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Poland:Teaching and Learning in General Lower Secondary Education

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Overview Poland

Contents

Poland:Political, Social and Economic Background and Trends

Poland:Historical Development

Poland:Main Executive and Legislative Bodies

Poland:Population: Demographic Situation, Languages and Religions

Poland:Political and Economic Situation

Poland:Organisation and Governance

Poland:Fundamental Principles and National Policies

Poland:Lifelong Learning Strategy

Poland:Organisation of the Education System and of its Structure

Poland:Organisation of Private Education

Poland:National Qualifications Framework

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

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

Poland:Statistics on Organisation and Governance

Poland:Funding in Education

Poland:Early Childhood and School Education Funding

Poland:Higher Education Funding

Poland:Adult Education and Training Funding

Poland:Early Childhood Education and Care

Poland:Organisation of Programmes for Children under 2-3 years

Poland:Teaching and Learning in Programmes for Children under 2-3 years

Poland:Assessment in Programmes for Children under 2-3 years

Poland:Organisation of Programmes for Children over 2-3 years

Poland:Teaching and Learning in Programmes for Children over 2-3 years

Poland:Assessment in Programmes for Children over 2-3 years

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

Poland:Primary Education

Poland:Organisation of Primary Education

Poland:Teaching and Learning in Primary Education

Poland:Assessment in Primary Education

Poland:Organisational Variations and Alternative Structures in Primary Education

Poland:Secondary and Post-Secondary Non-Tertiary Education

Poland:Organisation of General Lower Secondary Education

Poland:Teaching and Learning in General Lower Secondary Education

Poland:Assessment in General Lower Secondary Education

Poland:Organisation of General Upper Secondary Education

Poland:Teaching and Learning in General Upper Secondary Education

Poland:Assessment in General Upper Secondary Education

Poland:Organisation of Vocational Upper Secondary Education

Poland:Teaching and Learning in Vocational Upper Secondary Education

Poland:Assessment in Vocational Upper Secondary Education

Poland:Organisation of Post-Secondary Non-Tertiary Education

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

Poland:Assessment in Post-Secondary Non-Tertiary Education

Poland:Higher Education

Poland:Types of Higher Education Institutions

Poland:First Cycle Programmes

Poland:Bachelor

Poland:Short-Cycle Higher Education

Poland:Second Cycle Programmes

Poland:Programmes outside the Bachelor and Master Structure

Poland:Third Cycle (PhD) Programmes

Poland:Adult Education and Training

Poland:Distribution of Responsibilities

Poland:Developments and Current Policy Priorities

Poland:Main Providers

Poland:Main Types of Provision

Poland:Validation of Non-formal and Informal Learning

Poland:Teachers and Education Staff

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

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

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

Poland:Initial Education for Academic Staff in Higher Education

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

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

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

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

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

Poland:Management and Other Education Staff

Poland:Management Staff for Early Childhood and School Education

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

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

Poland:Other Education Staff or Staff Working with Schools

Poland:Management Staff for Higher Education

Poland:Other Education Staff or Staff Working in Higher Education

Poland:Management Staff Working in Adult Education and Training

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

Poland:Quality Assurance

Poland:Quality Assurance in Early Childhood and School Education

Poland:Quality Assurance in Higher Education

Poland:Quality Assurance in Adult Education and Training

Poland:Educational Support and Guidance

Poland:Special Education Needs Provision within Mainstream Education

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

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

Poland:Guidance and Counselling in Early Childhood and School Education

Poland:Support Measures for Learners in Higher Education

Poland:Guidance and Counselling in Higher Education

Poland:Support Measures for Learners in Adult Education and Training

Poland:Guidance and Counselling in a Lifelong Learning Approach

Poland:Mobility and Internationalisation

Poland:Mobility in Early Childhood and School Education

Poland:Mobility in Higher Education

Poland:Mobility in Adult Education and Training

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

Poland:Other Dimensions of Internationalisation in Higher Education

Poland:Other Dimensions of Internationalisation in Adult Education and Training

Poland:Bilateral Agreements and Worldwide Cooperation

Poland:Ongoing Reforms and Policy Developments

Poland:National Reforms in Early Childhood Education and Care

Poland:National Reforms in School Education

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

Poland:National Reforms in Higher Education

Poland:National Reforms related to Transversal Skills and Employability

Poland:European Perspective

Poland:Legislation

Poland:Institutions

Poland:Glossary

Curriculum, subjects, number of hours

A substantial curricular reform, initiated in the school year 2009/2010 and based on the Regulation of the Minister of National Education of 23 December 2008 on the core curricula for pre-school education and general education in individual types of schools (at present, the Regulation of 27 August 2012, last amended on 30 May 2014), was gradually introduced in the successive school grades. The process of its implementation was completed in 2012.

In 2012/2013, new outline timetables were introduced in grade I of the lower secondary school (in accordance with the Regulation of the Minister of National Education of 7 February 2012 on the outline timetables in public schools; with further amendments, and last amended on 29 December 2014). In the following school years, they were introduced in the higher grades.

OUTLINE TIMETABLES IN 2015/2016

Lower secondary school (education stage III)

1. In the 3-year period:

a. minimum number of hours of compulsory classes and lessons with the class tutor / teacher is:

Lower secondary school.JPG

* one modern foreign language in a special lower secondary school and a special class for pupils with mild intellectual disabilities: 290 teaching hours;

** a modern foreign language taught as a second language in bilingual classes/schools: additional 190 teaching hours;

*** in a special lower secondary school and a special class: 220 teaching hours.

b. minimum number of rehabilitation and compensatory activities for SEN pupils is: 1150 per class in special classes, and 190 per pupil in mainstream and integration classes.

2. Weekly number of teaching hours of:

a. compulsory classes and classes with the class tutor / teacher in individual grades:

  • grade I – 29 (in bilingual classes – 31)
  • grade II – 30 (in bilingual classes – 32),
  • grade III – 31 (in bilingual classes – 33).

b. rehabilitation and compensatory activities for SEN pupils, in every school year: 12 per class in special classes, and 2 per pupil in mainstream and integration classes.

3. Number of hours left to the school head’s discretion is specified every school year by the school head, having regard to relevant regulations.

4. Number of hours of Religion/Ethics classes, Preparation for family life, National or ethnic minority or regional language classes and National or ethnic minority or regional history and culture as well as Sports classes in sport schools and schools for sport champions is specified in separate regulations.

For more information see the annually updated Eurydice publication entitledRecommended Annual Instruction Time in Full-time Compulsory Education in Europe 2015/16”.

Teaching methods and materials

Pursuant to the School Education Act, subject teachers are free to choose methods and forms of teaching, based on achievements of education sciences. In practice, however, they are predetermined by the number of pupils per class and on teaching and learning facilities and resources available in the school (e.g. the number of computers or other teaching aids). Pupils should be divided into smaller groups for some classes (e.g. foreign language, technology or information technology); see the section ‘Age levels and grouping of pupils’ above.

The curriculum can be:

  • developed by the teacher individually or in cooperation with other teachers;
  • chosen from a set of curricula developed by other author(s), e.g. from among those available on the market;
  • developed by other author(s) and modified by the teacher.

The curriculum proposed by the teacher should be adjusted to the needs and abilities of the pupils concerned. Curricula are approved for the use at school by the head of a given school at the request of the teacher concerned and after consultation with the school's teaching council (rada pedagogiczna).

Teachers may choose to use or not to use a textbook, educational resources or exercise materials in implementing the curriculum. Educational resources replace or supplement a textbook; these could be, for example, contents downloaded from the Internet, copied or created by the teacher in order to conduct classes (slide shows, presentations, notes, excerpts from literature, etc.). Textbooks for lower secondary education should be chosen from among the textbooks approved for the use at school by the Minister of National Education. The school head publishes annually the list of textbooks or educational resources and exercise materials to be used in a given school from the beginning of the next school year.

The so-called textbook reform of 2014 involves gradual introduction of a mechanism for public financing of textbooks for compulsory general education classes in primary and lower secondary schools. Textbooks provided to (public and non-public) primary schools are funded from State-budget grants, thus reducing costs of education incurred by parents. In 2015 free textbooks were made available to all pupils in grade I of the lower secondary school (gimnazjum). In 2016 free textbooks are provided to pupils in grades I and II of the lower secondary school. It is planned that all pupils of lower secondary schools will receive free textbooks in 2017.

Schools are required to install Internet safety software in computers used for teaching and learning purposes. The software should protect pupils, in particular, against pornography, brutal and aggressive contents, contents breaking social norms and promoting hatred and discrimination.