a collection of questions from the learners'
> is also part of the learning process. Each learner submits five
> questions. The questions are collected to understand what the students
> are curious about and develop an environment to encourage questioning.
> The learners are encouraged to ask questions which are diverse and
> cover a wide range of ideas. This helps display the individual
> thinking process of each learner\'s. A team of teachers and students
> is involved in collating the questions and coming up with different
> categories.
>
> Students create booklets through the collated questions. These
> booklets are shared with the teachers and are being used in the
> Learning Experiences. The questions collected are shared with the
> teachers and students to become a part of the learning process and
> promote the cross-pollination of ideas. Teachers would be encouraged
> to use these questions and responses in their Learning Experiences.
> These perspectives are then shared again to understand these different
> perspectives and learn from each other and further deepen their
> curiosity and critical thinking. The team will continue to share the
> questions every week, along with the responses. Through this, we will
> see the students\' varying thought processes as they mature and gain
> experiences.
>
> **h. Community Learning**
>
> Community learning provides means of cultivating healthy, harmonious,
> and productive relationships between learners and the community. The
> community engagement, like all learning processes at the school at the
> Royal Academy, uses a holistic approach, which considers social,
> cultural, and environmental wellbeing as critical to the wholesome
> development of all communities and their members. Therefore, a wide
> range of opportunities is provided for students, teachers,
> administrators, and locals to enable collaborative learning throughout
> the year. Community engagement at the Academy links the academic
> instruction to community service through reflection. Reflection is the
> key.
>
> Community engagement is an ongoing process. It is a collaborative
> effort that empowers the community as well as the students. Community
> Engagement combines learning, reflection and action that will bring
> about growth for all the stakeholders. The Academy's community
> engagement encourages the learners to facilitate informed debate and
> dialogue on issues of local and global importance; to respond to
> community needs and become ethical and engaged citizens; to explore
> what is the common good and their role as engaged citizens in creating
> a just community. The Academy's community engagement is a
> collaborative partnership of discovery and learning. It will lead
> students to look beyond themselves and to engage practically with
> their

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> community. The Academy and its community partners will work together
> to contribute to society through mutual knowledge exchange and action.
>
> Community Learning cuts across all five areas of development. If a
> child is devoid of the environment that he/she is growing up in, the
> learning process is incomplete. Also, the meaning of community should
> continually expand as the child grows up from simply his/her home to
> their school to their village, country and the world at large. During
> community involvement, children understand that instead of having a
> mindset of them helping the community, they should see it as the
> community helping them learn. They should be able to see how different
> skills, processes, and watermarks are being used to grow vegetables or
> fruits in an orchard or how a farmer in growing crops from the soil
> uses aesthetics, love, and compassion every day. There is science
> behind the cultivation, so the emotions, spirituality, cerebral,
> physical and social aspects. A child should not just see these but
> feel with their heart. Also, a child should be able to bring a piece
> of home (songs, recipes, patterns, stories and games etc) to the
> school and we should be able to blend it naturally. Therefore we must
> always look for a source of energy in our children. Some of them might
> be external but most of it is internal. The source of energy for
> plants is the light, which helps them grow tall and be healthy so we
> must strive to find the source of light for our children.
>
> Community learning is a way of putting into practice the Academy's aim
> of developing an ecosystem naturally in its social and cultural
> environment in Bhutan as a whole, in Paro valley as the wider local
> context and Pangbisa as the most immediate community to the
> institution.
>
> *Aims & Objectives*
>
> For successful and beneficial Community Engagement, we strive to
> fulfil a number of aims and objectives.
>
> ❖ Community learning should be driven by the idea that we do not want
> to live in a 'social bubble' segregated from the larger community, but
> that we live and evolve as a natural member of and in coherence with
> the community. ❖ Any kind of community learning should be beneficial
> to both the community and the school. Outreach to any group of members
> of the community should be undertaken with the idea of enriching
> experiences and appreciate rich diversity and traditional practices.
> Benefit can take the form of cultural, social or financial impact. An
> example for cultural impact could be productive participation in a
> local festivity. The idea being that the project contributes to the
> preservation of the local culture and heritage Social impact might
> manifest in the form of cleaning duties for the Ugyen Guru, while
> financial impact could manifest as the mutual benefit from buying
> agricultural products directly from Pangbisa's farmers. Community
> engagement should also always have educational value --- the emphasis
> being on hands-on learning and practical work, as well as the
> transmission of traditional and cultural knowledge from the members of
> the community to our students. The local agriculture is a perfect
> environment for this type of learning. ❖ Any project should be
> achievable and doable within the framework of the school and the
> community. The achievability and efficacy of a project should be
> assessed before it is undertaken.
>
> All of the aims and objectives should be pursued using the strategy of
> community mapping. Community mapping describes the process of
> exploring the community, identifying issues and opportunities,
> developing action plans, putting them into practice and subsequently
> assessing them. This strategy can be taken up by the students, faculty
> and the community.
>
> *The fluid community engagement model*
>
> The boundaries for community learning are irregular because the level
> of interaction with each of the above-mentioned communities changes
> every time and is never static. Each component is explained in detail
> below.
>
> 1\. The school
>
> Community learning starts from your home. Therefore, the community
> learning starts from the school (home for the students and the
> teachers), where the assembly of diverse experience, culture, and
> tradition happens. Within the school, the first of community
> engagement starts with the concept of bringing nature back. As we
> started with the construction of the school, to make homes for

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> us, we must keep in mind that we distorted homes of many flora and
> fauna. Therefore, the first and the fundamental responsibility is to
> look into possible ways of restoring the natural world for the natural
> world to flourish. We won't be able to create the exact world but we
> can give our best. The next basic step towards community engagement
> would be to maintain the serene environment and that would be possible
> only if everyone takes ownership of the place that we live in and also
> believe that we all share a
>
> common ecosystem. Also, we could maintain the portfolio of the flora
> and fauna species that are seen around the campus. 2. Pangbisa
> community
>
> The next immediate community that we have is the Pangbisa community.
> They were part of the natural setting much before us, and the
> relationships that they share with the environment and the soil is
> much stronger than The Royal Academy. Therefore, how do we work hand
> in hand with the Pangbisa community to learn about the flora and
> fauna, the soil, seasons, local history and patterns from around the
> community? There are members of the community who have been dependent
> on agriculture for generations, and have a huge quantum of traditional
> knowledge. So the opportunities are enormous in working with them and
> learning about the traditional method of agriculture. The community
> has also transformed their approaches from conventional method to
> modern method. Therefore, we can learn about the evolution of
> agricultural equipment, productivity, market and seasons. The pests
> and pest control mechanism could be looked at. We can also call the
> experts from the locality to identify edible mushrooms and other
> herbal plants. The hemiparasitic plant Mistletoe (which is a parasitic
> plant on blue pines) is supposed to have medicinal values and can be
> studied together with the community and explore its potential
> benefits. The plantation of potatoes, peas and the whole cycle for its
> growth can be observed. The process can end with the harvest of the
> produce, which helps us understand the whole transformation from
> germination to the harvest of the same.
>
> We could also possibly look into the processing and packaging of
> organic food of Pangbisa. The dairy products (Cheese, butter, yogurt)
> could be one simple area which could be looked into and marketed as a
> community. Pangbisa chips would be yet another brand that can be
> produced in collaboration with the community and the entrepreneurship
> concept could be in a swing for both the members of the community and
> the students. The community produces the chips and the school could
> work on the packaging part (can make paper bags from the waste paper
> that would be generated in the school).
>
> The following are few examples of community learning at The Royal
> Academy:
>
> *1. Students participating in the local Festivals - Dzondakha
> Tshechu.*
>
> Dzondakha monastery celebrates an annual Tshechu with particular local
> Zhey dances. Our students have taken part in the processions and
> dances, in particular, or taken other roles of responsibility, such as
> taking care of butter lamps. Students have interacted with the locals
> in Paro valley who have wide knowledge of the appropriate songs and
> dances, and prepare them for performances. This engagement has been
> beneficial to both the students' spiritual and cultural development,
> as well as to the
>
> community, who would benefit from the students' help and engagement
> with the festivity, as well as their contribution to the preservation
> of local culture and heritage.
>
> *2. Homestays with the Local Community*
>
> Homestay involves children staying at a local household for a night or
> two, experiencing the local way of life and learning local
> agricultural or crafting skills. Children would be exposed to local
> units of measurement, tools, cuisine and household structures, while
> having the opportunity to learn folktales and traditions typical for
> the Paro region. Especially children, who are either from urbanised
> areas or from regions of Bhutan, which are distant from Paro, would
> have the opportunity to widen their horizon in terms of Bhutanese
> culture and society. In order to increase the educational value,
> respective students could write reports or create other forms of
> documentation of their stay. While this would clearly contribute to
> the students' development in all five areas, local people could
> benefit from help in their household, as well as from more immaterial
> aspects, such as the preservation of their culture and the
> transmission of their traditional knowledge. The homestay would create
> an emotional and personal bond between the villagers and the school.

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> *3. Plantation and Harvesting with Local Farmers*
>
> While we are already entertaining relationships with local farmers,
> which are very well received from both the students and the farmers,
> plantation and harvesting projects have a lot more potential that we
> can actualise. One such possibility is a continual relationship with
> selected farms which students would visit on a more frequent basis,
> starting with plantation. Following up with frequent visits, students
> can formally track the growth of the crops and analyse the
> disadvantages and benefits of artificial and natural fertilisers, as
> well as other environmental factors, such as sun exposure. The
> possibilities are sheer endless. Apart from the intersection of
> agricultural practice and data analysis through tracking growth,
> students will learn which vegetables are in season, so that they could
> devise a menu for the dining hall based on the seasons. Local farmers
> have already expressed their satisfaction with the students' work, so
> that we can be confident the benefit is also on their side.
>
> *4. Buying Produce from Local Farmers*
>
> As mentioned above, we are already buying increasing quantities for
> produce directly from local farmers. We are planning to let our
> relationships with these farmers evolve organically, steadily
> increasing the quantity. Current assessment of the existing
> relationships yields very positive results for both farmers and the
> school. While farmers profit from a reliable customer, we are able to
> reduce our food expenses by up to 10% for the products in question.
> Currently we are buying 26 different organic produce from the
> community. We are planning to build on our current relationships and
> increase collaboration to the extent possible.
>
> *5. Building Works and Ugyen Guru Engagement*
>
> Just as the children have helped clean the water source in the past,
> similar projects are planned for the future. Whenever there are
> cleaning or building works required by the community, such as building
> stupas or providing services to the Ugyen Guru Monastery during
> auspicious events, the Academy could participate, further
> strengthening the relationship with the local community. On auspicious
> occasions, such as Zhabdrung Kuchoe, students can help the monks at
> Ugyen Guru with organising, crowd control or handling and making of
> butter lamps, as well as serving tea. This will contribute to both the
> students' social and spiritual development by showing them hands-on
> the importance of engaging and contributing to the local goings-on.
>
> *6. Creating Magic from the local Dust*
>
> The Seven institute focuses on an engaged learning process whereby
> students "learn by doing" and by reflecting on the experience. The
> learning experiences are designed to stimulate academic inquiry by
> promoting interdisciplinary learning, career development, cultural
> awareness, leadership, and other professional and intellectual skills.
> The core of the Seven Institute lies in the belief that communities
> have intrinsic educational assets and resources that students can use
> to enhance their learning experiences. Seven Institute focuses on
> providing evolving skills that are relevant to individuals to thrive
> in the real world, exploring and utilising the local resources in the
> community to enrich the learning experiences. Example: Culinary
> institute uses the local resources collected from the local community
> in their learning experiences, without compromising the quality of
> skills and knowledge that is to be imparted to the students.
>
> **i. Learning Dzongkha through English and vice versa**
>
> At The Royal Academy we place extra importance on developing
> learners\' language skills. Learning language at the Academy enables
> students to communicate effectively and to share ideas and
> information. We view language as a means of understanding,
> representing and expressing the world around us. Learners\' ability to
> comprehend is incredibly important across all domains and areas of
> development. Language is a tool to understand culture, society,
> history and perceptions. Students at the Academy explores language
> learning through reading, writing, speaking and listening. English and
> Dzongkha are the two main languages in Bhutan and we ensure that all
> learners are fluent in both spoken and written English and Dzongkha
> and able to read comfortably.

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> The purpose of learning Dzongkha through English, and English through
> Dzongkha, is to use the learner\'s strengths in one language to help
> them learn the other language. The learning process helps learners
> augment their ability to learn and communicate better. This approach
> will also use cross-pollination to bridge different domains to build a
> solid foundation and enhance their ability to continually
> contextualise and find relation between the two languages. This will
> not only foster students to acquire skills and knowledge but also in
> development of their relationship with the community eliminating the
> communication barriers created between different generations.
>
> Usually Dzongkha and English language are taught in isolation, but
> when we think for the purpose of speaking, writing, translating and
> also remembering, we use both languages interchangeably to guide us in
> this process. Consequently, the language we speak affects our thinking
> that happens while we are engaged in language-driven activities, so it
> is necessary for our students to acquire the skills of interchanging
> their language based on the linguistic context.
>
> The learning experience primarily focuses on refining individual
> learners basic skills in Dzongkha and English language. The learning
> process aims to facilitate the communication process by interpreting
> the information received in Dzongkha into English and vice versa -
> both written and spoken language. The translation assists students in
> acquiring writing skills, facilitates their comprehension, helps them
> develop and express ideas in another language. Even though English is
> a means of delivering concepts across all domains, students tend to
> comprehend first in Dzongkha, so it is essential to acquire the
> translation skills.
>
> Learning Dzongkha through English and vice versa, is just one of the
> processes of helping learners to understand their strengths and
> weaknesses, and how they can use their core strengths to overcome
> their weaknesses. For example: if a student has a healthy
> self-confidence, yet they struggle to socialize with others, she can
> use that strength to overcome that weakness. Use her self confidence
> to change her socializing patterns and go out and get involved where
> she can meet new people. Volunteering to mentor her peers, and provide
> support. These will further strengthen her self-confidence, while her
> weaknesses will decrease.
>
> **j. Truth, beauty and Value**
>
> The learning experience on Truth, Beauty and Value focuses on
> instilling the core values of developing an Aesthetic mindset. It
> gives rise to opportunities for individuals to define their own
> understanding of the word - truth, beauty and value. Each individual
> perceives the world differently. The experiences and relationships
> help shape individual mindset and interpret the world with a unique
> perspective. The learning experience gives life to one's relationship
> with the world around us and allows individuals to explore through the
> lens of truth, beauty and value. For example: A painting can have a
> different impact on the emotions of a person. The meaning that a
> person gives to a painting depends on the five senses, their
> experience, cultural background, and the environment. Therefore, the
> learning experience focuses on helping individuals to understand
> themselves and evolve their appreciation of goodness, truth and value.
> In entirety, guides our learners to be good human beings, who is able
> to know how to wisely and fully apprehend all aspects of reality.
> Essentially focusing on helping them to seek the value of knowledge
> and nature of things. Eventually leading individuals to a path of
> becoming a contributory citizen of a just and harmonious society.
>
> **k. Self-curated learning**
>
> It is common sense that individuals are motivated to learn when they
> are engaged to follow their passion and interest. Self-curated
> learning empowers students to feel in control of their own learning.
> Enabling students to learn to set and develop their own learning
> goals. Their understanding in the five areas of development plays a
> crucial role in exploring their passions and interests, and curating
> their own learning pathways. The responsibilities of learning rest
> entirely on students, and teachers facilitate it in the

75

> process. These learning processes aim to help all learners to thrive
> as individuals in their community, wider society and environment.
>
> Each student in grade 11 and 12 are required to identify a focus area
> and a mentor who can guide them in achieving their goals in
> self-curated learning. The focus areas are passion-driven, some are
> career oriented and some are just curiosity to learn. For example: A
> student has an aspiration to become a doctor, but her focus area is to
> learn the art of making perfume. Some students choose to undertake
> online courses on programming languages. Whatever area the student
> pursues -- artistic, technical, physical,
>
> academic -- she should have the rigour and resilience to propel
> herself through the trials of the learning process and discern her way
> forward. Through this process the students learn to self-direct her
> learning process throughout her life and experience the satisfaction
> of discovering their inner resources and developing their
> competencies.
>
> Self-curated learning is an ongoing process that has no fixed
> trajectory or endpoint because it is relative to the individual\'s
> aspirations and dreams. Through this experience, students get more
> clarity on their passions and also understand how their passions can
> change. Self-curated learning is all about learning new skills, taking
> risks, fueling their curiosity and eventually working towards raising
> their bar.
>
> **l. Online Learning**
>
> Online courses for students and teachers have consistently been
> essential for The Royal Academy\'s learning process, however during
> the pandemic, we understood the significance of additionally preparing
> teachers and students with online interaction skills. It has been
> difficult for both teachers and students while moving their learning
> experiences from a classroom to a virtual classroom. However, it has
> been a learning venture for all, it was an opportunity for us to
> unlearn and learn, for teachers to relook at their teaching
> strategies, how they evaluate or assess students online, and even for
> students to reevaluate their learning styles and also to learn how to
> learn online.
>
> Along with the chaos brought in by the Pandemic, it also showed light
> to the importance of learning online skills - both for teachers and
> students. Our current world and the changes coming in the future
> requires our learning process to prepare learners for a world of rapid
> change in technology and increasing interconnectedness. The increased
> connectivity has changed the pace at which knowledge and information
> are dispersed, opening up access to people around the globe of all
> socioeconomic levels. Education has become accessible to all who have
> a smartphone and the zeal to learn. So, this makes it necessary that
> education should focus on equipping the learners with the skills of
> self-directing and self-assessing their learning.
>
> Our Online learning focuses on preparing learners, both teachers and
> students, to adapt and navigate through the changing world. Online
> learning comprises - online courses and teachers facilitating online
> learning experiences. Through online learning, students not only learn
> the content, but learn the skills of time management, communication,
> collaboration and technological proficiency. To be able to guide
> learners to acquire the online learning skills, it becomes utmost
> important for teachers to learn the skills of online instructions and
> creation of online learning experiences. Teachers engagement with the
> students during the online learning experiences has a direct relation
> to students enthusiasm in online learning.
>
> **m. Driglam Namzha**
>
> *Driglam Namzha* is an important aspect of an individual's interaction
> within a community, and simply put it translates to Bhutanese
> etiquette. But the essence of the word is beyond simple etiquette. For
> us it means unity and solidarity in the way we conduct ourselves**.**
> The ultimate goal for Five Areas of Development is to bring about a
> harmonious unity and solidarity between our thoughts, actions and
> speech so that we in turn have the skills to be a constructive and
> contributory member of a just and

76

> harmonious society both internally as well as externally. It's about
> working on the wellbeing of an individual in order to guarantee the
> wellbeing of the society.
>
> Driglam Namzha as a learning process instills and puts into practice
> the process of inculcating aesthetics mindset. Driglam Namzha helps to
> understand an individual\'s place in and relationship with the natural
> world and naturally develop an awareness of an individual\'s place in
> nature and its processes.
>
> **n. Seven Gifts**
>
> The Collection of Seven gifts strongly emphasises on preservation and
> promotion of Bhutanese culture and tradition and remains connected to
> the community. And the school sees the community as one very important
> source for learning and promoting the Bhutanese culture and tradition.
> Students are encouraged to bring 7 gifts from homes when they return
> from summer and winter breaks. The 7 gifts are local songs, dances,
> stories, patterns, recipes, games and languages. The gifts are
> incorporated in various learning curriculums ( Learning process of
> Five Areas and Domains) and processes at The Academy.
>
> In the process of gathering the gifts, students will be interacting
> with elderly parents and people in their locality. This whole process
> nurtures the students to understand their community and live with
> admiration for the culture that they have in their community and stay
> connected to their roots.
>
> Expectations :
>
> Through this initiative ( collecting seven gifts), we expect:
>
> ❖ Our students to develop a deeper understanding of their community
>
> ❖ Stay grounded and connected to their community and their way of
> living
>
> ❖ Develop respect and appreciation for their community
>
> ❖ Use the gifts in the creation of The Royal Academy curriculums.
>
> ❖ Be aware of the diversity and its aesthetics acrossBhutan
>
> ❖ Creation and publication of books on seven gifts
>
> ❖ Mapping the 7 gifts from 20 districts and archive
>
> So every year the school expects students to bring 7 gifts from their
> homes. And the 7 gifts are as follows: ❖ Local songs
>
> ❖ Local dances
>
> ❖ Local Games
>
> ❖ Patterns
>
> ❖ Local games
>
> ❖ Local recipe
>
> ❖ Local Langues
>
> i\. *Dance* :
>
> Bhutan is a small country sandwiched between China and India with many
> unique cultures and traditions. Dances are considered as a unique
> culture. Bhutan is composed of 20 different districts and 205 gewogs.
> These Dances come from these Districts. People of these Districts
> created different Songs and Dances based on their places, temples,
> Root Guru, environment, and great people visited their village. Based
> on songs, people created dances to make the performances more lively.
>
> Dance is an expressive movement with purpose and form. Through dance,
> students represent, question and celebrate human experience, using the
> body as the instrument and movement as the medium for personal,
> social, emotional, spiritual and physical communication. Like all art
> forms, dance has the capacity to engage, inspire and enrich all
> students, exciting the imagination and encouraging students to reach
> their creative and expressive potential.

77

> Dance enables students to develop a movement vocabulary with which to
> explore and refine imaginative ways of moving individually and
> collaboratively. Students choreograph, rehearse, perform and respond
> as they engage with dance practice and practitioners in their own and
> others' cultures and communities.
>
> Students use the elements of dance to explore choreography and
> performance and to practise choreographic, technical and expressive
> skills. They respond to their own and others' dances using physical
> and verbal communication. Active participation as dancers,
> choreographers and audiences promote students' wellbeing and social
> inclusion. Learning in and through dance enhances students' knowledge
> and understanding of diverse cultures and contexts and develops their
> personal, social and cultural identity.
>
> *ii. Language*
>
> Bhutan is a small country. It is home to diverse language communities.
> Nineteen different languages are spoken in the country including
> English. Dzongkha is the national language of Bhutan. According to
> George van Driem, the languages like Cho-ca-nga ca, spoken in the
> central areas of Kurichu valley, Lakha, which is spoken in Sephu,
> Brokpakha of Merak and Sakteng, and Brokkat of Dur valley in Bumthang
> are closely related to Dzongkha. All seven East Bodish
> languages---Bumthangkha, Chalikha, Dakpakha, Dzalakha, Khengkha,
> Kurtopand Mangdepkha---are spoken in Bhutan, which are less closely
> related to Dzongkha. Tshangla also is known as Sharchopkha, spoken in
> south-eastern Bhutan has its own linguistic grouping, and linguists
> are yet to identify its common language group. Lhotshamkha is spoken
> along the southern region and Lepcha is spoken in a few villages of
> south-western Bhutan.
>
> The three languages, which linguists consider on the verge of
> extinction are Gongduk of remote Mongar, Lhokpu of Doya people and
> Monpa language of Black Mountains. In this book we talk about some of
> the different languages of Bhutan. It is very important to learn to
> speak and write in our national language Dzongkha as it enables us to
> communicate and understand in one common national language throughout
> the country. It is one of the strongest means and tools of fostering
> unity in diversity. Different languages in Bhutan helps to foster and
> preserve different pockets of culture which in turn helps to enrich
> Bhutanese culture and identity as a whole. Therefore, we should take
> care of the different languages spoken by different groups of
> Bhutanese people in their own societies. We will learn together and
> let you more about our languages in our future editions. We hope you
> will enjoy reading about our languages written by our children and
> compiled in the unedited version in this little book.
>
> *iii. Pattern*
>
> Patterns are one of the most important gifts in nature that brings
> forth the uniqueness in Bhutanese culture. Patterns are the records of
> our rich history and culture and tell us the stories of evolution and
> creativity. It also tells us how our ancestors used nature for their
> livelihood and survival. Patterns are rich with beliefs and customs
> that act as guidance for future generations and strengthen
> hierarchical traditions and culture.
>
> The students of The Royal Academy collect different patterns from
> their village to represent the unique culture and living habits of
> their community. While collecting patterns, students ensure to learn
> and develop the following: ❖ Strengthen their relationship with
> nature, community and their kin
>
> ❖ Develop a deeper understanding of culture, helping and guiding them
> to preserve and appreciate different cultures across the country
>
> ❖ Understand the interconnectedness between domains (example:
> maths-aesthetic)
>
> ❖ Use nature to enhance their understanding and creativity since many
> patterns are inspired and derived from nature ❖ Develop aesthetic
> skills through drawings and paintings
>
> *iv. Recipe*
>
> Food signifies the identity of a particular community and locality. It
> is a visual representation of the culture and tradition of the
> region.It also tells us what kind of food resources and raw materials
> are available or grown and how the local community uses it

78

> to create local dishes suitable for their region. For example: a dish
> called Kuley is made up from buckwheat flour and is the local dish of
> Bumthang. The food not only represents the resources available, but it
> also speaks a lot about the place they come from and their adaptation
> to the region and the raw materials available. The same dish made in
> western Bhutan might not be the same in Southern Bhutan due to the
> availability of the raw materials and also due to the tastebud of the
> local community. In a way, looking at the diversity of the dishes, we
> can also see the creativity of the local community as they put in
> local ideas on how to harvest the raw materials and use that to create
> their own local dishes.
>
> Students at The Royal Academy bring a food recipe from their village
> every year as part of the 7 gifts. The reason for collecting the
> recipes is for the students and the teachers to get to know different
> dishes from different parts of the country. The recipes are then
> implemented in the school by selecting a recipe and cooking it for the
> whole school. In this way, everyone will be able to experience first
> hand cooking the dish and then having the opportunity to taste it.
>
> v\. *Stories*
>
> Storytelling is a part of every known culture. Stories are a way of
> making sense of the world we live in. In Bhutan, children grow up
> listening to local stories from their elders. These simple stories
> have deeply entrenched cultural values, which have been passed down
> from one generation to another. Local stories often give readers an
> idea of the history, religion, landscape, and people of that
> particular locality.
>
> Students from the Royal Academy collect stories from elders in their
> family or their community and retell the stories in their words.
> Stories are written in English or Dzongkha depending on the students'
> choice.
>
> The students of The Royal Academy collect local stories to represent
> the unique culture and values of their community. While collecting
> stories, students learn and develop the following:
>
> ❖ Develop a deeper understanding of their local culture
>
> ❖ Passing of stories from one generation to another
>
> ❖ Create a bond between generations
>
> ❖ Develop creativity through listening to various stories
>
> ❖ Critically analyze the local stories and fact check the information
> with various sources
>
> ❖ Understand the interconnectedness of nature, humans, religion and
> culture
>
> ❖ Develop story-telling and story writing skills in both English and
> Dzongkha
>
> *vi. Games*
>
> "Culture is seen by GNH as a set of tools that defines our values,
> shapes our identity and expressions, and guides our behaviors,
> relationships and practices." (Curdy, n.d.). Bhutan has a wide variety
> of indigenous games distributed across the country and each game has
> its value, identity, expression, behavior, relationship, and practice
> -- making it a part and parcel of the country's culture. However, due
> to fast growing technology and encroaching western influences, the
> indigenous games are becoming unpopular among Bhutanese youth. In
> fact, some of the indigenous games are at the brink of extinction.
> Therefore, it must be our endeavour to preserve, promote, and
> re-popularise these games.
>
> The learning that happens in the process of seeking out and collecting
> each gift is rewarding for it often leads students to discover the
> historical origin of the game by coming in contact with people in the
> communities who have deep cultural knowledge and memory. The process
> of inquiring and learning with the intent of sharing reinvigorates the
> process of transmitting cultural knowledge to younger generations.
> More importantly, the games have intrinsic values as they contribute
> to the development of strong, robust, and connected communities.

79

> In an educational context, utilising gifts that students themselves
> have collected draws the students into the process of curriculum
> development, and ensures that their home culture is in some way
> reflected and represented in the school-wide curriculum.
>
> vii\. *Songs*
>
> The music of Bhutan is an integral part of its culture and plays an
> important role in promoting our values and traditions. The early form
> of music was commonly in the form of songs such as Zhungdra, one of
> the dominant forms of Bhutanese folk music developed in the 17th
> century associated with the folk music of the central valleys of Paro,
> Thimphu and Punakha, the heart of the Ngalop cultural area. Boedra, is
> the second of the two dominant forms of Bhutanese folk music. Boe
> means Tibet and Dra means music. Boedra evolved out of Tibetean court
> of music. And the recent being Rigsar which evolved in mid 1960's,
> also considered the modern form of music of Bhutan. At the Royal
> Academy, we have a culture of collecting gifts from every student
> every time when they come back from their vacations, also in the form
> of songs. As we have students from all parts of Bhutan, most of our
> students brings our Traditional songs collected from their community.
> At the campus during most of the cultural activities and during the
> celebrations, our students learn these songs from the seven gifts and
> perform it. These gives our students and generate understanding of its
> significance and role play in preservation and promotion of our unique
> and diverse culture and traditions. Many of our students also bring
> songs which is from their own locality or of their own dialect. These
> songs in the form of gifts to the school also brings in the cultural
> diversity of Bhutanese people.
>
> **J. The Seven Institute**

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> A growing number of students opt for internship and certification
> courses post school. The purpose is to achieve additional professional
> training and qualifications and prepare for the world of work. Post
> school is in a continuous flux, and so the students must be skilled,
> competent, and employable, to thrive in the real world. As we are at
> the juncture of a paradigm shift from \'what we know to what we can
> do\', everyone is in the process of relooking education as opposed to
> just schooling. This shift is definitely changing the post-school
> education system. Based on various studies and trends in the
> University Education, it is estimated that over more than 50% of what
> is learned during their Universities has a shelf life of 5 years. A
> large number of students would
>
> rather prefer to get a certified program from big tech companies than
> pursuing a degree programme. Whilst, some look for Internships and
> some Boutique programme. Even Engineering and Medical institutes, the
> content of the course are becoming obsolete at a rate faster than
> ever.
>
> Today, as we are in the process of relooking the Learning Process at
> the School at The Royal Academy, we will now have to extend it to the
> Seven Institute. This extension of the Learning Process at The Royal
> Academy will be a part of the Attributes of the School at the Academy
> and will not be limited to the grade XII. Seven Institute shall
> provide learning opportunities to enable

80
**DRUK GYALPO'S**

**I N S T I T U T E**

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height="1.7368055555555555in"}

**T H E H I S T O RY O F**

**B H U TA N B A C C A L A U R E AT E** THREE OF SIX

> **TABLE OF**
>
> **CONTENTS**
>
> Introduction I
>
> The History of Modern Education in Bhutan 1 From the Royal Academy to
> the Druk Gyalpo's Institute 3 The Bhutan Baccalaureate is Announced 7
> Transitioning the Bhutan Baccalaureate 8 Experiencing the Transition
> 11

**INTRODUCTION**

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> The Bhutan Baccalaureate is a wholistic educational philosophy and a
> dynamic learning process. Central to this educational vision is the
> idea that we are all interconnected and interdependent in this
> constantly changing world. This implies that our responsibilities
> extend beyond ourselves to the communities to which we belong and the
> world in which we live. The Bhutan Baccalaureate\'s core objective is
> to equip individuals of all ages to become constructive and
> contributory members of their communities within a just and harmonious
> society.
>
> The Bhutan Baccalaureate evolved from a visionary initiative by His
> Majesty the Fifth Druk Gyalpo, Jigme Khesar Namgyel Wangchuck, who
> firmly believes in the pivotal role of education in enriching lives,
> fostering leadership for future generations, and building a strong and
> prosperous nation.
>
> This document aims to chart the path of conception, emergence and
> evolution of the Bhutan Baccalaureate. To do this, it looks back at
> the history of modern education in Bhutan and the establishment of The
> Royal Academy.

![](media/image10.png){width="0.7in" height="0.6986111111111111in"}

I

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> **THE HISTORY OF**
>
> **MODERN EDUCATION IN BHUTAN**
>
> Bhutan transitioned into a hereditary monarchy in 1907 under the first
> King of Bhutan Gongsar Ugyen Wangchuck, who initiated the modern
> education system. The first modern school in Bhutan was established in
> Haa in 1914, while some students went to India to study. Prior to
> this, Bhutan had a traditional and monastic education, focusing mainly
> on religious philosophy and the arts. Although, over time, more modern
> schools were established across Bhutan, especially in the southern
> regions, expansion was not systematic. In 1961, however, the
> introduction of the First Five Year Development Plan marked the
> commencement of deliberate and organised advancement of modern school
> education. More schools were built to make education accessible to all
> but the establishment of modern education encountered a number of
> challenges such as lack of adequate infrastructure, financial
> constraints, and a shortage of qualified teachers. Thus, despite
> growth in the number of schools, maintaining high educational
> standards remained problematic.^1^
>
> Further, the Constitution of the Kingdom of Bhutan, introduced when
> the country switched to a parliamentary democracy in 2008, emphasises
> the importance of modern education by mandating the provision of
> education to enhance knowledge, values, and skills for the full
> development of individuals. It also guarantees free education up to
> the tenth grade and ensures accessibility to technical, professional,
> and higher education based on merit.
>
> ^1^ Gyeltshen, Kuenzang. (2020). School Education in Bhutan: Policy,
> Current Status, and Challenges. 10.1007/978-981-13-3309-5_12-1.

1

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> In the past, Bhutan borrowed heavily from India's educational system
> and attempted to incorporate practices from countries like Canada,
> Australia, and Singapore. With this influx of education influences,
> Bhutan continued to struggle to find a way of providing quality
> education rooted in its own culture and values. Concurrently, a
> significant number of students went abroad for education but they
> often returned with foreign influences that made them feel
> disconnected from their own society. Thus, the need for culturally
> grounded education, accessible to all, within Bhutan became quite
> evident.

![](media/image10.png){width="0.7in" height="0.6986111111111111in"}

2

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> **FROM THE ROYAL ACADEMY**
>
> **TO THE DRUK GYALPO'S INSTITUTE**
>
> It was in this context that His Majesty the King initiated the
> establishment of The Royal Academy (TRA), as a world-class educational
> institution, in December 2010. A survey conducted in May 2011 gathered
> perspectives from various segments of Bhutanese society about their
> educational aspirations. The survey findings significantly influenced
> the philosophy and curriculum of The Royal Academy. A suitable
> location for the school was identified in Pangbisa and The Royal
> Academy Project Office was initiated under His Majesty's Secretariat
> in 2012.
>
> The Royal Academy was designed as a triad of the Education Research
> Centre (ERC), Teachers Development Centre (TDC) and the school (TRA)
> with a free flow of personnel and ideas among the three. The Education
> Research Centre was the first to operate. From 2012, the ERC began
> working on the curriculum framework that aimed to blend Bhutan\'s
> history, traditions, and values with global educational excellence.
> This task was completed by January 2014 with a full understanding that
> it was a dynamic document and would change over time with new
> learnings and experiences.
>
> ![](media/image9.png){width="6.0in"
> height="2.6866666666666665in"}![](media/image11.png){width="3.4883333333333333in"
> height="0.24666666666666667in"}*The fifteen months Teacher Development
> Programme*

3

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> Immediately after, the Teacher Development Centre started recruiting
> the first cohort of teachers. In October 2014, the 15 months Teacher
> Development Programme started with 17 teachers, three full-time
> teacher educators and several visiting faculty. The teachers were from
> Bhutan, India, USA and UK and while some had long teaching experience
> there were many who were fresh graduates. The lengthy duration of the
> programme was necessary so that many teachers could unlearn aspects of
> conventional teacher education that led into existing systems before
> they could learn TRA's philosophy of education. This philosophy
> encompassed wholistic development, lifelong learning, every teacher
> also being a learner and everyone continually raising their bar, with
> assessment being the engine of development. Due to the rigour of the
> programme, some teachers dropped out, with only 12 successfully
> completing the programme in December 2015.
>
> ![](media/image14.png){width="6.0in"
> height="3.6526388888888888in"}![](media/image7.png){width="3.4916666666666667in"
> height="0.29in"}*First cohort of students of the Royal Academy*

4

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> On March 6, 2016, the first cohort of 60 students arrived at The Royal
> Academy campus. There were 32 girls and 28 boys, at least two from
> each of the 20 districts. Of the 60 students, 40 were from vulnerable
> socio-economic backgrounds and the remaining 20 from middle-class
> families. Teachers became mentors to the students and each teacher and
> their associated group of students became like a family unit. Once
> students had entered TRA, many systems and learning processes in the
> school were co-created by the teachers and students working together.
> These systems and processes were, and are, constantly reviewed and
> updated.
>
> The Royal Academy continued to grow with the intake of more students
> each year. The hard work put in by the faculty in the school, the ERC
> and the TDC created a learning process and learning environment that
> helped the students blossom in all areas of development. The first
> cohort of students graduated in December 2021. Their reflections
> testify to the impact The Royal Academy has had in their lives and on
> their world view.
>
> On 8 September 2021, a Royal Charter was issued, announcing that The
> Royal Academy, encompassing the ERC, TDC, and the school, would
> henceforth be known as the Druk Gyalpo's Institute. The Royal Kasho
> (Royal edict) granted the Institute the power to play a much bigger
> role in education in Bhutan and the world. It would be an autonomous
> Institute focusing on the advancement of teaching and research with
> the capacity to offer additional programmes in higher education, grant
> degrees and licenses, and disseminate information. The school,
> however, retained the name of The Royal Academy.

5

\| THE HISTORY OF BHUTAN BACCALAUREATE \|

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> **THE BHUTAN BACCALAUREATE**
>
> **IS ANNOUNCED**
>
> Over the years of development, there were many inhouse conversations
> describing the innovative learning process at The Royal Academy as the
> Bhutan Baccalaureate -- an education system not only *for* Bhutan but
> *from* Bhutan. On 17 December 2020, a Royal Kasho heralded a
> transformative reconceptualisation of the nation's education system
> with educational standards and goals of the highest order. In line
> with the Royal Kasho, the Ministry of Education's announcement that
> the main approach for school education reform to be adopted formally
> was to be the 'Bhutan Baccalaureate'. This decision was further
> reinforced by the directives of the Hon'ble Prime Minister, on 10
> September 2021, to adopt the Bhutan Baccalaureate to bring about wider
> school education reforms. Thereafter, reforms in curriculum, learning
> processes, assessment and reporting of students, teachers and schools,
> including Early Childhood Care and Development, would be based on the
> Bhutan Baccalaureate.

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> **TRANSITIONING**
>
> **THE BHUTAN BACCALAUREATE**
>
> As the first step in transitioning the Bhutan Baccalaureate Learning
> Process, 22 schools were identified by the Ministry of Education and
> Skills Development, at least one in each Dzongkhag. To facilitate the
> transition, from January of 2021, the transitioning schools were
> familiarised with the philosophy and the learning process of the
> Bhutan Baccalaureate. The principal and two faculty members of each of
> the 22 schools attended an immersive, two-week programme at the DGI,
> gaining a deep understanding of the Five Areas of Development and the
> Learning Process. In the second half of 2021, 66 teacher-graduates
> underwent a **six-month diploma programme** at DGI to internalise the
> Learning Process of the Bhutan Baccalaureate. Upon completion of the
> programme, in February of 2022, the teacher-graduates were deployed in
> the 22 schools to help the principal and two teachers transition their
> schools to the Bhutan Baccalaureate.
>
> ![](media/image13.png){width="6.0in"
> height="3.8713888888888888in"}![](media/image1.png){width="4.19in"
> height="0.245in"}*Participants of six-month diploma programme*

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> To guide teachers and students in the contextualisation and
> implementation of the Learning Process in the transitioning schools,
> the faculty of the DGI committed to an involvement of a minimum of
> three years. The first year was spent on building an understanding of
> the philosophy of the Bhutan Baccalaureate, the second on instituting
> the learning process and contextualising it to the school and the
> third year involved taking the Bhutan Baccalaureate to the lives of
> the students. Regular online sessions were conducted to support
> teachers and schools in their transition journey. The system of
> mentorship was established and not only were the participants of
> Immersion Programmes assigned mentors, even each of the 22 schools had
> a designated mentor to assist them to transition smoothly to the
> Bhutan Baccalaureate. The engagement with schools has been dynamic,
> and periodic visits and regular support from mentors and facilitators
> ensured, in a timely manner, that the processes were being understood.
>
> Additionally, the faculty of the two colleges of education in Paro and
> Samtse undertook the Bhutan Baccalaureate Immersion Programmes to
> enable them to familiarise their students with its philosophy and
> learning process. Effort is continuing to infuse the Bhutan
> Baccalaureate Learning Process in the colleges' existing courses so
> that their students not only learn about but experience the Bhutan
> Baccalaureate. Mentorship is also introduced as a process to support
> learners to better understand the Bhutan Baccalaureate. The aim is for
> the graduates of these colleges to be well equipped to take the Bhutan
> Baccalaureate forward on their employment in Bhutan's schools. To
> expedite this, enrichment programmes were conducted for the cohort
> approaching graduation from Paro College.
>
> To further facilitate the Bhutan Baccalaureate's successful
> implementation in schools, a productive partnership with the
> country\'s examination

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> board, the Bhutan Council for School Examination and Assessment
> (BCSEA), is essential. To that effect, the DGI has facilitated a
> strategic collaboration between BCSEA and the Feuerstein Institute in
> Israel to enrich the official assessment and reporting system in
> schools in a manner consistent with the Bhutan Baccalaureate's
> philosophy.

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> **EXPERIENCING THE TRANSITION**
>
> One issue in the transition process that continues to be a major
> concern is writing meaningful assessments. In Bhutan Baccalaureate,
> assessments are crucial. They enrich and contribute to students'
> wholistic growth. Yet, almost every teacher has cited that this has
> increased their work manifold. The Bhutan Baccalaureate regards
> technology as a tool to augment human intelligence and contribute to
> better time efficiency. Taking this perspective, artificial
> intelligence applications have been utilised to help teachers
> streamline their process of assessment which has proven to be a
> successful intervention. It is an approach adopted with a recognition
> that the seamless integration of technology with human ingenuity will
> pave the way for transformative learning experiences.
>
> To DGI, gaining teacher confidence was crucial for successful
> implementation of the Bhutan Baccalaureate and their honest feedback
> was critical to evolve the Learning Process. However, while they were
> excited about the educational possibilities, teachers faced
> difficulties with increased workload and fatigue. They struggled with
> teaching responsibilities while juggling DGI's online training
> sessions on Fridays and Saturdays. Challenges such as poor internet
> connectivity, lack of access to resources, and unfamiliarity in using
> technology further compounded the issues.
>
> The teacher-graduates of DGI's six-months diploma programme played key
> roles in the schools' transition process by supporting the principals
> and teachers and acting as the liaison between DGI and their
> respective schools. As the pandemic situation improved, school visits
> by DGI Mentors helped alleviate some of the challenges faced by
> teachers. Furthermore, working in smaller groups was initiated to
> improve the transition process. Where

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\| THE HISTORY OF BHUTAN BACCALAUREATE \|

> previously, the training sessions included the whole school faculty
> leading to cancellation of classes, now only Coordinators or Domain
> heads from The Royal Academy (TRA) and school mentors were involved in
> the discussions with relevant teachers. Ensuring that not all teachers
> were included in all sessions reduced disturbances to the school
> schedule.
>
> Concurrently, the Ministry of Education (MoE) worked alongside to
> improve the infrastructure and deployment of teachers to meet schools'
> requirements. The MoE helped schools receive increased internet
> bandwidth and resources like furniture and laptops. The understanding
> and support offered to teachers by the MoE during this time
> underscored the relational nature of education. Meanwhile, maintaining
> the full strength of teachers became quite difficult for the 22
> schools as the problem of teacher attrition became a tough reality.
> The pandemic had weakened Bhutan's economy, as with other nations, and
> people began looking at Australia, Canada, the USA and the Middle East
> for study and economic opportunities. When the COVID situation eased
> and international travel and getting visas became easier, many
> Bhutanese, including many teachers, left for different countries.
> Teacher attrition continues to be a problem but the government and MoE
> are exploring options such as technology, including artificial
> intelligence, to address this.
>
> As the transition into the initial set of 22 schools continued, the
> Bhutan Baccalaureate evolved further. Rigorous and unremitting
> reflections on processes and practices contributed to refinement and
> growth. Also, many schools have begun to offer opportunities for
> teachers and students to lead various initiatives and enact different
> engagements which provide new spaces for the students and communities
> voices to be heard. Engagement in different areas, like essay writing,
> debates, sports, and theatre, has led to an atmosphere of vibrant
> collaboration and learning from each other. The Learning Showcase

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> has become an annual event that aims to explore and exchange the
> practices of these first schools that they have developed during the
> transition to the Bhutan Baccalaureate Learning Process in their
> unique context. The Showcase includes student and parent voices as
> well as experiences from the communities surrounding the school.
> Despite the concerns and initial hurdles in the transition process,
> the Learning Showcase clearly demonstrates how the schools have
> effectively contextualised the learning process, utilising innovative
> approaches, technology integration, mentorship, and community
> engagement to foster wholistic education for their students.
>
> With the transition process in full swing, it is evident that the
> Bhutan Baccalaureate journey is self-energising, gaining momentum and
> embracing hurdles and challenges as fruitful development
> opportunities. This confirms its trajectory as a continuous nurturing
> force for future generations, enabling them to be wholesome
> individuals capable of contributing to their communities and the world
> at large. They become catalysts for ongoing, dynamic educational and
> social change.

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13

> DRUK GYALPO'S I N S T I T U T E Pangbisa, Paro, Bhutan

www.dgi.edu.bt

[email protected]

> DRUK GYALPO'S I N S T I T U T E
> ![](media/image15.png){width="3.2816666666666667in"
> height="0.7816666666666666in"}

Copyright © 2023

![](media/image3.png){width="0.9993055555555556in" height="1.0in"}
**BHUTAN BACCALAUREATE**

Curriculum Contextualised

to

The Royal Academy

2022

## Table of Contents

[[Table of Contents]{.underline}](#table-of-contents) [2]{.underline}

[[1. Introduction]{.underline}](#introduction) [6]{.underline}

[[2. Purpose of Bhutan
Baccalaureate]{.underline}](#purpose-of-bhutan-baccalaureate)
[7]{.underline}

[[3. Guiding Principles]{.underline}](#philosophical-underpinnings)
[8]{.underline}

[[Actualisation of the Innate
Potential]{.underline}](#actualisation-of-the-innate-potential)
[8]{.underline}

[[Development of a Wholesome
Person]{.underline}](#development-of-a-wholesome-person) [8]{.underline}

[[Cross-pollination as an Approach of
Learning]{.underline}](#cross-pollination-as-an-approach-of-learning)
[9]{.underline}

[[Learning through
Contextualisation]{.underline}](#learning-through-contextualisation)
[9]{.underline}

[[Becoming Self-directed
Learners]{.underline}](#becoming-self-directed-learners)
[10]{.underline}

[[Community as Part of Learning
Process]{.underline}](#community-as-part-of-the-learning-process)
[10]{.underline}

[[Teacher as a Learner and Learner as a
Teacher]{.underline}](#teacher-as-a-learner-and-learner-as-a-teacher)
[11]{.underline}

[[An Ever-evolving Learning
Process]{.underline}](#an-ever-evolving-learning-process)
[11]{.underline}

[[4. Areas of Development]{.underline}](#areas-of-development)
[12]{.underline}

[[Cerebral]{.underline}](#cerebral) [12]{.underline}

[[Emotional]{.underline}](#emotional) [14]{.underline}

[[Physical]{.underline}](#physical) [16]{.underline}

[[Social]{.underline}](#social) [18]{.underline}

[[Spiritual]{.underline}](#spiritual) [19]{.underline}

[[5. Domains]{.underline}](#domains) [21]{.underline}

[[Dzongkha]{.underline}](#dzongkha) [22]{.underline}

[[English]{.underline}](#english) [22]{.underline}

[[Mathematics]{.underline}](#mathematics) [23]{.underline}

[[Life Science]{.underline}](#life-science) [23]{.underline}

[[Technology]{.underline}](#technology) [24]{.underline}

[[Sports]{.underline}](#sports) [25]{.underline}

[[Aesthetics]{.underline}](#aesthetics) [26]{.underline}

[[6. Learning Process]{.underline}](#learning-process) [27]{.underline}

[[Backstory]{.underline}](#backstory) [28]{.underline}

[[Roadmap]{.underline}](#roadmap) [28]{.underline}

[[Skills, Process,
Watermarks]{.underline}](#skills-process-and-watermarks)
[29]{.underline}

[[Learning Framework]{.underline}](#learning-framework) [29]{.underline}

[[Cross-pollination]{.underline}](#cross-pollination) [30]{.underline}

[[7. Assessment]{.underline}](#assessment) [31]{.underline}

[[Purpose of Assessment]{.underline}](#purpose-of-assessment)
[31]{.underline}

[[Ways of Assessing]{.underline}](#ways-of-assessing) [32]{.underline}

[[Assessment for Learning]{.underline}](#assessment-for-learning)
[32]{.underline}

[[Assessment as Learning]{.underline}](#assessment-as-learning)
[33]{.underline}

[[Assessment of Learning]{.underline}](#assessment-of-learning)
[33]{.underline}

[[Assessment Practices]{.underline}](#assessment-practices)
[34]{.underline}

[[Self Reflection]{.underline}](#self-reflection) [34]{.underline}

[[Peer assessment]{.underline}](#peer-assessment) [35]{.underline}

[[Mentor or teacher
assessments]{.underline}](#mentor-or-teacher-assessments)
[35]{.underline}

[[Reviews]{.underline}](#reviews) [36]{.underline}

[[Centralised Assessment]{.underline}](#centralised-assessment)
[37]{.underline}

[[Reporting]{.underline}](#reporting) [37]{.underline}

[[Progress Letter and Report]{.underline}](#progress-letter-and-report)
[37]{.underline}

[[Portrait]{.underline}](#portrait) [38]{.underline}

[[Certification]{.underline}](#certification) [39]{.underline}

[[8. Development Stages]{.underline}](#development-stages)
[39]{.underline}

[[Development Stage I]{.underline}](#development-stage-i)
[39]{.underline}

[[Cerebral Areas of
Development]{.underline}](#cerebral-areas-of-development)
[40]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development)
[41]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development)
[42]{.underline}

[[Social Area of Development]{.underline}](#social-area-of-development)
[43]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development)
[44]{.underline}

[[Skills, Processes, and
Watermarks]{.underline}](#skills-processes-and-watermarks)
[46]{.underline}

[[Domains]{.underline}](#domains-1) [47]{.underline}

[[Development Stage II]{.underline}](#development-stage-ii)
[47]{.underline}

[[Cerebral Area of
Development]{.underline}](#cerebral-area-of-development)
[48]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development-1)
[49]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development-1)
[50]{.underline}

[[Social Area of
Development]{.underline}](#social-area-of-development-1)
[52]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development-1)
[53]{.underline}

[[Skills, Processes, and
Watermarks]{.underline}](#skills-processes-and-watermarks-1)
[54]{.underline}

[[Domains]{.underline}](#domains-2) [55]{.underline}

[[Development Stage III]{.underline}](#development-stage-iii)
[56]{.underline}

[[Cerebral Area of
Development]{.underline}](#cerebral-area-of-development-1)
[56]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development-2)
[58]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development-2)
[59]{.underline}

[[Social Area of
Development]{.underline}](#social-area-of-development-2)
[60]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development-2)
[61]{.underline}

[[Skills, Processes and
Watermarks]{.underline}](#skills-processes-and-watermarks-2)
[63]{.underline}

[[Domains]{.underline}](#domains-3) [64]{.underline}

[[Development Stage IV]{.underline}](#development-stage-iv)
[65]{.underline}

[[Cerebral Area of
Development]{.underline}](#cerebral-area-of-development-2)
[65]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development-3)
[67]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development-3)
[68]{.underline}

[[Social Area of
Development]{.underline}](#social-area-of-development-3)
[70]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development-3)
[71]{.underline}

[[Skills, Processes and
Watermarks]{.underline}](#skills-processes-and-watermarks-3)
[73]{.underline}

[[Domains]{.underline}](#domains-4) [74]{.underline}

[[Development Stage V]{.underline}](#development-stage-v)
[75]{.underline}

[[Cerebral Area of
Development]{.underline}](#cerebral-area-of-development-3)
[75]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development-4)
[77]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development-4)
[78]{.underline}

[[Social Area of
Development]{.underline}](#social-area-of-development-4)
[80]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development-4)
[81]{.underline}

[[Skills, Processes, and
Watermarks]{.underline}](#skills-processes-and-watermarks-4)
[83]{.underline}

[[Domains]{.underline}](#domains-5) [85]{.underline}

[[Development Stage VI]{.underline}](#development-stage-vi)
[85]{.underline}

[[Cerebral Area of
Development]{.underline}](#cerebral-area-of-development-4)
[86]{.underline}

[[Emotional Area of
Development]{.underline}](#emotional-area-of-development-5)
[89]{.underline}

[[Physical Area of
Development]{.underline}](#physical-area-of-development-5)
[90]{.underline}

[[Social Area of
Development]{.underline}](#social-area-of-development-5)
[92]{.underline}

[[Spiritual Area of
Development]{.underline}](#spiritual-area-of-development-5)
[93]{.underline}

[[Skills, Processes, and
Watermarks]{.underline}](#skills-processes-and-watermarks-5)
[95]{.underline}

[[Domains]{.underline}](#domains-6) [97]{.underline}

[[9. Enabling Conditions]{.underline}](#enabling-conditions)
[98]{.underline}

[[Capacity Building]{.underline}](#_i62teiija8vb) [98]{.underline}

[[Stakeholder Involvement]{.underline}](#_4yj4giysjqn) [99]{.underline}

[[Resources]{.underline}](#_6if722t4xnwv) [99]{.underline}

[[Use of ICT in Teaching-Learning]{.underline}](#_cklk0n3s62ug)
[99]{.underline}

[[10. Bibliography]{.underline}](#bibliography) [100]{.underline}

[[11. Appendix]{.underline}](#appendix) [101]{.underline}

##  

## 1. Introduction

The Bhutan Baccalaureate curriculum is rooted in the belief that
building a strong, secure, and prosperous world has to begin with
realising and developing individual's innate qualities of benevolence
and service towards immediate as well as distant communities. As the
founder of Bhutan Baccalaureate, His Majesty, the King Jigme Khesar
Namgyel Wangchuck stated 'The future is neither unseen nor unknown, but
is what we make of it.' Based on this assertion, Druk Gyalpo's Institute
(DGI) initiated the Bhutan Baccalaureate curriculum that strives to
create the right environment for development of future citizens who can
contribute towards developing a just and harmonious society.

The Bhutan Baccalaureate curriculum adopts a whole-learner approach to
learning in the five areas of development: cerebral, emotional,
physical, social, and spiritual. It recognises that each individual is
unique and has the ability to actualise their innate potential with
timely interventions. The Bhutan Baccalaureate, thus, believes that each
individual is a vital source of inspiration for the betterment of
society and the world at large.

The Bhutan Baccalaureate curriculum is grounded on six development
stages of learners that range from 2 to 17 years. Each stage focuses on
a set of skills, processes, and watermarks in five development areas
through the rigorous learning process and assessment practices in seven
domains. The seven domains are English, Dzongkha, Mathematics,
Aesthetics, Technology, Sports, and Life Science.

To enable the leaders of tomorrow to embrace opportunities, educational
systems need to be ever-evolving, constantly adapting not only to the
needs of the present, but also those of an anticipated future. In this
light, the Bhutan Baccalaureate curriculum strives to remain futuristic
and ever-evolving with opportunities for contextualisation at local and
national levels, allowing individuals to actualise their potential in
becoming a constructive contributory citizen in creating a just and
harmonious society.

## 2. Purpose of Bhutan Baccalaureate

The purpose of the Bhutan Baccalaureate curriculum is to prepare
learners for the world they live in and the world that awaits them once
they leave school. Each learner will have the ability to transcend the
challenges of an unknown future through a process of development that is
complete in all respects, across all areas of development; and become a
constructive contributory member of a just and harmonious society.

To become constructive contributory members of a just and harmonious
society, the Bhutan Baccalaureate help learners:

1.  Actualise their potential: Equipping learners to bring out their
    innate potential to express qualities of independence, ability to
    form relationships, tendency to deal with external pressure and a
    general transcendence of environment rather than simply coping with
    it. The uniqueness of everyone is a mix of many jigsaw puzzles that
    must be celebrated and nurtured.

2.  Make life worth living: A learner develops the meaning of their life
    as they go through their educational journey. There is so much to
    do, see, feel, hear, experience, and think about their lives and the
    community in large. Education must not only prepare learners for
    this reality, but also help them in making this a meaningful part of
    their lives.

3.  Make high-quality choices: The differentiator between an educated
    and uneducated person is the quality of choices they make. Our life
    is a culmination of the choices we make and the possibilities we
    create. Education should help learners understand the power of
    making high-quality decisions.

4.  Live in coherence with nature: Helping learners develop a logical,
    orderly and aesthetic relationship with the world around them. We
    need to approach nature with a sense of responsibility and the
    awareness of our actions on the symbiotic relationships that exist
    in nature.

5.  Become good human beings: Living an authentic life and looking
    beyond ourselves make us good human beings. Learners need to have a
    deep sense of gratitude and be mindful of the values of their
    communities and demonstrate the capacity to influence the well-being
    and happiness of others through these values.

## 3. Philosophical Underpinnings

The Bhutan Baccalaureate curriculum is guided by the following
principles to provide relevant learning environments and interventions
for the wholesome development of learners.

### Actualisation of the Innate Potential 

Every individual, either biologically or socially, is coded differently
and has innate potential. This idea of individualism in the Bhutan
Baccalaureate is inspired by the teaching philosophy of Guru
Padmasambhava. At the heart of Guru Padmasambha's philosophy is the
realisation of primordial wisdom (yeshey -- ཡེ་ཤེ) or treasure (terma --
གཏེར་མ), which the Bhutan Baccalaureate sees as its mission, to harness
or awaken every learner.

Since the eighth century, several practitioners known as
'treasure-discoverers' (terton -- གཏེར་སྟོན) have been unearthing these
treasures in the form of teachings and sharing them with the world.
Similarly, the Bhutan Baccalaureate seeks to enable students to learn to
become their own treasure-discoverers and unearth within themselves the
various treasures that form a part of their innate being, their
primordial wisdom. Through their individual and shared journeys of
self-introspection, students learn to identify their treasures and
actualise their ever-evolving inner potential, which they may, in turn,
share with their community at the appropriate time.

### Development of a Wholesome Person

For learners to succeed and reach their full potential, it is important
that all areas of development are given due attention. The prevailing
trends in current education, however, is focused mostly on the
development of the cerebral than the social, physical, emotional, and
spiritual. As such, the Bhutan Baccalaureate believes in the idea of
wholistic development. It considers whole-child development as one of
the prime aims of education in nurturing five areas of development,
including cerebral, emotional, physical, social, and spiritual
development.

With the underlying assumptions of the wholistic development, the Bhutan
Baccalaureate curriculum views the individual as a whole and seeks their
development in a wholistic manner. It underlines the need to go beyond
the academic and intellectual realm. As opposed to prevalent models of
education, the Bhutan Baccalaureate curriculum views academic or
cerebral as but just one area of development. It considers the rigorous
study of the academic content as not an end. The Bhutan Baccalaureate
curriculum, therefore, lays emphasis on encouraging learners to be
emotionally grounded, physically fit and healthy; and learning how to
evolve into socially responsible and ethical human beings.

### Cross-pollination as an Approach of Learning

It is a universal truth that every entity of the universe exists in
relation to another. This invokes the idea that every thought,
knowledge, skill, concept, idea or process that exists around us stands
in a seamless whole. The approach that views things in totality rather
than in silos holds a promising design in understanding relationships
and the interconnectedness between the parts as a unified whole. In
Buddha's philosophy of interdependence, every situation, entity, action,
and cause and effect arise through the coming together of various
factors. This view of interdependence or interconnectedness is called
tendrel- རྟེན་འབྲེལ.

Drawn from Buddha's view of tendrel- རྟེན་འབྲེལ, the Bhutan Baccalaureate
curriculum realises that "the whole is always greater than the sum of
its all parts\'\' through the lens of cross-pollination.
Cross-pollination, both in and of itself, forms the basis of all kinds
of learning; and calls upon creating learning experiences that break
down walls or boundaries. The Bhutan Baccalaureate, thus, envisions
creating a non-siloed learning environment for learners' wholistic
development.

### Learning through Contextualisation 

The Bhutan Baccalaureate's approach to contextualisation is also drawn
from Guru Padmasambhava who represents a unique approach to learning. As
a pioneer he brought something new with him to the places he travelled
to, his approach was not one of replacement or displacement but instead
of contextualisation. Guru Padmasambhava incorporated all systems of
knowledge within his own. Yet, he never undermined the purity and
integrity of his own system. In Guru Padmasambhava's philosophy, all
experiences are a valid means of attaining the fundamental truths that
he shared.

Similarly, the Bhutan Baccalaureate recognises all locations and
cultural contexts around the world as fertile spaces for learning. It
reckons the notion of the learning processes that respect any given
place, time, circumstance, situation and community. The Bhutan
Baccalaureate, either wholly or partially, is fully adaptable to the
unique circumstances of any particular social, cultural, and natural
environment. The Bhutan Baccalaureate, therefore, advocates for schools
to contextualise their learning process that speaks of their local
environment; or address the needs of their community.

### Becoming Self-directed Learners 

The Bhutan Baccalaureate seats the place of learners in learning. It
seeks to enable learners to take ownership of their learning experience
and steer the course of their development. For this, the Bhutan
Baccalaureate believes in the practice, where learners develop and use
individual roadmaps as living and dynamic documents of their learning
journey. When learners draft their individual roadmaps at the beginning
of a learning process, they measure their strengths and weaknesses in
five areas of development and chart learning aspirations for wholistic
development.

At the heart of the Bhutan Baccalaureate's learning process lies the
notion of developing skills, processes, and watermarks that fosters the
spirit of self-directed learning. Therefore, the Bhutan Baccalaureate
recognises the importance of providing opportunities in schools and
communities for learners to become self-directed learners.

### Community as Part of the Learning Process 

Our world is in a constant state of flux and its inhabitants are
inextricably linked and interdependent. As a result, our
responsibilities as individuals are not limited to ourselves but extend
to the communities of which we are a part. As everyone is an integral
part of a larger community, learning in any arena is often shaped by our
community. Learners as responsible members of a community cannot thrive
and achieve a wholistic development in isolation from the community.
Therefore, involving communities in the learning process is a wholistic
approach that considers emotional, social, cultural, and environmental
wellbeing of learners as a critical area to wholesome development.

Similarly, the Bhutan Baccalaureate lives upon the idea of enriching the
learner and the community. It believes in using the community as the
context of the learning process including local contexts, such as songs,
dances, patterns, local games, stories and recipes. Through this
process, it assumes that every learner develops an in-depth
understanding of their communities and the world around them. This helps
learners to forge better relationships with their own community; and
understands the interdependence of different communities in the creation
of a just and harmonious society. At the core, our lives do not operate
from a paradigm of you and I; our lives operate from the paradigm of us.
Such a notion is fundamental to the approach of the Bhutan
Baccalaureate.

### Teacher as a Learner and Learner as a Teacher 

A mutual relationship between teachers and students in the learning
process is critical for better learning experiences. Learning in the
Bhutan Baccalaureate is neither a linear nor top-down approach. Rather,
it is a circular process of mutual learning between students and
teachers, where they grow and evolve by way of switching their roles.

Within the school and beyond, teachers are expected to be learners. By
this logic, the Bhutan Baccalaureate desires to engage teachers in the
learning process as learners, pursuing their own growth and development.
Teachers, as learners, desire to continuously generate insights about
teaching and learning that they then apply to their own practice, so
that the education system remains dynamic and ever-evolving. In the
process, teachers in part, are expected to value their students as
'teachers' who offer knowledge and wisdom. Learners as teachers are
expected to share their knowledge and skills with their peers, teachers,
and community. This underscores that it is quintessential for schools to
provide a platform for students to teach themselves and others and play
an active role in the creation and delivery of learning experiences.

### An ever-evolving Learning Process

Everything around us, including individuals and societies, is in a
constant state of change. Such changes in communities and global
scenarios demand regular revision and update in educational settings
accordingly. Therefore, the central facet of the Bhutan Baccalaureate's
efforts to build constructive, contributory citizens of the community is
the ever-evolving nature of its curriculum and learning process.

The Bhutan Baccalaureate requires learners to develop roadmaps to
collectively identify the current and long-term needs; aspirations of
learners and their communities; and adapt its curriculum to meet the
perceived opportunities and challenges. This process ensures that
content, skills and learning process in the Bhutan Baccalaureate is
never outdated and is always engaging and beneficial to its learners
both individually and as members of the community. The belief that
individuals and societies are in a constant state of change, and the
need to evolve accordingly lies at the heart of the Bhutan
Baccalaureate's vision of education.

## 4. Areas of Development 

The Bhutan Baccalaureate's aspiration to develop constructive
contributory citizens in a just and harmonious society is derived
through the wholistic development of learners in five areas: cerebral,
emotional, physical, social and spiritual. The learners' development in
these five areas are given equal importance in identifying individual
strengths and weaknesses towards actualising their potentials.

### Cerebral

Cerebral area of development is a natural process which begins right at
the conception and the influence is hereditary. Further, it is also
largely influenced by experiences to which an individual is exposed over
the time. An individual accumulates skills, processes and watermarks
through a multitude of experiences. . Such experiences define the level
and kind of skills, processes, and watermarks they acquire through the
learning environment. Therefore, providing an enabling environment that
nurtures the natural process of cerebral development is critical.

Cerebral area of development plays a vital role in a learner's overall
development, where the learner understands the process by which they
learn including some of the brain\'s core functions like perception,
memory, learning, attention, decision making, and language abilities.
All these affect the quality of learning and performance in learners.

In the Bhutan Baccalaureate, the cerebral development of an individual
child is nurtured through the process of "learning to learn". All
learning experiences provide the tools to help individuals to understand
how they learn and help themselves become better learners. Through this
process, learners take ownership of their learning, identify the Skills,
Processes and Watermarks, and develop consciously toward their
aspirations. Therefore, through the learning experiences, learners are
provided opportunities to explore, experiment, demonstrate, enact, and
others to help them enhance their cerebral development.

![](media/image6.png){width="6.267716535433071in"
height="3.6944444444444446in"}The components of the cerebral area of
development include cognitive process, critical thinking, creative
thinking, and metacognition. These components are the vehicles through
which individuals acquire knowledge, refine their skills regularly, and
apply them in different or new situations.

+-------------+--------------------------------------------------------+
| Components  | Learning outcomes                                      |
+=============+========================================================+
| Cognitive   | -   Showcase sustained attention skills to remain      |
| process     |     focused on tasks without losing concentration to   |
|             |     work towards long-term goals.                      |
|             |                                                        |
|             | -   Demonstrate retaining, recalling, and reasoning    |
|             |     skills in processing information in varying life   |
|             |     situations.                                        |
|             |                                                        |
|             | -   Interpret information gained through perceptions   |
|             |     consciously and unconsciously forming thoughts,    |
|             |     opinions and emotional reactions very efficiently  |
|             |     and appropriately.                                 |
|             |                                                        |
|             | -   Exhibit awareness of their own knowledge and their |
|             |     ability to understand, control, and manipulate     |
|             |     their own cognitive processes.                     |
+-------------+--------------------------------------------------------+
| Critical    | -   Analyse information and abstract ideas, and        |
| Thinking    |     situations according to appropriate standards for  |
|             |     constructing sound and insightful knowledge.       |
|             |                                                        |
|             | -   Evaluate reasoning of arguments or statements or   |
|             |     claims against a set criteria.                     |
|             |                                                        |
|             | -   Synthesise information and apply it judiciously to |
|             |     tasks for informed decision making and effective   |
|             |     problem solving.                                   |
+-------------+--------------------------------------------------------+
| Creative    | -   Use a wide range of original ideas while solving   |
| thinking    |     problems or shaping ideas into a product.          |
|             |                                                        |
|             | -   Demonstrate ingenuity in work and figure out the   |
|             |     real-world limits to adopting new ideas.           |
|             |                                                        |
|             | -   Demonstrate that creativity and innovation are     |
|             |     cyclical and a long-term process of small          |
|             |     successes and frequent mistakes.                   |
|             |                                                        |
|             | -   Act on creative ideas to make a tangible and       |
|             |     useful contribution to the field in which the      |
|             |     innovation will occur.                             |
+-------------+--------------------------------------------------------+
| Me          | -   Recognize cerebral strengths and areas of          |
| tacognition |     improvement.                                       |
|             |                                                        |
|             | -   Acquire knowledge about oneself as a learner and   |
|             |     about what factors influence one's performance;    |
|             |     and be able to investigate the world of work.      |
|             |                                                        |
|             | -   Identify best strategies for learning, and assess  |
|             |     whether the learning goals are being met.          |
+-------------+--------------------------------------------------------+

### Emotional

Emotional Area of Development is a gradual, integrative process through
which one acquires the capacity to understand, experience, recognise,
express, and manage emotions to develop meaningful relationships with
others. Emotional Development is an important aspect of an individual's
growth over the years since it influences self-confidence, empathy, the
ability to develop meaningful and lasting relationships, and a sense of
importance and value to those around.

In the Bhutan Baccalaureate, emotional development focuses on the
learner's development of skills and awareness related to one's emotions.
Through various learning experiences, learners get to identify different
emotions within and in others, communicate them, and identify potential
outlets such as hobbies and interests to regulate the emotions in
actualising their full potential. Emotional development requires
individual learners to pay constant attention to their emotions on a
regular basis and become aware of how they affect their learning in
other areas of development.

![](media/image1.png){width="6.267716535433071in"
height="3.5277777777777777in"}Emotional development includes four
components: Self-awareness, Self-regulation, Social Awareness, and
Relationship-building. These components incorporate skills, processes
and watermarks for learners to understand and regulate emotions
positively and productively.

+-------------+--------------------------------------------------------+
| Components  | Learning outcomes                                      |
+=============+========================================================+
| Sel         | -   Demonstrate the awareness of one's emotions and    |
| f-awareness |     their effects on individuals' thoughts and         |
|             |     actions.                                           |
|             |                                                        |
|             | -   Display the ability to analyse the cause of        |
|             |     emotions, both external and internal.              |
|             |                                                        |
|             | -   Demonstrate the ability to accept and communicate  |
|             |     how emotions are influenced by one\'s beliefs,     |
|             |     values, environment, hormonal changes, culture and |
|             |     attitudes, and cultivate non-judgmental views.     |
+-------------+--------------------------------------------------------+
| Self        | -   Develop emotional resilience and become            |
| -regulation |     methodological to respond effectively in           |
|             |     challenging situations.                            |
|             |                                                        |
|             | -   Demonstrate the ability to explore and discover    |
|             |     positive hobbies and expressions as outlets to     |
|             |     regulate emotions.                                 |
|             |                                                        |
|             | -   Demonstrate the ability to explore and discover    |
|             |     positive hobbies and expressions as outlets to     |
|             |     regulate emotions.                                 |
|             |                                                        |
|             | -   Develop responsibility to determine how emotions   |
|             |     influence quality decision making and anticipate   |
|             |     its consequences.                                  |
+-------------+--------------------------------------------------------+
| Social      | -   Demonstrate the ability to empathise with and show |
| awareness   |     respect for others, including those with different |
|             |     and diverse perspectives, abilities, backgrounds,  |
|             |     and cultures.                                      |
|             |                                                        |
|             | -   Evaluate how responsible decision-making affects   |
|             |     interpersonal and group relationships and apply    |
|             |     the skills to establish responsible social and     |
|             |     work relationships.                                |
|             |                                                        |
|             | -   Develop and model social skills for building       |
|             |     positive relationships.                            |
+-------------+--------------------------------------------------------+
| R           | -   Demonstrate the ability to build and manage        |
| elationship |     positive relationships while valuing diverse       |
| building    |     perspectives, abilities, backgrounds, and          |
|             |     cultures.                                          |
|             |                                                        |
|             | -   Advocate the importance of emotion in building     |
|             |     relationships to become trustworthy members of     |
|             |     society.                                           |
|             |                                                        |
|             | -   Apply verbal and non-verbal communication and      |
|             |     active listening skills to interact and resolve    |
|             |     conflicts constructively.                          |
+-------------+--------------------------------------------------------+

### Physical

Physical area of development is focused on motor development and
physical health and well-being of the learners. These aspects of
physical development are essential for learners' overall development and
also to foster a healthy and lifelong active lifestyle. Individuals who
are healthy and fit are usually happier and more successful socially,
emotionally, spiritually and cerebrally.

In the Bhutan Baccalaureate, through the learning experiences related to
sports, physical and adventurous activities and healthy lifestyle
habits, learners realise the importance of a sound mind and body to
engage with peers and communities to actualise their individual
potentials. In the process of learning experiences, learners are exposed
to a wide range of opportunities to develop skills, processes and
watermarks such as teamwork, discipline, leadership, resilience,
empathy, planning, and humility. The skills and watermarks cumulate over
the years to transform learners into healthy, fit and confident
individuals to navigate the future in becoming contributory citizens.

![](media/image3.png){width="5.558850612423447in"
height="3.5019870953630794in"}

Physical development comprises three components: health and wellbeing,
fitness, and sports. These areas of learning allow learners to realise
the importance of physical health and motor development in our daily
life and take initiative to live a healthy lifestyle. .

+------------+---------------------------------------------------------+
| Components | Learning outcomes                                       |
+============+=========================================================+
| Health and | -   Practise healthy nutritional habits with an         |
| Wellbeing  |     in-depth understanding of nutrition and dietary     |
|            |     habits, and their impact for physical growth and    |
|            |     development, fitness and performance in sports.     |
|            |                                                         |
|            | -   Apply concepts, principles, and skills of hygiene,  |
|            |     sanitation, and safety to promote healthy habits    |
|            |     and active learning.                                |
|            |                                                         |
|            | -   Develop knowledge , skills and attitude to maintain |
|            |     and enhance their personal wellbeing , health and   |
|            |     development                                         |
|            |                                                         |
|            | -   Maintain proper body posture, perform sports and    |
|            |     physical activities with due care for safety with   |
|            |     proper applications of movement concepts,           |
|            |     principles, and skills                              |
|            |                                                         |
|            | -   Understand the interrelationship that exist between |
|            |     human and nature , live in coherence with nature ,  |
|            |     contribute to healthy community and environment by  |
|            |     being responsible and taking critical decisions and |
|            |     actions                                             |
+------------+---------------------------------------------------------+
| Fitness    | -   Develop an in depth understanding of health-related |
|            |     fitness including cardiorespiratory endurance,      |
|            |     muscular strength, flexibility, muscular endurance  |
|            |     and body composition, agility, balance, speed,      |
|            |     power, and coordination.                            |
|            |                                                         |
|            | -   Develop an in depth understanding of Skill-related  |
|            |     Fitness including balance, coordination, power,     |
|            |     speed, agility, and reaction time.                  |
|            |                                                         |
|            | -   Apply health and skill-related fitness principles   |
|            |     and lead a healthy and fit life.                    |
|            |                                                         |
|            | -   Take leadership roles in designing their fitness    |
|            |     programmes and plans after understanding strengths  |
|            |     and potentials through various health and           |
|            |     skill-related fitness and one's own fitness level   |
|            |     and fitness of others                               |
|            |                                                         |
|            | -   Develop skills to make best use of available        |
|            |     resources and space for designing fitness programs  |
|            |     for self and others                                 |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Sports     | -   Take part in indigenous and contemporary sports,    |
|            |     and physical activities including adventures for    |
|            |     fun, competition, and enhancing competencies in     |
|            |     health, academia, and social domains.               |
|            |                                                         |
|            | -   Develop motor skills, knowledge and understandings  |
|            |     about movements in the sporting events and transfer |
|            |     the those skills and knowledge for healthy living   |
|            |     in day to day life experiences                      |
|            |                                                         |
|            | -   Demonstrate progressive improvement in general and  |
|            |     specific skills and techniques required for         |
|            |     individual and team sports                          |
|            |                                                         |
|            | -   Develop skills and techniques for refereeing,       |
|            |     coaching and organising the sporting events.        |
|            |                                                         |
|            | -   Demonstrate sportsmanship qualities such as         |
|            |     fairness, equity and equality for the common goals  |
|            |                                                         |
|            | -   Develop understandings, skills and attitude to      |
|            |     enhance healthy interactions and promote            |
|            |     relationship                                        |
+------------+---------------------------------------------------------+

### Social

Social area of development recognises the ability to meaningfully engage
with people and the world around us to enable the well-being of
individuals in society. It emphasises developing social skills and
values to connect with peers and communities with meaningful
interactions. Individuals with good interpersonal skills communicate and
interact with communities on a daily basis to build healthy
relationships that allow the development of interdependent societies.

The Bhutan Baccalaureate encourages learners to recognise their part in
society and understand their responsibilities and functions as
contributory citizens in creating a just and harmonious society.
Learners, by way of understanding the relationship between themselves
and others in their society, help them to strengthen connections towards
building interconnected communities. As such, the Social area of
development provides learning experiences for learners to interact with
local as well as global communities, by leveraging the benefits of
technology, to realise the importance of well-connected communities in
the digitally driven 21st century era.

Social area of development comprises three components: understanding
oneself, understanding others, and understanding relationships. These
components prepare learners to better understand oneself, others, and
relationships for meaningful interaction and enriching experiences in
the communities.

![](media/image2.png){width="4.871350612423447in"
height="2.6316491688538934in"}

+------------+---------------------------------------------------------+
| Components | Learning outcomes                                       |
+============+=========================================================+
| Und        | -   Recognise the importance of understanding an        |
| erstanding |     individual\'s traits and watermarks to develop      |
| oneself    |     social competence.                                  |
|            |                                                         |
|            | -   Exhibit the capacity to empathise with others and   |
|            |     maintain positive relationships.                    |
|            |                                                         |
|            | -   Demonstrate ability to interact with others         |
|            |     effectively employing communication and social      |
|            |     skills.                                             |
+------------+---------------------------------------------------------+
| Und        | -   Demonstrate awareness of other people's emotions    |
| erstanding |     and perspectives.                                   |
| others     |                                                         |
|            | -   Evaluate the importance of consideration for others |
|            |     to contribute to their community positively.        |
|            |                                                         |
|            | -   Elucidate the knowledge and significance of local   |
|            |     events and festivals.                               |
+------------+---------------------------------------------------------+
| Und        | -   Demonstrate the ability to develop constructive     |
| erstanding |     relationships.                                      |
| rel        |                                                         |
| ationships | -   Demonstrate the ability to prevent, manage, and     |
|            |     resolve interpersonal conflicts in constructive     |
|            |     ways.                                               |
|            |                                                         |
|            | -   Inculcate the habit of saving money and understand  |
|            |     how important it is to know the hardship of         |
|            |     earning.                                            |
|            |                                                         |
|            | -   [Need to have good social awareness, whether it be  |
|            |     in terms of empathy, communication or in terms of   |
|            |     social insight.]{.mark}                             |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

### Spiritual 

Spiritual area of development relates to the basic questions about the
meaning and purpose of life that impacts everyone. It does not depend on
an individual\'s religious beliefs or affiliations alone but on the
universal quest for individual and community identities and responses to
challenging experiences. A learner's growth and development in the
spiritual area is about the search for answers to existential questions
and the value of being able to live with purpose and meaning.

The underpinnings of spiritual development in the Bhutan Baccalaureate
lie in the notion of being a good human being. Spiritual development,
therefore, desires each learner to actualise one's innate potential to
become the best version of oneself. Built on the understanding of the
interconnectedness (tendrel- རྟེན་འབྲེལ) of all natural phenomena, spiritual
development helps learners discover their innate goodness to contribute
to the creation of a just and harmonious society. The creation of a
harmonious society starts with a deep understanding of oneself and one's
relation to the world. To do this, learners inculcate the watermarks of
spirituality, such as grit (Ngar -ངར), empathy, compassion, and
altruism, and develop a sense of others.

![](media/image5.png){width="5.776042213473316in"
height="3.1854582239720033in"}

Spiritual area of development comprises four components: self-awareness
and identity, meaning and purpose of life, inner goodness, and beyond
self and others. These components allow learners to recognise their
inner callings toward becoming good human beings.

+------------+---------------------------------------------------------+
| Components | Learning outcomes:                                      |
+============+=========================================================+
| Self       | -   Demonstrate an understanding of oneself, from the   |
| -awareness |     lens of self-consciousness, introspection, and      |
| and        |     awareness.                                          |
| Identity   |                                                         |
|            | -   Use the understanding of oneself to maintain the    |
|            |     innate attributes of self-regulation, mindfulness,  |
|            |     and attentiveness.                                  |
|            |                                                         |
|            | -   Demonstrate the wealth of knowledge on one's own    |
|            |     belongingness and profiles, such as culture,        |
|            |     traditions, and identity.                           |
|            |                                                         |
|            | -   Appreciate and exercise one's belongingness and     |
|            |     profiles, such as culture, morals, traditions, and  |
|            |     identity.                                           |
|            |                                                         |
|            | -   Demonstrate empathy skills and take into account    |
|            |     other people's perspectives                         |
|            |                                                         |
|            | -   Demonstrate deep understanding of Driglam Namzha,   |
|            |     history of Bhutan and Buddhist values such as       |
|            |     compassion and altruism                             |
+------------+---------------------------------------------------------+
| Meaning    | -   Display abilities and inherent willingness to be    |
| and        |     critical and reflective about one's beliefs and     |
| Purpose of |     perspectives on life.                               |
| Life       |                                                         |
|            | -   Exhibit depth of an understanding of the underlying |
|            |     principles and conceptual foundations of the cause  |
|            |     and effect.                                         |
|            |                                                         |
|            | -   Demonstrate and practise righteous behaviours and   |
|            |     actions based on the concepts and the principles of |
|            |     cause and effect.                                   |
|            |                                                         |
|            | -   Hold breadth of knowledge and practise the          |
|            |     virtuousness of what is right and wrong, good and   |
|            |     bad, religion and spirituality, and the centrality  |
|            |     of the Four Noble Truths and Eightfold Paths.       |
|            |                                                         |
|            | -   [Demonstrate a sense of purpose in life by learning |
|            |     to make quality decisions.]{.mark}                  |
+------------+---------------------------------------------------------+
| Inner      | -   Develop an understanding and the traits of          |
| Goodness   |     benevolence, such as altruism, empathy, compassion, |
|            |     and a sense of others without anything in return.   |
|            |                                                         |
|            | -   Nurture innate values, such as integrity and        |
|            |     respect for others, perseverance and inspiration,   |
|            |     grit (ngar-ངར) and tolerance.                       |
|            |                                                         |
|            | -   Preserve and develop bhutanese values               |
|            |     (ཐ་དམ་ཚིག་དང་ལས་རྒྱུ་འབྲས། Tha-Damtshi & Lay Judrey)     |
|            |                                                         |
|            | -   Develop resilience, openness and envision           |
|            |     opportunities with the evolving society and global  |
|            |     trends.                                             |
+------------+---------------------------------------------------------+
| Beyond     | -   Display interest in, and maintain a sense of        |
| Self and   |     others, such as respect for different people's      |
| Others     |     faiths, cultures, feelings and values.              |
|            |                                                         |
|            | -   Develop traits of interconnectedness through the    |
|            |     acts of benevolence, such as altruism, empathy, and |
|            |     a sense of others without anything in return.       |
|            |                                                         |
|            | -   Demonstrate the sense of enjoyment and wonder; and  |
|            |     fascination in learning about themselves, others,   |
|            |     and the world around.                               |
|            |                                                         |
|            | -   Maintain convictions and personal beliefs towards   |
|            |     supernatural realms, such as nirvana; and           |
|            |     connection with the universe and realms around.     |
|            |                                                         |
|            | -   Develop good relationships and sense of             |
|            |     belongingness with nature, community, peers and etc |
|            |     through the understanding of interconnectedness.    |
+------------+---------------------------------------------------------+

## 5. Domains 

In the Bhutan Baccalaureate curriculum, domains refer to the field of
learning which serves as the means to achieve holistic growth of
learners in the five areas of development. The domains are Dzongkha,
English, Mathematics, Computer Science and Technology, Life Science,
Sports and Aesthetics.

The domains, even though taken separately, are not learnt in silos.
Teachers and learners collaborate to find natural connections that exist
amongst various concepts that are learnt and used as an integrated
approach to learning.

### Dzongkha

Dzongkha is the national language of Bhutan and is the primary medium of
communication in the country. Although international languages can help
promote and preserve the culture and traditions in general, the Dzongkha
language remains the indispensable lifeline to promoting and preserving
the country\'s culture, tradition, and identity. Dzongkha plays a huge
role in developing individual, personal, social, and cultural
identities.

The Dzongkha domain aims to develop the skills of listening, speaking,
reading, and writing in various contexts. The aim is to equip learners
with skills to adapt language to suit different tasks, audiences, and
purposes. A strong language foundation in Dzongkha, will equip learners
with the skills they need to learn additional languages---allowing them
to transfer their understanding of the structure of language to several
new languages.

Dzongkha domain equips learners with the ability to understand, analyse,
formulate, and communicate ideas fluently in Dzongkha. The study of
Dzongkha not only focuses on the language for the development of
communication and analytical skills but also as a study of literature
that develops the learners\' awareness and appreciation of its various
genres and the language\'s rich cultural heritage. Moreover, from the
point of cross-pollination and interconnected nature of learning,
Dzongkha finds its use in transferring and applying knowledge and
information across all Domains.

### English

As English is the primary medium of learning and instruction, the
curriculum equips students with the ability to understand, analyse,
formulate, and communicate ideas across all domain areas with fluency.
It focuses on English not only as the study of a language for the
development of communication and analytical skills, but also as a study
of literature that develops the students' awareness and appreciation of
its various genres and the rich cultural heritage of the language.

The curriculum is also based on the understanding that English is not
the first language for many students; nor is it their primary language
for communication. Therefore, where required, English may be taught from
the perspective of new English language learners. However, for an
increasing number of students today, it is fast becoming the language of
everyday usage. Therefore, the curriculum enables students to learn in a
stimulating and challenging environment that is contextualised,
developmentally appropriate, and relevant to their real-life situations
and experiences, as well as to their diverse abilities and backgrounds.

### Mathematics

Mathematics is a language through which we can understand the universe.
To understand the universe, Mathematics understands patterns and the
process of formation of patterns in nature. A pattern is a code of
nature, and mathematics is the language that deciphers the code. The
formation process of patterns is as necessary as the pattern itself as
it interconnects everything in nature.

The Mathematics domain helps learners draw inspiration from patterns in
nature. It allows learners to build upon their prior knowledge and learn
and enhance their ability to visualise, describe, and analyse patterns.
Learners then use the linguistic structure of mathematics to internalise
their understanding of the universe. The mathematics domain allows
learners to have a richer understanding of the mathematical implications
of the universe. As the learners become fluent in the language of
mathematics, learners use their knowledge of concepts and the Skills,
Processes and Watermarks developed to structure logical chains of
thought, express themselves coherently, precisely, and clearly, and
listen to and understand ideas in all realms of learning. They represent
relationships symbolically and visually. They make conjectures and use
symbols to provide arguments which justify claims.

It is crucial to help the teachers enrich their understanding of
Mathematics. The Learning Process of the Bhutan Baccalaureate helps
teachers help the students develop the students' knowledge of
Mathematics and the universe.

### Life Science

The Life Science domain strives to help learners see the process of
learning as a seamless whole, wherein learners know when to zoom in and
learn the microscopic view of a concept and also know when to zoom out
and learn the holistic view. The primary focus of the Life Science
domain is on helping learners understand the processes in nature and use
concepts to enhance their Skills, Processes, and Watermarks. The Life
Science domain considers that concepts must continue to evolve as per
the change and need of time. Therefore, the idea of contextualising
concepts as per the situation and community one lives in becomes not
only relevant but necessary too.

Life Science is a rapidly evolving field with a vast spread of content,
and students\' Learning Experiences are curated to be relevant to their
lives. Given the speed with which scientific discoveries and research
continuously expand current knowledge, students must develop the ability
to continue learning about the living communities of which they are part
and promote their health and vitality.

Life Science views the purpose of a teacher\'s presence in a Learning
Experience as a guide to help learners develop Skills, Processes, and
Watermarks. Additionally, a Life Science domain enables learners to
learn by observing, interacting, classifying, categorising, reasoning
and arguing in relation to their life and experiences. Learners must be
encouraged to share and integrate their experiences to make knowledge
more authentic and meaningful. It is where the learners will be able to
unearth their potential (treasures) and leverage it to become the best
version of themselves.

Currently, the subjects under the Life Science domain constitute
History, Geography, Physics, Chemistry, Biology, Environmental Science,
Economics, Media Studies, and Agriculture. At every grade level and in
every subject, there are a certain number of skills, processes, and
watermarks that have been identified for learners to progress from one
grade level to the next higher level. As the learners continue to
enhance their growth across the skills, processes, and watermarks, and
also start developing a certain level of mastery in those areas, it is
then that they start actualizing their potential across the five areas
of development.

### Technology

In the Bhutan Baccalaureate curriculum, Technology is studied both as a
language alongside Mathematics, English and Dzongkha, and as a field of
knowledge alongside the Life Sciences. Technology is understood as the
engine for creating technology, and as an ecosystem of things made by
minds, both digital and analog. Technology is both a way of
understanding the world and a process for generating new knowledge and
innovation.

The Technology domain must help learners develop computational thinking
skills and apply them to analyse phenomena to understand patterns, then
use these insights to predict possible futures. Technology can thus be
used to create and give rise to societies that are more just and
harmonious with nature. The Technology domain is grounded in the
principles of Aesthetics. As the learners gain creative capabilities,
they are guided to consider the philosophical, ethical, and spiritual
implications of their creations.

Technology includes the practical and theoretical study of algorithms
and data representations; principles of computer architecture; design
methodologies to solve complex problems and change systems; and
computational tasks such as numerical analysis and artificial
intelligence. The Technology domain fosters learners' creativity,
invention, and resourcefulness as they are challenged to push the
boundaries of what they can make real. The foundation of the curriculum
is algorithmic thinking: a way of thinking and reasoning which can be
applied to systems and ambiguous problems.

### Sports

In the Bhutan Baccalaureate, the Sports domain emphasises students\'
growth and development of the body\'s mental health and physical
fitness. The Domain mainly focuses on four components: Technical
mechanism, psychological aspects, Social Hygiene and Fitness. The sports
domain provides students with meaningful and culturally situated
sporting experiences,

With a broad range of physical competencies, each learner must
participate and choose and switch to the physical activities and sports
most preferred. These individuals can continue their participation
recreationally or competitively, thus motivating them towards lifelong
participation in physical and sports activities.

Sports domain not only aims to improve a student\'s physical abilities
but also emphasises instilling a sense of good sportsmanship. The Sports
domain\'s strong foundation stands over many Domains as it is anchored
in core values such as (Respect, Responsibility, Resilience, Rigour,
Integrity, Care and Harmony). The sports learning process promotes and
enhances self-discipline, goal setting, time management, and leadership
through teams and individual pursuits.

Sports Domain functions both as forms of competition which, through
casual or organised participation in individual and team sports , aim to
improve physical ability and skills while providing enjoyment to the
students. Individual students must be provided ample opportunities to
explore and get experiences across all the sports disciplines, be it
international or traditional games of Bhutan. Through active
participation in sports, individual students can identify and create
interventions to change outcomes to improve their health and wellbeing.
In this way, Sports is a crucial tool for learning about human values.
The Sports Domain also emphasises critical thinking apart from
sportsmanship as students gain joy in playing and maintaining their
physical capabilities.

### Aesthetics

In the Bhutan Baccalaureate, Aesthetics is at the core of all learning
experiences. It recognises that cultivating an empathetic and mindful
attitude should be at the forefront of all human interactions and
endeavours. Aesthetics emphasises recognising the interconnectedness of
everything and the quest to work towards finding the inner treasure that
exists in all sentient beings. Therefore, the aesthetics domain offers
learning opportunities in various forms of performing and visual arts to
help learners develop self-awareness, discover themselves and others,
and instil values to live in just and harmony with everything around
them.

Aesthetics aims to engage the learners to develop the view of the world
from the perspective of beauty, live with the truths and add value to
their lives and surroundings. The Aesthetic domain motivates learners to
be on a continuous learning mission to explore, learn, unlearn and
relearn. It inhabits skills such as critical thinking, problem-solving,
decision making, and being analytical in the thirst for uncovering the
truth, beauty, and values deriving inspiration from nature.

The Aesthetic domain emphasises the process more than the result. It
ensures the process is inclusive, dynamic, purposeful, joyful,
cross-pollinated, rich and resourceful, collaborative, and challenging,
and it should demand rigour, resilience, perseverance, time management
and discipline. Developing those skills, processes, and watermarks
through the aesthetic mindset would become their traits. It will help
the learners translate those attributes into creating or living in a
just and harmonious society.

## 6. Learning Process 

The Bhutan Baccalaureate learning process is an ever-evolving journey
that aims to help learners develop their Skills, Process, and
Watermarks. The learning process ensures that learners actualise their
innate potential in all areas of development--- Cerebral, Physical,
Social, Emotional, and Spiritual. As the learners grow and evolve with
the changing times, the learning process needs to be contextualised to
meet the ever changing needs of the learners.

The Learning Process recognises that each child possesses an innate
potential and a unique and budding knowledge system. Each student's
background and wealth of experience are considered valuable and
incorporated into the Bhutan Baccalaureate to enrich them. Both adults
and children are learners in the learning process; due to their
experience, adults play an essential role in facilitating this journey.
Knowing oneself is the first step one takes to actualise one's
potential. One way of doing this is to identify one's strengths and
areas of improvement. Equally important is identifying the goals,
aspirations, and ambitions for life. The aspiration for such a learner
is to continuously engage them with their learning, life experiences,
society, and environment to evolve to be the best version of themselves.
The roadmap embodies a learner's aspiration and present needs, which
help define their Learning Process. Roadmaps enable learners to take
ownership of their Learning Process and steer the course of their inner
development. Roadmaps are living documents that learners revisit
throughout the years to self-assess their development against their
indicators of success and set new goals for themselves.

As the learners go through the Learning Process, a Portrait of the
learner emerges over time, representing their overall development
journey. This Portrait also becomes a vital source for assessing the
school community itself. It is against the benchmark of the learners'
overall successes that faculty and administrators can assess their
progress. This mutual understanding and the use of assessment becomes
the primary means through which the Bhutan Baccalaureate gauges its
successes in awakening the innate potential of its learners and enabling
them to become constructive contributory citizens of a just and
harmonious society.

### Backstory

Significant interest and time are invested in getting to know the
learner\'s story, background, family and culture, knowledge,
sensibilities, aesthetic orientation, life experiences and values,
strengths and weaknesses and aspirations. The school must embrace and
celebrate these attributes as gifts. It forms what the Bhutan
Baccalaureate terms as the \'Backstory\' of a learner. Backstories are
the ever-growing repository of past experiences that give rise to a
person\'s knowledge, skills, qualities, and perspectives relating to
their ancestry, family, and childhood. This connection is critical for
their wholistic development. A sense of being rooted allows the learner
to derive direction and purpose, and by accepting and valuing all the
factors which have shaped their life, the learner develops their
self-understanding and self-worth. The adults look at these gifts as
resources for the learning processes of all members of the school
community.

The Bhutan Baccalaureate Learning Process ensures that learners
continuously look back while moving forward in the process of
actualising their potential. In the learner\'s journey towards achieving
wholistic development, the Backstory informs their stories and
experiences to others and further helps them see who they are. Listening
to the backstories presents mentors with a starting point to learn about
the students, address their concerns, and plan and facilitate the
development of their Roadmaps.

### Roadmap

Roadmap in the Bhutan Baccalaureate is a plan of action for an
individual, group, domain, and the school at large. Technically, it
consists of important components such as goal, action plan, indicators
of success, skills, processes and watermarks within the purview of the
Five Areas of Development in a given period of time.

The Roadmaps which are guided by backstories are living documents that
are used to facilitate the understanding of one's own weaknesses and
strengths. It further helps individuals develop plans to overcome their
weaknesses, achieve their goals, and reflect on their learning journey.

Roadmaps in the Bhutan Baccalaureate are created at various levels; the
Individual Roadmaps of all participants in the learning process,
children, and adults lead to the creation of Group Roadmaps, Domain
Roadmaps, Area of Development Roadmaps, and eventually, culminate in the
School Roadmap.

The opportunities provided through the Learning Process will determine
how a student actualises their dynamic innate potential. We must
understand that there is no one right way of creating Roadmaps. The
Bhutan Baccalaureate uses the Five Areas of Development as a way of
understanding an individual and helping them grow in all the Five Areas
(Cerebral, Emotional, Physical, Social and Spiritual). To be able to
create Roadmaps based on the Five Areas of Development, the tools
available to us are the Skills, Processes and Watermarks.

### Skills, Process and Watermarks

In the Bhutan Baccalaureate, Skills, Processes, and Watermarks function
together to help a learner self-evolve through continuous learning.
Skills are particular abilities that enable a person to move through a
Process. A Process requires certain skills, and these skills may
themselves be processed requiring further skills. Because of this
nesting, skills and Processes may be listed together and treated
similarly. Processes are ways and means of understanding information and
developing skills and knowledge. They are a sequence of steps that
propel the learning process.

Watermarks are the dispositions, character traits, and attitudes that
help a person in their continuous learning process and lead a productive
life in a community. Watermarks include personal attributes such as
creativity, resilience, leadership, and compassion. Watermarks are
cultivated through processes and skills.

In the Bhutan Baccalaureate Learning Process, learners select the
skills, processes, and watermarks that they want to cultivate and
incorporate them in their roadmap. Skills, processes, and watermarks are
central to the Bhutan Baccalaureate because they carry a learner forward
in their journey of growth. In the learning process, the contents are a
means of helping learners to develop their skills, processes and
watermarks.

### Learning Framework

The Learning Framework is the overarching framework that governs
everything that takes place at a particular learning place or school.
The Learning Framework of a school and the Bhutan Baccalaureate Learning
Process are inextricably linked in terms of design and context. The
development of a learning framework is determined by the learning
process. The Learning Process focuses on the development of the
learners\' Skills, Processes, and Watermark. The Learning Framework is
constantly changing in response to the needs of individuals, the school,
and the community. Therefore, the learning framework is dynamic and
contextualised to the individual school which changes every year. The
Five Areas of Development are given equal weight in the Learning
Framework. In the Learning Framework, nature, aesthetic and technology
are considered critical components in the learning process through
concepts and domain-specific information.

The Learning Framework is developed based on the psychological,
cognitive and social background. Therefore, learners learn best when
their prior knowledge, preconceptions and background are recognized and
engaged in the learning experiences when the learner has time to build a
learning roadmap upon foundational knowledge through an active,
experiential and contextual varied learning environment, and when the
learners take control of their own learning through metacognitive
reflection. The Learning Framework provides a variety of approaches to
help learners in the development of new knowledge that is precisely and
meaningfully organised to apply in new contexts.

### Cross-pollination

Cross-pollination is a process that encompasses all the skills,
processes, watermarks, domains, and the Five Areas of Development.
Through this process, learners should be able to zoom out to see the
larger picture and zoom in to see the cellular image. The lens through
which learners view the world can colour their decisions and affect
their choices. Some people prefer to see things up close, others from
afar. It is crucially important to know when to zoom in and when to take
the bird\'s eye view.

Learning is an experience. It is not a one-dimensional process and does
not always follow a linear path. To fully engage in a learning
experience, there has to be the freedom to explore and reflect in order
to follow the learner's train of thought or digress to the unknown. This
requires cross-pollination to occur. The ideas and boundaries that have
for so long existed within education and learning dictating what should
be learnt as Mathematics or Science or Art or Language must change. This
is not to say that being well versed in a particular strand of knowledge
is not useful but that the Cross-pollination or sharing of ideas and
concepts from one area of knowledge to another will strengthen the
experience of learning and the knowledge one accumulates. What triggers
the initial insight varies from one person to the other.

Cross-pollination should help learners examine and understand the past,
explore and explain the present and predict and plan for the future. It
should help learners see the relationships and understand the
interconnectedness between the compartments and the unified whole as the
fundamental fact that nature, indeed, all of reality consists of dynamic
processes that are created not in isolation but as a whole. The lens
through which learners see the world and the choices that they make
should help their community thrive, leading to a just and harmonious
society.

## 7. Assessment

Assessment is the engine that drives the learning process by allowing
learners to become more engaged and responsible in their learning and
growth. Through the different assessment processes in the Bhutan
Baccalaureate, learners build trust and confidence in assessment as a
means to support their individual growth in the Five Areas of
Development. The assessment process encourages learners to learn from
themselves by looking within. It requires learners to build on their own
experiences on the basis of learning and introspection, so that they are
continuously in a learning mode.

Every learner is unique, and therefore their ways of thinking and the
ways they learn are also different. Therefore, Bhutan Baccalaureate
assessment system caters to this diversity through various
individualised assessments such as reflection, roadmaps, review and
feedback that allows learners to continuously grow as individuals. Such
assessment practices enable learners to connect with themselves and help
them understand what they cherish and achieve in life.

In the Bhutan Baccalaureate, assessment is a tool for creating and
enhancing opportunities for both learners and teachers to strive at
being the best. Therefore, the design of assessment needs to empower
learners to assess themselves, in addition to offering a platform for
external evaluators including their peers to gauge their learning. As
such, it is important that regular reviews are conducted individually,
in groups or by teachers in such a way that they assess what the
learners know rather than what they do not know. Assessment allows
learners to view their capabilities from different perspectives,
recognize their internal resources and identify areas that they want to
develop further.

### Purpose of Assessment

The purpose of assessment in the Bhutan Baccalaureate is to help:

-   Learners identify their goals, the concepts, skills, processes, and
    watermarks that need to be developed and mastered across the Five
    Areas of Development.

-   Learners to become lifelong independent learners and raise their bar
    to overcome challenges.

-   Teachers provide feedback and guidance to enable each learner to
    reach their goals and achieve the desired mastery.

-   Teachers evaluate the effectiveness of their teaching and learning
    practices and evolve continuously.

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-   Schools to report on the growth and learning progress of the
    learners across five areas of development in different development
    stages.

### Ways of Assessing

In the Bhutan Baccalaureate, the growth and the progress of learners in
the Five Areas of Development are assessed and measured in the following
ways.

#### Assessment for Learning

Assessment for learning is a planned process used by teachers and
students as learning takes place to get prompt feedback, which helps
learners to adjust their learning process and the teachers make
adjustments to the teaching practice. It focuses on continuous
observation, monitoring, intervention, and modification of the learning
process by both learners and teachers to enable each learner to achieve
individual goals.

Assessment for learning is not a single assessment, but a process by
which assessment-based evidence is used to inform learners to improve
their learning. The feedback based on the evidence is incorporated in
the learning process to enhance growth and development. The assessments
for learning are often qualitative and help learners to gauge their
learning progress at different development stages.

Assessment for learning is carried out continuously through the learning
process. This continuous tracking of a student's participation and
learning is an important aspect of assessment for learning as it
corrects the gaps in learning particularly when a scheduled test or
assignment comes around. Assessment for learning, therefore, is designed
to make every learner's understanding visible at all times, so that
teachers can decide what they can do to help learners progress and take
prompt action.

#### Assessment as Learning

Assessment as learning is a continuous assessment process that helps
learners to reflect, monitor their own learning, and adjust their
learning strategies in order to achieve their learning goals and thus,
become self-directed, independent, and successful life-long learners.

In assessment as learning, learners are guided by their teachers to
reflect on and define their learning goals and indicators of success.
They work with their teachers and mentor to define the path and
strategies that will lead them toward their goals. As learners work
towards their learning outcomes across seven domains and learning
experiences, they also continuously assess their own ways of knowing,
thinking, and doing, and modify their actions accordingly. In assessment
as learning, learners are empowered to take ownership of their own
learning and growth. They become self-motivated and proactive learners.

In assessment as learning, teachers empower learners by creating
opportunities on a regular basis for them to think about their learning,
assess themselves, and make informed decisions on the way forward.
Learners' involvement in different activities as a part of Bhutan
Baccalaureates learning experiences, provides opportunities for
self-introspection that helps to identify areas of strength and
improvement.

Teachers are also in a learning mode to help students learn, and
therefore, the assessment allows even teachers to self-reflect and
empower them to grow over time. Teachers as learners have opportunities
through self-appraisal and one-to-one conversations with domain heads,
coordinators, and the head of the school to introspect on their personal
and professional growth.

#### Assessment of Learning

Assessment of learning measures what and how well the learners have
learned at the end of a learning cycle. It certifies learning and
measures learners' overall achievement of goals and outcomes across the
five areas of development. Assessment of learning also provides
information and feedback which act as a summary of the learning process.

Assessment of learning is carried out in various ways during the course
of a learning process such as after the completion of a learning cycle.
There are five learning cycles and at the end of each cycle, reviews are
conducted to ensure that learning objectives are met as reflected in the
individualised roadmap, domain roadmap, and the school's roadmap across
the five areas of development.

Written tests and reviews are the time-honoured methods of conducting
assessments of learning. However, in Bhutan Baccalaureate, everything a
learner does while learning is evidence of learning and is, therefore,
an assessment of learning. This includes artwork, project reports,
role-play, oral presentations, collage, models, dance and portfolios
that students create as they learn as well as the way they approach
their learning, their learning attitudes and actions during the learning
process. All these are assessed against quality benchmarks based on the
learner's developmental stage and abilities.

As an assessment of learning, domain reviews provide another means of
assessing a learner's development of skills, processes, and watermarks
at the end of the learning cycle. Like the ongoing qualitative
assessment system, reviews are individualised to the learners and their
evaluation is qualitative. Detailed written feedback and one-to-one
sessions after assessment of learning allow learners to reflect on their
learning progress and provide an opportunity to modify their learning
plans outlined in their roadmaps.

### Assessment Practices

Assessments in the Bhutan Baccalaureate are carried out by learners,
peers, mentors, and teachers through the following different practices
for timely feedback and meaningful interventions for the wholistic
development of learners.

#### Self Reflection

Self-reflection is the ability of learners to deliberately pay attention
to their own thoughts and evaluate their cognitive, emotional,
behavioural and other areas of development processes. It helps learners
to record their lessons and review them without the stress of being in
front of their teachers. The learners maintain a journal or take notes
each day on what they have learnt, and what and how they need to learn.
The learners have a specific time set aside for self-reflection.
Teachers encourage reflection as a habit within the learning environment
and they use various components of self-reflection to develop skills and
review their effectiveness.

#### Peer assessment

Assessments by peers are critical to providing meaningful feedback
during the learning experience. Learners take responsibility for
assessing the work of their peers against set assessment criteria. They,
therefore, engage in providing constructive feedback sometimes supported
with summative marks to peers. Teachers usually set the rubrics for peer
assessment and orient the learners on how to carry out the assessment.
This strategy is used to assess all aspects of learning. Peer assessment
takes many forms that can vary depending on the learning goals, the
disciplinary or curricular context, and available technologies. Peer
assessment is often characterized as taking either a formative or
summative approach.

Learners progress well in environments that are influenced by their peer
groups. Peer groups allow learners to share sincere learning experiences
to support each other's learning. Such coordination in the group
provides an opportunity to assess progress, as it inculcates more
understanding than solving or rating. The spirit of collaboration
facilitates assessment, where a co-learner provides feedback on a task
or assignment undertaken. This allows the learner to review the task at
the process level.

#### Mentor or teacher assessments

Teachers observe the learners working alone, in groups, in laboratories,
or during whole-group instruction to obtain valuable information about
students\' progress, understanding, strengths and challenges,
cooperation, study habits, and attitude to the teachers. Teachers listen
to learners, study their work and collect and record the observations to
make authentic assessments. Through this strategy, teachers obtain
evidence about particular learning outcomes, especially those involving
practicals, research projects and group work. The standard rubrics
developed for the purpose are used to maintain records in the
motherboard. Teachers/facilitators also provide feedback during a
one-on-one conversation with the learners to complete the feedback loop.

The mentors assess either domains or other aspects of development. This
assessment strategy provides feedback to the learners through one-on-one
interaction with their mentors. It helps to review goals and indicators
of success in the individual roadmap of the learners. The mentors use
the standard rubrics to assess the learners, give feedback during
one-on-one conversations and maintain records of learners' progress in
the motherboard.

#### Reviews

Reviews are a form of assessment carried out mostly after a certain
period of time to assess learners' understanding of concepts and skills
in a particular domain or more than one domain. Some of the review
practices in the Bhutan Baccalaureate are:

a.  108 learning experience review

The 108 learning experience review is the review that happens after the
completion of 108 learning experiences. This review is carried out
individually or in groups in a learning area of choice. Learners work
with their mentees group or congregate with different mentees groups and
levels to carry out the review task. Learners may seek support for the
review task from any teachers to furnish materials required for the
review. The stipulated time for this review is one to two days and it
may curtail or lengthen according to the nature of work and the number
of learners. Besides the materials received, learners improvise the
materials available as per the need of their learning experience. This
review gives an avenue for learners to reflect on what they have learnt
from the area of learning experience they choose. It gives an
opportunity for deeper self-reflection to the learners and raises their
aspirations through the improvement of their roadmaps.

b.  Individualised review

Individualised review is a written test in which the questions are set
to suit the learner's aptitude and learning progress. The domain
teachers conduct individualized reviews periodically. The teachers write
feedback on the learner's performance in the review in descriptive form
against the items. The performance in the review is also discussed
through a teacher-learner conference and the way forwards is drawn for
improvement. The learner's performance is reported in the motherboard
for reference and to prepare for subsequent reviews.

c.  Non-silo review

Teachers develop the cross-pollinated/non-silo review questions
(prompts) comprising the knowledge from different domain areas
demonstrating the use of skills, processes, and watermarks. A single
item/prompt may require a learner to use knowledge from diverse
subjects/learning areas. The review papers are designed to identify
learner's competencies through their responses to the prompts.
Cross-pollinated approaches emphasise the common base and relationships
amongst subjects. The frequency of the review depends on the needs of
the learners.

#### Centralised Assessment

Centralised assessment in the form of external examinations is conducted
at the national level at the end of development stages III to VI. Such
assessments evaluate the standards of the education and also determine
learners' promotion to the next grade and opportunities for pursuing
higher studies.

A credited assessment body develops standardised papers for the learners
to appear at the end of the year where schools facilitate the conduct of
the examination with guidance from the assessment body. Centralised
assessments in grades X and XII are certified for the purpose of seeking
employment or continuing higher education.

### Reporting

Reporting is the process used to communicate the information on
learners' performance and skills obtained from assessing learners. The
purpose of reporting is to provide relevant information about a
learner\'s progress to themselves, their parents, teachers and relevant
stakeholders for the purpose of selection and placement. Hence, there is
a need for an organised and regular reporting system that takes the
parents and other stakeholders on board for the learner's progress in
learning. Teachers use various reporting systems as follows:

#### Progress Letter and Report

Three progress letters are produced at the end of three Learning Cycles
(LC1, LC2 and LC4) and two comprehensive reports at the end of Learning
Cycles 3 and 5. The mentors, based on their observation and accounts
from other teachers, write the progress letter that comprises brief
updates of learners in all five areas of development, seven domains and
learners\' growth through self-reflection and improvement of the
roadmap. The mentors send the Progress letters to their parents at the
end of each learning cycle aggregates to three times a year. This
informs the parents about the performance and improvement of their
children in different areas of development. The Comprehensive reports
explicitly describe the learners' performance in five areas of
development in sections, seven domains and learners\' improvement
through self-reflection and roadmaps. The two comprehensive reports:
Mid-term and End-of-the-year reports delineate the journey of learners
through the learning cycles. The Progress Letter and Reports encompass
the descriptive feedback from their mentors and subject teachers
reflected in the motherboard. Mentors also send the comprehensive
reports (Mid-term and Year-end reports) of the learners twice a year to
their parents to apprise them of where their children have reached in
their learning journey.

#### Portrait

Portrait is a document that communicates the students' achievement and
growth to the individuals associated with the child's learning. The
reports and feedback on the learning progress documented in the
motherboard form the basis for the descriptions in the portrait. The
descriptions in the portrait help in progressing to the next development
stage by informing the mentors to form the basis for the child's
learning in the current and future grades. Further, it helps in the
tertiary level entrance, choosing a career path or other avenues.

Portraits are presented at the end of cumulative years of a learner\'s
journey at the end of development stage six. By the completion of a
learner's schooling from stage one to six, one portrait is issued. The
description input in the portrait is made by each learner which is
further validated by the school. In the event, the learner leaves the
school without completing the final stage, the school issues the
portrait that serves the same purpose as the portrait issued at the exit
grade of development stage six. For learners graduating at stage six, a
portrait is used as a supporting document to the academic transcripts
and certificates. A transcript records learners' achievement in scores
for all the domains tested through the cerebral area of development. The
portrait for the exit grade of this stage reflects learners' achievement
in the other four areas in descriptive form. Teachers use the standard
rubrics to assess learners, incorporate into the motherboard and
generate the portrait.

#### Certification

Learners will be certified at the end of development stages five and six
based on their performance in the centralised assessment. An external
assessment agency that conducted the assessment will provide the grades
in different domains. These certificates will be valuable for admission
to higher education institutions or for seeking jobs.

## 8. Development Stages 

In the Bhutan Baccalaureate, the growth and development of a learner to
realise individual potential towards becoming a contributory member of
the society is derived through the learning experiences across six
development stages. With the exposure to different learning experiences
both within and outside of the classroom at each development stage,
learners develop skills, construct knowledge, create arts, design
products, set goals, plan activities, engage in discussions, and
gradually become an independent lifelong learners who has wholistically
developed in all five areas of development.

### Development Stage I

The Development Stage 1 encompasses learners aged 2-4 years. This stage
falls within the first four years of life, often described as the most
important years of childhood development which sets the trajectory for
adulthood. The early years are the most critical in shaping our brain
architecture and children's early experiences have a direct impact on
how they develop learning skills as well as social and emotional
abilities in later years.

This is an exciting development stage where learners try out new ideas,
explore their surroundings, and find possible solutions to problems, but
all the while staying close to parents or facilitators as they still
need a base of support and trust. At this stage, learners are curious
about shapes, colours, sounds, sizes and forms around them and they
learn best through play. A substantial part of play should provide
opportunities for self-initiated play or activities which emerge from
children's own interests and choices. Children who are given choices in
early childhood will be more tolerant of one another as they recognize
that there are always alternative ways of doing things.

At this stage, the importance is given to art, music and movement,
drama, field trips, projects and physical education taking into account
varied styles of learning and the theory of multiple intelligence. It is
aimed at motivating each child by helping to learn the right skills and
abilities for the establishment of a positive self-image and a feeling
of self-worth where a sense of tolerance, respect, integrity,
creativity, independence, cooperation, enthusiasm, confidence, empathy,
commitment, curiosity and appreciation are wholistically nurtured.

#### Cerebral Areas of Development

Under the cerebral development at this stage, learners begin to make
observations, understand cause and effect, learn intentionally, and use
symbolic and representational thinking for reading, writing, arithmetic,
and other skills. At the same time, learners begin developing the
ability to see relationships among objects by putting them in order and
sorting them by type. As they develop and learn, children also learn to
solve problems, think logically, and form explanations. Further,
learners begin to use their senses and their bodies to explore the world
around them and begin to develop simple explanations for observed
phenomena. Learners consider why things happened and what they can learn
from experiences, reflecting on their own thinking processes and
approaches to learning.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcome                                        |
+============+=========================================================+
| Cognitive  | -   Use five senses to explore and understand their     |
| Process    |     environment.                                        |
|            |                                                         |
|            | -   Recall objects shown at a time.                     |
|            |                                                         |
|            | -   Classify objects on the basis of shape, colour and  |
|            |     size.                                               |
|            |                                                         |
|            | -   Describe feelings depending on situations either    |
|            |     visually or verbally                                |
+------------+---------------------------------------------------------+
| Critical   | -   Talk about their plans for the next day.            |
| Thinking   |                                                         |
|            | -   Replicate a given pattern, and estimate the number  |
|            |     of objects.                                         |
|            |                                                         |
|            | -   Use characteristics as a basis for comparison.      |
|            |                                                         |
|            | -   Compare experiences and events with assistance.     |
|            |                                                         |
|            | -   Ask peers or adults for help to solve problems and  |
|            |     reasons for seeking help or assistance.             |
|            |                                                         |
|            | -   Recognize symbols against a set of criteria.        |
|            |                                                         |
|            | -   Learn to take risks through experimentation.        |
+------------+---------------------------------------------------------+
| Creative   | -   Sketch models to represent their thoughts and       |
| thinking   |     feelings.                                           |
|            |                                                         |
|            | -   Show their original ideas through play.             |
|            |                                                         |
|            | -   Demonstrate creativity in interpreting lessons.     |
|            |                                                         |
|            | -   Create a scrapbook of things they like.             |
+------------+---------------------------------------------------------+
| Met        | -   Set guided task goals that aid successful task      |
| acognition |     completion.                                         |
|            |                                                         |
|            | -   Initiate activities of their personal interest.     |
|            |                                                         |
|            | -   Organise interactions and conversions to understand |
|            |     their own learning                                  |
+------------+---------------------------------------------------------+

#### Emotional Area of Development

In this development stage, the learners develop the ability to recognise
and name basic emotions such as sadness, happiness, fear, anger and
surprise through the use of different representations. Learners enjoy
trying new things out of curiosity, showing affection and learning to
cooperate with peers. They also identify cruel and unkind situations and
build a positive attitude that offsets difficult situations.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of emotional
development.

+-------------+--------------------------------------------------------+
| Components  | Learning Outcome                                       |
+=============+========================================================+
| Sel         | -   Display tantrums and aggressions.                  |
| f-awareness |                                                        |
|             | -   Develop ranges of emotion.                         |
|             |                                                        |
|             | -   Say how one feels to others.                       |
|             |                                                        |
|             | -   Express likes and dislikes.                        |
+-------------+--------------------------------------------------------+
| Self        | -   Control aggressive impulses                        |
| -regulation |                                                        |
|             | -   Respond emotionally to likes and dislikes (toys,   |
|             |     objects etc)                                       |
|             |                                                        |
|             | -   Identify safe, kind and helpful ways to express    |
|             |     emotions                                           |
+-------------+--------------------------------------------------------+
| Socia       | -   Respond to another\'s emotions and needs.          |
| l-awareness |                                                        |
|             | -   Show concern and affection for others without      |
|             |     prompting.                                         |
|             |                                                        |
|             | -   Tell all actions have outcomes                     |
|             |                                                        |
|             | -   Demonstrate social contact with others both        |
|             |     verbally and physically                            |
+-------------+--------------------------------------------------------+
| R           | -   Demonstrate turn-taking and sharing.               |
| elationship |                                                        |
| building    | -   Demonstrate ability to help with simple household  |
|             |     tasks.                                             |
|             |                                                        |
|             | -   Express the idea of "mine" and "his" or "hers"     |
|             |                                                        |
|             | -   Cooperate with other children                      |
|             |                                                        |
|             | -   Initiate prosocial behaviours and interactions,    |
|             |     along with friendships                             |
|             |                                                        |
|             | -   Recognize verbal cues and positive nonverbal       |
|             |     communication cues                                 |
+-------------+--------------------------------------------------------+

#### Physical Area of Development

At this stage, learners are increasingly able to manipulate small
objects with hands such as scribble on books, eat with a spoon, help to
dress and build towers of blocks or objects. During this stage, the
learners enjoy and take part in physical activities, display simple
gross and fine motor skills, and show minor emotional, social, and
leadership qualities. Through these physical activities, learners begin
to develop skills such as movement, balancing and coordination skills
that are fundamentals to healthy physical growth and development.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of physical
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcome                                        |
+============+=========================================================+
| Health and | -   Identify and name different food groups.            |
| Wellbeing  |                                                         |
|            | -   Practise healthy dietary habits of consuming        |
|            |     different food categories (vegetable, fruits, rice, |
|            |     bread, etc) and limiting fizzy or junk foods.       |
|            |                                                         |
|            | -   Practise basic personal care and healthy habits     |
|            |     (Hand washing and keeping place clean)              |
|            |                                                         |
|            | -   Practise basic safety at school, playground and     |
|            |     home.                                               |
|            |                                                         |
|            | -   Display basic proper body postures during sitting,  |
|            |     walking, jumping, lifting, etc.                     |
|            |                                                         |
|            | -   Demonstrate safety measures like having proper      |
|            |     attire, and a safe play field.                      |
+------------+---------------------------------------------------------+
| Fitness    | -   Describe a variety of movements using the correct   |
|            |     vocabulary.                                         |
|            |                                                         |
|            | -   Demonstrate basic/simple manipulative skills,       |
|            |     strength, balance and coordination.                 |
|            |                                                         |
|            | -   Demonstrate the use of different senses to develop  |
|            |     coordination of body parts.                         |
|            |                                                         |
|            | -   Exhibit safe practices during class and physical    |
|            |     activities                                          |
+------------+---------------------------------------------------------+
| Sports     | -   Enjoy simple and fun games and be able to name the  |
|            |     activity and equipment/items.                       |
|            |                                                         |
|            | -   Demonstrate very basic movement, coordination and   |
|            |     balancing skills.                                   |
|            |                                                         |
|            | -   Exhibit values/basic courtesy like saying thank     |
|            |     you, may I, sorry, taking turn, helping each other  |
|            |     and cheering                                        |
|            |                                                         |
|            | -   Exhibit joy, friendship, care, and cooperation      |
|            |     during play.                                        |
+------------+---------------------------------------------------------+

#### Social Area of Development

At this development stage, learners discover a lot about themselves
through interaction with others and will be less selfish than they were
previously. They will be less reliant on parents or caregivers,
indicating that they have developed their own sense of self and some
independence. They will be sensitive to others\' thoughts and behaviours
and make considerations. During this stage, learners learn to cooperate,
take turns, and share objects while playing and interacting with other
children. They understand that not everyone thinks the same way they do
and that others have a variety of unique features, some of which are
appealing and others not. Learners begin to form friendships with others
at this stage and realise that they all have unique features that make
them likeable, boosting their self-esteem.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of social development.

+-------------+--------------------------------------------------------+
| Components  | Learning Outcome                                       |
+=============+========================================================+
| Un          | -   Identify one's likes and dislikes, needs and       |
| derstanding |     wants, strengths and weaknesses.                   |
| oneself     |                                                        |
|             | -   Share things with others willingly                 |
|             |                                                        |
|             | -   Identify ways to work and play with others         |
|             |                                                        |
|             | -   Identify appropriate social and classroom          |
|             |     behaviour                                          |
+-------------+--------------------------------------------------------+
| Un          | -   Understand that how others feel is expressed       |
| derstanding |     through facial expression and body language        |
| others      |                                                        |
|             | -   Recognize how others within their school, home,    |
|             |     and greater community help them                    |
|             |                                                        |
|             | -   Show awareness of being seen by others             |
|             |                                                        |
|             | -   Engage in group activities                         |
|             |                                                        |
|             | -   Engage in activities that benefit others           |
+-------------+--------------------------------------------------------+
| Un          | -   Distinguish between strangers and friends.         |
| derstanding |                                                        |
| re          | -   Converse with adults and enjoy interacting by      |
| lationships |     chatting and playing games                         |
|             |                                                        |
|             | -   Seek adult\'s help to resolve conflicts            |
|             |                                                        |
|             | -   Take turns in using toys and things                |
|             |                                                        |
|             | -   Tell their name, age, and gender; and the gender   |
|             |     of others\' or family members                      |
|             |                                                        |
|             | -   Participate in local events                        |
+-------------+--------------------------------------------------------+

#### Spiritual Area of Development

This is the development stage where the learners experience and develops
the basics of spirituality. They begin to develop basic forms of being
self-conscious and attentive. Learners also begin to observe and learn
about family and start to develop a basic understanding of one's culture
and tradition. This stage also serves as a foundation for the learner to
observe and develop basic understanding of what is good and bad, right
and wrong, and starts to learn the consequences of one's actions. It is
expected that they also nurture attributes of love, respect and care;
and develop a sense of wonder and joy in everyday experiences.
Typically, but not explicitly, learners start to form their own mental
picture of supreme beings.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of spiritual
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcome                                        |
+============+=========================================================+
| Self       | -   Display basic attributes of being conscious.        |
| -awareness |                                                         |
| and        | -   Develop basic attributes of being attentive.        |
| Identity   |                                                         |
|            | -   Display a basic understanding of one's family.      |
|            |                                                         |
|            | -   Exhibit interest to take part in one's culture and  |
|            |     tradition.                                          |
+------------+---------------------------------------------------------+
| Meaning    | -   Begin to experience basic awareness of one\'s life. |
| and        |                                                         |
| purpose of | -   Notice the consequences of the actions they take.   |
| life       |                                                         |
|            | -   Refrain from doing something that will annoy others |
|            |     and make them cry.                                  |
|            |                                                         |
|            | -   Observe basic forms of what is good and bad.        |
|            |                                                         |
|            | -   Identify basic forms of what is right and wrong.    |
+------------+---------------------------------------------------------+
| Inner      | -   Notice what is like being good with others.         |
| goodness   |                                                         |
|            | -   Display basic qualities of love and care.           |
|            |                                                         |
|            | -   Display basic attributes of respect.                |
|            |                                                         |
|            | -   Learn to be fair and just.                          |
|            |                                                         |
|            | -   Learn to overcome difficulties.                     |
+------------+---------------------------------------------------------+
| Beyond     | -   Develop a basic understanding of others, from the   |
| self and   |     lens of culture and tradition.                      |
| others     |                                                         |
|            | -   Learn to work collaboratively; (appears broad).     |
|            |                                                         |
|            | -   Demonstrate joy in experiences.                     |
|            |                                                         |
|            | -   Display curiosity in life.                          |
|            |                                                         |
|            | -   Learn to form the mental picture of supreme beings. |
+------------+---------------------------------------------------------+

#### 

#### Skills, Processes, and Watermarks

The following skills, processes, and watermarks are central to the
learner's wholistic development in this development stage. Learners get
to explore and develop these skills, processes, and watermarks through
the various learning experiences under the seven domains.

+-----------------------+-----------------------+-----------------------+
| Skills                | Processes             | Watermarks            |
+=======================+=======================+=======================+
| Listening             | Mentoring             | Responsible           |
|                       |                       |                       |
| Reading               | Collaboration         | Curiosity             |
|                       |                       |                       |
| Speaking              | Communication         | Tolerance             |
|                       |                       |                       |
| Observing             | Scribble              | Language              |
|                       |                       |                       |
| Collaborating         | Brainstorm            | Self-control          |
|                       |                       |                       |
| Problem solving       | Questioning           | Aesthetic             |
|                       |                       |                       |
| Art                   | Drawing               | Patience              |
|                       |                       |                       |
| Sorting               | Sketching             | Choice                |
|                       |                       |                       |
| Numeracy              | Teamwork              | Discipline            |
|                       |                       |                       |
| Classification        | Comprehension         | Kindness              |
|                       |                       |                       |
| Communication         | Sorting               | Sharing               |
|                       |                       |                       |
| Following directions  | Participation         | Respecting            |
|                       |                       |                       |
| Making friends        | Engagement            | Teamspirit            |
|                       |                       |                       |
| Saying no             | Demonstration         | Good manners          |
| appropriately         |                       |                       |
|                       | Imitation             | Confidence            |
| Singing               |                       |                       |
|                       | Identification        | Interactive           |
| Drawing               |                       |                       |
|                       | Exploration           | Love                  |
| Dancing               |                       |                       |
|                       | Explanation           | Care                  |
| Organising            |                       |                       |
|                       | Discussion            | Independence          |
| Self-help             |                       |                       |
|                       | Exhibition            | Healthy               |
| Creativity            |                       |                       |
|                       | Playing               |                       |
| Time management       |                       |                       |
|                       | Speaking              |                       |
| Safety                |                       |                       |
|                       | Teaching              |                       |
| Movement              |                       |                       |
|                       | Writing               |                       |
| Coordination          |                       |                       |
|                       | Observing             |                       |
| Dietary               |                       |                       |
|                       | Reading               |                       |
|                       |                       |                       |
|                       | Sorting               |                       |
+-----------------------+-----------------------+-----------------------+

#### Domains

The following domains will be used as a medium by teachers to make
learners develop skills and exhibit watermarks towards actualising their
potential. The Bhutan Baccalaureate learning process will facilitate
meaningful and enriching learning experiences in these domains.

1.  English

2.  Dzongkha

3.  Mathematics

4.  Technology

5.  Aesthetics

6.  Sports

7.  Life Science

### Development Stage II

The Development Stage II corresponds to the learners of the age group 5
to 8 years. In this stage, learners build on what they already know and
can do, moving from the known to the unknown and from concrete to
abstract. During this stage, the learners progress rapidly in all areas
of development. While for a 5 year old child, a month makes a
considerable difference to their development, by the time they are 7,
most of the learners in the year group catch up. However, one must
always be mindful of individual differences and avoid clubbing all the
learners together in a homogenous group.

The learners require an inviting, nurturing and stimulating learning
environment to ensure wholistic growth while facilitating them to
construct knowledge through active engagement with the community.
Learning is optimised by a hands-on engagement which is based on
experiential learning theory enabling the learners to achieve a sense of
ownership, security, and freedom to explore and experiment without any
fear of failure.

Interaction with the natural environment is critical in learning as it
enhances the learners' ability to appreciate beauty. Therefore, the
school and classroom designs are expected to be such that they blend
with natural materials, and there is a close interface with plants,
natural textures and the learners.

#### Cerebral Area of Development

At this stage, there is a development of language, and learners can
think of objects and people beyond their immediate environment. Learners
begin to use memory and acquire the basics of self-control. They also
learn to separate thinking from feeling through experiencing
opportunities to make choices. They become aware of limits and learn to
create personal solutions to simple problems (choosing foods, clothes,
activities, etc). Further, learners make connections and distinctions
between feelings, thoughts, and actions and learn to solve problems by
initiating and creating. There is continuous refinement linked to motor
skills, which leads to better handwriting.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning outcomes                                       |
+============+=========================================================+
| Cognitive  | -   Develop tactile, visual, and auditory skills.       |
| Process    |                                                         |
|            | -   Demonstrate knowledge of relationships between      |
|            |     people, places and regions.                         |
|            |                                                         |
|            | -   Show curiosity and interest in new experiences and  |
|            |     learning.                                           |
|            |                                                         |
|            | -   Describe past events based on their prior knowledge |
|            |     or experiences.                                     |
|            |                                                         |
|            | -   Gather relevant information and use them            |
|            |     appropriately.                                      |
|            |                                                         |
|            | -   Demonstrate interest and ability in writing.        |
|            |                                                         |
|            | -   Observe objects and elements in the immediate       |
|            |     environment.                                        |
|            |                                                         |
|            | -   Classify on the basis of shape, colour and size.    |
+------------+---------------------------------------------------------+
| Critical   | -   Retell a story or events in sequential order.       |
| Thinking   |                                                         |
|            | -   Organise objects according to their properties.     |
|            |                                                         |
|            | -   Differentiate basic geometric shapes.               |
|            |                                                         |
|            | -   Ask 'why' questions to gain the soundness of        |
|            |     information.                                        |
|            |                                                         |
|            | -   Understand quantities and compare attributes.       |
|            |                                                         |
|            | -   Draw conclusions between right and wrongdoings.     |
|            |                                                         |
|            | -   Develop reading comprehension - decoding alphabets  |
|            |     to their phonic sounds, understanding words and     |
|            |     simple sentences.                                   |
|            |                                                         |
|            | -   Find solutions to simple problems.                  |
|            |                                                         |
|            | -   Create simple patterns.                             |
+------------+---------------------------------------------------------+
| Creative   | -   Develop the ability to use language to verbalise a  |
| thinking   |     thought, idea or problem.                           |
|            |                                                         |
|            | -   Develop creative expression through art, craft,     |
|            |     music and writing.                                  |
|            |                                                         |
|            | -   Come up with original designs of shapes;            |
|            |                                                         |
|            | -   Develop a sense of acceptance.                      |
|            |                                                         |
|            | -   Use creativity in games.                            |
+------------+---------------------------------------------------------+
| Met        | -   Set guided personal goals that aid successful task  |
| acognition |     completion.                                         |
|            |                                                         |
|            | -   Enact different characters in dramatic and symbolic |
|            |     plays.                                              |
|            |                                                         |
|            | -   Identify their own learning capabilities.           |
|            |                                                         |
|            | -   Relate school subjects to different careers and     |
|            |     professions.                                        |
+------------+---------------------------------------------------------+

#### Emotional Area of Development

This developmental stage is an exciting stage for learners as they begin
their formal education. At this stage, the learners become aware of
gender and prefer cooperating with the same sex. This is also a stage
where they exhibit greater awareness of the self and personal needs,
surroundings, and culture.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of emotional
development.

+-------------+--------------------------------------------------------+
| Components  | Learning outcomes                                      |
+=============+========================================================+
| Sel         | -   Recognise and represent basic emotions.            |
| f-awareness |                                                        |
|             | -   Develop the ability to please peers and adults.    |
|             |                                                        |
|             | -   Recognize the causes of emotions.                  |
|             |                                                        |
|             | -   Classify emotions as either comfortable or         |
|             |     uncomfortable.                                     |
|             |                                                        |
|             | -   Distinguish what's real and what's make-believe.   |
+-------------+--------------------------------------------------------+
| Self        | -   Identify basic strategies to control emotions      |
| -regulation |     (stay calm)                                        |
|             |                                                        |
|             | -   Explore and discover activities that give joy.     |
|             |                                                        |
|             | -   Identify mood boosters.                            |
|             |                                                        |
|             | -   Plan about the future.                             |
|             |                                                        |
|             | -   Achieve simple short term goals.                   |
+-------------+--------------------------------------------------------+
| Social      | -   Tell differences in abilities, culture and beliefs |
| awareness   |                                                        |
|             | -   Shows concern and sympathy for others              |
|             |                                                        |
|             | -   Demonstrate more understanding of one\'s place in  |
|             |     the world.                                         |
|             |                                                        |
|             | -   Recognize that one has choices in how to respond   |
|             |     in a situation.                                    |
|             |                                                        |
|             | -   Express and share feelings through verbal and      |
|             |     non-verbal communication.                          |
+-------------+--------------------------------------------------------+
| R           | -   Communicate needs, wants and ideas to peers and    |
| elationship |     adults                                             |
| building    |                                                        |
|             | -   Pay more attention to friendships and teamwork.    |
|             |                                                        |
|             | -   Use active listening skills to understand multiple |
|             |     perspectives.                                      |
|             |                                                        |
|             | -   Develop the ability to interact with others in     |
|             |     more meaningful and matured ways.                  |
|             |                                                        |
|             | -   Identify non-verbal cues that indicate how others  |
|             |     may feel.                                          |
+-------------+--------------------------------------------------------+

#### Physical Area of Development

At this stage, learners are very active, consistently "on the go," and
sometimes physically aggressive. Their muscles are at rapid growth which
makes them able to dress and undress. They are vigorous, full of energy,
and generally restless which are displayed by behaviours like foot
tapping, wiggling, and inability to sit still. Their better awareness of
sexual differences may make them want to look at bodies of the opposite
sex.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of physical
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Health and | -   Identify and name different food groups related to  |
| Wellbeing  |     growth and development.                             |
|            |                                                         |
|            | -   Demonstrate healthy dietary habits at school and    |
|            |     home.                                               |
|            |                                                         |
|            | -   Understand the general benefits and causes of       |
|            |     healthy and unhealthy dietary habits.               |
|            |                                                         |
|            | -   Practise basic hygiene and healthy habits           |
|            |     independently (like hand washing, safe use of       |
|            |     toilets, and keeping surroundings clean)            |
|            |                                                         |
|            | -   Demonstrate proper body postures (sitting,          |
|            |     standing, eating, running, jumping, throwing,       |
|            |     sliding, hopping, kicking, skipping, lacing shoes   |
|            |     etc.)                                               |
|            |                                                         |
|            | -   Demonstrate application of basic movement skills    |
|            |     during physical activities and fun games.           |
|            |                                                         |
|            | -   Demonstrate safety measures (proper attire, safe    |
|            |     playfield and developmentally appropriate           |
|            |     equipment).                                         |
+------------+---------------------------------------------------------+
| Fitness    | -   Describe a variety of movements using correct       |
|            |     vocabulary and also display them appropriately.     |
|            |                                                         |
|            | -   Display improved gross and fine muscle coordination |
|            |     and manipulative skills and strength.               |
|            |                                                         |
|            | -   Demonstrate interest and take part in physical      |
|            |     activities to acquire a reasonable amount of        |
|            |     physical exercise daily.                            |
|            |                                                         |
|            | -   Exhibit safe practices during class and physical    |
|            |     activities( no rushing, following instructions,     |
|            |     etc)                                                |
+------------+---------------------------------------------------------+
| Sports     | -   Enjoy simple and fun games and be able to name the  |
|            |     activity and equipment/items and be able to play    |
|            |     individually or in team.                            |
|            |                                                         |
|            | -   Demonstrate basic sporting skills and take part in  |
|            |     fun and modified games.                             |
|            |                                                         |
|            | -   Exhibit values/basic courtesy like saying thank     |
|            |     you, may I, sorry, taking turns, helping each       |
|            |     other, cheering, and keeping the play area clean    |
|            |     after the event.                                    |
|            |                                                         |
|            | -   Learn to play in a team and respect others.         |
|            |                                                         |
|            | -   Accept and respect decisions made by game           |
|            |     officials, teachers, parents & guardians.           |
+------------+---------------------------------------------------------+

#### Social Area of Development

During this stage of development, learners become more interested in
friendship, may have several \"best friends,\" and continue to develop
social skills such as responsibility, politeness, courteousness, and
independence by playing with others, though they prefer to play with the
same gender. Fights are common, but they seldom have long-term
consequences and care more about being successful.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of social development.

+------------+---------------------------------------------------------+
| Components | Learning objectives                                     |
+============+=========================================================+
| Und        | -   Express one\'s likes and dislikes, needs and wants, |
| erstanding |     strengths and weaknesses accordingly                |
| oneself    |                                                         |
|            | -   Talk with others about their desires, goals, and    |
|            |     intentions which may be different from their own    |
|            |                                                         |
|            | -   Apply ways to work and play with others.            |
|            |                                                         |
|            | -   Follow appropriate social and classroom behaviour.  |
+------------+---------------------------------------------------------+
| Und        | -   Predict how others are feeling based on their       |
| erstanding |     facial expressions and body language.               |
| others     |                                                         |
|            | -   Describe how others within their school, home, and  |
|            |     greater community help them                         |
|            |                                                         |
|            | -   Exhibit the importance of helping others            |
|            |                                                         |
|            | -   Express how they feel about helping others          |
|            |                                                         |
|            | -   Describe ways that people are similar and different |
|            |                                                         |
|            | -   Name basic positive human qualities                 |
|            |                                                         |
|            | -   Share experiences related to local events in words  |
|            |     and pictures                                        |
+------------+---------------------------------------------------------+
| Und        | -   Identify relationships they have with others.       |
| erstanding |                                                         |
| rel        | -   List traits of a good friend.                       |
| ationships |                                                         |
|            | -   Identify interpersonal problems they need adult     |
|            |     help to resolve.                                    |
|            |                                                         |
|            | -   Identify ways of settling a conflict                |
+------------+---------------------------------------------------------+

#### Spiritual Area of Development

This stage helps learners to develop certain qualities of being
self-conscious and mindful of one\'s actions. The learner remains aware
and becomes more attentive. Built upon the development stage 1, the
learner starts to understand one's feelings and family structures. The
learner also begins to understand and starts to take part in one's and
others' culture, traditions, and religion. The learner at this stage
also becomes more observant and holds a better meaning of life, good and
bad, and right and wrong. The learner becomes more aware of the
consequence; and displays the qualities of being curious, respectful and
caring, and fair and just. Fairly, the learner at this stage starts to
develop a basic understanding of the supreme being or the ultimacy.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of spiritual
development.

+------------+---------------------------------------------------------+
| Components | Learning objectives                                     |
+============+=========================================================+
| Self       | -   Develop certain attributes of being conscious;      |
| -awareness |                                                         |
| and        | -   Develop certain attributes of being attentive;      |
| Identity   |                                                         |
|            | -   Display an understanding of one's family and        |
|            |     others;                                             |
|            |                                                         |
|            | -   Develop basic understanding of one's culture,       |
|            |     religion, and tradition; and                        |
|            |                                                         |
|            | -   Take part in one's certain culture, religion; and   |
|            |     tradition related activities;                       |
+------------+---------------------------------------------------------+
| Meaning    | -   Develop basic awareness of one's life;              |
| and        |                                                         |
| Purpose of | -   Notice and understand basic consequences of action  |
| Life       |                                                         |
|            | -   Refrain from doing something that will make others  |
|            |     cry, uncomfortable, and annoyed;                    |
|            |                                                         |
|            | -   Observe and develop a basic understanding of what   |
|            |     is good and bad;                                    |
|            |                                                         |
|            | -   Identify and develop a basic understanding of what  |
|            |     is right and wrong;                                 |
+------------+---------------------------------------------------------+
| Inner      | -   Develop a basic understanding of being good to      |
| Goodness   |     others;                                             |
|            |                                                         |
|            | -   Display certain attributes of love and care;        |
|            |                                                         |
|            | -   Exhibit certain aspects of respect and courtesy;    |
|            |                                                         |
|            | -   Display basic qualities of being fair and just.     |
|            |                                                         |
|            | -   Demonstrate the basic qualities of overcoming       |
|            |     difficulties;                                       |
+------------+---------------------------------------------------------+
| Beyond     | -   develop some understanding of others, from the lens |
| Self and   |     of culture and tradition;                           |
| Others     |                                                         |
|            | -   Develop a basic understanding of the relationships  |
|            |     and connections amongst beings;                     |
|            |                                                         |
|            | -   Develop basic attributes of working in              |
|            |     collaboration                                       |
|            |                                                         |
|            | -   Find joy and wonder in life;                        |
|            |                                                         |
|            | -   Display curiosity in life;                          |
|            |                                                         |
|            | -   Develop a basic understanding of supreme beings or  |
|            |     ultimacy.                                           |
+------------+---------------------------------------------------------+

#### 

#### Skills, Processes, and Watermarks

The following skills, processes, and watermarks are central to the
learner's wholistic development in this development stage. Learners get
to explore and develop these skills, processes, and watermarks through
the various learning experiences under the seven domains.

+-----------------------+-----------------------+-----------------------+
| Skills                | Processes             | Watermarks            |
+=======================+=======================+=======================+
| Art                   | Articulation          | Aesthetic             |
|                       |                       |                       |
| Awareness             | Brainstorm            | Attention             |
|                       |                       |                       |
| Classification        | Collaboration         | Beauty                |
|                       |                       |                       |
| Collaborating         | Communication         | Care                  |
|                       |                       |                       |
| Communication         | Community service     | Choice                |
|                       |                       |                       |
| Comparing             | Comprehension         | Collaboration         |
|                       |                       |                       |
| Comprehension         | Demonstration         | Confidence            |
|                       |                       |                       |
| Coordination          | Discussion            | Connection            |
|                       |                       |                       |
| Creativity            | Drawing               | Consciousness         |
|                       |                       |                       |
| Dancing               | Engagement            | Considerate           |
|                       |                       |                       |
| Dietary               | Excursion             | Coordination          |
|                       |                       |                       |
| Drawing               | Explanation           | Creative              |
|                       |                       |                       |
| Following directions  | Exploration           | Culturally responsive |
|                       |                       |                       |
| Listening             | Games                 | Curiosity             |
|                       |                       |                       |
| Making friends        | Identification        | Decision-making       |
|                       |                       |                       |
| Movement              | Imitation             | Discipline            |
|                       |                       |                       |
| Navigation            | Inquiry               | Empathy               |
|                       |                       |                       |
| Negotiation           | Interaction           | Fairness              |
|                       |                       |                       |
| Numeracy              | Mentoring             | Faithful              |
|                       |                       |                       |
| Observing             | Observation           | Good manners          |
|                       |                       |                       |
| Organising            | Outdoor activities    | Healthy               |
|                       |                       |                       |
| Problem solving       | Participation         | Honesty               |
|                       |                       |                       |
| Reading               | Playing               | Interactive           |
|                       |                       |                       |
| Recognition           | Practice              | Joy                   |
|                       |                       |                       |
| Safety                | Questioning           | Kindness              |
|                       |                       |                       |
| Saying no             | Reading               | Language              |
| appropriately         |                       |                       |
|                       | Reasoning             | Leadership            |
| Self-help             |                       |                       |
|                       | Reflection            | Love                  |
| Singing               |                       |                       |
|                       | Scribble              | Mindful               |
| Sorting               |                       |                       |
|                       | Sketching             | Observant             |
| Speaking              |                       |                       |
|                       | Songs                 | Patience              |
| Time management       |                       |                       |
|                       | Sorting               | Resilience            |
| Writing               |                       |                       |
|                       | Speaking              | Respect               |
|                       |                       |                       |
|                       | Teaching              | Responsibility        |
|                       |                       |                       |
|                       | Teamwork              | Responsible           |
|                       |                       |                       |
|                       | Washing               | Self-control          |
|                       |                       |                       |
|                       |                       | Self-discipline       |
|                       |                       |                       |
|                       |                       | Sincerity             |
|                       |                       |                       |
|                       |                       | Teamspirit            |
|                       |                       |                       |
|                       |                       | Tolerance             |
|                       |                       |                       |
|                       |                       | Trust                 |
+-----------------------+-----------------------+-----------------------+

#### Domains

The following domains under this development stage will be used as a
medium by teachers to make learners develop skills and exhibit
watermarks towards actualising their potential. The Bhutan Baccalaureate
learning process will facilitate meaningful and enriching learning
experiences in these domains.

1.  English

2.  Dzongkha

3.  Mathematics

4.  Technology

5.  Aesthetics

6.  Sports

7.  Life Science

### Development Stage III

The Development Stage 3 encompasses learners aged 7-11 years. This stage
witnesses major changes in all five areas of development namely
cerebral, spiritual, physical, social, and emotional development. These
changes occur side by side with an increase in the length of time
learners spend at school as compared to the development stage 2. During
this stage, learners learn to accept, accommodate and internalise the
norms and expectations of the school community. The foundations of
life-long knowledge, skills and most importantly, attitudes and values
are built and strengthened during this stage.

In this stage, learners develop from being spontaneous learners to
disciplined learners. They begin to engage with a more structured
curriculum and learning environment as compared to early stages. The
curriculum leads to a vertical progression of knowledge and skills
required by learners by building on the foundation of knowledge and
skills of the early stages.

#### Cerebral Area of Development

At this stage, the child is capable of using logical processes of
reasoning on the basis of concrete evidence. The child is also able to
reason and solve problems and is capable of creating logical structures
that explain his or her physical experiences. Abstract problem solving
is also possible at this stage. Furthermore, the child is able to
successfully perform tasks relating to the conservation of matter, the
transitive form of reasoning and the classification of objects.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Cognitive  | -   Exhibit interest in learning tasks through          |
| Process    |     sustained engagement;                               |
|            |                                                         |
|            | -   Follow an idea to its conclusion;                   |
|            |                                                         |
|            | -   Use language to process information and express     |
|            |     ideas.                                              |
|            |                                                         |
|            | -   Apply creative arts as a means to express           |
|            |     themselves.                                         |
|            |                                                         |
|            | -   Use a self-directed approach in gathering           |
|            |     information and making basic interpretations.       |
|            |                                                         |
|            | -   Develop conscious conceptual understanding.         |
|            |                                                         |
|            | -   ​​[Exhibit sound and practical judgement based on     |
|            |     life experience.]{.mark}                            |
+------------+---------------------------------------------------------+
| Critical   | -   Analyse gaps and misconceptions in their existing   |
| Thinking   |     knowledge.                                          |
|            |                                                         |
|            | -   Understand perspectives based on their prior        |
|            |     knowledge.                                          |
|            |                                                         |
|            | -   Consider information from various perspectives.     |
|            |                                                         |
|            | -   Solve problems in relation to real-world            |
|            |     situations.                                         |
|            |                                                         |
|            | -   Apply the underlying principles of                  |
|            |     cause-and-effect, logic, and number manipulation    |
|            |     appropriately and effectively.                      |
|            |                                                         |
|            | -   Respond to new and diverse perspectives.            |
|            |                                                         |
|            | -   Demonstrate awareness of various ways to deal with  |
|            |     a problem.                                          |
|            |                                                         |
|            | -   Derive different solutions to a problem.            |
|            |                                                         |
|            | -   Evaluate the strengths and weaknesses of the        |
|            |     solutions.                                          |
|            |                                                         |
|            | -   Judge whether the solution is good or bad.          |
+------------+---------------------------------------------------------+
| Creative   | -   Develop the ability to use a range of vocabularies  |
| thinking   |     to verbalise thoughts, ideas, problems, and         |
|            |     solutions;                                          |
|            |                                                         |
|            | -   Express their feelings, opinions, and ideas through |
|            |     various mediums.                                    |
|            |                                                         |
|            | -   Display their ingenuity through simple narratives   |
|            |     and character sketches.                             |
|            |                                                         |
|            | -   Develop a sense of commitment and acceptance and    |
|            |     learn through failures to make improvements on      |
|            |     various projects.                                   |
|            |                                                         |
|            | -   Create new knowledge based on either observations,  |
|            |     experiences; or logic and reasoning                 |
|            |                                                         |
|            | -   Identify specific mediums and tools to demonstrate  |
|            |     their creativity.                                   |
+------------+---------------------------------------------------------+
| Met        | -   Reflect on areas of improvement and monitor the     |
| acognition |     progress.                                           |
|            |                                                         |
|            | -   Use guided strategies that will aid the successful  |
|            |     completion of the task.                             |
|            |                                                         |
|            | -   Relate knowledge based on either observations,      |
|            |     experiences; or logic and reasoning.                |
|            |                                                         |
|            | -   Identify a variety of traditional and               |
|            |     non-traditional occupations                         |
|            |                                                         |
|            | -   Identify appropriate choices in-line with learning  |
|            |     options.                                            |
|            |                                                         |
|            | -   Display awareness and reflect on situations before  |
|            |     making decisions.                                   |
+------------+---------------------------------------------------------+

#### Emotional Area of Development

The learners of this stage are transitioning from childhood to pre-teen
years. The learner is conscious of oneself and personal needs that are
created through behaviours and actions. By better understanding personal
needs, the learner plans and chooses ways to meet their needs. The
learner is also aware of the place in the world and behaves in morally
and socially acceptable ways. Learners practise listening well in
everyday conversations and take time to listen and understand others in
depth. The learner is in tune with others' feelings and backstories to
strengthen positive relationships.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of emotional
development.

+------------------+---------------------------------------------------+
| Components       | Learning Outcomes                                 |
+==================+===================================================+
| Self-awareness   | -   Develop an awareness of self and personal     |
|                  |     needs.                                        |
|                  |                                                   |
|                  | -   Discuss and communicate emotional             |
|                  |     experiences.                                  |
|                  |                                                   |
|                  | -   Develop the ability to articulate and express |
|                  |     emotions.                                     |
+------------------+---------------------------------------------------+
| Self-regulation  | -   Discuss situations when one experiences       |
|                  |     healthy and unhealthy stress levels.          |
|                  |                                                   |
|                  | -   Identify activities that the individual is    |
|                  |     passionate about.                             |
|                  |                                                   |
|                  | -   Explain the concept of responsibility for     |
|                  |     one's belongings.                             |
+------------------+---------------------------------------------------+
| Social Awareness | -   Empathise with others' thoughts, perspectives |
|                  |     and emotions.                                 |
|                  |                                                   |
|                  | -   Determine possible consequences before        |
|                  |     acting.                                       |
|                  |                                                   |
|                  | -   Explain what is within one\'s control and     |
|                  |     what is outside of when facing a problem.     |
|                  |                                                   |
|                  | -   Use problem-solving, negotiating and          |
|                  |     compromising skills with peers                |
|                  |                                                   |
|                  | -   Explain the importance of showing gratitude.  |
+------------------+---------------------------------------------------+
| Relat            | -   Apply active listening skills in different    |
| ionship-building |     situations.                                   |
|                  |                                                   |
|                  | -   Demonstrate how to give and receive feedback. |
|                  |                                                   |
|                  | -   Show undivided attention to others\'          |
|                  |     non-verbal cues and make connections.         |
+------------------+---------------------------------------------------+

#### Physical Area of Development

At this stage, the learners are engaged and active; have frequent
accidents, engage actively, in rough-and-tumble play and have a great
interest in team games, has good body control; is interested in
developing strength, skill, and speed, and differences in physical
maturation rates develop (girls before boys).

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of physical
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Health and | -   Differentiate different food groups and demonstrate |
| Wellbeing  |     healthy dietary habits and seasons of availability. |
|            |                                                         |
|            | -   Explain the nutritional values of some food groups  |
|            |     and their benefits to growth and development.       |
|            |                                                         |
|            | -   Realise that consummation of any medication or      |
|            |     substances are unhealthy and against the law.       |
|            |                                                         |
|            | -   Practise the need for good hygiene and healthy      |
|            |     habits at all times and understand its effect if    |
|            |     not followed.                                       |
|            |                                                         |
|            | -   Demonstrate proper body postures and explain its    |
|            |     importance.                                         |
|            |                                                         |
|            | -   Apply more movement skills including movement       |
|            |     combinations during physical activities and sports. |
|            |                                                         |
|            | -   Demonstrate safety measures (like having proper     |
|            |     attire, a safe playfield and equipment are          |
|            |     developmentally appropriate).                       |
+------------+---------------------------------------------------------+
| Fitness    | -   Describe a variety of fitness and sports-related    |
|            |     movements and skills.                               |
|            |                                                         |
|            | -   Practise, apply and transfer movement concepts and  |
|            |     strategies into a range of familiar and new         |
|            |     modified game situations                            |
|            |                                                         |
|            | -   Demonstrate interest to take part in daily physical |
|            |     exercise by completing certain physical activities  |
|            |     for better health.                                  |
|            |                                                         |
|            | -   Sustain moderate to vigorous physical activity for  |
|            |     short periods of time.                              |
|            |                                                         |
|            | -   Exhibit safe practices during class and physical    |
|            |     activities by following activity rules and having   |
|            |     proper attires.                                     |
+------------+---------------------------------------------------------+
| Sports     | -   Play simple fun games individually or in teams to   |
|            |     understand the rules and identify relevant          |
|            |     equipments used in the game.                        |
|            |                                                         |
|            | -   Participate in one or more formal sports for fun,   |
|            |     fitness, competitions or to display growth and      |
|            |     improvement.                                        |
|            |                                                         |
|            | -   Show confidence and motivation to play sport or     |
|            |     engage in physical activities for fun, fitness, and |
|            |     competitions.                                       |
|            |                                                         |
|            | -   Exhibit values that are integral part of sport and  |
|            |     essential in life (example: respect, cooperation,   |
|            |     honesty, teamwork, following rules, etc)            |
|            |                                                         |
|            | -   Start to become a team player (communication,       |
|            |     collaboration, and team spirit);                    |
|            |                                                         |
|            | -   Acknowledge successes and loses and increase        |
|            |     self-confidence                                     |
|            |                                                         |
|            | -   Coordinate sports activities individually or in     |
|            |     groups to promote healthy living and lifestyle.     |
+------------+---------------------------------------------------------+

#### Social Area of Development

Healthy friendships are highly crucial at this period of development,
and children\'s interest in friends appears to be noticeable as they
become more independent from their parents. Peers appear to have a
strong influence; they like to work in groups and solve problems in a
collaborative style, and compromise with their peers. Adults are often
regarded as authoritative, and they obey norms out of respect and
loyalty.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of social development.

+--------------+-------------------------------------------------------+
| Components   | Learning Outcomes                                     |
+==============+=======================================================+
| U            | -   Describe personal traits and watermarks that an   |
| nderstanding |     individual aspires to develop.                    |
| oneself      |                                                       |
|              | -   Help others fulfil their desires, goals, and      |
|              |     intentions different from their own               |
|              |                                                       |
|              | -   Recognise and describe various approaches for     |
|              |     making friends.                                   |
|              |                                                       |
|              | -   Participate in teamwork to promote group          |
|              |     effectiveness.                                    |
+--------------+-------------------------------------------------------+
| U            | -   Predict how their own behaviour affects the       |
| nderstanding |     emotions of others.                               |
| others       |                                                       |
|              | -   Describe what they learned about themselves in    |
|              |     helping out others.                               |
|              |                                                       |
|              | -   Identify roles they have that contribute to their |
|              |     school, home, and neighbouring community.         |
|              |                                                       |
|              | -   Work together with peers to address a need.       |
|              |                                                       |
|              | -   Name Bhutanese social and cultural identities.    |
|              |                                                       |
|              | -   Tell the significance of family relations.        |
|              |                                                       |
|              | -   Explain local festivals and events in the local   |
|              |     community in simple writing                       |
+--------------+-------------------------------------------------------+
| U            | -   State the difference between positive and         |
| nderstanding |     negative relationships.                           |
| r            |                                                       |
| elationships | -   State the difference between safe and risky       |
|              |     behaviours in a relationship.                     |
|              |                                                       |
|              | -   Show an understanding of conflict as a natural    |
|              |     part of life.                                     |
|              |                                                       |
|              | -   Distinguish between destructive and constructive  |
|              |     ways of dealing with conflict.                    |
+--------------+-------------------------------------------------------+

#### Spiritual Area of Development

In this stage, the learner becomes conscious, attentive and develops
some understanding of one's feelings. The learner becomes more aware of
family, society, culture and tradition. This stage also prepares the
learner to form a certain awareness of life; develop a certain
understanding of good and bad, right and wrong, or cause and effect. The
learner becomes compassionate and develops the qualities of being
tolerant, resilient, and respectful of others. At this stage, the
learner gains a certain understanding of supernatural realms and supreme
beings. In connection to this, the learner also forms some kinds of
beliefs about the supernatural realms, such as nirvana and supreme
beings.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of spiritual
development.

+--------------+-------------------------------------------------------+
| Components   | Learning Outcomes                                     |
+==============+=======================================================+
| Se           | -   Develop the attributes of being conscious.        |
| lf-awareness |                                                       |
| and Identity | -   Develop the attributes of being attentive.        |
|              |                                                       |
|              | -   Display an understanding of one's family, others, |
|              |     and society.                                      |
|              |                                                       |
|              | -   Develop a certain understanding of one's culture, |
|              |     religion, and tradition.                          |
|              |                                                       |
|              | -   Take part in one's culture, religion, and         |
|              |     tradition related activities.                     |
+--------------+-------------------------------------------------------+
| Meaning and  | -   Develop certain forms of awareness of one's life. |
| Purpose of   |                                                       |
| Life         | -   Notice and understand certain consequences of     |
|              |     action.                                           |
|              |                                                       |
|              | -   Develop certain forms of righteous behaviour      |
|              |     based on the principles of cause and effect.      |
|              |                                                       |
|              | -   Observe and develop a certain understanding of    |
|              |     what is good and bad.                             |
|              |                                                       |
|              | -   Identify and develop a certain understanding of   |
|              |     what is right and wrong.                          |
|              |                                                       |
|              | -   Develop basic understanding of religion and       |
|              |     spirituality.                                     |
+--------------+-------------------------------------------------------+
| Inner        | -   Display a basic understanding of compassion and   |
| Goodness     |     sense of others.                                  |
|              |                                                       |
|              | -   Develop basic understanding of values, such as    |
|              |     integrity, and respect for others in real-life    |
|              |     contexts.                                         |
|              |                                                       |
|              | -   Apply the basic concepts of benevolence, such as  |
|              |     compassion, in real-life settings.                |
|              |                                                       |
|              | -   Develop and apply the basic attributes of         |
|              |     objectivity, tolerance and resilience.            |
|              |                                                       |
|              | -   Nurture the basic habits of openness with the     |
|              |     evolving society and global trends.               |
+--------------+-------------------------------------------------------+
| Beyond Self  | -   Respect individual differences, in terms of       |
| and Others   |     culture, traditions, and values.                  |
|              |                                                       |
|              | -   Develop the traits of interconnectedness through  |
|              |     the acts of compassion.                           |
|              |                                                       |
|              | -   Remain cooperative with others in certain areas   |
|              |     of life.                                          |
|              |                                                       |
|              | -   Develop a sense of joy and curiosity in everyday  |
|              |     experiences.                                      |
|              |                                                       |
|              | -   Develop certain traits of inquiry in life.        |
|              |                                                       |
|              | -   Develop certain understanding and some forms of   |
|              |     beliefs of the supernatural realms, such as       |
|              |     nirvana and supreme beings.                       |
+--------------+-------------------------------------------------------+

#### Skills, Processes and Watermarks

The following skills, processes, and watermarks are central to the
learner's wholistic development in this development stage. Learners get
to explore and develop these skills, processes, and watermarks through
the various learning experiences under the seven domains.

+-----------------------+-----------------------+-----------------------+
| Skills                | Processes             | Watermarks            |
+=======================+=======================+=======================+
| Art                   | Articulation          | Aesthetic             |
|                       |                       |                       |
| Articulation          | Brainstorming         | Attention             |
|                       |                       |                       |
| Awareness             | Collaboration         | Beauty                |
|                       |                       |                       |
| Classification        | Communication         | Care                  |
|                       |                       |                       |
| Collaboration         | Community service     | Choice                |
|                       |                       |                       |
| Communication         | Comprehension         | Collaboration         |
|                       |                       |                       |
| Compare               | Coordinating          | Compassion            |
|                       |                       |                       |
| Comprehension         | Demonstration         | Comprehension         |
|                       |                       |                       |
| Coordination          | Discussion            | Confidence            |
|                       |                       |                       |
| Creative thinking     | Drawing               | Connection            |
|                       |                       |                       |
| Creativity            | Engagement            | Consciousness         |
|                       |                       |                       |
| Critical thinking     | Excursion             | Considerate           |
|                       |                       |                       |
| Dancing               | Explanation           | Coordination          |
|                       |                       |                       |
| Dietary               | Exploration           | Creativity            |
|                       |                       |                       |
| Drawing               | Games                 | Critical              |
|                       |                       |                       |
| Fitness skills        | Identification        | Culturally responsive |
|                       |                       |                       |
| Flexibility           | Imitation             | Curiosity             |
|                       |                       |                       |
| Following directions  | Inquiry               | Daring                |
|                       |                       |                       |
| Inquiry               | Interaction           | Decision-making       |
|                       |                       |                       |
| Listening             | Journaling            | Devoted               |
|                       |                       |                       |
| Making friends        | Mentoring             | Discipline            |
|                       |                       |                       |
| Movement              | Observation           | Empathy               |
|                       |                       |                       |
| Moving                | Observing             | Endurance             |
|                       |                       |                       |
| Navigation            | Outdoor activities    | Fair play             |
|                       |                       |                       |
| Negotiation           | Participation         | Fairness              |
|                       |                       |                       |
| Numeracy              | Playing               | Generosity            |
|                       |                       |                       |
| Observing             | Practice              | Good manners          |
|                       |                       |                       |
| Organising            | Questioning           | Gratitude             |
|                       |                       |                       |
| Problem solving       | Reading               | Healthy               |
|                       |                       |                       |
| Reading               | Reasoning             | Honesty               |
|                       |                       |                       |
| Recognition           | Reflecting            | Integrity             |
|                       |                       |                       |
| Reflective            | Scribble              | Interactive           |
|                       |                       |                       |
| Safety                | Sketching             | Joy                   |
|                       |                       |                       |
| Saying no             | Songs                 | Kindness              |
| appropriately         |                       |                       |
|                       | Speaking              | Language              |
| Self reflection       |                       |                       |
|                       | Teaching              | Leadership            |
| Self-help             |                       |                       |
|                       | Teamwork              | Love                  |
| Singing               |                       |                       |
|                       | Training              | Loyalty               |
| Sorting               |                       |                       |
|                       | Writing               | Mindful               |
| Speaking              |                       |                       |
|                       |                       | Observant             |
| Time management       |                       |                       |
|                       |                       | Ownership             |
| Writing               |                       |                       |
|                       |                       | Patience              |
|                       |                       |                       |
|                       |                       | Reflective            |
|                       |                       |                       |
|                       |                       | Resilience            |
|                       |                       |                       |
|                       |                       | Resourcefulness       |
|                       |                       |                       |
|                       |                       | Respect               |
|                       |                       |                       |
|                       |                       | Responsibility        |
|                       |                       |                       |
|                       |                       | Self-control          |
|                       |                       |                       |
|                       |                       | Self-discipline       |
|                       |                       |                       |
|                       |                       | Sincerity             |
|                       |                       |                       |
|                       |                       | Teamspirit            |
|                       |                       |                       |
|                       |                       | Teamwork              |
|                       |                       |                       |
|                       |                       | Tolerance             |
|                       |                       |                       |
|                       |                       | Trust                 |
+-----------------------+-----------------------+-----------------------+

#### Domains

The following domains under this development stage will be used as a
medium by teachers to make learners develop skills and exhibit
watermarks towards actualising their potential. The Bhutan Baccalaureate
learning process will facilitate meaningful and enriching learning
experiences in these domains.

1.  English

2.  Dzongkha

3.  Mathematics

4.  Technology

5.  Aesthetics

6.  Sports

7.  Life Science

### Development Stage IV

In development stage 4, the age of learners ranges from 12 to 13 years.
These years are one of rapid growth and change. The curriculum at this
stage continues its path to fulfil the philosophical aims of actualising
the dynamic potential and uniqueness of every child to become the best
that one can be. It also aims to create a joyful learning environment,
where learners live and learn in coherence and harmony with nature.
Learners learn to make high-quality decisions, to become good human
beings and make life worth living for themselves and others. As the
learners grow and mature at this stage, they continue to evolve into
self-regulated learners, who have the ability to understand their
culture and nature and use this understanding to guide their actions.

At this stage, young adolescents find meaning and purpose in what they
do, with an increased desire for peer acceptance and an impulse to take
risks and seek pleasure. It is a time when existing norms and ideas are
questioned while at the same time the opinions of the peer group become
very important. It is important to recognise that adolescents need
social and emotional support that may require reinforcement of positive
behaviours. The Development Stage 4 curriculum is designed to respond to
these specific needs of the adolescent brain. The curriculum provides
opportunities for learners to work with and learn from their peers, lead
their own learning, address a wide range of self-directed
investigations, experience security and familiarity through a consistent
learning process, and reflect upon their learning and the world around
them.

#### Cerebral Area of Development

The learners start to develop awareness in making connections between
similar concepts from different Learning Experiences and Domains. Their
ability to learn and apply skills in real-life situations starts to take
a better form. There is a shift in thinking from concrete to formal
operational thinking, meaning learners can now use logic and reasoning
to solve problems instead of relying just on observation. This is also a
stage where they start to become more curious and inquisitive learners.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Cognitive  | -   Develop awareness to make informed choices and      |
| Process    |     experiment with them to learn about the             |
|            |     consequences of their choices.                      |
|            |                                                         |
|            | -   Use complex sentences, and verbal descriptions to   |
|            |     express their thoughts.                             |
|            |                                                         |
|            | -   Apply pre-existing knowledge and skills across      |
|            |     domains.                                            |
|            |                                                         |
|            | -   Apply information to real-life situations.          |
|            |                                                         |
|            | -   Engage in evaluative and reflective learning, being |
|            |     aware of their own strengths and areas of           |
|            |     improvement, taking ownership of and assessing      |
|            |     their own ways of learning.                         |
+------------+---------------------------------------------------------+
| Critical   | -   Organise information to support ideas.              |
| Thinking   |                                                         |
|            | -   Consider information from various                   |
|            |     perspectives/sources.                               |
|            |                                                         |
|            | -   Develop connections between concepts from different |
|            |     domains and with the areas of development by        |
|            |     drawing inferences and causal links between         |
|            |     perspectives.                                       |
|            |                                                         |
|            | -   Apply deductive reasoning or logic to make          |
|            |     predictions about what might be true or what would  |
|            |     be true at certain preconditions.                   |
|            |                                                         |
|            | -   Exhibit the ability to reason by giving apt         |
|            |     examples and illustrations.                         |
|            |                                                         |
|            | -   Justify the cause of arguments or actions.          |
|            |                                                         |
|            | -   Anticipate the power of their arguments or actions. |
|            |                                                         |
|            | -   Identify criteria for making decisions.             |
|            |                                                         |
|            | -   Engage in evaluative and reflective learning- being |
|            |     aware of their own strengths and weaknesses, taking |
|            |     ownership of and assessing their own ways of        |
|            |     learning.                                           |
|            |                                                         |
|            | -   Derive outcome based on their judgement.            |
|            |                                                         |
|            | -   Evaluate effectively to judge or determine the      |
|            |     significance, worth, or quality of the outcome.     |
|            |                                                         |
|            | -   Apply the solution to solve the problem             |
+------------+---------------------------------------------------------+
| Creative   | -   Communicate their feelings, opinions, and ideas     |
| thinking   |     through various mediums.                            |
|            |                                                         |
|            | -   Construct ideas based on the existing knowledge and |
|            |     skills.                                             |
|            |                                                         |
|            | -   Write original narratives and dialogues of          |
|            |     characters that they have created                   |
|            |                                                         |
|            | -   Create original models with functions.              |
|            |                                                         |
|            | -   Exhibit innovative ideas in their tasks/projects.   |
|            |                                                         |
|            | -   Analyse the quality of ideas and select the viable  |
|            |     ones to overcome a problem.                         |
|            |                                                         |
|            | -   [Exhibit the ability to crosspollinate ideas,       |
|            |     knowledge and skills across domains.]{.mark}        |
+------------+---------------------------------------------------------+
| Met        | -   Display the ability to set personal goals based on  |
| acognition |     rich background knowledge and future perspectives.  |
|            |                                                         |
|            | -   Adjust strategies and goals throughout the plans.   |
|            |                                                         |
|            | -   Use motivational strategies to ensure task          |
|            |     completion.                                         |
|            |                                                         |
|            | -   Provide self-feedback.                              |
|            |                                                         |
|            | -   Develop hobbies and vocational interests            |
|            |                                                         |
|            | -   Apply new learning approaches.                      |
+------------+---------------------------------------------------------+

#### Emotional Area of Development

Learners can identify, perceive and regulate their emotions positively.
Learners display the ability to demonstrate understanding and appreciate
the different abilities, cultures and backstories of their peers. The
learner also identifies the skills, and develops qualities which help
them become better aware of the surroundings and develop positive
relationships.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of emotional
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Self       | -   Develop an awareness and conscious conscience of    |
| -awareness |     self, personal needs, and personal values.          |
|            |                                                         |
|            | -   Identify and communicate what motivates one's       |
|            |     emotions when taking on challenges.                 |
|            |                                                         |
|            | -   Talk about self and positively describe one's       |
|            |     various group identities.                           |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Self-      | -   Demonstrate the understanding of basic emotional    |
| regulation |     expressions, situations, and experiences---and ways |
|            |     to manage them (often with adult assistance), along |
|            |     with early efforts to solve interpersonal problems. |
|            |                                                         |
|            | -   Demonstrate how one\'s hobby instils qualities like |
|            |     team spirit, compassion, and patience that mould as |
|            |     emotionally healthy adults.                         |
|            |                                                         |
|            | -   Apply coping skills to process thoughts, express    |
|            |     emotions and manage stressful situations            |
|            |     Demonstrating the ability to set personal goals.    |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Social     | -   Demonstrate respect for others (opinions,           |
| Awareness  |     understand other person\'s point of view) and       |
|            |     acceptance of differences.                          |
|            |                                                         |
|            | -   Recognize and describe unfairness and injustice in  |
|            |     many forms including attitudes, speech, behaviours, |
|            |     policies, practices, and laws                       |
|            |                                                         |
|            | -   Recognize and value thoughts and feelings of others |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| R          | -   Practise the use of conflict resolution skills to   |
| elationshi |     solve problems, and analyse risk factors in         |
| p-building |     relationship building.                              |
|            |                                                         |
|            | -   Identify relationship building skills that improve  |
|            |     one's relationship                                  |
|            |                                                         |
|            | -   Develop acceptance of personal and community        |
|            |     responsibility.                                     |
|            |                                                         |
|            | -   Recognize the non-verbal communication of others to |
|            |     improve listening skills.                           |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Physical Area of Development

Learners become increasingly aware of their own body, may have an
increased possibility of acting on sexual desires, may experience a lack
of self-confidence in learning new skills, maturation rates differ (with
girls gradually reaching physical and sexual maturity and boys just
beginning to mature physically and sexually). Learners will experience a
sudden and rapid increase in height, weight, and strength with the onset
of adolescence.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of physical
development.

+--------------+-------------------------------------------------------+
| Components   | Learning objectives                                   |
+==============+=======================================================+
| Health and   | -   Explain the nutritional values of different food  |
| Wellbeing    |     groups and its availability and demonstrate       |
|              |     healthy dietary habits.                           |
|              |                                                       |
|              | -   Explain the relation between types of food intake |
|              |     and physical activities and sports.               |
|              |                                                       |
|              | -   Apply concepts and practise personal hygiene and  |
|              |     sanitation independently and also be able to      |
|              |     influence others positively.                      |
|              |                                                       |
|              | -   Understand basic growth and development stages,   |
|              |     movement skills and maintain appropriate body     |
|              |     postures for health and efficiency.               |
|              |                                                       |
|              | -   Identify health benefits of participating in      |
|              |     regular physical activities and maintaining       |
|              |     hygiene(e.g., feeling good, preventing disease    |
|              |     and illness, stress reduction)                    |
|              |                                                       |
|              | -   Demonstrate safety measures (like having proper   |
|              |     attire, remaining adequately hydrated, playfield  |
|              |     and equipment are developmentally appropriate and |
|              |     doing warming up-cooling down after the physical  |
|              |     activities /fun games.                            |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
| Fitness      | -   Display ability to participate daily in moderate  |
|              |     to vigorous physical activity resulting in        |
|              |     physiological responses sufficient to change      |
|              |     fitness status and skill improvement.             |
|              |                                                       |
|              | -   Show increased development of gross and fine      |
|              |     muscles, coordination, flexibility, coordination, |
|              |     strength and skills to play sports and engage in  |
|              |     physical activities(indoor or outdoor).           |
|              |                                                       |
|              | -   Plan, implement, monitor and evaluate personal    |
|              |     physical activity and health programs to enhance  |
|              |     their wellbeing.                                  |
|              |                                                       |
|              | -   Identify health benefits of participating in      |
|              |     regular physical activities (e.g., feeling good,  |
|              |     preventing disease and illness, stress            |
|              |     reduction).                                       |
|              |                                                       |
|              | -   Practice, apply and transfer movement concepts    |
|              |     and strategies into a range of familiar and new   |
|              |     modified game situations                          |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
| Sports       | -   Demonstrate interest and competency to take part  |
|              |     in mini sports/junior level sports with           |
|              |     modifications to suit their development level.    |
|              |                                                       |
|              | -   Demonstrate a range of knowledge and skills in    |
|              |     sport related lead-up drills and activities.      |
|              |                                                       |
|              | -   Display knowledge and skills/technique of track   |
|              |     and field events.                                 |
|              |                                                       |
|              | -   Realize the principles and basic concepts of      |
|              |     sports performance enhancement skills and         |
|              |     strategies.                                       |
|              |                                                       |
|              | -   Display skills in coordinating and leading both   |
|              |     as an individual and as a team.                   |
|              |                                                       |
|              | -   Select and apply appropriate rules to a range of  |
|              |     physical activities to ensure safe, equitable and |
|              |     fair participation for all.                       |
|              |                                                       |
|              | -   Display skills in coordinating and leading both   |
|              |     as an individual and as a team.                   |
|              |                                                       |
|              | -   Exhibit knowledge of coordinating and referring   |
|              |     to simple sports competitions.                    |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

#### Social Area of Development

Learners exhibit erratic and inconsistent behaviour: one moment they are
pleased, the next they are sad; one minute they are tender and loving,
the next they resent; one moment they are invincible, the next they are
invisible. They want to gain more independence and move their social
environment from their parents to their classmates, as well as explore
and uncover their talents and hobbies within a bigger circle of
influence. For them, learning to read other people\'s viewpoints, and
communicate their points of view, thoughts, beliefs, and objectives
becomes crucial.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of social development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Und        | -   Analyse how personal traits and watermarks          |
| erstanding |     influence choices and success                       |
| oneself    |                                                         |
|            | -   Place others\' needs before their own, recognizing  |
|            |     their situation                                     |
|            |                                                         |
|            | -   Analyse ways to establish positive relationships    |
|            |     with others.                                        |
|            |                                                         |
|            | -   Analyse ways to work effectively with others.       |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Und        | -   Identify verbal, physical, and situational cues     |
| erstanding |     that indicate how others may feel.                  |
| others     |                                                         |
|            | -   Explain how their decisions and behaviours affect   |
|            |     the well being of their school and community        |
|            |                                                         |
|            | -   Explore a community or global need and generate     |
|            |     possible solutions                                  |
|            |                                                         |
|            | -   Participate in activities to improve their school   |
|            |     or community                                        |
|            |                                                         |
|            | -   Describe how social relationships are formed        |
|            |                                                         |
|            | -   Explain the importance of individual, social, and   |
|            |     cultural harmony.                                   |
|            |                                                         |
|            | -   State importance of cultural norms and values       |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Und        | -   Distinguish between positive and negative peer      |
| erstanding |     pressure and demonstrate strategies for resisting   |
| rel        |     negative peer pressure.                             |
| ationships |                                                         |
|            | -   Involve themselves in positive activities with      |
|            |     their peer group.                                   |
|            |                                                         |
|            | -   Identify the roles of individuals in conflict and   |
|            |     conflict prevention/ resolution                     |
|            |                                                         |
|            | -   Apply conflict resolution skills to de-escalate,    |
|            |     defuse, and resolve differences.                    |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Spiritual Area of Development

Learners develop a certain understanding of themselves and become
capable of remaining conscious, attentive, and mindful of their actions.
This stage also makes the learners informed about one's culture,
traditions, and identity. It also helps them develop some kind of
awareness and understanding of life. As in the earlier stage, learners
understand what is cause and effect and it helps them to take the right
actions. However, the learners at this stage develop a better
understanding of religion and spirituality. Moreover, the learners are
also expected to develop some kind of understanding of the Four Noble
Truths and Eightfold Paths. It is expected that the learners develop the
spirits and habits of interconnectedness through compassion and empathy.
The learners develop convictions and remain connected with supernatural
realms and supreme beings.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of spiritual
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Self       | -   Demonstrate a certain understanding of oneself;     |
| -awareness |                                                         |
| and        | -   Exhibit the qualities of being attentive and        |
| Identity   |     mindful;                                            |
|            |                                                         |
|            | -   Display understanding of one's society, culture,    |
|            |     tradition, and identity;                            |
|            |                                                         |
|            | -   Demonstrate and exercise one's culture, traditions, |
|            |     and identity; and                                   |
|            |                                                         |
|            | -   Develop some forms of appreciation towards one\'s   |
|            |     culture, traditions, and identity.                  |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Meaning    | -   Develop awareness and some forms of understanding   |
| and        |     of one\'s life;                                     |
| Purpose of |                                                         |
| Life       | -   Describe some perspectives and one's way of life;   |
|            |                                                         |
|            | -   Explain some conceptual foundations of the cause    |
|            |     and effect;                                         |
|            |                                                         |
|            | -   Demonstrate righteous behaviours based on certain   |
|            |     principles of the cause and effect;                 |
|            |                                                         |
|            | -   Develop some knowledge of ethics of right and wrong |
|            |     built based on societal and social norms;           |
|            |                                                         |
|            | -   Apply certain ethics of right or wrong; or good or  |
|            |     bad based on societal and social norms;             |
|            |                                                         |
|            | -   Develop some understanding of religion and          |
|            |     spirituality, and certain conceptions of the Four   |
|            |     Noble Truths and Eightfold Paths.                   |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Inner      | -   Display a certain understanding of compassion and   |
| Goodness   |     sense of others;                                    |
|            |                                                         |
|            | -   Develop a certain understanding of values, such as  |
|            |     integrity, and respect for others in real-life      |
|            |     contexts;                                           |
|            |                                                         |
|            | -   Apply the certain concepts of benevolence, such as  |
|            |     compassion, in real-life settings;                  |
|            |                                                         |
|            | -   Develop and apply the certain attributes of         |
|            |     objectivity, tolerance and resilience;              |
|            |                                                         |
|            | -   Nurture the certain spirits and habits of openness  |
|            |     with the evolving society and global trends.        |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Beyond     | -   Respect and appreciate individual differences, in   |
| Self and   |     terms of, culture, traditions, and values;          |
| Others     |                                                         |
|            | -   Develop the traits of interconnectedness through    |
|            |     the acts of benevolence, such as compassion and     |
|            |     empathy.                                            |
|            |                                                         |
|            | -   Maintain the spirits and habits of cohesion and     |
|            |     collaboration.                                      |
|            |                                                         |
|            | -   Develop the traits of inquiry in everyday           |
|            |     experiences.                                        |
|            |                                                         |
|            | -   Develop understanding and beliefs of the            |
|            |     supernatural realms, such as nirvana and supreme    |
|            |     beings.                                             |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Skills, Processes and Watermarks

The following skills, processes, and watermarks are central to the
learners' wholistic development in this development stage. Learners get
to explore and develop these skills, processes, and watermarks through
the various learning experiences under the seven domains.

+-----------------------+-----------------------+-----------------------+
| Skills                | Processes             | Watermarks            |
+=======================+=======================+=======================+
| Articulation          | Articulation          | Adaptability          |
|                       |                       |                       |
| Awareness             | Choice                | Aesthetic             |
|                       |                       |                       |
| Coding                | Collaborating         | Care                  |
|                       |                       |                       |
| Collaboration         | Collaboration         | Choice                |
|                       |                       |                       |
| Communicating         | Collaboration         | Collaboration         |
|                       |                       |                       |
| Comparing             | Communication         | Compassion            |
|                       |                       |                       |
| Comprehending         | Community service     | Confidence            |
|                       |                       |                       |
| Concentrating         | Comprehension         | Connection            |
|                       |                       |                       |
| Coordination          | Coordinating          | Consciousness         |
|                       |                       |                       |
| Creative thinking     | Demonstration         | Cooperative           |
|                       |                       |                       |
| Creativity            | Discussion            | Coordination          |
|                       |                       |                       |
| Critical              | Engagement            | Creative              |
|                       |                       |                       |
| Critical thinking     | Excursion             | Creativity            |
|                       |                       |                       |
| Critiquing            | Explanation           | Critical              |
|                       |                       |                       |
| Dancing               | Exploration           | Culturally responsive |
|                       |                       |                       |
| Deciding              | Exploring             | Curiosity             |
|                       |                       |                       |
| Decoding              | Feedback              | Decision making       |
|                       |                       |                       |
| Dietary               | Games                 | Determination         |
|                       |                       |                       |
| Discussing            | Identification        | Discipline            |
|                       |                       |                       |
| Drawing               | Inquiry               | Empathy               |
|                       |                       |                       |
| Examining             | Interaction           | Emphatic              |
|                       |                       |                       |
| First Aid             | Introspection         | Endurance             |
|                       |                       |                       |
| Fitness skills        | Journaling            | Fairness              |
|                       |                       |                       |
| Flexibility           | Logical reasoning     | Good manners          |
|                       |                       |                       |
| Following directions  | Mentoring             | Gratitude             |
|                       |                       |                       |
| Information literacy  | Observation           | Healthy               |
|                       |                       |                       |
| Interacting           | Outdoor activities    | Heplful               |
|                       |                       |                       |
| Investigation         | Participation         | Honesty               |
|                       |                       |                       |
| Listening             | Planning              | Insightful            |
|                       |                       |                       |
| Making friends        | Playing               | Integrity             |
|                       |                       |                       |
| Media literacy        | Practice              | Interactive           |
|                       |                       |                       |
| Movement              | Presentation          | Kindness              |
|                       |                       |                       |
| Navigation            | Questioning           | Language              |
|                       |                       |                       |
| Negotiating           | Reading               | Leadership            |
|                       |                       |                       |
| Observing             | Reflecting            | Love                  |
|                       |                       |                       |
| Organising            | Report                | Loyalty               |
|                       |                       |                       |
| Problem Solving       | Research              | Mindful               |
|                       |                       |                       |
| Reading               | Resourcefulness       | Observant             |
|                       |                       |                       |
| Reasoning             | Self reflection       | Optimistic            |
|                       |                       |                       |
| Recognition           | Songs                 | Ownership             |
|                       |                       |                       |
| Reflecting            | Speaking              | Patience              |
|                       |                       |                       |
| Reflective            | Teaching              | Persistence           |
|                       |                       |                       |
| Research              | Training              | Reflective            |
|                       |                       |                       |
| Safety                | Writing               | Resilience            |
|                       |                       |                       |
| Saying no             |                       | Respect               |
| appropriately         |                       |                       |
|                       |                       | Responsibility        |
| Self-help             |                       |                       |
|                       |                       | Rigour                |
| Singing               |                       |                       |
|                       |                       | Routine               |
| Speaking              |                       |                       |
|                       |                       | Self-discipline       |
| Time Management       |                       |                       |
|                       |                       | Sincerity             |
| Writing               |                       |                       |
|                       |                       | Teamspirit            |
|                       |                       |                       |
|                       |                       | Teamwork              |
|                       |                       |                       |
|                       |                       | Tolerance             |
|                       |                       |                       |
|                       |                       | Trust                 |
+-----------------------+-----------------------+-----------------------+

#### Domains

The following domains under this development stage will be used as a
medium by teachers to make learners develop skills and exhibit
watermarks towards actualising their potential. The Bhutan Baccalaureate
learning process will facilitate meaningful and enriching learning
experiences in these domains.

##### English

###### Grade 7 

The Seventh Grade is a crucial first year of English at The Royal
Academy. We aim to teach our learners the essential habits of academic
life---from note-taking and time management skills to strategies for
effective reading comprehension and the fundamentals of analytical
writing. The Seventh Grade curriculum includes intensive study of both
vocabulary and grammar, and---as in all of The Royal Academy's English
learning experiences---we pursue an individualised approach. The seven
grade also offers learners an opportunity to develop literary analysis
skills through exposure to a variety of textual genres and perspectives.
Seventh Grade English focuses on moving the learners beyond a
rudimentary understanding of plot and characterization and learning to
recognize, discuss, and write about broader thematic ideas. We do this
through text-based discussions, frequent writing work, and collaborative
assignments. Learners develop critical thinking skills, learn to craft
descriptive and narrative paragraphs incorporating textual evidence in
support of a clear thesis, and give voice to their individual ideas.

Grammar

Revision of Nouns of what has been done in their former schools. And the
following will be done under Nouns:

1\. Different kinds of nouns

2 Numbers.

3\. Genders.

4\. Collective. Attention will be given to Abstract Nouns which they
find difficult.

5\. Articles

6\. Sentences: The different kinds and the correct construction of
sentences orally and in writing.

7\. Prepositions. Many mistakes are made so this will be done slowly and
thoroughly

Writing

Children will be introduced to a lot of creative work through exercises
done in writing as sentences and paragraphs.

Introduction to descriptive essays. The rules for a good descriptive
essay and examples will be given to the children. They will start
writing descriptive essays.

Children will write two descriptive essays in a month and will now be
introduced to writing an AUTOBIOGRAPHY. Examples will be discussed after
the rules are given to them and they write about three to four
autobiographies before the end of the year. This term the children will
be taught how to write INFORMAL letters. The rules and letters will be
written.

Literature

This term more time will be given to cover the Literature portion. The
Short stories. Poetry Prose and the play will be done this term. Oral
and written work will be done with creative and critical thinking
encouraged.

1\. SHORT STORIES

1.  Harold the Hornbill.

2.  Mature is not Always Kind.

3.  Meme Haley Haley.

4.  A Grain of Mustard Seed

5.  Tiger in the Tunnel.

6.  Mekhey Doma

7.  How the Bulbul got its Name

2\. POETRY

1.  The Daffodils.

2.  Grandma's House.

3.  Lobster Quadrille

4.  Stopping by the Woods on a snowy evening.

5.  The Inchcape Rock.

6.  Trees

7.  Friends

3\. PROSE

1.  Treasure Island Or Black Beauty

4\. PLAY:

1.  The Merchant of Venice

ESSAYS TO BE WRITTEN

1.  My New School.

2.  Myself

3.  Memories of my Old School.

4.  A Picnic

5.  An early Morning Walk.

6.  A Visit to a Historical Place.

7.  My Nature Retreat.

8.  My Best Friend

9.  The Person I Admire the most.

10. Bhutan, My Beautiful Country.

11. A Visit to a Village.

12. Any Games Tournament.

AUTOBIOGRAPHY

1.  An Autobiography of a Dog.

2.  An Autobiography of A Horse.

3.  An Autobiography of A Tree.

###### Grade 8

Eighth Grade a year of Reflection, Implementation, and Labor of English
at The Royal Academy. We aim to teach our learners the essential habits
of academic life---from note-taking, research and self-study, to
strategies for effective reading comprehension and the fundamentals of
analytical writing. The Eighth Grade curriculum includes intensive study
of both vocabulary and grammar, and---as in all of The Royal Academy's
English learning experiences---we pursue an individualised approach. The
eighth grade also offers learners an opportunity to develop literary
analysis skills through exposure to a variety of textual genres and
perspectives.

Eighth Grade English focuses on the understanding of plot and
characterization and learning to recognize, discuss, and write about
broader thematic ideas. We do this through text-based discussions,
frequent writing work, and assignments. Learners develop critical
thinking skills, learn to craft descriptive paragraphs incorporating
textual evidence in support of a clear thesis, and give voice to their
individual ideas.

Content

Short Stories:

1.  Which Way? - Karleen Bradford. Learners will discuss the privilege
    and (burden) of choice.

2.  The Nest - Robert Zacks. Learners will discuss what it means to be a
    'grown up.'

3.  Bhutanese folktale. Learners will identify and discuss elements of
    short stories.

4.  The Magic Brocade - Kevin Crossley- Holland. Learners will discuss
    grit, perseverance, and loyalty.

5.  The Red Sweater - Mark Hager (cross-pollination; economics
    conversion, a quarter is ¼) 10 cent- nickel, 5- dime 100 cents- a
    dollar. Learners will identify and discuss elements of the short
    story.

6.  Hector's Great Escape - Bel Mooney. Learners will discuss, identify
    and write down new words, their antonyms, and synonyms. Identify
    figures of speeches from the text, symbolism, semi-colon, colon,
    ellipses, and other implicit details that convey meaning.

7.  In the Jaws of the Alligator - P.C. Arnoult. Learners will discuss
    Papua New Guinea. It's history. They will study the backstory of the
    story in depth.

Essay

1.  Anne Frank's Diary - Anne Frank (Non-fiction) Learners will discuss
    the life of and who Anne Frank was. Learners will discuss World War
    I and the atrocities that Jews underwent.

2.  Recreation for Youth by Peky Samal (51-55). Learners will be
    introduced to a local and contemporary writer. Learners will discuss
    social issues that impact/have impacted them.

3.  [[How I Accidentally ended up in front of the White House, on the
    first day of the George Floyd
    Protest]{.underline}](https://tashiwangmo-55794.medium.com/how-i-accidentally-ended-up-in-front-of-the-white-house-on-the-first-day-of-the-george-floyd-e0bd6ef6462b)-
    Tashi Wangmo. Learners will learn about blogging. They will be
    introduced to Medium, a popular blogging site, where one can blog
    for free. They will be introduced to significant world events like
    Black Lives Matter. While it is easy to make the difference between
    fiction and nonfiction, there are subtleties that exist. For
    example, even non-fiction like mine, is influenced by my background,
    'the personal is always political,' so just like that, when we read
    articles by journalists and bloggers, we have to be mindful that it
    is inevitably subject to alteration, subconsciously or consciously.

Poem

1.  [[What if there isn't enough
    time]{.underline}](https://www.pinterest.com/pin/215258057192914786/)
    by Rupi Kaur. Learners will recite the poem. They will discuss
    trends in poetry. They will discuss how writing like many things
    changes with time. How art imitates life.

2.  Shakespearean [[sonnet 18 Shall I compare thee to a summer\'s
    day?]{.underline}](https://www.poetryfoundation.org/poems/45087/sonnet-18-shall-i-compare-thee-to-a-summers-day)
    Learners will recite the poem. Learners will identify the rhyme
    scheme. Learners will keep in touch with ancient poems.

3.  Thoughts on Silence - Mary Jane Sterling, free verse. Learners will
    discuss their understanding of backstories. How it can add or take
    away from a story. The author went to a
    [[residential]{.underline}](https://www.cbc.ca/news/canada/british-columbia/tk-eml%C3%BAps-te-secw%C3%A9pemc-215-children-former-kamloops-indian-residential-school-1.6043778)
    school in British Columbia, Canada. In 2020, the story came up
    again, when the remains of nearly 200 children were found. It goes
    to show that a story never really remains stagnant. Think of a
    folktale that\'s going through changes over time, or that dies for
    the moment, and comes back again.

4.  Winter morning poem- coupled AA, BB, CC, DD rhyming by Ogden Nash.
    Learners will identify rhyme schemes and discuss the poem.

  -----------------------------------------------------------------------
  Skills                 Processes                  Watermarks
  ---------------------- -------------------------- ---------------------
  Reading                Reflection                 Awareness

  Comprehension          Relationships              Curiosity

  Cross-pollination      Culture and Heritage       Resourcefulness

  Writing                Analyzing                  Motivation

  Listening                                         
  -----------------------------------------------------------------------

Grammar and Language

1\. Sentences

a.  Active and passive sentences

b.  Auxiliary verbs

c.  Prepositions- to, at, in, off, for. They govern an object in a
    sentence For is preposition as well as coordinating conjunction.

d.  Coordinating conjunctions (for, and, nor, but, or, yet, and so)

e.  Common faults in sentence structure - Sentence Fragments

2\. Figurative language - Figures of speech

1.  Simile- as thick as thieves (Ann Frank)

2.  Metaphor- sonnet 18

3.  Personification-

4.  Hyperbole-

5.  Idiom-

6.  Pun-

7.  Onomatopoeia -

8.  Synecdoche-

9.  Alliteration-

3\. Homophones, Antonyms, Synonyms, Homonyms and Homographs

4\. Parts of Speech

Correlatives

Example: Paro not only has suitable weather for rice cultivation, but it
also has Bhutan's only international airport.

Give me one example using but also.

5\. [[Phrasal
Verbs]{.underline}](https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm)

6\. Use the continuous forms of the compound tenses (present perfect,
past perfect

and future perfect).

7\. Distinguish and know how to form verbs in the moods -- indicative,
imperative, interrogative, conditional, and subjunctive.

8\. Counterfactual statements, Wishful statements, Conjunctive
formulations

9\. Idiomatic expressions

Some examples.

Paste the one from the board exam.

-   Quitting cold turkey. \...

-   Spill the beans. \...

-   In a pickle. ...

-   In thick soup

-   Hit the nail on the head. ..(find exactly the right answer).

-   Cost an arm and a leg. \...

-   Going out on a limb. \...

-   Jump the gun. \...

-   Driving me nuts.

10\. Direct and Indirect Speeches

11\.
[[Indicative]{.underline}](https://www.masterclass.com/articles/indicative-mood-explained#6-examples-of-the-indicative-mood-in-different-tenses)
and
[[Subjunctive]{.underline}](https://www.learnenglish.de/grammar/moodsubjunctive.html)
Mood; Use of modal auxiliary verb

12\. Use punctuation (comma, ellipsis, dash) to indicate a pause or
break. Use ellipsis to indicate omission.

13\. Use the perfect form of tenses correctly. (present, past & future)

14\. Show how clauses are written to form complex sentences

15\. Modifiers. Misplaced and dangling. Know how to correct them by
recognizing and correcting words, phrases and clauses.

16\. Conditional sentences

17\. Adverbs and adjectives (modifiers) to provide details

18\. Use
[[quantifiers]{.underline}](https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/quantifiers)
wherever appropriate. (another, both, each, every, other, either,
neither)

19\. Adverb of frequency and manner

Writing

-   letter writing (block form)

-   [[Essay
    writing]{.underline}](https://docs.google.com/document/d/1tiyzbYbPd48XPAsNVB0ocnTBAoIA3_QOwWUeO-eH3YM/edit)
    (narrative and realistic fiction)

Poetry

1\. Shakespearean Sonnet: This is always a 14-line poem broken down into
three 4-line stanzas and a couplet to end the piece. The rhyme scheme is
ABAB CDCD EFEF GG, unique only to the Shakespearean
[[sonnet]{.underline}](https://www.tckpublishing.com/how-to-write-a-sonnet/).

2\. Alternate rhyme: In this rhyme scheme, the first line rhymes with
the third, and the second line rhymes with the fourth. The ABAB rhyme
scheme is common for poems with four lines in each stanza.

3\. Ballade: This lyric poem (not to be confused with a ballad)
typically comes in three stanzas of eight lines each and ends with a
four-line stanza. The rhyme scheme for a ballade is ABABBCBC.

4\. Coupled rhyme: This refers to two consecutive lines that rhyme,
usually in two-line stanzas. The rhyme scheme is AA BB CC or any other
similar scheme with pairs of rhyming lines. We call these types of
rhymes "rhyming couplets." The Shakespearean sonnet always ends with a
rhyming couplet.

5\. Monorhyme: A monorhyme is when all the lines in one stanza or even
an entire poem end in the same sound. The rhyme scheme can be designated
as AAAA.

6\. Enclosed rhyme: In an enclosed rhyme scheme, the first and fourth
lines rhyme with each other, while the second and third lines also rhyme
with each other. The rhyme scheme is ABBA.

7\. Triplet: A triplet is when three lines in one stanza end in the same
sound. The rhyme scheme is therefore AAA.

8\. Limerick: This humorous poem comes in five lines and a rhyme scheme
of AABBA.

##### རྫོང་ཁ

###### **སློབ་རིམ་བདུན་པ།**

སྦྱོང་ཚན་དང་པ། ལྷག་རིག་དང་རྩོམ་རིག། འབྲི་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་
སྤྱིར་བཏང་འབྲི་རྩོམ་གྱི་ཁྱད་ཆོས་མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ འབྲི་རྩོམ་གྱི་དབྱེ་བ་ཁག་གསུམ་
འགྲེལ་བཤད་འབྲི་རྩོམ་ ལོ་རྒྱུས་འབྲི་རྩོམ་དང་ རྒྱུད་སྐུལ་འབྲི་རྩོམ་གྱི་ཁྱད་རྣམ་ཚུ་ཁ་གསལ་སྦེ་
གོ་བ་ལེན་ཞིནམ་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་
ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
འབྲི་རྩོམ་སློབ་སྦྱོང་གི་ཐོག་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ འབྲི་རྩོམ་ཚུ་ལྷབ་སྟེ་
མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་
ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། འབྲི་རྩོམ་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་དང་མཐུན་པའི་ ཚིག་རྒྱན་
    ལག་ལེན་འཐབ་ནི་ཚུ་ མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་
    དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ལྷག་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    འབྲི་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(འགྲེལ་བཤད་འབྲི་རྩོམ་/ལོ་རྒྱུས་འབྲི་རྩོམ་/རྒྱུད་སྐུལ་འབྲི་རྩོམ)

ཀ འབྲི་རྩོམ་གྱི་དབྱེ་བ་མ་འདྲཝ་ལྷབ་དགོ་པའི་ཁུངས་དང་དགོས་པ་ག་ཅི་ཨིན་ན?

ཁ འབྲི་རྩོམ་འབྲིཝ་ད་ཁྱད་ཆོས་དང་འཁྲིལ་ཏེ་ ག་ཅི་འབད་བྲི་དགོཔ་ཨིན་ན?

> (ལས་སྣ་འདི་ལས་ སློབ་ཕྲུག་ཚུ་གིས་ གོ་བ་ལེན་ནི་དང་བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༢.

ལྷན་ཐབས།

-   གསར་ཤོག།

-   ཉེར་མཁོའི་སྒྲིག་ལམ་རྣམ་གཞག། - སྲོལ་འཛིན་ལས་ཁུངས།

-   སྒྲིག་ལམ་རྣམ་གཞག་གི་དེབ་ཐེར་ནོར་བུའི་འཕྲེང་བ། - རྒྱལ་གཟིམ་དྲག་ཤོས་རྡོ་རྗེ་རྒྱལ་མཚན།

སྦྱོང་ཚན་གཉིས་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྙན་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ སྙན་རྩོམ་གྱི་ལུས་ཚིག་བཅད་ལྷུག་སྤེལ་མའི་རང་བཞིན་ཚུ་
མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ ཚིག་རྒྱན་གྱི་རིག་པ་ལག་ལེན་འཐབ་སྟེ་ རང་གཞན་གྱི་མནོ་ལུགས་དང་
བསམ་ཚུལ་ཚུ་ རྩོམ་ཚིག་གི་ཐོག་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་
བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་ མཐའ་འཁོར་
མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྙན་རྩོམ་གྱི་ཐོག་ལས་ རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་
དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
སྙན་རྩོམ་གྱི་དབྱེ་བ་ལེ་ཤ་ཡོད་པའི་གྲས་ལས་ བློ་ཟེ་དང་རྩང་མོ་ལ་སོགས་པ་
རྫོང་ཁའི་སྙན་ཚིག་གི་གཞི་རྟེན་ཨིནམ་ལས་ ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ཡང་
ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་ མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་
སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་ ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་
སྙན་རྩོམ་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་
སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཨིང་ལིཤ་དང་
ཚངས་ལ་ལོ་ ལྷོ་མཚམས་ཀྱི་སྐད་ཡིག་ནང་ཡོད་པའི་ སྙན་རྩོམ་གྱི་རྣམ་གཞག་ཚུ་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྙན་རྩོམ་གྱི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ སྡེབ་སྦྱོར་དང་
    ཚིག་གི་གཅད་མཚམས་བསྒྲིག་དགོཔ་མ་ཚད་ དཔེ་དང་དཔེ་ཅན་དང་
    ཁྱད་གཞི་དང་ཁྱད་ཆོས་མཐུན་ཏོག་ཏོ་སྦེ་ བཀོད་ཞིནམ་ལས་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ རྩོམ་རྐྱབ་ནི་ཚུ་
    མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྙན་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(ཞབས་བྲོ་/རྩང་མོ་/བློ་ཟེ་/དཔྱེ་གཏམ་/བསླབ་བྱ་/གསལ་བཤད།)

ཀ ཚིག་འབྲུ་དྲུག་མའི་ཐོག་ལས་ སློབ་གྲྭ་ལུ་བསྟོད་པའི་རྩོམ་ ཚིགས་བཅད་གསུམ་རྐྱབ།

ཁ སྙན་རྩོམ་གྱི་དབྱེ་བ་ཚུ་ལས་ གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ བཤུད་བརྙན་གྱི་ཐོག་ལས་
དུས་ཡུན་སྐར་མ་༥འི་གསལ་ཞུ་ཅིག་

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> (ལས་སྣ་དེ་ཚུ་ལས་བརྟེན་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ རིག་སྤེལ་ རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཚུ་
> ཡར་རྒྱས་གཏང་
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> ཚུགས།)

༢. གླུ་དེབ་བློ་གསར་དགའ་སྟོན། - རྒྱལ་གཞུང་ཟློས་གར་སློབ་སྦྱོང་ལྟེ་བ། (ཚིགས་བཅད།)

ཀ ཚིག་འབྲུ་བརྒྱད་མའི་ཐོག་ལུ་ རྒྱལ་ཁབ་ལུ་བསྟོད་པའི་རྩོམ་ ཤོ་ལོ་ཀ་ ༣ གསར་རྩོམ་འབད།

ཁ འབོད་སྒྲའི་ཞབས་བྲོ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ།

(ལས་སྣ་དེ་ལས་བརྟེན་ གསར་གཏོད་དང་ བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༣. འབྲུག་གི་དཔྱེ་གཏམ། - དྲག་ཤོས་ཤེས་རབ་མཐའ་ཡས།

ཀ དཔྱེ་གཏམ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་དང་ ལག་ལེན་འཐབ་ཐངས་གསལ་ཞུ་འབད།

ཁ ཤེས་ཡོན་དང་འབྲེལ་བའི་དཔྱེ་གཏམ་གྱི་རིགས་ཚུ་ ལོགས་སུ་བཏོན་ཏེ་བྲིས།

(ལས་སྣ་དེ་ལས་བརྟེན་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་འབད་ཐངས་ཡར་རྒྱས་གཏང་ཚུགས།)

ལྷན་ཐབས།

-   གསར་ཤོག།

-   པདྨའི་ཚེ་དབང་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   དགེ་སློང་སུམ་དར་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   ས་སྐྱ་ལེགས་བཤད།

-   ནོར་བུ་ལུགས་ཀྱི་བསྟན་བཅོས།

སྦྱོང་ཚན་གསུམ་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྲུང་དང་གཏམ་རྒྱུད། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ བརྗོད་དོན་དང་ བརྗོད་བྱ་
བཅུད་དོན་སོ་སོ་ཡོད་པའི་སྲུང་གི་རིགས་དང་ སྲུང་གི་ཁྱད་ཆོས་ཚུ་གི་སྐོར་ལས་ མཐིལ་ཕྱིན་སྦེ་ལྷབ་ཞིནམ་ལས་
སྙན་ཚིག་གིས་བརྒྱན་ཏེ་འབྲི་ཐངས་ རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ བསམ་ཚུལ་ཚུ་ སྲུང་གི་ཐོག་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་
ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་
མཐའ་འཁོར་ མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྲུང་གི་ཐོག་ལས་
རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་ དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། སྲུང་ལྷབ་དགོ་པའི་དགོས་པ་གཙོ་བོ་ར་ སྲུང་གི་བརྗོད་བྱ་ལས་བརྟེན་
ལེགས་སྤེལ་ཉེས་འགོག་ཟེར་ སྤང་བླང་གི་ཡོན་ཏན་ཚུ་འཐོབ་ཚུགས་པའི་ཁེ་ཕན་སྦོམ་ཡོདཔ་མ་ཚད་
འབྲུག་པའི་ཁ་རྒྱུན་གྱི་གཏམ་རྒྱུད་ཚུ་ཡང་ མང་རབས་ཅིག་ཡོདཔ་ལས་
ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ལུ་ཡང་ ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་
མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ སྲུང་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་
སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་
ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་
སློབ་ཕྲུག་ཚུ་གིས་ ལུང་ཕྱོགས་སོ་སོ་དང་ རྒྱལ་ཁབ་གཞན་གྱི་སྲུང་ཚུ་ཡང་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྲུང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་ཀྱི་གོ་རིམ་དང་འཁྲིལ་ཏེ་བྲི་དགོཔ་མ་ཚད་
    སྲུང་གི་བཀོད་ཐངས་ཟེར་ ཉམས་མ་འདྲཝ་ཚུ་གཞི་བཞག་སྟེ་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་
    རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྲུང་གི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. མ་འོངས་པའི་མེ་ལོང་། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་།)

ཀ ནང་གི་བསམ་པ་འདི་ཕྱིའི་འབད་བཞག་ལུ་བརྟེན་ཏེ་ཧ་གོ་ཚུགས།
ཟེར་བའི་བརྗོད་དོན་ཐོག་ལུ་རྩོད་འགྲན་འབད་ནི།

༢. ཉ་ཆེན་རོ་ཧི་ཏ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ བསམ་པ་བཟང་པོ་བསྐྱེད་དགོཔ་ཁག་ཆེ། ཟེར་བའི་ཐོག་ལུ་ གྲོས་བསྡུར་འབད་ནི།

༣. བསོད་ནམས་ཟད་ཁར་བསམ་ངན་འཆར། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་།)

ཀ རྒྱུ་ནོར་ལུ་འདོད་པ་བཙོང་མ་བཏུབ་པའི་སྐོར་ལས་ཁུངས་བཀལ།

༤. རི་བོང་ཅལ་སྒྲ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ ལཱ་མ་འབད་བའི་ཧེ་མ་བརྟགས་ཤིང་དཔྱད་དགོཔ་གལ་ཆེ་་ཚུལ་དང་ གལ་སྲིད་
བརྟགས་ཤིང་མ་དཔྱད་པར་ལཱ་འབད་བ་

> ཅིན་ གནོད་པ་དང་ཉེན་ཁ་ཡོད་ཚུལ་ཚུ་ བསམ་ཞིབ་ཀྱི་ཐོག་ལས་ཁུངས་བཀལ་ནི།

༥. འབྱུང་ཁུངས་མེད་པའི་མི། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་།)

ཀ སྲུང་སྒྲ་དག་གསལ་གསུམ་སྦེ་ལྷག་ཞིནམ་ལས་ མིང་ཚིག་ཚུ་གི་རྣམ་གྲངས་དང་འགལ་མིང་ ཁྱད་ཚིག་
དབྱེ་ཚིག་ཚུ་

> ངོས་འཛིན་འབད་དེ་ བརྗོད་པའི་ཐོག་ལས་ ལག་ལེན་འཐབ་བཅུག་ནི།

༦. ཤིང་དང་འདྲ་བའི་ཉོན་མོངས་པ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ ལཱ་ངན་པ་ཚུ་སྤང་ཞིནམ་ལས་ ལཱ་ལེགས་ཤོམ་ལུ་བརྩོན་པ་ཅིན་ཕན་ཐོགས་ཡོད་པའི་སྐོར་ལས་
བསམ་འཆར་བཀོད་ནི།

༧. ཤིང་རྟ་འཁོར་ལོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ ལས་རྒྱུ་འབྲས་ལུ་ཡིད་ཆེས་དང་ ལུས་ངག་ཡིད་གསུམ་གྱི་ལཱ་ཚུ་ བག་གཟོན་གྱི་སྒོ་ལས་
འབད་དགོཔ་ཁག་ཆེ་བའི་

> སྐོར་ལས་བསམ་ཞིབ་འབད་དེ་ བཅུད་དོན་བྲི་ནི།

ལྷན་ཐབས།

-   སྲུང་སྣ་ཕྱོགས་བསྡེབས། - (རྫོང་ཁ་གོང་འཕེལ་ལྷན་ཚོགས།)

-   འཇིག་རྟེན་འགྲོ་ལུགས་ཆོས་དང་འདྲེས་པའི་གཏམ། - འབྲུག་པ་རྡོ་རྗེ་རྒྱལ་མཚན།

-   ཁྱོསམ་རིགས་བདུན་གྱི་སྲུང་། - (རྒྱལ་འཛིན་སློབ་རིག་ཁང་།)

-   བསམ་སྤྱོད་ཤེས་ཡོན། - ཨ་བརྒྱཔ་བསོད་ནམས་སྟོབས་རྒྱས།

སྦྱོང་ཚན་བཞི་པ། བྲི་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ བྲི་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   ཉིན་ཐོའི་བསམ་ཞིབ།

-   ཡིག་འགྲུལ། (ལུགས་མཐུན་དང་ལུགས་ཡངས)

-   འབྲི་རྩོམ། (འགྲེལ་བཤད་འབྲི་རྩོམ་/ལོ་རྒྱུས་འབྲི་རྩོམ་/འཆར་སྣང་འབྲི་རྩོམ)

-   སྲུང་ཐུང་ཀུ།

-   སྙན་རྩོམ།

-   དཔེ་དེབ་བསྐྱར་ཞིབ།

-   མཉམ་གྲོགས་བསམ་ལན།

-   སྐད་སྒྱུར།

-   གསལ་བཤད།

སྦྱོང་ཚན་ལྔ་པ། ཉན་ནི་དང་སླབ་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༡༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
ཉན་སླབ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ ཉན་ནི་དང་སླབ་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་ ཉམས་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཉན་ནི་དང་སླབ་ནིའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   གྲ་སྒྲིག་མེད་པའི་གསལ་བཤད།

-   རྩོད་འགྲན།

-   ཚབ་རྩེད།

-   སྙན་རྩོམ་སྐྱོར་སྦྱང་། (བློ་ཟེ་/རྩང་མོ་/རྩོམ)

-   ཞབས་བྲོ་འཐེན་ནི།

-   ངག་རྩལ།

-   སྐད་སྒྱུར།

-   སྐད་ཤུགས་སྦེ་ལྷག་ནི།

སྦྱོང་ཚན་དྲུག་པ། སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   ཡིག་འགྲུལ་གྱི་འབྱུང་ཁུངས།

-   ཡིག་འགྲུལ་གྱི་ཁྱད་ཆོས།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་གཏང་ཡིག།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་ཞུ་ཡིག།

-   ཡི་གུའི་སྐྱེ་གནས།

-   དབྱངས་དང་གསལ་བྱེད་ སྔོན་འཇུག་དང་རྗེསའཇུག་གི་ རྗོད་སྒྲ།

-   ཕལ་སྐད་དང་ཞེ་སའི་དབྱེ་བ་དང་ ཕན་ཐོགས།

-   མིང་ཚིག་བརྗོད་པའི་རྣམ་གཞག།

-   ཁྱད་ཚིག།

-   དབྱེ་ཚིག།

-   ལ་དོན།

-   བྱེད་སྒྲ།

-   འབྱུང་ཁུངས།

-   འབྲེལ་སྒྲ།

-   ལྷག་བཅས།

-   རྒྱན་སྡུད།

-   ན་དང་ཅིན་གྱི་སྒྲ།

-   དེ་དང་ནེ་སྒྲ།

-   ནི་སྒྲ།

-   དང་སྒྲ།

-   ད་སྒྲ།

-   ཚིག་ཕྲད།

-   ཚག་ཤད།

-   བརྡ་རྟགས་ཀྱི་མིང་དང་ལག་ལེན།

-   བསྡུ་ཡིག།

-   དུས་གསུམ་དང་འཁྲིལ་བའི་ བྱ་ཚིག་གི་འདྲེན་ཚིག།

###### སློབ་རིམ་བརྒྱད་པ།

སྦྱོང་ཚན་དང་པ། ལྷག་རིག་དང་རྩོམ་རིག། འབྲི་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་
སྤྱིར་བཏང་འབྲི་རྩོམ་གྱི་ཁྱད་ཆོས་མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ འབྲི་རྩོམ་གྱི་དབྱེ་བ་ཁག་བཞི་
འགྲེལ་བཤད་འབྲི་རྩོམ་ ལོ་རྒྱུས་འབྲི་རྩོམ་ རྒྱུད་སྐུལ་འབྲི་རྩོམ་དང་
འཆར་སྣང་འབྲི་རྩོམ་གྱི་ཁྱད་རྣམ་ཚུ་ཁ་གསལ་སྦེ་ གོ་བ་ལེན་ཞིནམ་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་
ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
འབྲི་རྩོམ་སློབ་སྦྱོང་གི་ཐོག་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ འབྲི་རྩོམ་ཚུ་ལྷབ་སྟེ་
མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་
ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། འབྲི་རྩོམ་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་དང་མཐུན་པའི་ ཚིག་རྒྱན་
    ལག་ལེན་འཐབ་ནི་ཚུ་ མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་
    དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ལྷག་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    འབྲི་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(འགྲེལ་བཤད/ལོ་རྒྱུས/རྒྱུད་སྐུལ/འཆར་སྣང་འབྲི་རྩོམ)

ཀ འབྲི་རྩོམ་གྱི་དབྱེ་བ་མ་འདྲཝ་ལྷབ་དགོ་པའི་ཁུངས་དང་དགོས་པ་ག་ཅི་ཨིན་ན?

ཁ འབྲི་རྩོམ་འབྲིཝ་ད་ཁྱད་ཆོས་དང་འཁྲིལ་ཏེ་ ག་ཅི་འབད་བྲི་དགོཔ་ཨིན་ན?

> (ལས་སྣ་འདི་ལས་ སློབ་ཕྲུག་ཚུ་གིས་ གོ་བ་ལེན་ནི་དང་བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༢.

ལྷན་ཐབས།

-   གསར་ཤོག།

-   ཉེར་མཁོའི་སྒྲིག་ལམ་རྣམ་གཞག། - སྲོལ་འཛིན་ལས་ཁུངས།

-   སྒྲིག་ལམ་རྣམ་གཞག་གི་དེབ་ཐེར་ནོར་བུའི་འཕྲེང་བ། - རྒྱལ་གཟིམ་དྲག་ཤོས་རྡོ་རྗེ་རྒྱལ་མཚན།

སྦྱོང་ཚན་གཉིས་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྙན་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ སྙན་རྩོམ་གྱི་ལུས་ཚིག་བཅད་ལྷུག་སྤེལ་མའི་རང་བཞིན་ཚུ་
མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ ཚིག་རྒྱན་གྱི་རིག་པ་ལག་ལེན་འཐབ་སྟེ་ རང་གཞན་གྱི་མནོ་ལུགས་དང་
བསམ་ཚུལ་ཚུ་ རྩོམ་ཚིག་གི་ཐོག་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་
བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་ མཐའ་འཁོར་
མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྙན་རྩོམ་གྱི་ཐོག་ལས་ རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་
དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
སྙན་རྩོམ་གྱི་དབྱེ་བ་ལེ་ཤ་ཡོད་པའི་གྲས་ལས་ བློ་ཟེ་དང་རྩང་མོ་ལ་སོགས་པ་
རྫོང་ཁའི་སྙན་ཚིག་གི་གཞི་རྟེན་ཨིནམ་ལས་ ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ཡང་
ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་ མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་
སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་ ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་
སྙན་རྩོམ་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་
སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཨིང་ལིཤ་དང་
ཚངས་ལ་ལོ་ ལྷོ་མཚམས་ཀྱི་སྐད་ཡིག་ནང་ཡོད་པའི་ སྙན་རྩོམ་གྱི་རྣམ་གཞག་ཚུ་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྙན་རྩོམ་གྱི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ སྡེབ་སྦྱོར་དང་
    ཚིག་གི་གཅད་མཚམས་བསྒྲིག་དགོཔ་མ་ཚད་ དཔེ་དང་དཔེ་ཅན་དང་
    ཁྱད་གཞི་དང་ཁྱད་ཆོས་མཐུན་ཏོག་ཏོ་སྦེ་ བཀོད་ཞིནམ་ལས་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ རྩོམ་རྐྱབ་ནི་ཚུ་
    མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྙན་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(ཞབས་བྲོ་/རྩང་མོ་/བློ་ཟེ་/དཔྱེ་གཏམ་/བསླབ་བྱ་/གསལ་བཤད།)

ཀ ཚིག་འབྲུ་དྲུག་མའི་ཐོག་ལས་ སློབ་གྲྭ་ལུ་བསྟོད་པའི་རྩོམ་ ཚིགས་བཅད་གསུམ་རྐྱབ།

ཁ སྙན་རྩོམ་གྱི་དབྱེ་བ་ཚུ་ལས་ གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ བཤུད་བརྙན་གྱི་ཐོག་ལས་
དུས་ཡུན་སྐར་མ་༥འི་གསལ་ཞུ་ཅིག་

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> (ལས་སྣ་དེ་ཚུ་ལས་བརྟེན་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ རིག་སྤེལ་ རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཚུ་
> ཡར་རྒྱས་གཏང་
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> ཚུགས།)

༢. གླུ་དེབ་བློ་གསར་དགའ་སྟོན། - རྒྱལ་གཞུང་ཟློས་གར་སློབ་སྦྱོང་ལྟེ་བ། (ཚིགས་བཅད།)

ཀ ཚིག་འབྲུ་བརྒྱད་མའི་ཐོག་ལུ་ རྒྱལ་ཁབ་ལུ་བསྟོད་པའི་རྩོམ་ ཤོ་ལོ་ཀ་ ༣ གསར་རྩོམ་འབད།

ཁ འབོད་སྒྲའི་ཞབས་བྲོ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ།

(ལས་སྣ་དེ་ལས་བརྟེན་ གསར་གཏོད་དང་ བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༣. འབྲུག་གི་དཔྱེ་གཏམ། - དྲག་ཤོས་ཤེས་རབ་མཐའ་ཡས།

ཀ དཔྱེ་གཏམ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་དང་ ལག་ལེན་འཐབ་ཐངས་གསལ་ཞུ་འབད།

ཁ ཤེས་ཡོན་དང་འབྲེལ་བའི་དཔྱེ་གཏམ་གྱི་རིགས་ཚུ་ ལོགས་སུ་བཏོན་ཏེ་བྲིས།

(ལས་སྣ་དེ་ལས་བརྟེན་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་འབད་ཐངས་ཡར་རྒྱས་གཏང་ཚུགས།)

ལྷན་ཐབས།

-   གསར་ཤོག།

-   པདྨའི་ཚེ་དབང་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   དགེ་སློང་སུམ་དར་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   ས་སྐྱ་ལེགས་བཤད།

-   ནོར་བུ་ལུགས་ཀྱི་བསྟན་བཅོས།

སྦྱོང་ཚན་གསུམ་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྲུང་དང་གཏམ་རྒྱུད། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ བརྗོད་དོན་དང་ བརྗོད་བྱ་
བཅུད་དོན་སོ་སོ་ཡོད་པའི་སྲུང་གི་རིགས་དང་ སྲུང་གི་ཁྱད་ཆོས་ཚུ་གི་སྐོར་ལས་ མཐིལ་ཕྱིན་སྦེ་ལྷབ་ཞིནམ་ལས་
སྙན་ཚིག་གིས་བརྒྱན་ཏེ་འབྲི་ཐངས་ རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ བསམ་ཚུལ་ཚུ་ སྲུང་གི་ཐོག་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་
ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་
མཐའ་འཁོར་ མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྲུང་གི་ཐོག་ལས་
རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་ དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། སྲུང་ལྷབ་དགོ་པའི་དགོས་པ་གཙོ་བོ་ར་ སྲུང་གི་བརྗོད་བྱ་ལས་བརྟེན་
ལེགས་སྤེལ་ཉེས་འགོག་ཟེར་ སྤང་བླང་གི་ཡོན་ཏན་ཚུ་འཐོབ་ཚུགས་པའི་ཁེ་ཕན་སྦོམ་ཡོདཔ་མ་ཚད་
འབྲུག་པའི་ཁ་རྒྱུན་གྱི་གཏམ་རྒྱུད་ཚུ་ཡང་ མང་རབས་ཅིག་ཡོདཔ་ལས་
ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ལུ་ཡང་ ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་
མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ སྲུང་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་
སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་
ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་
སློབ་ཕྲུག་ཚུ་གིས་ ལུང་ཕྱོགས་སོ་སོ་དང་ རྒྱལ་ཁབ་གཞན་གྱི་སྲུང་ཚུ་ཡང་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྲུང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་ཀྱི་གོ་རིམ་དང་འཁྲིལ་ཏེ་བྲི་དགོཔ་མ་ཚད་
    སྲུང་གི་བཀོད་ཐངས་ཟེར་ ཉམས་མ་འདྲཝ་ཚུ་གཞི་བཞག་སྟེ་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་
    རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྲུང་གི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ཤ་བ་ཕོ་མོའི་བརྩེ་སེམས། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

ཀ རང་གི་ཕམ་དང་ སྤུན་ཆ་ གཉེན་ཉེཝ་ ལྟ་ལྟོ་ཚང་ འཆམ་མཐུནམ་ གདང་རས་ཁྱིམ་ཚང་ལ་སོགས་པ་དང་
མི་དང་

> སེམས་ཅན་ དྲག་ཞན་ཆེ་ཆུང་མེད་པར་ ཆ་མཉམ་ལུ་ འཚེ་མེད་ཞི་བའི་སྤྱོད་ལམ་གྱི་སྒོ་ལས་
> བྱམས་པ་དང་བརྩེ་བ་ སྙིང་
>
> རྗེའི་སེམས་བསྐྱེད་དགོ་པའི་སྐོར་ལས་ བསམ་ཞིབ་འབད་དེ་ངག་ཐོག་དང་ཡིག་ཐོག་ལས་བརྡ་སྤྲོད་འབད་ནི།

༢. ལས་ངན་བུ་མོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

ཀ སློབ་ཕྲུག་ཚུ་གིས་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་ཐངས་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་
སྒྲ་དག་གསལ་གསུམ་གྱི་

> སྒོ་ལས་སྲུང་རིགས་ཚུ་ལྷག་ནི།

༣. དེད་དཔོན་མཛའ་བོའི་བུ་མོའི་གཏམ་རྒྱུད། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ སློབ་ཕྲུག་ཚུ་གིས་ ལས་རྒྱུ་འབྲས་དང་ ཐ་དམ་ཚིག་གི་རྣམ་གཞག་ཚུ་ ཕྲ་ཞིང་ཕྲ་བ་སྦེ་ཤེས་ཐབས་ཀྱི་དོན་ལུ་
ཕ་བླ་

> མའི་ཞབས་ཏོག་ དྲིན་ཕ་མའི་དྲིན་ལན་ འགྲོ་བ་སེམས་ཅན་ཚུ་ལུ་
> བརྩེ་གདུང་རིས་མེད་བསྐྱེད་དགོ་པའི་སྐོར་ལས་ ཧ་གོ་
>
> ཞིནམ་ལས་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་ཐངས་ བྱམས་བརྩེ་ལྡན་ཐངས་ཚུ་ བསམ་ཞིབ་འབད་དེ་བྲི་ནི།

༤. དྭཝ་བུཚ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

ཀ མནོ་རིག་ཡར་རྒྱས་དང་ ཚིག་སྦྱོར་གྱི་རྣམ་གཞག་ལེགས་ཤོམ་སྦེ་ཤེས་ཐབས་ལུ་
རང་སོའི་གསར་གཏོད་ཀྱི་སྒོ་ལས་

> སྲུང་གསརཔ་ཚུ་བྲི་ནི།

༥. རྒྱལཔོ་ཐམས་ཅད་སྟེར། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དངོས་སྲུང་)

ཀ སློབ་ཕྲུག་ཚུ་གིས་ སྲུང་གི་བརྗོད་བྱ་ལུ་གཞི་བཞག་སྟེ་ གཞན་ཕན་བསམ་སྤྱོད་དང་ལྡན་པའི་ལས་སྣ་
ཡར་དཀོན་མཆོག་

> ལུ་མཆོད་པ་དང་ མར་ངན་སློང་ལུ་སྦྱིན་པ་གཏང་དགོ་པའི་སྐོར་ལས་ བསམ་ཞིབ་འབད་དེ་
> བསམ་བཀོད་འབད་ནི་དང་
>
> བསམ་ལན་བརྗེ་སོར་འབད་ནི།

༦. ཆང་། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

ཀ སློབ་ཕྲུག་ཚུ་གིས་ ཉེས་པ་གསུམ་གྱི་རྩ་བ་ཆང་ཨིན་པའི་སྐོར་ལས་ ཧ་གོ་ཞིནམ་ལས་ ཆང་གིས་
ཆོས་དང་འཇིག་རྟེན་

> གསོ་བ་གསུམ་ཆ་རའི་ཁ་ཐུག་ལས་ མ་བཏུབ་དང་གནོད་པ་ཡོད་ལུགས་ཀྱི་སྐོར་ལས་ ཁུངས་བཀལ་ནི།

ལྷན་ཐབས།

-   སྲུང་སྣ་ཕྱོགས་བསྡེབས། - (རྫོང་ཁ་གོང་འཕེལ་ལྷན་ཚོགས།)

-   འཇིག་རྟེན་འགྲོ་ལུགས་ཆོས་དང་འདྲེས་པའི་གཏམ། - (འབྲུག་པ་རྡོ་རྗེ་རྒྱལ་མཚན།)

-   ཁྱོསམ་རིགས་བདུན་གྱི་སྲུང་། - (རྒྱལ་འཛིན་སློབ་རིག་ཁང་།)

-   བསམ་སྤྱོད་ཤེས་ཡོན། - (ཨ་བརྒྱཔ་བསོད་ནམས་སྟོབས་རྒྱས།)

སྦྱོང་ཚན་བཞི་པ། བྲི་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ བྲི་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་དང་བརྡ་སྦྱོར་ མཛེས་ཆ་རིག་པ་
གསར་གཏོད་ དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   ཉིན་ཐོའི་བསམ་ཞིབ།

-   ཡིག་འགྲུལ། (ལུགས་མཐུན་དང་ལུགས་ཡངས)

-   འབྲི་རྩོམ། (འགྲེལ་བཤད་འབྲི་རྩོམ་/ལོ་རྒྱུས་འབྲི་རྩོམ་/འཆར་སྣང་འབྲི་རྩོམ)

-   སྲུང་ཐུང་ཀུ།

-   སྙན་རྩོམ།

-   དཔེ་དེབ་བསྐྱར་ཞིབ།

-   མཉམ་གྲོགས་བསམ་ལན།

-   སྐད་སྒྱུར།

-   གསལ་བཤད།

སྦྱོང་ཚན་ལྔ་པ། ཉན་ནི་དང་སླབ་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༡༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
ཉན་སླབ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ ཉན་ནི་དང་སླབ་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་ ཉམས་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཉན་ནི་དང་སླབ་ནིའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   གྲ་སྒྲིག་མེད་པའི་གསལ་བཤད།

-   རྩོད་འགྲན།

-   ཚབ་རྩེད།

-   སྙན་རྩོམ་སྐྱོར་སྦྱང་། (བློ་ཟེ་/རྩང་མོ་/རྩོམ)

-   ཞབས་བྲོ་འཐེན་ནི།

-   ངག་རྩལ།

-   སྐད་སྒྱུར།

-   སྐད་ཤུགས་སྦེ་ལྷག་ནི།

སྦྱོང་ཚན་དྲུག་པ། སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   སྐད་ཡིག་གི་གོ་དོན།

-   སྐད་ཡིག་གི་འབྱུང་ཁུངས།

-   རྒྱལ་ཡོངས་སྐད་ཡིག་གི་དགོས་པ་དང་ ཕན་ཐོགས།

-   ཡི་གུའི་འབྱུང་ཁུངས།

-   ཡི་གུའི་སྐྱེ་གནས།

-   དབྱངས་དང་གསལ་བྱེད་ སྔོན་འཇུག་དང་རྗེསའཇུག་གི་རྗོད་སྒྲ།

-   ཡིག་འགྲུལ་གྱི་འབྱུང་ཁུངས།

-   ཡིག་འགྲུལ་གྱི་ཁྱད་ཆོས།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་གཏང་ཡིག།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་ཞུ་ཡིག།

-   ཕལ་སྐད་དང་ཞེ་སའི་དབྱེ་བ་དང་ཕན་ཐོགས།

-   མིང་ཚིག་བརྗོད་པའི་རྣམ་གཞག།

-   ཁྱད་ཚིག།

-   དབྱེ་ཚིག།

-   ལ་དོན།

-   བྱེད་སྒྲ།

-   འབྱུང་ཁུངས།

-   འབྲེལ་སྒྲ།

-   ལྷག་བཅས།

-   རྒྱན་སྡུད།

-   ན་དང་ཅིན་གྱི་སྒྲ།

-   དེ་དང་ནེ་སྒྲ།

-   ནི་སྒྲ།

-   དང་སྒྲ།

-   ད་སྒྲ།

-   ཚིག་ཕྲད།

-   ཚག་ཤད།

-   བརྡ་རྟགས།

-   བསྡུ་ཡིག།

-   དུས་གསུམ་དང་འཁྲིལ་བའི་ བྱ་ཚིག་གི་འདྲེན་ཚིག།

##### Mathematics

###### Grade 7

**Number and Operations** (27 Hours)

-   Scientific Notation (4 hours )

    -   Translate numbers from scientific notation to standard form and
        vice versa

    -   Explore applications of scientific notation

    -   Solve problems involving operations of numbers written in
        scientific notation

-   Square Roots (4 hours)

    -   Solve problems involving square roots

    -   Develop an awareness that square roots are often irrational

    -   Find the approximate square root

-   Exponents (5 hours)

    -   Develop an understanding of exponents

    -   Apply the law of exponents

-   Rational and Irrational Numbers (4 hours)

    -   Apply knowledge of order of operations with rational numbers

    -   Justify if a given number is rational or irrational

    -   Give examples of rational and irrational numbers

    -   Place irrational numbers on a number line

-   Commercial Mathematics (7 hours) and [[Financial
    Literacy]{.underline}](https://docs.google.com/document/d/1PkVc_1woHdH6H5bOxKJ-nwGcMPhWrNOyu-jo_f1E1aw/edit?usp=sharing)

    -   Estimate and calculate various types of income, taxes, and
        deductions

    -   Explore and discuss various ways to make money

    -   Plan a personal budget

    -   Fill out Personal Income Tax from DRC website

-   Set Theory (3 hours)

    -   Use set language and notation to describe sets of numbers,
        shapes and objects, etc

    -   Determine whether an object belongs to a set or not and to
        classify objects into distinct sets

    -   Represent sets using Venn diagrams and carry out different
        operations on sets (A U B, etc\...)

    -   Apply set theory to solve problems in context

**Waypoint 2: Patterns and Algebra** **(39 hours)**

-   Polynomials (15 hours)

    -   Interpreting polynomial expressions

    -   Solve problems involving operations on polynomials

    -   Factorization of polynomials

-   Types of Data ( 2 hour)

    -   Understand the different types of data

    -   Differentiate between continuous and discrete data

    -   Give examples of continuous and discrete data

-   Patterns and Relationships (5 hours)

    -   Describe patterns given in tables, charts, graphs, and pictures

    -   Use models to represent and examine patterns and relationships

    -   Determine if a relationship is linear, quadratic, or exponential
        relationship

    -   Explore linear, exponential, and quadratic curves

<!-- -->

-   Scatter plots (3 hours)

    -   Consider whether the data represented by the scatter plot is
        continuous or discrete

    -   Distinguish between independent and dependent variables
        represented in a scatter plot

-   Graphs of Linear Relations (7 hours)

    -   Use the term slope to represent rise/run

    -   Determine the slope and *y*-intercept by examining a table or
        graph

    -   Sketch the graph of a linear relation

    -   Use a graph to determine the slope and y-intercept

    -   Determine the equation of a line using slope and y-intercept

-   Lines of best fit (3 hours)

    -   Draw and understand the line of best fit

    -   Determine the equation of the line

    -   Recognize the relationship between both the dispersion around
        the line of best fit and the slope of the line of best fit

-   Solving equations (5 hours)

    -   Solve equations algebraically

    -   Solve problems by graphing pairs of linear equations

    -   Solve single variable inequalities

**Waypoint 3: Measurement** **(19 hours)**

-   Volume (8 hours)

    -   Understand the relationship between volume, capacity, and mass

    -   Estimate and calculate the volume for prisms, cylinders,
        pyramids, cones, and spheres

    -   Solve problems that involve finding the dimensions of a shape
        when the volume is given

    -   Find the volume of composite shapes

-   Surface Area (8 hours)

    -   Estimate and calculate the surface area for prisms, cylinders,
        pyramids, cones, and spheres

    -   Solve problems that involve finding the dimensions of a shape
        when the surface area is given

    -   Find the surface area of composite shapes

-   Trigonometry (3 hours)

    -   Introduction to trigonometric identities using sine, cosine, and
        tangent rules

    -   Determine angle of elevation and angle of depression and use
        them to calculate problems related to heights and distances

    -   Calculate area of polygons using the concept of trigonometry

**Waypoint 4: Geometry (20 hours)**

-   Congruent Triangles (3 hours)

    -   Understand properties of congruent triangles

    -   Identify and apply congruency properties in triangles

    -   Interpret and use the symbol of congruence

    -   Examine what pieces of information are needed to guarantee a
        unique triangle

-   Similar Triangles (3 hours)

    -   Understand properties of similar triangles

    -   Identify and apply similar properties in triangles

    -   Interpret and use the symbol of similarity

-   Relating congruency and similarity (2 hour)

    -   Compare and contrast congruence and similarity as they relate to
        triangles

-   Transformations (11 hours)

    -   Apply translations, reflections, rotations, and dilatations to
        shapes on the coordinate plane, using mapping notation

    -   Describe the nature of a transformation based on a given mapping

    -   Understand, through hands-on investigation, properties of each
        transformation.

**Waypoint 5: Data Management and Probability (19 hours)**

-   Displaying Data (5 hours)

    -   Interpolate and extrapolate using a data set

    -   Draw inferences and conclusions from a number of data displays,
        particularly scatter plots

    -   Determine, discuss and justify, why a particular display is
        suited to a specific type of data, or to a given context or
        purpose

    -   Use relevant software (such as MS Excel, Graphmatica, Geogebra,
        etc.) to display data.

<!-- -->

-   Data Analysis (4 hours)

    -   Compare various methods of displaying data

    -   Examine how the choice of certain graphs can lead to errors in
        judgment

<!-- -->

-   Probability (10 hours)

    -   Determine the number of possible outcomes for independent events

    -   Calculate the probability of two independent events

    -   Distinguish between theoretical and experimental probability

    -   Conduct and design simple simulations involving both dependent
        and independent events

    -   Determine experimental probabilities for simulations

###### Grade 8

**Waypoint 1: Number and Operations (23 hours)**

-   Matrices (7 hours)

    -   Understand that matrices are used as a means of storing data

    -   Understand how the rows and columns of a matrix are identified

    -   Adding, subtracting, and multiplication- model, solve, and
        create problems

-   Network Problems (5 hours)

    -   Represent a network as a matrix

    -   Interpret a matrix in terms of a corresponding network situation

    -   Represent and solve network problems using matrices

-   Commercial Mathematics (7 hours)

    -   Solve problems involving purchases using idea of percentage

    -   Demonstrate an understanding of the long term difference between
        simple and compound interest

    -   Investigate both investments and financing situations

    -   Solve problems related to dividends and stocks using concepts of
        dividend, stock, shares, dividend rate, face value, market
        value, yield percentage

-   Sequence and Series (4 hours)

    -   Demonstrate understanding of the concept of Arithmetic
        Progression (AP) and Geometric Progression (GP)

    -   Calculate nth term (Tn) of AP and/or GP and the sum of the
        series (Sn) using concept of AP or GP

    -   Solve numerical problems related to Arithmetic mean and
        Geometric mean

**Waypoint 2: Patterns and Algebra (31 hours)**

-   Functional Relationships and Notation (5 hours)

    -   Understand the relationship between a relation and a function

    -   Start with functional relationships then apply the mathematical
        concept of function

    -   Use mathematical notation and vocabulary

<!-- -->

-   Interpreting Linear Functions and Relations (7 hours)

    -   Analyse graphs and tables to determine mathematical
        characteristics

    -   Interpret characteristics in relation to given contexts

    -   Explore dynamics of change

    -   Convert equations of line form one from to another (Slope and
        Intercept form, Point-slope form and two-point form)

    -   Create graphs given information in a variety of formats

    -   Create graphs for given information in a variety of formats
        using MS Excel/ Geogebra/ Graphmatica and others

-   Systems of Linear Equations (7 hours)

    -   Analyse and interpret a variety of situations and model
        algebraically as equations

    -   Solve linear equations by substitution, comparison and
        elimination method

    -   Determine the solution to an equation by graphing

-   Non-linear Equations (12 hours)

    -   Create graphs for given information using graphing software

    -   Sketch the graph of a quadratic function in factored form and
        vertex form

    -   Connect algebraic and geometric transformations to draw graphs

    -   Determine roots of quadratic equations

    -   Convert a quadratic equation to two linear equations by the
        factoring method

    -   Develop factoring strategies for polynomials in one variable
        that are products of degree one binomials

    -   Use the x-intercept to determine the solution of quadratic
        equations.

**Waypoint 3: Measurement (35 hours)**

-   Accuracy and Precision (3 hours)

    -   Definition of Accuracy and Precision

    -   Address precision issues when performing calculations on
        measurement data

    -   Express answers to problems with significant figures

-   Perimeter and Area (3 hours)

    -   Examine maximising area while restricting perimeter

    -   Examine minimising perimeter while restricting area

-   Volume, Capacity, and Surface Area (7 hours)

    -   Examine and calculate the surface area, capacity, and volume of
        3-D shapes

    -   Apply formulas for area, perimeter, surface area, and volume in
        a variety of contexts

    -   Understand the connection between volume and surface area

    -   Compare prism measurements

    -   Explore efficiency design of 2-D and 3-D using technology.

<!-- -->

-   Trigonometric Functions (15 hours)

    -   Investigate the three primary ratios between the lengths of
        pairs of sides in right angle triangles

    -   Relate reciprocal ratios to primary trig ratios

    -   Understand what identities are

    -   Test statements to see if they are identities

    -   Use the Pythagorean theorem to determine exact values for the
        sine, cosine, and tangent of 30°, 60° and 45° angles

    -   Use calculators to determine the trig ratios sin θ, cos θ, and
        tan θ

    -   Find areas of polygons using right triangle trigonometry

    -   Explore angles of elevation (measured from the horizon up) and
        angles of depression (measured from the horizon down) in real
        world settings

    -   Calculate side lengths and angles using trig ratios

    -   Solve bearing and vector problems using the Pythagorean theorem
        and/or trigonometric ratios

-   Angles and Arc Lengths (7 hours)

    -   Demonstrate an understanding of convention of signs, angles and
        magnitude of an angle

    -   Convert radians to degrees and vice versa.

    -   Calculate length of an arc and area of a sector in a circle

    -   Use relevant software

**Waypoint 4: Geometry (16 hours)**

-   Symmetry and Reasoning (7 hours)

    -   Compare 2-D and 3-D mirror and rotational symmetry

    -   Congruent triangles and angle properties

    -   Inductive and deductive reasoning

<!-- -->

-   Constructions (9 hours)

    -   Demonstrate the concepts of perpendicular and angle bisectors

    -   Locate incentres and circumcentres and construct incircles and
        circumcircles using perpendicular and angle bisector
        constructions

    -   Demonstrate the concepts of medians and altitudes of triangles

    -   Locate centroids (centres of gravity) and orthocentres using
        median and altitude constructions respectively.

**Waypoint 5: Data Management and Probability (19 hours)**

-   Data (6 hours)

    -   Collect data using various methods such as surveys,
        questionnaires, interviews, etc\...

    -   Compare various methods of displaying data which are grouped in
        intervals and evaluate their effectiveness: stem and leaf plots,
        box plots, and histograms

-   Correlations (5 hours)

    -   Develop an intuitive understanding of correlations

    -   Identify the difference between a strong and weak correlation
        based on the scatter plot and the value of the correlation
        coefficient

    -   Identify the difference between a negative and positive
        correlation based on the scatter plot and the value of the
        correlation coefficient

-   Curves of Best Fit (3 hours)

    -   Explore curve fitting for non-linear data

    -   Compare curves of linear and non-linear data

    -   Creating frequency polygons

    -   Identify situations that give rise to common distributions
        (e.g., U-shaped, skewed, and normal)

    -   Demonstrate an understanding of the properties of the normal
        distribution (e.g., the mean, median, and mode are equal; the
        curve (and data) is symmetric about the mean)

<!-- -->

-   Theoretical probability (5 hours)

    -   Understand the meaning of dependent and independent events

    -   Distinguish between two events that are dependent or independent
        using reasoning and calculations

    -   Apply probability to real life situations

##### Technology

Technology Domain views grades 7 & 8 as one developmental journey. The
focus is on equipping students with basic navigation skills,
keyboarding, media literacy, internet, and coding. Grade seven begins
with navigation and keyboarding skills. Throughout Grade 7 and 8,
individual students typing speed and accuracy is tracked. Each student
must have a minimum typing speed of 25 WPM (Words per minute) at the end
of grade 7 and a minimum typing speed of 35 WPM at grade 8.

we must equip our students with online learning skills. While learning
Online skills, students must learn time management strategies, avoid
distractions, stay motivated, and, importantly, search for online
courses.

Learners enrol in online courses that include a significant amount of
study to incorporate procedures such as research skills and debates. The
learners started an online course called \"Learning how to learn\".

Grade 8 learners focus on scaling up their acquired skills and working
on the areas they need to improve. The learning experiences in Grade 8
were a continuation to grade 7. The students continued to refine their
coding skills through Scratch and Code Monkey. The students were
required to design their animation and games using the Scratch Platform.
Once the coding foundation was established in the third learning phase,
the students were introduced to Html and CSS. They created basic web
pages and clarified how the various websites were created. It was the
first step to moving from being a consumer of technology to a creator.

The grade 8 students also selected their online courses based on their
area of interest. They must manage their own time to complete the
course. The students are assessed based on their navigation skills. The
focus is to help the learner acquire the skill to complete online
courses while managing time. Some students also participated in the
Robotic competition. Despite being new to Robotics, they could complete
all the assignments.

We were unable to explore technological breakthroughs as per the action
plans in the Domain Roadmap. In 2022, teachers will exchange weekly
articles with students. Learning Experiences will be allocated to talk
about the new technologies and share information. During Learning
Experiences, learners will also conduct research and identify articles
to share. There needs to be more focus on media literacy and how they
should behave on social media. As part of the curriculum, more emphasis
will be on learning the technical terminologies, with the aim that the
students should be able to provide recommendations on the latest
technologies. For example, she should recommend phones and laptops to
others based on the specifications and not based on the brand name.

###### Grade 7

The Technology Domain aims to help learners acquire skills of navigating
the computer, internet and applications. Learners learn to retrieve
information from the internet. They evaluate the information and store
the information and various digital resources in an organised manner for
easy retrieval or reuse in the future. Learners recognise similar
features and functions in digital environments and independently apply
those to new technology experiences. With these learning experiences,
students are also exposed to efficient technology operations and
management of their products. Students are also familiarised with
applications of Google Suite, and other domains take forward the use of
this application. This process brings in the idea that technology
learning is not only limited to the technology domain and how technology
is a tool for further enriching their learning.

The grade 7 learners are introduced to coding through Scratch and Code
Monkey Platform. Scratch is a block-based visual programming language
where learners can create games using blocks. Code Monkey platform for
beginners where the learners learn coding through games. The learners
inculcate coding skills through these platforms. Learners focus on
understanding how coding-decoding covers all aspects of learning and is
an essential skill across all domains. Learners identify through various
learning experiences how coding skill is being used in their daily life.
During the learning experiences, students use both platforms parallelly.
Through Code Monkey, they learn to understand codes and concepts,
develop problem-solving skills, and then demonstrate their learnings and
creativity through the Scratch Platform.

Navigation

-   Internet

-   Emails

-   Google Suite

-   Pages

-   Keynote

-   Imovie

-   Safari

Students will be introduced to:

-   Browsers

-   Search Engines

-   Website.

-   Motherboard

Fundamentals of Computer

-   Familiarise students with using a Mac computer.

-   Learn the basic setting and configuration.

-   Students will learn the computer terminology

-   How computer works

-   Hardware and Software

-   Operation system

-   Technical Terminology

Digital Literacy

-   Media Literacy

-   Social values and Norms as Digital Citizenship

-   Digital Footprint

-   Social Network

-   Plagiarism

-   Copyright

-   Reference

Multimedia

-   Video making using iMovie

-   Use various electronic devices

-   Video Blog

CodeMonkey

-   The student will learn programming concepts and work on their coding
    skills to solve the given tasks.

-   They should be able to at least complete code monkey fundamental
    part II, making sure that students understand the basic programming
    concepts.

Scratch programming

-   The student will be introduced to the Scratch block programming
    platform.

-   With a basic introduction, students will explore how to connect the
    concepts from code monkey with scratch block programming.

Online Course

-   Students will be introduced to online courses. All grade 7s will be
    doing the "Learning How to Learn" online course.

-   They will be given opportunities to present their learning from the
    online course.

Discussion and debates

-   The students will be encouraged to participate in debates and
    discussions

-   Teachers will share the latest technological breakthroughs with
    students

###### Grade 8

Code Monkey and Scratch Programming

-   Students will continue Code Monkey

-   They will complete all the stages of Code Monkey

-   From the concepts of CodeMonkey, they will learn to solve problems
    and implement the concepts in encryption and decryption

-   The students will work in a group and work on a project using
    Scratch programming

-   Meanwhile, they will continue to work on CodeMonkey

Online Courses

-   Each student will be required to select an online course.

-   In collaboration with the teacher, students will select a course
    that focuses on learning new skills.

-   Students will present their progression on the online course.

-   Time management and self-regulated learning will be encouraged.

Articles on Technological breakthroughs

-   Each week teachers will share an article on various breakthroughs

-   Students will go through the article and share their opinion during
    the Learning Experience

Robotics

-   Introduction to robotics

-   Introduction to Arduino

-   Interface with the basic sensor.

-   Block and text programming.

-   Various online simulations will be introduced to learn the
    fundamentals and design of robots

Navigation

-   Students will require to master the navigation of the software used
    to learn robotics

-   They will learn the function of each block

Robotics Activities

-   Explore various activities related to Robotics and implement them in
    the Learning Experiences.

-   Based on the concepts learned, the students should be able to bring
    creativity and design different block programs for robotics.

Robotics - Project in a group

-   Time Management

-   Creativity

-   Team skills

-   Responsibility and Accountability

-   Research

The Internet

-   How does the internet work?

-   Internet Protocol

-   Internet Service Provider

-   Domain Name

-   IP Address

-   Evolution of the Internet

-   Evolution of Technology

##### Aesthetics

##### Sports

##### Life Science

### Development Stage V

Development Stage 5 is for learners from ages 14 to 16 years. This stage
is important for the development of an independent and responsible
person for the future through various academic choices that will
influence their lives after school. This stage is a key decision-making
year for learners and they are provided with opportunities in academic
and other areas of learning. The learning opportunities help to realise
who they are, how their interests and aspirations are going to mould
their future -- their careers and their way of life. During this time,
learners develop their unique personality and opinions. At the same
time, these years of middle adolescence are marked by changes in how
teenagers think, feel, and interact with others, and how their bodies
grow. Most girls physically mature and complete puberty, while boys
might still be maturing physically. During this time, learners become
more concerned about their physical appearances, including but not
limited to body size, shape and weight.

The learning experiences designed for this development stage are to
respond to the needs of the adolescent brain. Various learning
opportunities are, therefore, provided to address a wide range of
self-directed investigations and to reflect upon their learning and the
world around them.

#### Cerebral Area of Development

At this stage, the learner generates potential solutions to problems in
a systematic fashion. The social context is more important at this
stage. Concrete examples are required to help children understand
abstract relationships. Also at this stage, the learner engages in more
abstract thinking and conceptual reasoning and becomes capable of going
beyond the concrete evidence. In addition, the learner at this stage
gains the ability to concentrate their thoughts on things that have no
existence. They develop the ability to perform a variety of tasks
involving the use of hypotheses. Their thoughts are often fostered by
placing them in a situation where they have to solve problems.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Cognitive  | -   Set personal goals based on their backstory and     |
|            |     continuously work towards achieving them;           |
|            |                                                         |
|            | -   Demonstrate reasoning skills in expressing ideas.   |
|            |                                                         |
|            | -   Apply reasoning skills effectively in processing    |
|            |     information appropriately and correctly.            |
|            |                                                         |
|            | -   Apply information gathered to enrich their          |
|            |     understanding of concepts.                          |
|            |                                                         |
|            | -   Use information gathered to express their opinions  |
|            |     strongly.                                           |
|            |                                                         |
|            | -   Make informed choices to achieve their goals.       |
|            |                                                         |
|            | -   Use the knowledge gained through learning           |
|            |     experiences in their personal life activities       |
|            |     effectively.                                        |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Critical   | -   Comprehend information from various                 |
| Thinking   |     perspectives/sources.                               |
|            |                                                         |
|            | -   Evaluate the accuracy, currency, credibility,       |
|            |     reliability, and relevancy of the information.      |
|            |                                                         |
|            | -   Identify strengths of evidence for their arguments  |
|            |     and claims.                                         |
|            |                                                         |
|            | -   Organise information to derive sense or meaning     |
|            |     from it.                                            |
|            |                                                         |
|            | -   Determine the usefulness of the information for a   |
|            |     given purpose.                                      |
|            |                                                         |
|            | -   Apply validity and reliability of the information.  |
|            |                                                         |
|            | -   Identify fallacies within information or arguments. |
|            |                                                         |
|            | -   Draw inferences and causal links between            |
|            |     information.                                        |
|            |                                                         |
|            | -   Determine the usefulness of the information.        |
|            |                                                         |
|            | -   Use deductive reasoning or logic to make            |
|            |     predictions about what might be true or what would  |
|            |     be true.                                            |
|            |                                                         |
|            | -   Justify the cause of actions.                       |
|            |                                                         |
|            | -   Solve different kinds of problems in both           |
|            |     conventional and innovative ways.                   |
|            |                                                         |
|            | -   Critique assumptions and solutions.                 |
|            |                                                         |
|            | -   Ask significant questions that clarify various      |
|            |     points of view which lead to better solutions.      |
|            |                                                         |
|            | -   Anticipate the consequences of different options    |
|            |     against set criteria.                               |
|            |                                                         |
|            | -   Identify the most desirable options that will lead  |
|            |     to an outcome.                                      |
|            |                                                         |
|            | -   Test the effectiveness of the option.               |
|            |                                                         |
|            | -   Apply concepts from domains to acquire various      |
|            |     skills.                                             |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Creative   | -   Express their feelings, opinions, and ideas through |
| thinking   |     various mediums.                                    |
|            |                                                         |
|            | -   Construct ideas based on the existing knowledge,    |
|            |     skills, and values.                                 |
|            |                                                         |
|            | -   Employ strong visual processing skills to           |
|            |     effectively analyse designs, proofread important    |
|            |     documents and make sense of visual representations  |
|            |     of data, such as graphs and tables.                 |
|            |                                                         |
|            | -   Design innovative projects/models/solutions.        |
|            |                                                         |
|            | -   Produce creative prototypes of activities.          |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Met        | -   Set goals and definite indicators of success,       |
| acognition |     self-monitor progress and provide self-feedback.    |
|            |                                                         |
|            | -   Adjust strategies and goals throughout the plans.   |
|            |                                                         |
|            | -   Develop an awareness of personal abilities, skills, |
|            |     interests, and motivations                          |
|            |                                                         |
|            | -   Relate the effects of current actions on future     |
|            |     endeavours.                                         |
|            |                                                         |
|            | -   Evaluate the best learning options and use them to  |
|            |     learn and refine their knowledge and skills.        |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Emotional Area of Development

In this stage, the learners demonstrate the ability to interpret
situations and draw the interconnectedness between emotions and thought
patterns. The learners examine the support system, regulate emotions
positively and recognise biases and how it affects themselves and
others. The learners demonstrate compassion and empathy towards others
without prejudice.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of emotional
development.

+-------------+--------------------------------------------------------+
| Components  | Learning Outcomes                                      |
+=============+========================================================+
| Sel         | -   Demonstrate self-efficacy when facing a            |
| f-awareness |     challenging situation                              |
|             |                                                        |
|             | -   Interpret past events and situations to explore    |
|             |     the connections between complex emotions, body     |
|             |     signals and thought patterns                       |
|             |                                                        |
|             | -   Maintain emotional balance in recognising          |
|             |     self-esteem, grit and confidence                   |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
| Self        | -   Demonstrate the ability to persevere and maintain  |
| -regulation |     confidence through challenges.                     |
|             |                                                        |
|             | -   examine other available support systems and coping |
|             |     skills to regulate emotions and stress             |
|             |                                                        |
|             | -   demonstrate an understanding that goal setting     |
|             |     supports short and long-term success               |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
| Social      | -   Demonstrate empathy and compassion by predicting   |
| Awareness   |     how one's own action affects the emotions,         |
|             |     thoughts and feelings of others                    |
|             |                                                        |
|             | -   Make reasoned judgments after analyzing            |
|             |     information, data, and facts for both personal and |
|             |     social problems in consideration of the short-term |
|             |     and long-term impacts                              |
|             |                                                        |
|             | -   Recognise that one\'s conscious and unconscious    |
|             |     biases affect interactions with others encourages  |
|             |     your teen to volunteer and become involved in      |
|             |     civic activities in her community.                 |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
| Relationsh  | -   Demonstrate empathy and compassion by predicting   |
| ip-building |     how one's own actions affect the emotions,         |
|             |     thoughts and feelings of others                    |
|             |                                                        |
|             | -   Make reasoned judgments after analyzing            |
|             |     information, data, and facts for both personal and |
|             |     social problems in consideration of the short-term |
|             |     and long-term impacts                              |
|             |                                                        |
|             | -   Recognise that one\'s conscious and unconscious    |
|             |     biases affect interactions with others encourages  |
|             |     your teen to volunteer and become involved in      |
|             |     civic activities in her community.                 |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+
|             |                                                        |
+-------------+--------------------------------------------------------+

#### Physical Area of Development

At this stage, the learner is concerned about the appearance. The
learner becomes critically aware of body size, shape and weight. The
learner also experiences an increased probability of acting on sexual
desires.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of physical
development. .

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Health and | -   Make healthy food choices by using knowledge and    |
| Well-being |     understanding of a balanced diet for personal       |
|            |     growth and development.                             |
|            |                                                         |
|            | -   Explain the relation between types of food intake   |
|            |     and physical activities and sports and dietary      |
|            |     supplements.                                        |
|            |                                                         |
|            | -   Make good decisions by applying knowledge and life  |
|            |     skills to reflect, analyze and make rational        |
|            |     decisions in preventing the misuse of medicines,    |
|            |     substances, or drugs.                               |
|            |                                                         |
|            | -   Realize that good water, sanitation, and hygiene    |
|            |     (WASH) are vital for healthy development and        |
|            |     practice at all times. Display a high level of      |
|            |     knowledge and skills in the management of personal  |
|            |     and community WASH.                                 |
|            |                                                         |
|            | -   Demonstrate appropriate body postures in life and   |
|            |     during activities. Apply scientific principles and  |
|            |     remedial exercises to correct body postures and     |
|            |     physiological efficiency.                           |
|            |                                                         |
|            | -   Explain the purpose and practice safety and         |
|            |     health-related concepts like keeping the body       |
|            |     appropriately hydrated, and wearing appropriate     |
|            |     clothes according to weather.                       |
|            |                                                         |
|            | -   Demonstrate safety measures (have proper attire,    |
|            |     remain adequately hydrated, playfield and equipment |
|            |     are developmentally appropriate and do warming      |
|            |     up-cooling down after the physical activities /fun  |
|            |     games).                                             |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Fitness    | -   Display ability to participate daily in moderate to |
|            |     vigorous physical activity resulting in             |
|            |     physiological responses sufficient to change        |
|            |     fitness status and skill improvement.               |
|            |                                                         |
|            | -   Use a range of tools such as movement analysis,     |
|            |     visualisation, practice and feedback techniques to  |
|            |     appraise, analyse and refine a range of movement    |
|            |     and fitness skill performances.                     |
|            |                                                         |
|            | -   Recognizing the importance of fitness, develop      |
|            |     personal fitness goals based on a personal fitness  |
|            |     profile to enhance health and fitness.              |
|            |                                                         |
|            | -   Display capacity to assess own and others'          |
|            |     performance and apply the correct techniques to     |
|            |     improve fitness.                                    |
|            |                                                         |
|            | -   Display leadership competency in advocating and     |
|            |     coordinating health and fitness activities in the   |
|            |     school or community.                                |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Sports     | -   Exhibit competence and motivation to take part in   |
|            |     one or more sports (contemporary or indigenous) for |
|            |     fun, fitness, and competitions                      |
|            |                                                         |
|            | -   Demonstrate a range of sports skills, tactics, and  |
|            |     strategies to respond to changing situations and    |
|            |     overcome opponents in individual or team sports     |
|            |     competitions.                                       |
|            |                                                         |
|            | -   Demonstrate knowledge and skills to perform at      |
|            |     least one or more track & field events.             |
|            |                                                         |
|            | -   Realise some basic principles and concepts of       |
|            |     training and conditioning for safety and            |
|            |     improvement of sports performance.                  |
|            |                                                         |
|            | -   Analyse their own and others' performance, and      |
|            |     apply the correct techniques to improve further..   |
|            |                                                         |
|            | -   Recognise elements of fair play, honesty, and       |
|            |     ethical behaviour and demonstrate these attributes  |
|            |     during play and other times.                        |
|            |                                                         |
|            | -   Display desirable social and emotional competencies |
|            |     (respect, cooperation, teamwork, resilience,        |
|            |     perseverance) during play and cope with both        |
|            |     winning and losing humbly.                          |
|            |                                                         |
|            | -   Demonstrate leadership qualities in coordinating    |
|            |     and organising sports activities (manager, coach,   |
|            |     referee, captain) at the school level.              |
|            |                                                         |
|            | -   Exhibit knowledge and understanding of rules,       |
|            |     rituals, traditions and socio-cultural significance |
|            |     of sports.                                          |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Social Area of Development

Learners imagine what it would be like if they were on their own at this
stage of development. They, often, tend to leave their parents for the
want of a best friend. Connecting with a close friend, learners desire
to overcome feelings of isolation and loneliness. They also demonstrate
a significant interest in romantic connections, but some may develop
when they cooperate and interact well with others. The learner
recognises that individuals are a product of their environment, with
past events and current circumstances influencing their personality and
behaviour.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of social development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Und        | -   Prioritise building on strengths and plan to work   |
| erstanding |     on areas of improvement.                            |
| oneself    |                                                         |
|            | -   Demonstrate knowledge of the career planning        |
|            |     process.                                            |
|            |                                                         |
|            | -   Understand others\' feelings, perceptions and       |
|            |     points of view and relate its significance to       |
|            |     building positive relationships.                    |
|            |                                                         |
|            | -   Evaluate the effects of requesting support from and |
|            |     providing support to others.                        |
|            |                                                         |
|            | -   Evaluate one\'s contribution in groups as a member. |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Und        | -   Analyse ways their behaviour may affect the         |
| erstanding |     feelings of others and adjust accordingly.          |
| others     |                                                         |
|            | -   Work cooperatively with others to implement a       |
|            |     strategy to address a need in the broader           |
|            |     community.                                          |
|            |                                                         |
|            | -   Encourage others to engage in activities to improve |
|            |     their school or community.                          |
|            |                                                         |
|            | -   Demonstrate respect for social and cultural norms   |
|            |     and values.                                         |
|            |                                                         |
|            | -   Participate in cultural activities and reflect on   |
|            |     experiences.                                        |
|            |                                                         |
|            | -   Explore the historical background of cultural       |
|            |     events and festivals.                               |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Und        | -   Understand the benefits of setting limits for       |
| erstanding |     themselves and others (boundaries).                 |
| rel        |                                                         |
| ationships | -   Practice strategies for maintaining positive        |
|            |     relationships (e.g. pursue shared interests and     |
|            |     activities, spend time together, give and receive   |
|            |     help, practise forgiveness.)                        |
|            |                                                         |
|            | -   Analyse how listening and talking accurately help   |
|            |     in preventing and resolving conflicts.              |
|            |                                                         |
|            | -   Access conflict resolution and problem-solving      |
|            |     resources (i.e. security, trusted adults, peer      |
|            |     mediators, counsellors)                             |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Spiritual Area of Development

At this stage, learners develop a richer understanding of themselves
through the acts of introspection and inner search. The learner becomes
capable of remaining conscious, attentive, and mindful of actions. This
stage also makes the learner informed about one's culture, traditions,
and identity. The learner takes part and exercises one's culture,
traditions, and identity with values and appreciation. At this stage,
the learner also becomes aware of their life. As such, the learner
understands what is cause and effect and informs them to take the right
actions. More so, the learner understands religion and spirituality and
remains informed of Four Noble Truths and Eightfold Paths. It is
expected that learners develop an understanding and practices of
altruism, empathy, compassion; integrity, and resilience. Learners
develop convictions and remain connected with supernatural realms and
supreme beings.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of spiritual
development.

+------------+---------------------------------------------------------+
| Components | Learning Outcomes                                       |
+============+=========================================================+
| Self       | -   Demonstrate an ability to reflect and understand    |
| -awareness |     oneself.                                            |
| and        |                                                         |
| Identity   | -   Exhibit the qualities of being attentive and        |
|            |     mindful.                                            |
|            |                                                         |
|            | -   Maintain the habits of introspection and            |
|            |     self-awareness.                                     |
|            |                                                         |
|            | -   Display the understanding of one's belongingness    |
|            |     and profiles, such as culture, tradition, and       |
|            |     identity.                                           |
|            |                                                         |
|            | -   Demonstrate and exercise one's sense of             |
|            |     belongingness and profiles, such as culture,        |
|            |     traditions, and identity.                           |
|            |                                                         |
|            | -   Develop a sense of appreciation and value towards   |
|            |     one's belongingness and profiles, such as culture,  |
|            |     morals, traditions, and identity.                   |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Meaning    | -   Demonstrate understanding of one's own life.        |
| and        |                                                         |
| Purpose of | -   Describe one's perspectives and way of life.        |
| Life       |                                                         |
|            | -   Explain the conceptual foundations of the cause and |
|            |     effect.                                             |
|            |                                                         |
|            | -   Demonstrate righteous behaviours based on the       |
|            |     principles of the cause and effect.                 |
|            |                                                         |
|            | -   Develop knowledge on the ethics of right and wrong  |
|            |     built based on societal and social norms.           |
|            |                                                         |
|            | -   Apply the ethics of right or wrong; or good or bad  |
|            |     based on societal and social norms.                 |
|            |                                                         |
|            | -   Develop an understanding of religion and            |
|            |     spirituality, and the centrality of the Four Noble  |
|            |     Truths and Eightfold Paths.                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Inner      | -   Develop an understanding of altruism, empathy,      |
| Goodness   |     compassion, and the sense of others.                |
|            |                                                         |
|            | -   Apply the concepts of benevolence, such as          |
|            |     altruism, empathy, and compassion in real-life      |
|            |     settings.                                           |
|            |                                                         |
|            | -   Apply the values, such as ethics, integrity, and    |
|            |     respect for others in real-life contexts.           |
|            |                                                         |
|            | -   Develop the spirit of grit (ngar-ངར), perseverance, |
|            |     resilience, and tolerance in real-life situations.  |
|            |                                                         |
|            | -   Nurture the spirit and habits of openness with the  |
|            |     evolving society and global trends.                 |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Beyond     | -   Respect individual differences and appreciate       |
| Self and   |     different cultures, traditions, and values.         |
| Others     |                                                         |
|            | -   Develop the traits of interconnectedness through    |
|            |     the acts of benevolence, such as altruism, empathy, |
|            |     and a sense of others without anything in return.   |
|            |                                                         |
|            | -   Apply the attributes of cohesion and collaboration  |
|            |     in real-life settings.                              |
|            |                                                         |
|            | -   Display the traits of being inquisitive in learning |
|            |     about themselves, others, and the world around      |
|            |     them.                                               |
|            |                                                         |
|            | -   Demonstrate an understanding of supernatural        |
|            |     realms, such as nirvana and supreme beings; and     |
|            |     some forms of connection with the universe around.  |
|            |                                                         |
|            | -   Develop beliefs and connections with supernatural   |
|            |     realms, such as nirvana and supreme beings; and     |
|            |     some forms of connection with the universe around.  |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+

#### Skills, Processes, and Watermarks

The following skills, processes, and watermarks are central to the
learner's wholistic development in this development stage. Learners get
to explore and develop these skills, processes, and watermarks through
the various learning experiences under seven learning domains.

+-----------------------+-----------------------+-----------------------+
| Skills                | Processes             | Watermarks            |
+=======================+=======================+=======================+
| Answering             | Analysis              | Adaptability          |
|                       |                       |                       |
| Awareness             | Articulation          | Aesthetic             |
|                       |                       |                       |
| Coding                | Choice                | Astute                |
|                       |                       |                       |
| Collaboration         | Collaboration         | Charismatic           |
|                       |                       |                       |
| Communication         | Communication         | Choice                |
|                       |                       |                       |
| Comparing             | Concept mapping       | Citizenship           |
|                       |                       |                       |
| Comprehension         | Coordinating          | Collaborative         |
|                       |                       |                       |
| Concentrating         | Creating              | Compassion            |
|                       |                       |                       |
| Coordination          | Demonstration         | Confidence            |
|                       |                       |                       |
| Creating              | Discussion            | Coordination          |
|                       |                       |                       |
| Creative thinking     | Engagement            | Creative              |
|                       |                       |                       |
| Critical thinking     | Evaluation            | Creativity            |
|                       |                       |                       |
| Critiquing            | Excursion             | Critical              |
|                       |                       |                       |
| Dancing               | Explanation           | Curiosity             |
|                       |                       |                       |
| Deciding              | Exploration           | Decisive              |
|                       |                       |                       |
| Decoding              | Feedback              | Discipline            |
|                       |                       |                       |
| Discussing            | Games                 | Empathy               |
|                       |                       |                       |
| Drawing               | Innovation            | Endurance             |
|                       |                       |                       |
| Examining             | Inquiry               | Fair play             |
|                       |                       |                       |
| First Aid             | Interaction           | Good manners          |
|                       |                       |                       |
| Fitness skills        | Introspection         | Gratitude             |
|                       |                       |                       |
| Flexibility           | Investigation         | Grit (ngar-ངར)        |
|                       |                       |                       |
| Following directions  | Journaling            | Healthy               |
|                       |                       |                       |
| Information literacy  | Logical reasoning     | Insightful            |
|                       |                       |                       |
| Interacting           | Mentoring             | Integrity             |
|                       |                       |                       |
| Listening             | Observation           | Interactive           |
|                       |                       |                       |
| Making friends        | Outdoor activities    | kindness              |
|                       |                       |                       |
| Media literacy        | Participation         | Language              |
|                       |                       |                       |
| Meta-cognition        | Playing               | Leadership            |
|                       |                       |                       |
| Movement              | Practice              | Observant             |
|                       |                       |                       |
| Moving                | Presentation          | Open-minded           |
|                       |                       |                       |
| Navigation            | Questioning           | Ownership             |
|                       |                       |                       |
| Negotiating           | Reading               | Patience              |
|                       |                       |                       |
| Observing             | Reflection            | Perseverance          |
|                       |                       |                       |
| Organising            | Report                | Reflective            |
|                       |                       |                       |
| Problem Solving       | Research              | Resilience            |
|                       |                       |                       |
| Reading               | Resourcefulness       | Resourceful           |
|                       |                       |                       |
| Reflecting            | Songs                 | Respect               |
|                       |                       |                       |
| Research              | Speaking              | Responsibility        |
|                       |                       |                       |
| Safety                | Teaching              | Rigour (ngar-ངར)      |
|                       |                       |                       |
| Saying no             | Training              | Self directed         |
| appropriately         |                       |                       |
|                       | Writing               | Self-Assessment       |
| Self-help             |                       |                       |
|                       |                       | Self-control          |
| Singing               |                       |                       |
|                       |                       | Sincerity             |
| Speaking              |                       |                       |
|                       |                       | Teamspirit            |
| Time management       |                       |                       |
|                       |                       | Teamwork              |
| Writing               |                       |                       |
|                       |                       | Tenacity              |
|                       |                       |                       |
|                       |                       | Tolerance             |
|                       |                       |                       |
|                       |                       | Trust                 |
+-----------------------+-----------------------+-----------------------+

#### Domains

The following domains, under this development stage, are to be used as
mediums by teachers to make learners develop skills and exhibit
watermarks towards actualising one's innate potential. The Bhutan
Baccalaureate learning process, therefore, facilitates meaningful and
enriching learning experiences in:

##### English

###### Grade 9

Close and critical reading, writing, speaking, and listening are the
emphases of Ninth Grade English. Learners will carefully examine
fiction, nonfiction, poetry, and drama, acquiring confidence with the
text itself as a means of understanding. Discussion topics range widely,
from how to read closely and develop an annotation style, to
considerations of character growth, themes, and narrative voice. From
discussions spring writing topics through which learners exercise and
hone their writing skills. Analytical writing assignments, moving from
the paragraph to the full critical essay, stress structure,
organisation, focus, the use of supporting data, and clarity of
expression. In fact, learners study concepts of grammar and usage with
an eye toward their function within formal writing. Grade nine also
provides opportunities for writing creatively and reflectively, as
learners become more aware of their own voices, perspectives, strengths
as learners, and processes as writers.

**[Reading list for the academic year 2022 for grade 9]{.mark}**

**[Group 1]{.mark}**

[**Novel** - (different for different groups)]{.mark}

[Flowers for Algernon by Daniel Keyes Or 17 novels from the library -
for each student]{.mark}

[**Essay** - Selective Essays from the New York Times.]{.mark}

[**Poetry** - Introduction to Poetry - Billy Collins]{.mark}

[- Having a Coke with you - Frank O'Hara]{.mark}

[- I carry your heart with me (i carry it in) - E.E Cummings]{.mark}

[- Since feeling is first - E E Cummings]{.mark}

[- One hundred Love Sonnets: XVII - Pablo Neruda]{.mark}

[**Short stories** - The sound of thunder by Ray Bradbury]{.mark}

[Tell-Tale heart - Edgar Allan Poe]{.mark}

[Contents of the dead man\'s pocket - Jack Finny]{.mark}

[Everyday use for your Grandmama - Alice Walker]{.mark}

[The seventh man - By Haruki Murakami]{.mark}

[There comes a time when people get tired - Martin Luther King]{.mark}

[Drama - *King Lear* (3-5 pages, from the web)]{.mark}

[[3 Minute Shakespeare: King
Lear]{.underline}](https://youtu.be/lAHA1GAYOtw)

**Content**

[Novel: 22 different novels. Learners will do a book report.]{.mark}

[**Essay**:]{.mark}

1.  [Selective essays from
    [[Rookiemag]{.underline}](https://www.rookiemag.com/) and Peky
    Samal's *Notes Selected Writings* . Learners will be introduced to a
    variety of texts from Bhutan and abroad. They will study the
    organisation of each of these essays, and their styles.]{.mark}

2.  [To Daddy, with Love - Peky Samal. Learners will read a local and
    contemporary work. They will discuss relationships and how they
    impact our lives.]{.mark}

[**Poetry**:]{.mark}

1.  [[*[Harlem]{.underline}*](https://www.youtube.com/watch?v=LYKiXg4rNOY)
    by Langston Hughes. Learners will discuss rhetorical devices, style
    (free verse) used to convey the meaning by Hughes. How Hughes
    informs the world of his situation and makes us feel almost
    guilty.]{.mark}

2.  [*Digging* by Seamus Heaney. Learners will discuss the generation
    gap in Bhutan.]{.mark}

3.  [*A moment of Happiness* by Rumi. Learners will be introduced to
    Islamic culture. They will discuss free verse poems.]{.mark}

4.  [Sonnet 18. Learners will discuss ancient writing styles.]{.mark}

5.  [Italian sonnet. Learners will study Italian sonnets in depth- their
    style, rhyme meter, and its history.]{.mark}

[**Short Stories**:]{.mark}

1.  [*The Sniper* by Liam O'Flaherty. Learners will discuss the atrocity
    of war ;its after impact.]{.mark}

2.  [Bhutanese Folktale. Learners will identify and discuss the elements
    of short stories.]{.mark}

3.  [*The Most Dangerous Game* by Richard Connell. Learners will discuss
    the susceptibility to change to the roles we play.]{.mark}

4.  [*Exchanging Turquoise for Happiness* by Dorji Penjore. Learners
    will discuss the significance of value.]{.mark}

[]{.mark}

**[Essay Writing]{.mark}**

[Persuasive Essay. Learners will formulate thesis statements. They will
elaborate on their thesis and make claims and learn to support them with
evidence.]{.mark}

[**Grammar**:]{.mark}

1.  [Indefinite Pronouns]{.mark}

2.  [Antonyms, Synonyms, Homophones, and Homonyms]{.mark}

3.  [Periodic Sentences]{.mark}

4.  [Imageries]{.mark}

5.  [Figures of Speech]{.mark}

6.  [Conjunction Coordinators and Co-relatives]{.mark}

7.  [Phrasal Verbs]{.mark}

8.  [Use Discourse Markers Correctly]{.mark}

**[Letter Writing]{.mark}**

-   **letter writing (block form)**

-   **[Essay
    writing](https://docs.google.com/document/d/1tiyzbYbPd48XPAsNVB0ocnTBAoIA3_QOwWUeO-eH3YM/edit)
    (narrative and realistic fiction)**

**[Play]{.mark}**

[*King Lear* On their own, learners will study the play and put up a
performance. Learners will learn to bring emotions to each character and
to try and relate to them.]{.mark}

[More
[[resources]{.underline}](https://www.theliterarymaven.com/2016/05/short-stories-high-school-middle-school.html)]{.mark}

**[Skills, processes and watermarks]{.mark}**

+-----------------------+-----------------------+-----------------------+
| [Skills]{.mark}       | [Processes]{.mark}    | [Watermarks]{.mark}   |
+=======================+=======================+=======================+
| [Teamwork]{.mark}     | [Reflection,]{.mark}  | [Curiosity,]{.mark}   |
|                       |                       |                       |
| [                     | [Peer                 | [Awareness,]{.mark}   |
| Collaboration]{.mark} | mentoring]{.mark}     |                       |
|                       |                       | [Re                   |
| [Listening]{.mark}    | [Design]{.mark}       | sourcefulness]{.mark} |
|                       |                       |                       |
| [Handwriting]{.mark}  | [Poetry]{.mark}       | [Creativity]{.mark}   |
|                       |                       |                       |
| [                     | [Relationship]{.mark} | [Choice]{.mark}       |
| Comprehension]{.mark} |                       |                       |
|                       | [Reading]{.mark}      | [Motivation]{.mark}   |
| [Analysis]{.mark}     |                       |                       |
|                       | [Analysing]{.mark}    | [Astute]{.mark}       |
| [Listening]{.mark}    |                       |                       |
|                       |                       |                       |
| [Speaking]{.mark}     |                       |                       |
|                       |                       |                       |
| [M                    |                       |                       |
| eta-cognition]{.mark} |                       |                       |
|                       |                       |                       |
| [Decision             |                       |                       |
| Making]{.mark}        |                       |                       |
|                       |                       |                       |
| [Articulation]{.mark} |                       |                       |
|                       |                       |                       |
| [Logical              |                       |                       |
| Thinking]{.mark}      |                       |                       |
|                       |                       |                       |
| [Research]{.mark}     |                       |                       |
|                       |                       |                       |
| [Ownership]{.mark}    |                       |                       |
+-----------------------+-----------------------+-----------------------+

## 

###### Grade 10

In Grade 10, learners should be able to express themselves clearly when
speaking and writing using correct grammar. Furthermore, they should be
able to critically analyse a wide variety of text when reading and their
listening skills should be at a higher level where they are able to
comprehend and analyse critically.

At this stage, learners should be able to contextualise a variety of
texts - fiction and non-fiction for critical reviews. The comprehension
strategies such as determining the purpose of the text, activation of
prior knowledge, connecting prior knowledge to the text, decoding the
text by identifying words and sentence meaning, visualising the
characters, setting and situations and questioning the text, would
augment reading strategies already learnt in the lower grades. Through
their reading, learners should be able to reflect on issues and values
that are universal and relevant.

In Writing, learners should be able to demonstrate their ability to
write compositions that are effective and focused on a specific purpose,
they should exhibit command of the conventions of spelling,
capitalisation, punctuation, grammar, usage, and sentence structure.

Through the texts they read, learners will learn to recognize and apply
stylistic choices of rhetorics, reasoning and organisation, and identify
claims made by writers and the evidence developed to support the claims.
Their writing should explore personal, cultural and national values. In
addition, learners maintain a journal and writing portfolio that shows
the best examples of personal, transactional and poetic writings.

**Content**

**Short Stories:**

1.  **Hey, Come on Out** by Shinichi Hoshi. Learners will discuss waste
    as a challenge and the possible solutions to the problem. Learners
    will explore what is rhetorics and present to the class. The teacher
    will supplement and guide the discussion. They will then discuss the
    rhetorics that the writer uses to convey his message. (For example-
    humour, ethics and satire)

2.  **Is he Living, or is he Dead?** By Mark Twain. Learners will
    discuss comprehension questions to fully understand the story. In
    addition, learners will discuss the message of the story, the claim
    that the writer is making about human nature and identify the
    evidence to support the writer's claim. Learners will explore what
    satire is and discuss how the story qualifies as satire.

3.  **The White Knight** by Eric Nicol. Learners will discuss and draw
    the story into comic strips focusing on the key events in the story
    for a gallery walk. Learners will explore what is an allegory and
    the claim that the writer is making through the message of the story
    and identify the evidence.

**Poems**

1.  **Presents from my Aunts in Pakistan** by Moniza Alvi (Lyric)
    Learners will critically analyse the poem to discuss how the poem
    qualifies as a lyrical poem.

2.  **To My Mother** by George Barker (Sonnet) Learners will explore the
    structure (stanzas, rhyming scheme, rhythm) of the poem and analysis
    considering the organisation of thought and the reasons applied.

3.  **Hope is the Thing with Feathers** by Emily Dickinson (Lyric)
    Learners will discuss the figurative language as rhetorical in
    nature that is used by the poet to heighten the effect that the poem
    is able to achieve on the readers.

4.  **Absence** by Elizabeth Jennings (Lyric) Learners will discuss the
    poetic devices used that highlight the stylistic choice by the poet.

**Essays**

1.  **Layaps Go Home** by Kinley Dorji (Descriptive) Learners will
    discuss the stylistic choices that the writer makes. Stylistic
    choices such as vocabulary, phrasal verbs and the syntax used.

2.  **Toasted English** R.K Narayan (Expository) Learners will discuss
    the organisation of the writer's thoughts and the argument she
    presents to support her claim.

3.  **Beauty and Body Image in the Media** by Jean Kilbourne(Persuasive)
    Learners will discuss and study situations and how the creators of
    media make strategic rhetorical choices based on the situations.

4.  **Progress** by Alan Lightman (Argumentative) Learners will analyse
    the reasoning used by the writer and the strategic organisation of
    the reasons to validate the claim made.

**Novel**

1.  **The Giver** by Lois Lowry. Learners read and analyse each chapter
    to gain critical awareness of the content in the novel. They will
    explore the symbols and themes to study science fiction and how it
    presents plausible futures for human beings. In addition, learners
    will critically analyse and study the claims made by the writer and
    how the claims are supported with evidence and logical reasoning.
    The teacher will guide the learners to discuss the stylistic choices
    made by the writer in telling a story that is organised and
    interesting.

**Play**

1.  **Totto Chan** by Tetsuko Kuroyanagi (A stage adaptation by Charmi
    Chadda). Learners will explore the context of the story and discuss
    the conventions of theatre analysing the setting, characters,
    conflict, and theme. Learners will not just read the play but
    experience it through roleplaying. Furthermore, they will learn the
    basics of theatre such as deck and directions, focus, attention and
    awareness of space and the character, and the imperative of body
    language in theatre.

**Grammar**

-   Modal auxiliaries

-   Indefinite pronouns

-   Antonyms, synonyms, and homonyms

-   Periodic sentences

-   Discourse markers

-   Phrasal verbs

-   Gerunds and participles

##### རྫོང་ཁ

###### སློབ་རིམ་དགུ་པ། 

སྦྱོང་ཚན་དང་པ། ལྷག་རིག་དང་རྩོམ་རིག། འབྲི་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་
སྤྱིར་བཏང་འབྲི་རྩོམ་གྱི་ཁྱད་ཆོས་མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ འབྲི་རྩོམ་གྱི་དབྱེ་བ་ཁག་གསུམ་
འཆར་སྣང་འབྲི་རྩོམ་ རྒྱུད་སྐུལ་འབྲི་རྩོམ་དང་ རྒྱས་བཤད་འབྲི་རྩོམ་གྱི་ཁྱད་རྣམ་ཚུ་ཁ་གསལ་སྦེ་
གོ་བ་ལེན་ཞིནམ་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་
ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
འབྲི་རྩོམ་སློབ་སྦྱོང་གི་ཐོག་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ འབྲི་རྩོམ་ཚུ་ལྷབ་སྟེ་
མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་
ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། འབྲི་རྩོམ་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་དང་མཐུན་པའི་ ཚིག་རྒྱན་
    ལག་ལེན་འཐབ་ནི་ཚུ་ མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་
    དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ལྷག་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    འབྲི་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྣང་འབྲི་རྩོམ་
རྒྱུད་སྐུལ་འབྲི་རྩོམ་/རྒྱས་བཤད་འབྲི་རྩོམ)

ཀ འབྲི་རྩོམ་གྱི་དབྱེ་བ་མ་འདྲཝ་ལྷབ་དགོ་པའི་ཁུངས་དང་དགོས་པ་ག་ཅི་ཨིན་ན?

ཁ འབྲི་རྩོམ་འབྲིཝ་ད་ཁྱད་ཆོས་དང་འཁྲིལ་ཏེ་ ག་ཅི་འབད་བྲི་དགོཔ་ཨིན་ན?

> (ལས་སྣ་འདི་ལས་ སློབ་ཕྲུག་ཚུ་གིས་ གོ་བ་ལེན་ནི་དང་བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༢.

ལྷན་ཐབས།

-   གསར་ཤོག།

-   ཉེར་མཁོའི་སྒྲིག་ལམ་རྣམ་གཞག། - སྲོལ་འཛིན་ལས་ཁུངས།

-   སྒྲིག་ལམ་རྣམ་གཞག་གི་དེབ་ཐེར་ནོར་བུའི་འཕྲེང་བ། - རྒྱལ་གཟིམ་དྲག་ཤོས་རྡོ་རྗེ་རྒྱལ་མཚན།

སྦྱོང་ཚན་གཉིས་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྙན་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ སྙན་རྩོམ་གྱི་ལུས་ཚིག་བཅད་ལྷུག་སྤེལ་མའི་རང་བཞིན་ཚུ་
མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ ཚིག་རྒྱན་གྱི་རིག་པ་ལག་ལེན་འཐབ་སྟེ་ རང་གཞན་གྱི་མནོ་ལུགས་དང་
བསམ་ཚུལ་ཚུ་ རྩོམ་ཚིག་གི་ཐོག་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་
བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་ མཐའ་འཁོར་
མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྙན་རྩོམ་གྱི་ཐོག་ལས་ རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་
དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
སྙན་རྩོམ་གྱི་དབྱེ་བ་ལེ་ཤ་ཡོད་པའི་གྲས་ལས་ བློ་ཟེ་དང་རྩང་མོ་ལ་སོགས་པ་
རྫོང་ཁའི་སྙན་ཚིག་གི་གཞི་རྟེན་ཨིནམ་ལས་ ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ཡང་
ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་ མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་
སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་ ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་
སྙན་རྩོམ་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་
སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཨིང་ལིཤ་དང་
ཚངས་ལ་ལོ་ ལྷོ་མཚམས་ཀྱི་སྐད་ཡིག་ནང་ཡོད་པའི་ སྙན་རྩོམ་གྱི་རྣམ་གཞག་ཚུ་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྙན་རྩོམ་གྱི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ སྡེབ་སྦྱོར་དང་
    ཚིག་གི་གཅད་མཚམས་བསྒྲིག་དགོཔ་མ་ཚད་ དཔེ་དང་དཔེ་ཅན་དང་
    ཁྱད་གཞི་དང་ཁྱད་ཆོས་མཐུན་ཏོག་ཏོ་སྦེ་ བཀོད་ཞིནམ་ལས་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ རྩོམ་རྐྱབ་ནི་ཚུ་
    མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྙན་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(ཞབས་བྲོ་/རྩང་མོ་/བློ་ཟེ་/དཔྱེ་གཏམ་/བསླབ་བྱ་/གསལ་བཤད།)

ཀ ཚིག་འབྲུ་དྲུག་མའི་ཐོག་ལས་ སློབ་གྲྭ་ལུ་བསྟོད་པའི་རྩོམ་ ཚིགས་བཅད་གསུམ་རྐྱབ།

ཁ སྙན་རྩོམ་གྱི་དབྱེ་བ་ཚུ་ལས་ གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ བཤུད་བརྙན་གྱི་ཐོག་ལས་
དུས་ཡུན་སྐར་མ་༥འི་གསལ་ཞུ་ཅིག་

> བཟོ།
>
> ག དཔྱེ་གཏམ་འདི་ ནམ་ལག་ལེན་འཐབ་དགོཔ་ཨིན་ན་དང་ ག་ཅི་འབད་ལག་ལེན་འཐབ་དགོཔ་ཨིན་ན?
>
> (ལས་སྣ་དེ་ཚུ་ལས་བརྟེན་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ རིག་སྤེལ་ རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཚུ་
> ཡར་རྒྱས་གཏང་
>
> ཚུགས།)

༢. གླུ་དེབ་བློ་གསར་དགའ་སྟོན། - རྒྱལ་གཞུང་ཟློས་གར་སློབ་སྦྱོང་ལྟེ་བ། (ཚིགས་བཅད།)

ཀ ཚིག་འབྲུ་བརྒྱད་མའི་ཐོག་ལུ་ རྒྱལ་ཁབ་ལུ་བསྟོད་པའི་རྩོམ་ ཤོ་ལོ་ཀ་ ༣ གསར་རྩོམ་འབད།

ཁ འབོད་སྒྲའི་ཞབས་བྲོ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ།

(ལས་སྣ་དེ་ལས་བརྟེན་ གསར་གཏོད་དང་ བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༣. འབྲུག་གི་དཔྱེ་གཏམ། - དྲག་ཤོས་ཤེས་རབ་མཐའ་ཡས།

ཀ དཔྱེ་གཏམ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་དང་ ལག་ལེན་འཐབ་ཐངས་གསལ་ཞུ་འབད།

ཁ ཤེས་ཡོན་དང་འབྲེལ་བའི་དཔྱེ་གཏམ་གྱི་རིགས་ཚུ་ ལོགས་སུ་བཏོན་ཏེ་བྲིས།

(ལས་སྣ་དེ་ལས་བརྟེན་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་འབད་ཐངས་ཡར་རྒྱས་གཏང་ཚུགས།)

༤. གསལ་བཤད། - མི་དབང་མངའ་བདག་རིན་པོ་ཆེའི་གསུང་བཤད།

ཀ མི་དབང་མངའ་བདག་རིན་པོ་ཆེའི་གསུང་བཤད་ཉན་ཏེ་ ཉམས་རྩལ་ ག་ཅི་ར་འདུག་ག་ཐོ་བཀོད་འབད་ནི།

ཁ དོན་ཚན་གང་རུང་གཅིག་ལུ་གཞི་བཞག་སྟེ་ སློབ་ཁང་ནང་ སྐར་མ་༣གསུམ་རིང་གསལ་བཤད་གཏང་ནི།

(ལས་སྣ་དེ་ལས་བརྟེན་ བརྡ་སྤྲོད་ཐངས་དང་ བློ་སྤོབས་ཚུ་ཡར་རྒྱས་གཏང་ཚུགས།)

༥. ཁ་བཤད།/རྩང་མོ།/བློ་ཟེ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།

ཀ ཁ་བཤད་མ་འདྲཝ་ ག་ཅི་ར་ཡོད་ག་ ཡོངས་འབྲེལ་ནང་ལས་ འཚོལ་ཞིབ་འབད་དེ་བྲི་བཅུག་ནི།

ཁ རྩང་མོའི་སྐོར་ལས་ ལས་འགུལ་བྲི་བཅུག་ནི།

ག བློ་ཟེ་གི་སྐོར་ལས་ སྡེ་ཚན་ནང་འབད་ ལས་འགུལ་བྲི་བཅུག་ནི།

(ལས་སྣ་དེ་ལས་བརྟེན་ ལམ་སྲོལ་ཤེས་ཡོན་ཚུ་ཧ་གོ་ཚུགས།)

ལྷན་ཐབས།

-   གསར་ཤོག།

-   པདྨའི་ཚེ་དབང་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   དགེ་སློང་སུམ་དར་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   ས་སྐྱ་ལེགས་བཤད།

-   ལེགས་བཤད་བླང་དོར།

-   ནོར་བུ་ལུགས་ཀྱི་བསྟན་བཅོས།

སྦྱོང་ཚན་གསུམ་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྲུང་དང་གཏམ་རྒྱུད། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ བརྗོད་དོན་དང་ བརྗོད་བྱ་
བཅུད་དོན་སོ་སོ་ཡོད་པའི་སྲུང་གི་རིགས་དང་ སྲུང་གི་ཁྱད་ཆོས་ཚུ་གི་སྐོར་ལས་ མཐིལ་ཕྱིན་སྦེ་ལྷབ་ཞིནམ་ལས་
སྙན་ཚིག་གིས་བརྒྱན་ཏེ་འབྲི་ཐངས་ རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ བསམ་ཚུལ་ཚུ་ སྲུང་གི་ཐོག་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་
ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་
མཐའ་འཁོར་ མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྲུང་གི་ཐོག་ལས་
རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་ དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། སྲུང་ལྷབ་དགོ་པའི་དགོས་པ་གཙོ་བོ་ར་ སྲུང་གི་བརྗོད་བྱ་ལས་བརྟེན་
ལེགས་སྤེལ་ཉེས་འགོག་ཟེར་ སྤང་བླང་གི་ཡོན་ཏན་ཚུ་འཐོབ་ཚུགས་པའི་ཁེ་ཕན་སྦོམ་ཡོདཔ་མ་ཚད་
འབྲུག་པའི་ཁ་རྒྱུན་གྱི་གཏམ་རྒྱུད་ཚུ་ཡང་ མང་རབས་ཅིག་ཡོདཔ་ལས་
ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ལུ་ཡང་ ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་
མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ སྲུང་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་
སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་
ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་
སློབ་ཕྲུག་ཚུ་གིས་ ལུང་ཕྱོགས་སོ་སོ་དང་ རྒྱལ་ཁབ་གཞན་གྱི་སྲུང་ཚུ་ཡང་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྲུང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་ཀྱི་གོ་རིམ་དང་འཁྲིལ་ཏེ་བྲི་དགོཔ་མ་ཚད་
    སྲུང་གི་བཀོད་ཐངས་ཟེར་ ཉམས་མ་འདྲཝ་ཚུ་གཞི་བཞག་སྟེ་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་
    རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྲུང་གི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. སྲསམོ་རྡོ་རྗེ་མོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (ཧ་ལས་སི་སི། རྣམ་སྨིན།)

༢. བླམ་པདྨ་སེངྒེའི་བཞད་བགད། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དགོད་བྲོ། བློ་གཏད་ཡིད་ཆེས།)

༣. ཨམ་འཐགམ་དང་སྲིནམོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཇིགས་སྣང་། བློ་སྟོབས།)

༤. བུམོ་ཉི་ཟླ་བཟང་མོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (དགའ་སྣང་། ཕྲག་དོག་སྤང་དགོཔ།)

ལྷན་ཐབས།

སྦྱོང་ཚན་བཞི་པ། ལྷག་རིག་དང་རྩོམ་རིག། ནང་ཆོས་བརྩི་མཐོང་། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ ནང་ཆོས་ཀྱི་གོ་དོན་དང་
ནང་ཆོས་ལས་བརྟེན་པའི་བརྩི་མཐོང་ཤེས་ཡོན་ སློབ་སྦྱོང་འབད་ཞིནམ་ལས་
བསམ་སྤྱོད་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ཚུགས་པའི་གོ་སྐབས་ཡོད།
ནང་ཆོས་དང་འབྲེལ་བའི་བརྗོད་གཞིའམ་བརྗོད་དོན་ཚུ་ལས་བརྟེན་ སེམས་རྒྱུད་ཞི་ཞིང་དུལ་བ་བཟོ་ཚུགསཔ་མ་ཚད་
ནང་པའི་ལྟ་བ་ འཚེ་མེད་ཞི་བའི་སྤྱོད་ལམ་དང་ལྡན་པའི་མནོ་བསམ་བཏང་སྟེ་
ལུས་ངག་ཡིད་གསུམ་གྱི་བྱ་བ་ལུ་འཇུག་ཚུགས། ལྷག་པར་དུ་
རྒྱལ་ཡོངས་དགའ་སྐྱིད་དཔལ་འཛོམས་ཀྱི་ལྟ་བ་འགྲུབ་ཐབས་ལུ་ གཙོ་བོ་སོ་སོའི་སེམས་ལུ་ཐུགཔ་ལས་བརྟེན་
སེམས་རྒྱུད་འདུལ་བའི་ཐབས་ལམ་འདི་ ནང་ཆོས་ཉམས་ལེན་ལུ་བརྩོན་དགོཔ་ཁག་ཆེ། སློབ་ཕྲུག་ཚུ་གིས་
ནང་ཆོས་སློབ་སྦྱོང་གི་ངོ་སྤྲོད་དང་ ཆོས་དང་འཇིག་རྟེན་གྱི་བྱ་གཞག་ ལྷ་ཆོས་དང་མི་ཆོས་ཀྱི་སྐོར་ལས་
ཆ་ཚང་སྟོན་པའི་སློབ་ཚན་ རྒྱལ་སྲས་ལག་ལེན་གྱི་དཔེ་ཆ་འདི་ འབད་བརྩོན་བསྐྱེད་དེ་
སློབ་སྦྱོང་འབད་དགོཔ་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ ནང་ཆོས་རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། ནང་ཆོས་བརྩི་མཐོང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ བྱམས་བརྩེ་དང་
    སྙིང་རྗེའི་སེམས་དང་ལྡན་དགོཔ་མ་ཚད་ ཕར་ཕྱིན་དྲུག་ བདེན་པ་བཞི་ འཕགས་ལམ་བརྒྱད་
    འཕགས་ནོར་བདུན་ཚུ་གི་གོ་དོན་ཚུ་ བསམ་ཞིབ་འབད་དེ་ རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    རྒྱལ་སྲས་ལག་ལེན་གྱི་རྩ་ཚིག་ཚུ་ཉན་ཏེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

-   རྒྱལ་སྲས་དངུལ་ཆུ་ཐོགས་མེད་ཀྱི་རྣམ་ཐར།

-   མཚན་དོན།

-   ཕྱག་མཆོད།

-   མཆོད་བརྗོད།

-   བརྩམ་དགོ་པའི་རྒྱུ་རྐྱེན།

-   དལ་འབྱོར་རྙེད་དཀའ་བསམ་དགོཔ།

-   ཕ་ཡུལ་སྤང་དགོཔ།

-   དགོན་པ་བསྟེན་དགོཔ།

-   ཚེ་བློས་གཏང་དགོཔ།

-   ཆ་རོགས་ངན་པ་སྤང་དགོཔ།

-   བླ་མ་བསྟེན་དགོཔ།

-   སྐྱབས་སུ་འགྲོ་དགོཔ།

-   སྡིག་པ་ལུ་འཛེམ་དགོཔ།

-   ཆོས་ལུ་དོན་གཉེར་བསྐྱེད་དགོཔ།

-   བྱང་སེམས་བསྐྱེད་དགོཔ།

-   བདེ་སྡུག་བརྗེ་དགོཔ།

-   ལུས་དང་ལོངས་སྤྱོད་བསྔོ་དགོཔ།

-   སྙིང་རྗེ་བསྒོམ་དགོཔ།

-   བྱང་སེམས་བསྐྱེད་དགོཔ།

-   མ་ཧནམ་སེམས་ཁར་བཞག་ནི་སྤང་དགོཔ།

-   ཤ་ཚ་ཧིང་ཚ་འབད་དགོཔ།

-   དམན་པ་གོང་དུ་བཀུར་དགོཔ།

-   སྡུག་བསྔལ་དང་དུ་བླང་དགོཔ།

-   ང་རྒྱལ་སྤང་དགོཔ།

-   རང་སེམས་རང་གིས་བཏུལ་དགོཔ།

ལྷན་ཐབས།

-   བསམ་སྤྱོད་ཤེས་ཡོན།

-   ཉེར་མཁོའི་སྒྲིག་ལམ་རྣམ་གཞག། - སྲོལ་འཛིན་ལས་ཁུངས།

-   སྒྲིག་ལམ་རྣམ་གཞག་གི་དེབ་ཐེར་ནོར་བུའི་འཕྲེང་བ། - རྒྱལ་གཟིམ་དྲག་ཤོས་རྡོ་རྗེ་རྒྱལ་མཚན།

-   སྡེ་སྲིད་རིམ་བྱོན།

-   རྫོང་གཞིས་དང་ལྷ་ཁང་གི་ཆགས་རབས།

སྦྱོང་ཚན་ལྔ་པ། བྲི་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ བྲི་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་དང་བརྡ་སྦྱོར་ མཛེས་ཆ་རིག་པ་
གསར་གཏོད་ ངར་ བཟོད་བསྲན་ དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་ཉམས་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   ཉིན་ཐོའི་བསམ་ཞིབ།

-   ཡིག་འགྲུལ། (ལུགས་མཐུན་དང་ལུགས་ཡངས)

-   འབྲི་རྩོམ། (འགྲེལ་བཤད་འབྲི་རྩོམ་/ལོ་རྒྱུས་འབྲི་རྩོམ་/འཆར་སྣང་འབྲི་རྩོམ)

-   སྲུང་ཐུང་ཀུ།

-   སྙན་རྩོམ།

-   དཔེ་དེབ་བསྐྱར་ཞིབ།

-   མཉམ་གྲོགས་བསམ་ལན།

-   སྐད་སྒྱུར།

-   གསལ་བཤད།

སྦྱོང་ཚན་དྲུག་པ། ཉན་ནི་དང་སླབ་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༡༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
ཉན་སླབ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ ཉན་ནི་དང་སླབ་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་
སྒྲ་དག་གསལ་གསུམ་ གསར་གཏོད་ དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་ ཉམས་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཉན་ནི་དང་སླབ་ནིའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   གྲ་སྒྲིག་མེད་པའི་གསལ་བཤད།

-   རྩོད་འགྲན།

-   ཚབ་རྩེད།

-   སྙན་རྩོམ་སྐྱོར་སྦྱང་། (བློ་ཟེ་/རྩང་མོ་/རྩོམ)

-   ཞབས་བྲོ་འཐེན་ནི།

-   ངག་རྩལ།

-   སྐད་སྒྱུར།

-   སྐད་ཤུགས་སྦེ་ལྷག་ནི།

སྦྱོང་ཚན་བདུན་པ། སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   སྐད་ཡིག་གི་གོ་དོན།

-   སྐད་ཡིག་གི་འབྱུང་ཁུངས།

-   རྒྱལ་ཡོངས་སྐད་ཡིག་གི་དགོས་པ་དང་ཕན་ཐོགས།

-   ཡི་གུའི་འབྱུང་ཁུངས།

-   ཡིག་འགྲུལ་གྱི་ཁྱད་ཆོས།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་གཏང་ཡིག།

-   སྔར་སྲོལ་དང་ ད་སྲོལ་གྱི་ཞུ་ཡིག།

-   ཞུ་ཚིག་གི་གོ་དོན་དང་ འབྲི་ཐངས་ཀྱི་ཁྱད་ཆོས།

-   གན་རྒྱ།

-   སྙན་ཞུ།

-   བཀའ་རྒྱ།

-   བཀའ་ཤོག།

-   འཕྲིན་ཡིག།

-   ཟིན་བྲིས།

-   ལས་རིམ།

-   གྲོས་གཞི།

-   གྲོས་ཆོད།

-   ངག་བརྗོད།

-   ཕལ་སྐད་དང་ཞེ་སའི་དབྱེ་བ་དང་ཕན་ཐོགས།

-   མིང་ཚིག་བརྗོད་པའི་རྣམ་གཞག།

-   ལ་དོན།

-   རྣམ་དབྱེ་བརྒྱད།

-   ལྷག་བཅས།

-   རྒྱན་སྡུད།

-   ན་དང་ཅིན་གྱི་སྒྲ།

-   དེ་དང་ནེ་སྒྲ།

-   ནི་སྒྲ།

-   དང་སྒྲ།

-   ད་སྒྲ།

-   ཚིག་ཕྲད།

-   ཚག་ཤད།

-   བརྡ་རྟགས་ཀྱི་མིང་དང་ལག་ལེན།

-   བསྡུ་ཡིག།

-   དུས་གསུམ་དང་འཁྲིལ་བའི་བྱ་ཚིག་གི་འདྲེན་ཚིག།

-   དུས་གསུམ་རྣམ་གཞག།

-   བྱེད་མེད་ལས་ཚིག་དང་སྨོན་ཚིག།

-   དམིགས་བསལ་རྗོད་སྒྲ།

-   རྫོང་ཁ་རོ་མཱན་འབྲི་ཐངས་ལམ་ལུགས།

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###### སློབ་རིམ་བཅུ་པ།

སྦྱོང་ཚན་དང་པ། ལྷག་རིག་དང་རྩོམ་རིག། འབྲི་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་
སྤྱིར་བཏང་འབྲི་རྩོམ་གྱི་ཁྱད་ཆོས་མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ འབྲི་རྩོམ་གྱི་དབྱེ་བ་ཁག་གཉིས་
རྒྱུད་སྐུལ་འབྲི་རྩོམ་དང་ རྒྱས་བཤད་འབྲི་རྩོམ་གྱི་ཁྱད་རྣམ་ཚུ་ཁ་གསལ་སྦེ་ གོ་བ་ལེན་ཞིནམ་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་
ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
འབྲི་རྩོམ་སློབ་སྦྱོང་གི་ཐོག་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ འབྲི་རྩོམ་ཚུ་ལྷབ་སྟེ་
མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་
ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། འབྲི་རྩོམ་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་དང་མཐུན་པའི་ ཚིག་རྒྱན་
    ལག་ལེན་འཐབ་ནི་ཚུ་ མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་
    དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ལྷག་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    འབྲི་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (རྒྱུད་སྐུལ་འབྲི་རྩོམ་/རྒྱས་བཤད་འབྲི་རྩོམ)

ཀ འབྲི་རྩོམ་གྱི་དབྱེ་བ་མ་འདྲཝ་ལྷབ་དགོ་པའི་ཁུངས་དང་དགོས་པ་ག་ཅི་ཨིན་ན?

ཁ འབྲི་རྩོམ་འབྲིཝ་ད་ཁྱད་ཆོས་དང་འཁྲིལ་ཏེ་ ག་ཅི་འབད་བྲི་དགོཔ་ཨིན་ན?

> (ལས་སྣ་འདི་ལས་ སློབ་ཕྲུག་ཚུ་གིས་ གོ་བ་ལེན་ནི་དང་བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༢.

ལྷན་ཐབས།

-   གསར་ཤོག།

-   ཉེར་མཁོའི་སྒྲིག་ལམ་རྣམ་གཞག། - སྲོལ་འཛིན་ལས་ཁུངས།

-   སྒྲིག་ལམ་རྣམ་གཞག་གི་དེབ་ཐེར་ནོར་བུའི་འཕྲེང་བ། - རྒྱལ་གཟིམ་དྲག་ཤོས་རྡོ་རྗེ་རྒྱལ་མཚན།

སྦྱོང་ཚན་གཉིས་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྙན་རྩོམ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ སྙན་རྩོམ་གྱི་ལུས་ཚིག་བཅད་ལྷུག་སྤེལ་མའི་རང་བཞིན་ཚུ་
མཐིལ་ཕྱིན་སྦེ་ཧ་གོ་ཞིནམ་ལས་ ཚིག་རྒྱན་གྱི་རིག་པ་ལག་ལེན་འཐབ་སྟེ་ རང་གཞན་གྱི་མནོ་ལུགས་དང་
བསམ་ཚུལ་ཚུ་ རྩོམ་ཚིག་གི་ཐོག་ལས་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་
བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་ ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་ མཐའ་འཁོར་
མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྙན་རྩོམ་གྱི་ཐོག་ལས་ རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་
དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན།
སྙན་རྩོམ་གྱི་དབྱེ་བ་ལེ་ཤ་ཡོད་པའི་གྲས་ལས་ བློ་ཟེ་དང་རྩང་མོ་ལ་སོགས་པ་
རྫོང་ཁའི་སྙན་ཚིག་གི་གཞི་རྟེན་ཨིནམ་ལས་ ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ཡང་
ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་ མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་
སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་ ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་
སྙན་རྩོམ་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་ སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་
སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཨིང་ལིཤ་དང་
ཚངས་ལ་ལོ་ ལྷོ་མཚམས་ཀྱི་སྐད་ཡིག་ནང་ཡོད་པའི་ སྙན་རྩོམ་གྱི་རྣམ་གཞག་ཚུ་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྙན་རྩོམ་གྱི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ སྡེབ་སྦྱོར་དང་
    ཚིག་གི་གཅད་མཚམས་བསྒྲིག་དགོཔ་མ་ཚད་ དཔེ་དང་དཔེ་ཅན་དང་
    ཁྱད་གཞི་དང་ཁྱད་ཆོས་མཐུན་ཏོག་ཏོ་སྦེ་ བཀོད་ཞིནམ་ལས་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ རྩོམ་རྐྱབ་ནི་ཚུ་
    མེད་དུ་མི་རུང་བ་ཅིག་ཨིནམ་ལས་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྙན་རྩོམ་གྱི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ལྷག་རིག་དང་སྐད་ཡིག། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།
(ཞབས་བྲོ་/རྩང་མོ་/བློ་ཟེ་/དཔྱེ་གཏམ་/བསླབ་བྱ་/གསལ་བཤད།)

ཀ ཚིག་འབྲུ་དྲུག་མའི་ཐོག་ལས་ སློབ་གྲྭ་ལུ་བསྟོད་པའི་རྩོམ་ ཚིགས་བཅད་གསུམ་རྐྱབ།

ཁ སྙན་རྩོམ་གྱི་དབྱེ་བ་ཚུ་ལས་ གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ བཤུད་བརྙན་གྱི་ཐོག་ལས་
དུས་ཡུན་སྐར་མ་༥འི་གསལ་ཞུ་ཅིག་

> བཟོ།
>
> ག དཔྱེ་གཏམ་འདི་ ནམ་ལག་ལེན་འཐབ་དགོཔ་ཨིན་ན་དང་ ག་ཅི་འབད་ལག་ལེན་འཐབ་དགོཔ་ཨིན་ན?
>
> (ལས་སྣ་དེ་ཚུ་ལས་བརྟེན་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ རིག་སྤེལ་ རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཚུ་
> ཡར་རྒྱས་གཏང་
>
> ཚུགས།)

༢. གླུ་དེབ་བློ་གསར་དགའ་སྟོན། - རྒྱལ་གཞུང་ཟློས་གར་སློབ་སྦྱོང་ལྟེ་བ། (ཚིགས་བཅད།)

ཀ ཚིག་འབྲུ་བརྒྱད་མའི་ཐོག་ལུ་ རྒྱལ་ཁབ་ལུ་བསྟོད་པའི་རྩོམ་ ཤོ་ལོ་ཀ་ ༣ གསར་རྩོམ་འབད།

ཁ འབོད་སྒྲའི་ཞབས་བྲོ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ།

(ལས་སྣ་དེ་ལས་བརྟེན་ གསར་གཏོད་དང་ བརྡ་སྤྲོད་ཀྱི་རིག་རྩལ་ཡར་རྒྱས་གཏང་ཚུགས།)

༣. འབྲུག་གི་དཔྱེ་གཏམ། - དྲག་ཤོས་ཤེས་རབ་མཐའ་ཡས།

ཀ དཔྱེ་གཏམ་གཅིག་གདམ་ཁ་རྐྱབ་སྟེ་ གོ་དོན་དང་ ལག་ལེན་འཐབ་ཐངས་གསལ་ཞུ་འབད།

ཁ ཤེས་ཡོན་དང་འབྲེལ་བའི་དཔྱེ་གཏམ་གྱི་རིགས་ཚུ་ ལོགས་སུ་བཏོན་ཏེ་བྲིས།

(ལས་སྣ་དེ་ལས་བརྟེན་ གོ་བ་ལེན་ཐངས་དང་ བརྡ་སྤྲོད་འབད་ཐངས་ཡར་རྒྱས་གཏང་ཚུགས།)

༤. གསལ་བཤད། - མི་དབང་མངའ་བདག་རིན་པོ་ཆེའི་གསུང་བཤད།

ཀ མི་དབང་མངའ་བདག་རིན་པོ་ཆེའི་གསུང་བཤད་ཉན་ཏེ་ ཉམས་རྩལ་ ག་ཅི་ར་འདུག་ག་ཐོ་བཀོད་འབད་ནི།

ཁ དོན་ཚན་གང་རུང་གཅིག་ལུ་གཞི་བཞག་སྟེ་ སློབ་ཁང་ནང་ སྐར་མ་༣གསུམ་རིང་གསལ་བཤད་གཏང་ནི།

(ལས་སྣ་དེ་ལས་བརྟེན་ བརྡ་སྤྲོད་ཐངས་དང་ བློ་སྤོབས་ཚུ་ཡར་རྒྱས་གཏང་ཚུགས།)

༥. ཁ་བཤད།/རྩང་མོ།/བློ་ཟེ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ།

ཀ ཁ་བཤད་མ་འདྲཝ་ ག་ཅི་ར་ཡོད་ག་ ཡོངས་འབྲེལ་ནང་ལས་ འཚོལ་ཞིབ་འབད་དེ་བྲི་བཅུག་ནི།

ཁ རྩང་མོའི་སྐོར་ལས་ ལས་འགུལ་བྲི་བཅུག་ནི།

ག བློ་ཟེ་གི་སྐོར་ལས་ སྡེ་ཚན་ནང་འབད་ ལས་འགུལ་བྲི་བཅུག་ནི།

(ལས་སྣ་དེ་ལས་བརྟེན་ ལམ་སྲོལ་ཤེས་ཡོན་ཚུ་ཧ་གོ་ཚུགས།)

ལྷན་ཐབས།

-   གསར་ཤོག།

-   པདྨའི་ཚེ་དབང་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   དགེ་སློང་སུམ་དར་བཀྲ་ཤིས་ཀྱི་བློ་ཟེ།

-   ས་སྐྱ་ལེགས་བཤད།

-   ལེགས་བཤད་བླང་དོར།

-   ནོར་བུ་ལུགས་ཀྱི་བསྟན་བཅོས།

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-   ཀ་རྩོམ་རིག་འཕེལ་མ།

སྦྱོང་ཚན་གསུམ་པ། ལྷག་རིག་དང་རྩོམ་རིག། སྲུང་དང་གཏམ་རྒྱུད། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ བརྗོད་དོན་དང་ བརྗོད་བྱ་
བཅུད་དོན་སོ་སོ་ཡོད་པའི་སྲུང་གི་རིགས་དང་ སྲུང་གི་ཁྱད་ཆོས་ཚུ་གི་སྐོར་ལས་ མཐིལ་ཕྱིན་སྦེ་ལྷབ་ཞིནམ་ལས་
སྙན་ཚིག་གིས་བརྒྱན་ཏེ་འབྲི་ཐངས་ རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ བསམ་ཚུལ་ཚུ་ སྲུང་གི་ཐོག་ལས་
ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་ནང་ བརྡ་སྤྲོད་ལེགས་ཤོམ་སྦེ་འབད་ཚུགས་པའི་ ལྕོགས་གྲུབ་དང་འཇོན་ཐང་
ཡར་དྲག་གཏང་ནིའི་དོན་ལུ་ བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། དེ་ཡང་ རང་བཞིན་གནས་སྟངས་དང་
མཐའ་འཁོར་ མཛེས་ཆ་རིག་པ་ལ་སོགས་པའི་བརྗོད་དོན་ཚུ་ སྲུང་གི་ཐོག་ལས་
རྟེན་འབྲེལ་གྱི་གོ་བརྡ་སྤྲོད་ཚུགསཔ་ལས་ དུས་རྒྱུན་དུ་ གསར་གཏོད་རིག་པ་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་
བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། སྲུང་ལྷབ་དགོ་པའི་དགོས་པ་གཙོ་བོ་ར་ སྲུང་གི་བརྗོད་བྱ་ལས་བརྟེན་
ལེགས་སྤེལ་ཉེས་འགོག་ཟེར་ སྤང་བླང་གི་ཡོན་ཏན་ཚུ་འཐོབ་ཚུགས་པའི་ཁེ་ཕན་སྦོམ་ཡོདཔ་མ་ཚད་
འབྲུག་པའི་ཁ་རྒྱུན་གྱི་གཏམ་རྒྱུད་ཚུ་ཡང་ མང་རབས་ཅིག་ཡོདཔ་ལས་
ལམ་སྲོལ་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ནི་ལུ་ཡང་ ཕན་ཐོགས་སྦོམ་ཡོདཔ་ལས་ སློབ་སྦྱོང་གི་དོན་ལུ་
མེད་དུ་མི་རུང་བའི་བརྗོད་གཞི་ཅིག་ཨིནམ་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ མིང་ཚིག་རྒྱ་སྐྱེད་
ག་དེ་དྲག་དྲག་ཡར་དྲག་གཏང་ཐབས་ལུ་བརྩོན་ནི་དང་ སྲུང་ཚུ་ལྷབ་སྟེ་ མནོ་རིག་གོང་འཕེལ་བཏང་ཞིནམ་ལས་
སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ་ཚུ་ སྐབས་འཐོབ་དང་བསྟུན་ཏེ་ ལག་ལེན་འཐབ་ཐངས་ཚུ་
ཞིབ་ཆ་སྦེ་སློབ་སྦྱོང་འབད་ནི་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་བཅའ་མར་གཏོགས་བཅུག་ནི་ཨིན། ལྷག་པར་དུ་
སློབ་ཕྲུག་ཚུ་གིས་ ལུང་ཕྱོགས་སོ་སོ་དང་ རྒྱལ་ཁབ་གཞན་གྱི་སྲུང་ཚུ་ཡང་ རིག་སྤེལ་གྱི་ཐོག་ལས་ལྷབ་ནི།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། སྲུང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ ཁྱད་ཆོས་ཀྱི་གོ་རིམ་དང་འཁྲིལ་ཏེ་བྲི་དགོཔ་མ་ཚད་
    སྲུང་གི་བཀོད་ཐངས་ཟེར་ ཉམས་མ་འདྲཝ་ཚུ་གཞི་བཞག་སྟེ་ སྙན་ཚིག་གིས་བརྒྱན་ཏེ་ དྲན་ཤེས་ཀྱི་སྒོ་ལས་
    རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། སྲུང་གི་ནང་ལུ་ ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    སྙན་རྩོམ་གྱི་དབྱེ་བ་སོ་སོའི་ཐོག་ལུ་སྦྱང་བ་གང་མང་འབད་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

༡. ཨང་རྒས་ཀྱི་རོ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

༢. སྒོ་རཔ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

༣. རི་དྭགས་རུ་རུ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

༤. བུམོ་གི་རང་བཞིན། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

༥. སངས་རྒྱས་དབང་མོ་དང་ལྦའུ། - རྒྱལ་འཛིན་ཤེས་རིག་ཚོགས་སྡེ། (འཆར་སྲུང་)

ལྷན་ཐབས།

-   བ་དགའ་ཅུ་ལྷམོ།

-   ཨ་ལུ་བཟོ་ཉེས།

-   རྒྱལ་སྲས་སྣང་བ་སྐྱིད་པོ།

-   རང་གྲོལ་དང་དབྱངས་སྒྲོན།

སྦྱོང་ཚན་བཞི་པ། ལྷག་རིག་དང་རྩོམ་རིག། ནང་ཆོས་བརྩི་མཐོང་། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༢༥)

སྦྱོང་ཚན་གྱི་དུས་ཡུན་ཧྲིལ་པོའི་རིང་ སློབ་ཕྲུག་ཚུ་གིས་ ནང་ཆོས་ཀྱི་གོ་དོན་དང་
ནང་ཆོས་ལས་བརྟེན་པའི་བརྩི་མཐོང་ཤེས་ཡོན་ སློབ་སྦྱོང་འབད་ཞིནམ་ལས་
བསམ་སྤྱོད་ཤེས་ཡོན་ཡར་རྒྱས་གཏང་ཚུགས་པའི་གོ་སྐབས་ཡོད།
ནང་ཆོས་དང་འབྲེལ་བའི་བརྗོད་གཞིའམ་བརྗོད་དོན་ཚུ་ལས་བརྟེན་ སེམས་རྒྱུད་ཞི་ཞིང་དུལ་བ་བཟོ་ཚུགསཔ་མ་ཚད་
ནང་པའི་ལྟ་བ་ འཚེ་མེད་ཞི་བའི་སྤྱོད་ལམ་དང་ལྡན་པའི་མནོ་བསམ་བཏང་སྟེ་
ལུས་ངག་ཡིད་གསུམ་གྱི་བྱ་བ་ལུ་འཇུག་ཚུགས། ལྷག་པར་དུ་
རྒྱལ་ཡོངས་དགའ་སྐྱིད་དཔལ་འཛོམས་ཀྱི་ལྟ་བ་འགྲུབ་ཐབས་ལུ་ གཙོ་བོ་སོ་སོའི་སེམས་ལུ་ཐུགཔ་ལས་བརྟེན་
སེམས་རྒྱུད་འདུལ་བའི་ཐབས་ལམ་འདི་ ནང་ཆོས་ཉམས་ལེན་ལུ་བརྩོན་དགོཔ་ཁག་ཆེ། སློབ་ཕྲུག་ཚུ་གིས་
ནང་ཆོས་སློབ་སྦྱོང་གི་ངོ་སྤྲོད་དང་ ཆོས་དང་འཇིག་རྟེན་གྱི་བྱ་གཞག་ ལྷ་ཆོས་དང་མི་ཆོས་ཀྱི་སྐོར་ལས་
ཆ་ཚང་སྟོན་པའི་སློབ་ཚན་ རྒྱལ་སྲས་ལག་ལེན་གྱི་དཔེ་ཆ་འདི་ འབད་བརྩོན་བསྐྱེད་དེ་
སློབ་སྦྱོང་འབད་དགོཔ་ཨིན།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བརྗོད་གཞི་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   དུས་ཚོད་དང་ས་གོ། རྩོམ་པ་པོའི་མནོ་ལུགས་དང་ གནས་སྟངས་ཚུ་ ནང་ཆོས་རྩོམ་རིག་གི་ཐོག་ལས་
    ཤེས་རྟོགས་འབད་དེ་ ནང་དོན་གྱི་བརྗོད་བྱ་ཚུ་འཚོལ་ཞིབ་འབད་ནི་དང་ ཕན་གནོད་ཀྱི་གནད་དོན་ཚུ་
    བསམ་ཞིབ་འབད་ནི།

-   གསར་གཏོད། ནང་ཆོས་བརྩི་མཐོང་གི་སྐབས་ལུ་ ཁག་ཆེ་ཤོས་འདི་ར་ བྱམས་བརྩེ་དང་
    སྙིང་རྗེའི་སེམས་དང་ལྡན་དགོཔ་མ་ཚད་ ཕར་ཕྱིན་དྲུག་ བདེན་པ་བཞི་ འཕགས་ལམ་བརྒྱད་
    འཕགས་ནོར་བདུན་ཚུ་གི་གོ་དོན་ཚུ་ བསམ་ཞིབ་འབད་དེ་ རིག་པ་གཡོག་བཀོལ་ནི་གལ་ཆེ།

-   ཚིག་སྦྱོར། ངག་ཐོག་དང་ཡིག་ཐོག་གཉིས་ཆ་ར་
    ཕན་ནུས་ཅན་གྱི་བརྡ་སྤྲོད་འབད་ནིའི་ལྕོགས་གྲུབ་དང་ལྡན་ནི་འདི་ དགོས་གལ་ཆེཝ་བཞིན་དུ་
    སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་འཇུག་ཐངས་ ཚུལ་བཞིན་ཤེས་དགོཔ་གལ་ཆེ།

སློབ་སྦྱོང་གཞི་བཀོད་དང་འབྲེལ་བའི་ རྩ་གཞུང་འདི་ནང་འཁོད་པའི་བྱ་རིམ་ཚུ་ སྦྱོང་ཚན་འདི་ནང་
ཁྱབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན། ཨིན་རུང་ གལ་གནད་ཅན་ཚུ་གཤམ་གསལ་བཞིན།

-   གོ་རྟོགས་ཚུགསཔ་སྦེ་ལྷག་ནི་དང་ཉན་ནི། རྩོམ་རིག་ཚུ་སྒྲ་དག་གསལ་གསུམ་གྱི་སྒོ་ལས་
    ལྷག་ཚུགས་པའི་ལྕོགས་གྲུབ་དང་ལྡན་ཞིནམ་ལས་ བརྗོད་དོན་འདིའི་ཐོག་ལུ་ བསམ་ཤེས་དང་དམིགས་ཡུལ་ཚུ་
    བསམ་ཞིབ་འབད་ནིའི་འཇོན་ཐང་དང་ལྡན་ནི།

-   རྩོད་འགྲན། རྩོམ་རིག་མ་འདྲཝ་ཚུ་ལས་ཐོབ་པའི་ བསམ་ཚུལ་དང་ ཡིད་ཆེས་ཀྱི་བློ་
    གསར་གཏོད་འབད་ནིའི་རིག་པ་ཐོབ་ཞིནམ་ལས་ སྒྲུབ་བྱེད་ཡང་དག་གི་སྒོ་ལས་
    རྒྱབ་སྣོན་སྦེ་བདེན་ཁུངས་བཀལ་ཚུགས།

-   དྲན་པ་བཏོན་ཏེ་ཉན་ནི་དང་སྦྱང་བ། རྒྱུ་མཚན་ལྡན་པའི་རྣམ་དཔྱོད་ཀྱི་སྒོ་ལས་
    བསམ་ཞིབ་འབད་ནིའི་དོན་ལུ་ རྩོམ་རིག་ཚུ་དྲན་པ་བཏོན་ཏེ་ཉན་ཞིནམ་ལས་
    ངར་ཤུགས་དང་བཟོད་བསྲན་བསྐྱེད་དེ་ ཚིག་རྒྱན་གྱིས་ཕྱུག་པའི་བརྡ་སྤྲོད་འབད་ཐབས་ལུ་
    རྒྱལ་སྲས་ལག་ལེན་གྱི་རྩ་ཚིག་ཚུ་ཉན་ཏེ་ གོ་དོན་འགྲེལ་བཤད་རྐྱབ་ནི།

སློབ་ཕྲུག་ཚུ་ལུ་ ཧེ་མ་ལས་ ཉམས་རྩལ་གྱི་རིགས་ རང་རྒྱུད་ལུ་སྦྱོར་ཚུལ་ཡང་ གཤམ་གསལ་བཞིན།

-   གདམ་ཁ། སློབ་ཕྲུག་ཚུ་གིས་ ཤེས་ཡོན་ཅན་གྱི་གདམ་ཁ་རྐྱབ་ཞིནམ་ལས་ ཁོང་རའི་གདམ་ཁ་ལུ་
    འོས་འབབ་ལྡན་པའི་སྒྲུབ་བྱེད་དང་རྒྱུ་མཚན་ཚུ་
    བསམ་ཞིབ་དང་རྒྱབ་སྐྱོར་འབད་ནིའི་ལྕོགས་གྲུབ་ཡར་རྒྱས་གཏང་ནི།

-   ངར། སློབ་ཕྲུག་ཚུ་གིས་ དམིགས་གཏད་འགྲུབ་ཐབས་ལུ་ ཤེས་འདོད་དང་ བརྩོན་འགྲུས་
    ཞིབ་ཆ་གསུམ་ཡར་རྒྱས་གཏང་ནི།

-   བཟོད་བསྲན། སློབ་ཕྲུག་ཚུ་གིས་ རིག་རྩལ་ལག་ལེན་དང་ བརྗོད་དོན་དང་འབྲེལ་བའི་ཤེས་ཡོན་ཚུ་
    འཆར་གཞིའི་རིམ་པ་ལྟར་ སྦྱང་ཚད་ཡར་སེང་གི་དོན་ལུ་ གདོང་ལན་འབད་ཚུགས་ནི།

-   སྙིང་རྗེ། སློབ་ཕྲུག་ཚུ་གིས་ ལྷད་མེད་ བདག་གཞན་མཉམ་བརྗེའི་སེམས་ཀྱིས་ཀུན་ནས་བླངས་ཏེ་
    ཡང་དག་པའི་རྟོག་པས་བརྒྱན་ཞིནམ་ལས་ རང་གཞན་གཉིས་ཆ་ར་ སྡུག་བསྔལ་ལས་བསྒྲལ་བའི་ཐབས་ལུ་
    ཧུར་བརྩོན་བསྐྱེད་ནི།

-   འགོ་ཁྲིད། སློབ་ཕྲུག་ཚུ་གིས་ གཞན་ཕན་བསམ་པས་ ཀུན་ནས་བླངས་ཏེ་ བརྩི་མཐོང་དང་
    བཟང་སྤྱོད་སེམས་ལུ་བརྒྱན་ཞིནམ་ལས་ དྲང་བདེན་དང་མཐུན་འབྲེལ་ཅན་གྱི་མི་སྡེ་ལུ་
    ཕན་པའི་ཆ་རྐྱེན་ལུ་དམིགས་ཏེ་ འགོ་ཁྲིད་ཀྱི་ཁྱད་ཆོས་ཚུ་ཡར་རྒྱས་གཏང་ནི།

དགོས་མཁོ།

-   རྒྱལ་སྲས་དངུལ་ཆུ་ཐོགས་མེད་ཀྱི་རྣམ་ཐར།

-   འདོད་ཡོན་ལོངས་སྤྱོད་སྤང་དགོཔ།

-   བདག་འཛིན་སྤང་དགོཔ།

-   ཞེན་ཆགས་སྤང་དགོཔ།

-   སྡུག་བསྔལ་འཁྲུལ་པར་བལྟ་དགོཔ།

-   སྦྱིན་པ་བཏང་དགོཔ།

-   ཚུལ་ཁྲིམས་བསྲུང་དགོཔ།

-   བཟོད་པ་བསྒོམ་དགོཔ།

-   བརྩོན་འགྲུས་བརྩམ་དགོཔ།

-   བསམ་གཏན་བསྒོམ་དགོཔ།

-   ཤེས་རབ་བསྒོམ་དགོཔ།

-   བྱ་བ་ངན་པ་སྤང་དགོཔ།

-   སྐུར་པ་བཏབ་ནི་སྤང་དགོཔ།

-   ཕུང་གཞི་སྤང་དགོཔ།

-   གདུག་ཁ་སྤང་དགོཔ།

-   ཉོན་མོངས་པའི་མགོ་གནོན་དགོཔ།

-   གཞན་དོན་བསྒྲུབ་དགོཔ།

-   དགེ་བ་བསྔོ་དགོཔ།

-   བརྩམས་པའི་དགོས་པ།

-   ཁེངས་པ་སྐྱུང་ཚུལ།

-   མཁས་པ་ཚུ་ལུ་བཟོད་གསོལ།

-   སྨོན་ལམ།

-   མཛད་བྱང་།

ལྷན་ཐབས།

-   བསམ་སྤྱོད་ཤེས་ཡོན།

-   སྒྲིག་ལམ་རྣམ་གཞག།

-   སྡེ་སྲིད་རིམ་བྱོན།

-   རྫོང་གཞིས་དང་ལྷ་ཁང་གི་ཆགས་རབས།

སྦྱོང་ཚན་ལྔ་པ། བྲི་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ བྲི་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ གོ་བ་ལེན་ནི་དང་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་དང་བརྡ་སྦྱོར་ མཛེས་ཆ་རིག་པ་
གསར་གཏོད་ ངར་ བཟོད་བསྲན་ དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་ཉམས་རྩལ་ཚུ་ལུ་
གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   ཉིན་ཐོའི་བསམ་ཞིབ།

-   ཡིག་འགྲུལ། (ལུགས་མཐུན་དང་ལུགས་ཡངས)

-   འབྲི་རྩོམ། (འགྲེལ་བཤད་འབྲི་རྩོམ་/ལོ་རྒྱུས་འབྲི་རྩོམ་/འཆར་སྣང་འབྲི་རྩོམ)

-   སྲུང་ཐུང་ཀུ།

-   སྙན་རྩོམ།

-   དཔེ་དེབ་བསྐྱར་ཞིབ།

-   མཉམ་གྲོགས་བསམ་ལན།

-   སྐད་སྒྱུར།

-   གསལ་བཤད།

སྦྱོང་ཚན་དྲུག་པ། ཉན་ནི་དང་སླབ་ནི། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༡༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
ཉན་སླབ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ ཉན་ནི་དང་སླབ་ནིའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་
སྒྲ་དག་གསལ་གསུམ་ གསར་གཏོད་ རིམ་སྒྲིག་ དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་དང་
ཉམས་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ ཉན་ནི་དང་སླབ་ནིའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   གྲ་སྒྲིག་མེད་པའི་གསལ་བཤད།

-   རྩོད་འགྲན།

-   ཚབ་རྩེད།

-   སྙན་རྩོམ་སྐྱོར་སྦྱང་། (བློ་ཟེ་/རྩང་མོ་/རྩོམ)

-   ཞབས་བྲོ་འཐེན་ནི།

-   ངག་རྩལ།

-   སྐད་སྒྱུར།

-   སྐད་ཤུགས་སྦེ་ལྷག་ནི།

སྦྱོང་ཚན་བདུན་པ། སྐད་ཡིག་དང་ཡི་གུའི་སྦྱོར་བ། (སྦྱོང་ཡུན་ ཆུ་ཚོད་ ༣༠)

སྦྱོང་ཚན་འདི་ རྣམ་པ་ཐ་དད་ཀྱི་ཐོག་ལས་སློབ་སྦྱོང་འབད་ནི་མེན་པར་
སྦྱོང་ཚན་དང་པ་ལས་གསུམ་པའི་བརྗོད་དོན་ཚུ་ ནང་འབྲེལ་འབད་དེ་
སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བ་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ གཙོ་བོར་བཏོན་ཏེ་ ལྷབ་དགོཔ་ཨིན།
གོང་གི་སྦྱོང་ཚན་གསུམ་ཆ་ར་ཡར་རྒྱས་ཀྱི་དོན་ལུ་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་སྦྱོང་ཚན་འདི་
མེད་ཐབས་མེད་པར་མཁོ་བའི་བརྗོད་གཞི་གཙོ་བོ་ཅིག་ཨིན། སྦྱོང་ཚན་གསུམ་ནང་
འགབ་ཚུགསཔ་སྦེ་བཀོད་དེ་ཡོད་པའི་བརྗོད་དོན་ཚུ་ སློབ་སྦྱོང་འབད་བའི་ནམ་དུས་ལུ་
སྦྱོང་ཡུན་གྱི་དཔྱ་བགོ་དང་འཁྲིལ་ཏེ་ དྲན་པ་བཏོན་ནི་དང་ གོ་བ་ལེན་ནི་ བརྡ་སྤྲོད་ ཚིག་སྦྱོར་ གསར་གཏོད་
དཀའ་ངལ་སེལ་ཐབས་ལ་སོགས་པའི་རིག་རྩལ་ཚུ་ལུ་ གཙོ་རིམ་བཟུང་སྟེ་འགྲུབ་ཚུགསཔ་འབད་དགོཔ་ཨིན།

སྦྱོང་ཚན་འདིའི་རིང་ལུ་ སློབ་ཕྲུག་ཚུ་གིས་ སྐད་ཡིག་དང་ཡི་གུ་སྦྱོར་བའི་ལས་སྣ་མ་འདྲཝ་ཚུ་ནང་
བཅའ་མར་གཏོགས་ཞིནམ་ལས་ དུས་རྒྱུན་དབྱེ་ཞིབ་ཀྱི་ཆ་ཤས་འགྲུབ་ཐབས་ལུ་
གཤམ་འཁོད་ཀྱི་བརྗོད་དོན་གུར་སློབ་སྦྱོང་འབད་ནི་ཨིན།

-   སྐད་ཡིག་གི་འབྱུང་ཁུངས།

-   རྒྱལ་ཡོངས་སྐད་ཡིག་གི་དགོས་པ་དང་ཕན་ཐོགས།

-   ཡི་གུའི་འབྱུང་ཁུངས།

-   ཞུ་ཚིག།

-   གན་རྒྱ།

-   སྙན་ཞུ།

-   བཀའ་རྒྱ།

-   བཀའ་ཤོག།

-   ངག་བརྗོད།

-   རྣམ་དབྱེ་བརྒྱད།

-   ལྷག་བཅས

-   རྒྱན་སྡུད།

-   ཕྲད་རང་དབང་ཅན་རྐྱང་པའི་ཕྲད།

-   སྡེ་ཚན་ཅན་གྱི་ཕྲད།

-   ཚག་ཤད།

-   བསྡུ་ཡིག།

-   དུས་གསུམ་དང་འཁྲིལ་བའི་ བྱ་ཚིག་གི་འདྲེན་ཚིག།

-   དུས་གསུམ་རྣམ་གཞག།

-   བྱེད་མེད་ལས་ཚིག་དང་སྨོན་ཚིག།

-   དམིགས་བསལ་རྗོད་སྒྲ།

-   རྫོང་ཁ་རོ་མཱན་འབྲི་ཐངས་ལམ་ལུགས།

##### Mathematics

##### Technology

Technology Domain views grades 9 & 10 as one developmental journey. The
focus was on equipping the students with advanced coding skills. They
were introduced to the Python programming language. This two-year
journey strengthens many skills and abilities such as logical thinking,
creative abilities, and abstract ideas; these transferable skills may be
utilised in other domains. Students develop algorithmic thinking skills
and an understanding of the computer science principles that underpin
all digital technologies. They become aware of what is and is not
possible with computing, making judgments and informed decisions as
digital world citizens. Students learn core programming concepts and how
to take advantage of the capabilities of computers so that they can
become creators of digital technologies, not just users. They develop an
understanding of how computer data is stored, how all the information
within a computer system is presented using digits, and the impact that
different data representations have on the nature and use of this
information.

The students learned the installation process of various Python IDEs and
how to create virtual environments. They understood the virtual
environment and why it is crucial for Python Development. It also
provided an opportunity to discuss various technological advancements in
virtual and augmented reality.

The articles shared in the learning experiences were also designed to
understand technology as a discipline and how it differs from other
disciplines. They learned to critique the impact of technology on
societies and the environment and to explore how different peoples value
developments and outcomes in different times. They develop an
appreciation of the socially embedded nature of technology and become
increasingly able to engage with current and historical issues and
explore future scenarios.

Students in grades 9 and 10 have the option of selecting their online
courses. They will get fifteen minutes of Intensive Learning Experiences
to work on their online courses. Students are assessed by their teachers
based on the courses they take. For example, if a student is studying
the Python programming language, he or she may be instructed to create a
Python application. If the student is learning about Cyber Security, he
or she will be asked to present.

One of the significant realisations was that learning programming is not
for everyone. At the beginning of the year, a few students from grade 10
approached and requested to learn Movie making skills rather than
programming. They all aspire to become animators, content creators and
movie makers. Along with the students, we changed and curated the
curriculum. These students were required to learn the basic skills of
animation, scripting, direction, video editing, and using the DSLR
camera. They were then given the task of creating learning experience
videos. To further improve their skills, they attended a workshop
organised by students from NID (National Institute of Design). Going
forward, they will continue working on learning new skills. They will be
creating the learning experience videos from this year.

###### 

###### Grade 9

Online Course

-   Students will do an online course on the topics they are interested
    in.

-   They will present their takeaway from the online course, twice a
    year.

Awareness

-   Teachers will share the latest technological breakthroughs every
    week

-   Encourage students to appreciate the changes brought in by
    technology.

-   Debates and discussions will be encouraged.

HTML

-   Introduction

-   HTML Tags

-   Why is the website important?

-   Why are there different websites for different businesses and
    corporations?

-   Revenue generated by websites

CSS

-   Students will learn to link HTML and CSS

-   They can showcase their creativity in design with the help of CSS

-   The Aesthetics of a website can be improved using CSS

HTML and CSS

-   Students have experience in coding, so they will use coding as a
    process to understand problems and create solutions accordingly.

-   Students will use codes to design web pages

Project (HTML and CSS static website)

-   Students will use the concept learned and work on a static website

-   Students will explore for extra information

-   Students will be required to manage their time and also find time in
    completing their initial step in application development.

-   They should be able to meet all the deadlines mentioned in their
    plans.

-   Students should demonstrate resilience

-   They should be able to recover from difficulties like errors with
    the help of teachers and exploration

Bootstrap

-   Incorporate bootstrap in HTML and CSS

-   Design website faster

Responsive Website

-   Bootstrap (features of Bootstrap)

-   [Create a multi-functioning, easy-to-navigate, and aesthetically
    appealing front-end design for website and web/mobile apps.]{.mark}

[Explore the Bootstrap template and redesign the existing site]{.mark}

-   [Creativity]{.mark}

-   [Exploration]{.mark}

-   [Coding]{.mark}

-   [Recall]{.mark}

[Project (Responsive website using Bootstrap)]{.mark}

-   Students review their projects and identify areas they need to
    improve on the project. They need to assess their approach and also
    the codes.

-   They need to test their programs and the process.

-   Each individual will present their work and seek feedback from peers
    and the teachers

-   After getting the feedback, they will improve their design

[Project (Robotics using Arduino)]{.mark}

-   Students will work on the project in a group. They will use the
    concepts learned in Grade 8 learning experiences and explore them as
    well

-   Each group will be expected to come up with an idea that will solve
    some problem

-   Teamwork and communication are very important while working in a
    group

-   [When one team member falls behind, there\'s another to pick up the
    pieces. When work is divided up among members of a team, it gets
    done faster, making the overall business operate more
    efficiently.]{.mark}

-   [Encourage students to question their assumptions and think
    deeply]{.mark}

-   [With the discussion in their group, they will be able to develop
    skills like critical thinking and practical application and
    more.]{.mark}

###### Grade 10

[Python programming]{.mark}

-   [The basic function of Python:]{.mark}

    -   [Syntax, comment, variable, Datatype, Number, Casting, Strings,
        Boolean, Operators, List, Tuple, Set, If-Else, While loop, For
        Loop, Function, Array, Classes, Input User]{.mark}

[Small Projects using Python Programming Language]{.mark}

-   [Calculator]{.mark}

-   [Rock, Paper, Scissors]{.mark}

-   [Snake Game]{.mark}

-   [Pong]{.mark}

-   [Maze Game]{.mark}

[Github]{.mark}

-   [Introduction to Github]{.mark}

-   [GitHub edit code]{.mark}

-   [Pull from GitHub]{.mark}

-   [Push from GitHub]{.mark}

-   [GitHub Flow]{.mark}

-   [GitHub Pages]{.mark}

[Git Contribute]{.mark}

-   [GitHub fork]{.mark}

-   [Git clone from GitHub]{.mark}

-   [Git send pull request]{.mark}

[GitHub Advance]{.mark}

[Figma]{.mark}

-   [Download and install]{.mark}

-   [Navigation]{.mark}

-   [Get familiar with the features of Figma Software]{.mark}

[Design Website using Figma Software]{.mark}

##### Aesthetics

##### Sports

##### Life Science

### Development Stage VI

The Development Stage 6 is for learners from ages 16 to 18 years. This
stage is important for the learners to lead a more independent and
responsible life through making independent decisions on choosing
various academic learning that will influence their lives after school.
This stage is a key decision-making year for the learners to sort out
the career choices they aspire for in the future.

At this stage, learners learn to set long term goals and endeavour to
achieve goals set with heightened sense of purpose and reasoning. They
gain certain abilities to critically analyse information and make
informed decisions but might still need support and guidance from
adults. Some kids may know exactly what they want for their future,
while others may not have solid ideas. This is a crucial period for them
as they enter the next phase of their lives. There are a lot of
decisions to be made about life after graduation and planning for
college. It is therefore crucial that they know how to evaluate their
own opinions instead of going along with the crowd. They tend to be
focused more on their future, friends and social lives and intimate peer
relationships become important for them. It can be a bit tricky to
balance between guiding them towards autonomy while also keeping them
safe and supported.

At this age, their physical changes are almost complete except for some
who might continue to grow. They become more comfortable with their
bodies as they have had some time to adjust to the rapid changes they
experienced during their earlier teen years. They may continue to
evaluate their beliefs, values, principles, and the type of lives they
want to lead as adults.

During this time learners develop their unique personalities and
opinions through the wide range of curricula available which enable them
to work with and learn from their peers, lead on their own, address a
wide spectrum of self-directed investigation, and reflect upon their
learning and the world around them.

#### Cerebral Area of Development

At this stage, children are able to generate potential solutions to the
problems in a systematic fashion. The social context is more important
at this stage. Concrete examples are required to help children
understand abstract relationships. Also at this stage, children engage
in more abstract thinking. Children indulge in conceptual reasoning and
are capable of going beyond the concrete evidence. Besides, at this
stage, children are able to concentrate their thoughts on things that
have no existence. Children can now perform a variety of tasks involving
the use of hypotheses. Their thoughts can be fostered by placing
themselves in a situation where they have to solve problems.

By the end of this stage, learners will be able to achieve the following
learning outcomes under the different components of cerebral
development.

+------------+---------------------------------------------------------+
| Components | Learning objectives                                     |
+============+=========================================================+
| Cognitive  | -   Set long-term goals for personal life and act in    |
|            |     accordance towards achieving them through           |
|            |     persistence and determination.                      |
|            |                                                         |
|            | -   Exhibit determination in fulfilling the set targets |
|            |     with interest, diligence and consistency.           |
|            |                                                         |
|            | -   Demonstrate the ability to retain information for   |
|            |     long periods and use them in the context as         |
|            |     required.                                           |
|            |                                                         |
|            | -   Recite the right information at the right time when |
|            |     asked or needed.                                    |
|            |                                                         |
|            | -   Apply their thinking clearly with sound reasoning   |
|            |     and proof.                                          |
|            |                                                         |
|            | -   Comprehend the information received from different  |
|            |     sources correctly and relate it to their own        |
|            |     context of utilisation.                             |
|            |                                                         |
|            | -   Make efficient use of their senses to make meaning  |
|            |     out of the information received physically and      |
|            |     mentally.                                           |
|            |                                                         |
|            | -   Use the knowledge gained through learning           |
|            |     experiences in their personal life activities       |
|            |     effectively.                                        |
|            |                                                         |
|            | -   Make appropriate decisions based on the fair        |
|            |     judgement of the context and situation in relation  |
|            |     to the content knowledge and skills acquired thus   |
|            |     far.                                                |
|            |                                                         |
|            | -   Apply knowledge and skills to modify and manipulate |
|            |     the ideas based on the need of the hour.            |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
|            |                                                         |
+------------+---------------------------------------------------------+
| Critical   | -   Analyse information to find patterns and make       |
| Thinking   |     connections between information.                    |
|            |                                                         |
|            | -   Evaluate the accuracy, currency, credibility,       |
|            |     reliability, and relevancy of information.          |
|            |                                                         |
|            | -   Evaluate evidence, arguments, claims, and beliefs.  |
|            |                                                         |
|            | -   Analyse how parts of a whole interact with each     |
|            |     other to produce overall outcomes in complex        |
|            |     systems.                                            |
|            |                                                         |
|            | -   Formulate theories or rules or hypotheses based on  |
|            |     the given information, experience and reading.      |
|            |                                                         |
|            | -   Determine the robustness of the information or      |
|            |     arguments.                                          |
|            |                                                         |
|            | -   Apply validity, reliability, and limitation of the  |
|            |     argument.                                           |
|            |                                                         |
|            | -   Identify fallacies within that information or       |
|            |     argument.                                           |
|            |                                                         |
|            | -   Draw inferences and causal links between            |
|            |     information.                                        |
|            |                                                         |
|            | -   Use various types of reasoning (inductive or        |
|            |     deductive) to make an informed decision.            |
|            |                                                         |
|            | -   Justify the cause of arguments or claims or         |
|            |     actions.                                            |
|            |                                                         |
|            | -   Justify the validity and credibility of the         |
|            |     argument.                                           |
|            |                                                         |
|            | -   Anticipate the power of their argument/actions.     |
|            |                                                         |
|            | -   Synthesise information and apply it judiciously to  |
|            |     tasks for informed decision making and effective    |
|            |     problem-solving.                                    |
|            |                                                         |
|