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Greece:Teaching and Learning in Primary Education

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Overview Greece

Contents

Greece:Political, Social and Economic Background and Trends

Greece:Historical Development

Greece:Main Executive and Legislative Bodies

Greece:Population: Demographic Situation, Languages and Religions

Greece:Political and Economic Situation

Greece:Organisation and Governance

Greece:Fundamental Principles and National Policies

Greece:Lifelong Learning Strategy

Greece:Organisation of the Education System and of its Structure

Greece:Organisation of Private Education

Greece:National Qualifications Framework

Greece:Administration and Governance at Central and/or Regional Level

Greece:Administration and Governance at Local and/or Institutional Level

Greece:Statistics on Organisation and Governance

Greece:Funding in Education

Greece:Early Childhood and School Education Funding

Greece:Higher Education Funding

Greece:Adult Education and Training Funding

Greece:Early Childhood Education and Care

Greece:Organisation of Programmes for Children under 4 years

Greece:Teaching and Learning in Programmes for Children under 4 years

Greece:Assessment in Programmes for Children under 4 years

Greece:Organisation of Programmes for Children over 4 years

Greece:Teaching and Learning in Programmes for Children over 4 years

Greece:Assessment in Programmes for Children over 4 years

Greece:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Greece:Primary Education

Greece:Organisation of Primary Education

Greece:Teaching and Learning in Primary Education

Greece:Assessment in Primary Education

Greece:Organisational Variations and Alternative Structures in Primary Education

Greece:Secondary and Post-Secondary Non-Tertiary Education

Greece:Organisation of General Lower Secondary Education

Greece:Teaching and Learning in General Lower Secondary Education

Greece:Assessment in General Lower Secondary Education

Greece:Organisation of General Upper Secondary Education

Greece:Teaching and Learning in General Upper Secondary Education

Greece:Assessment in General Upper Secondary Education

Greece:Organisation of Vocational Upper Secondary Education

Greece:Teaching and Learning in Vocational Upper Secondary Education

Greece:Assessment in Vocational Upper Secondary Education

Greece:Organisation of Post-Secondary Non-Tertiary Education

Greece:Teaching and Learning in Post-Secondary Non-Tertiary Education

Greece:Assessment in Post-Secondary Non-Tertiary Education

Greece:Higher Education

Greece:Types of Higher Education Institutions

Greece:First Cycle Programmes

Greece:Bachelor

Greece:Short-Cycle Higher Education

Greece:Second Cycle Programmes

Greece:Programmes outside the Bachelor and Master Structure

Greece:Third Cycle (PhD) Programmes

Greece:Adult Education and Training

Greece:Distribution of Responsibilities

Greece:Developments and Current Policy Priorities

Greece:Main Providers

Greece:Main Types of Provision

Greece:Validation of Non-formal and Informal Learning

Greece:Teachers and Education Staff

Greece:Initial Education for Teachers Working in Early Childhood and School Education

Greece:Conditions of Service for Teachers Working in Early Childhood and School Education

Greece:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Greece: Initial Education for Academic Staff in Higher Education

Greece:Conditions of Service for Academic Staff Working in Higher Education

Greece:Continuing Professional Development for Academic Staff Working in Higher Education

Greece:Initial Education for Teachers and Trainers Working in Adult Education and Training

Greece:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Greece:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Greece:Management and Other Education Staff

Greece:Management Staff for Early Childhood and School Education

Greece:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Greece:Education Staff Responsible for Guidance in Early Childhood and School Education

Greece:Other Education Staff or Staff Working with Schools

Greece:Management Staff for Higher Education

Greece:Other Education Staff or Staff Working in Higher Education

Greece:Management Staff Working in Adult Education and Training

Greece:Other Education Staff or Staff Working in Adult Education and Training

Greece:Quality Assurance

Greece:Quality Assurance in Early Childhood and School Education

Greece:Quality Assurance in Higher Education

Greece:Quality Assurance in Adult Education and Training

Greece:Educational Support and Guidance

Greece:Special Education Needs Provision within Mainstream Education

Greece:Separate Special Education Needs Provision in Early Childhood and School Education

Greece:Support Measures for Learners in Early Childhood and School Education

Greece:Guidance and Counselling in Early Childhood and School Education

Greece:Support Measures for Learners in Higher Education

Greece:Guidance and Counselling in Higher Education

Greece:Support Measures for Learners in Adult Education and Training

Greece:Guidance and Counselling in a Lifelong Learning Approach

Greece:Mobility and Internationalisation

Greece:Mobility in Early Childhood and School Education

Greece:Mobility in Higher Education

Greece:Mobility in Adult Education and Training

Greece:Other Dimensions of Internationalisation in Early Childhood and School Education

Greece:Other Dimensions of Internationalisation in Higher Education

Greece:Other Dimensions of Internationalisation in Adult Education and Training

Greece:Bilateral Agreements and Worldwide Cooperation

Greece:Ongoing Reforms and Policy Developments

Greece:National Reforms in Early Childhood Education and Care

Greece:National Reforms in School Education

Greece:National Reforms in Vocational Education and Training and Adult Learning

Greece:National Reforms in Higher Education

Greece:National Reforms related to Transversal Skills and Employability

Greece:European Perspective

Greece:Legislation

Greece:Institutions

Greece:Glossary

Curriculum, Subjects, Number of Hours

Primary education curricula and timetables have been drawn up by the Pedagogical Institute.  Since 2011, the latter has been replaced by the Educational Policy Institute (IEP), which is responsible for delivering opinion or recommendations on issues related to primary education programmes, school textbooks and other teaching material.  The curricula are implemented at all Primary Education Schools (Dimotika).

Current primary education National Curricula fall under the integrated philosophy of the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) (Ministerial Decision 21072β/Γ2/28-2-2003).  The cross-thematic approach defines the structure of teaching on the basis of a balanced horizontal and vertical distribution of educational material.  It promotes cognitive subjects interconnection as well as comprehensive analysis of key concepts.  In addition, the innovative "Flexible Zone of Interdisciplinary and Creative Activities" is part of DEPPS.

National Curricula for each subject are organised into six (6) levels (each of them corresponding to one (1) out of six (6) Primary School grades or into fewer levels depending on the subject.  National Curricula specify:

  • subjects' aims
  • educational objectives
  • thematic units
  • indicative activities and cross-thematic projects.

Single Type of All-day Primary School

The syllabus for the subjects taught during mainstream school hours is compulsory for all pupils at all Primary School grades (i.e. syllabus content and its distribution across all six (6) grades).  All subjects are considered to be equal.  As per table below, these are: Language, Maths, Natural Sciences, Geography, History, Social and Political Studies as well as Foreign Languages, Art, Physical Education and the Flexible Zone. 

The following table presents taught time distribution per subject and class, for six-teacher Primary Schools and in accordance with Ministerial Decision F.12/657/70691/D1/26-4-2016.

INSTRUCTION TIME PER SUBJECT


SUBJECTS
WEEKLY TIMETABLE PER GRADE IN PRIMARY SCHOOL
A/O

A B C D E F
1 RELIGIOUS EDUCATION - - 2 2 1 1
2 LANGUAGE 9 9 8 8 7 7
3 MATHEMATICS (1)  5 5 4 4 4 4
4 HISTORY - -
2 2 2 2
5 STUDY OF THE ENVIRONMENT 4 4 2 2 - -
6 GEOGRAPHY - - - - 2 2
7 NATURAL SCIENCES - - - - 3 3
8 SOCIAL AND POLITICAL STUDIES - - - - 1 1
9

ARTS EDUCATION:

Visual Arts

Music

Drama

(4)

2

1

1

(4)

2

1

1

(3)

1

1

1

(3)

1

1

1

(2)

1

1

-

(2)

1

1

-

10 PHYSICAL EDUCATION 3 3 3 3 2 2
11 ENGLISH LANGUAGE (2) 1 1 3 3 3 3
12 FLEXIBLE ZONE - EXPERIENTIAL ACTIVITIES 3 3 2 2 - -
13

2nd FOREIGN LANGUAGE

(French or German)

- - - - 2 2
14 INFORMATION & COMMUNICATION TECHNOLOGIES (ICT) 1 1 1 1 1 1
TOTAL 30 30 30 30 30 30

(1) The new programme places emphasis on Maths with extra taught times for grades A and B.

(2) Taught time for English is 1 hour for Grades A and B, and 3 hours for all other grades.  Grades A and B syllabus for English is based on the PEAP ("Learning English in Early Childhood Programme") and is currently adjusted for all Primary Schools in the country, in accordance with Ministerial Decision 117619/Δ1/18-07-2016.

Similarly, Ministerial Decision F.12/657/70691/D1/26-4-2016 specifies the timetable for four-teacher and five-teacher Primary Schools.

Teaching Methods and Materials

Teachers must implement the curricula, taking into consideration the special conditions prevailing in their classes, in order to achieve the educational objectives.  In the curricula, particular emphasis is placed on the cross-thematic approach to knowledge.  It is within this framework that the "Flexible Zone of Cross-thematic and Creative Activities" is introduced, based on the pupil’s experience through activities and projects.  Teachers are provided with guidelines on teaching in line with the Cross-thematic Curriculum Framework for Compulsory Education (DEPPS).  They are supplied with 'teacher manuals' accompanying each subject.  In addition, co-operation with school advisors provides them with invaluable pedagogic support. 

Primary education school advisors substantially encourage the implementation of new more effective teaching methods.  They are responsible for providing scientific and pedagogic support and guidance for teachers of schools belonging to the school district within their jurisdiction.  They advocate the implementation of innovations in education, undertake initiatives regarding teachers’ training and encourage the use of modern education technology tools. 

School textbooks have been elaborated based on respective analytical study programmes applicable to subjects, grades and education levels, and are distributed free of charge to pupils at all schools of the respective education level.  There are approved textbooks for each subject and grade.  The selection and approval of the material is conducted at central level by the Ministry of Education, Research and Religious Affairs, following the evaluation of the said material and recommendation by the Educational Policy Institute, former Pedagogic Institute.  Special emphasis is placed on the Information and Communication Technologies wider inclusion in the educational process.  To this end, the Ministry of Education provides software for classroom use.   Moreover, there are two websites maintained by the Ministry of Education:

It should be noted that these websites constitute interactive communication and teaching support channels, given that teachers and schools can post relevant educational material.  In parallel, primary schools equipment is extended with computer laboratories.

Within the context of both the Flexible Zone and the optional school activities, teachers undertake actions pertaining to:

  • Environmental Education
  • Health Education
  • Culture and Arts oriented issues

The above emphasise the empirical, interdisciplinary and team approach to knowledge so as to help pupils develop their social skills and critical thinking, while encouraging schools to open up to society.

The issue of homework is defined based on the recommendations of the Educational Policy Institute, regarding objectives, content and time, while relevant instructions can be found in teacher's books.