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Poland:Teaching and Learning in General Upper 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

New outline timetables were introduced in grade I in 2012/13, and in the successive grades in the following years (Regulation of the Minister of National Education of 7 February 2012 on the outline timetables in public schools; with further amendments; last amended on 29 December 2014).

OUTLINE TIMETABLES FOR GENERAL UPPER SECONDARY SCHOOLS IN 2015/2016

1. In general upper secondary school (IV education stage) in the 3-year period:

1) minimum number of hours of compulsory classes and lessons with the class tutor / teacher:

a) subjects taught at the basic level:

General upper secondary school.JPG

* a modern foreign language taught as a second language in bilingual classes/schools: additional 270 teaching hours.

** the distribution of hours between the two languages is up to the school head.

b) subjects taught at the extended level (in addition to the hours taught at the basic level as specified in the table above):

  • Polish language, History, Geography, Biology, Chemistry, Physics, History of music, History of art, Latin and ancient culture and Philosophy: 240 teaching hours each;
  • Modern foreign language, Civic education, Mathematics and Information technology: 180 teaching hours each.

c) additional / supplementary subjects:

  • History and society, Natural science: 120 teaching hours each,
  • Artistic classes, Economics in practice: 30 teaching hours each,
  • An additional supplementary subject, not covered by the core curriculum, but included in the set of the school curricula: 30 teaching hours.

2) minimum number of rehabilitation and compensatory activities for SEN pupils in a period of 3 years:

a) in special classes: 900 per class;

b) in mainstream and integration classes: 180 per pupil.

2. The head of a general upper secondary school, upon consultation with the school council – and if not established – with the teaching council, the parents’ council and the pupils’ self-government, having regard to pupils’ interests as well as to organizational capability of school in terms of material, human and financial resources, determines subjects taught at the extended level. From among them, pupils choose 2 to 4 subjects.

3. A pupil who does not follow History at the extended level is required to follow the curriculum of the additional subject History and society. A pupil who does not follow Geography, Biology, Chemistry or Physics at the extended level has to follow the curriculum of the additional subject Natural science.

4. Subjects at the basic level (except Polish language, Modern foreign language, National Education and Sport or ethnic minority or regional language, Mathematics and Physical education) are taught in grade I. Subjects at the extended level: Polish language, Modern foreign language, National or ethnic minority or regional language and Mathematics are taught in grades I-III. Subjects at the extended level: History, Civic education, Geography, Biology, Chemistry, Physics and Information technology are taught once they have been completed at the basic level. Subjects: History of music, History of arts, Latin and ancient culture and Philosophy may begin in grade I, II or III.

5. Weekly number of teaching hours of:

1) compulsory classes and classes with the class tutor in individual grades: grade I – 30 (in bilingual classes – 33), grade II – 32 (in bilingual classes – 35), grade III – 29 (in bilingual classes – 32).

2) rehabilitation and compensatory activities for SEN pupils every school year: a) in special classes – 10 per class b) in mainstream and integration classes – 2 per pupil.

6. Groups of pupils (including inter- and cross-grade groups), in the case of which the weekly number of teaching hours of compulsory classes taught at basic and extended level as well as additional subjects is lower than specified in the regulation, may follow additional subjects not covered by the core curriculum, but included in the set of the school curricula. Upon the consultation with such groups of pupils, the school head determines these additional subjects.

7. Number of hours left to the school head’s discretion is specified every school year by the school head, according to separate regulations.

8. 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.

In a general upper secondary school with bilingual classes that provides education within an introductory grade in the period of 1 year:

1) minimum number of teaching hours of compulsory classes and classes with the class tutor / teacher is as follows:

GUSS bilingual.JPG

2) minimum number of rehabilitation and compensatory activities for SEN pupils – 65 per pupil

3) weekly number of teaching hours of:

a) compulsory classes and classes with class tutor – 28;

b) correctional activities for SEN pupils – 2 per pupil.

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

Teaching methods and materials

Subject teachers may choose methods and forms of teaching, though this is partly determined by the number of students per class and teaching and learning facilities and resources available in the school (e.g. the number of computers or other teaching aids).

Classes should be divided into smaller groups for some subjects (e.g. foreign language, technology or information technology).

The curriculum can be:

  • developed by the teacher individually or in cooperation with other teachers;
  • chosen from the 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 students concerned.

Curricula are approved for the use at school by the head of a given school at the request of the teacher or the team of teachers concerned and after consultation with the school's teaching council.

Teachers may choose a textbook from among the textbooks approved for the use at school by the Minister of National Education. The school head publishes a list of textbooks to be used at a given school from the beginning of the next school year. The legislation in force also allows teachers to implement curricula using educational resources / materials which are not considered textbooks in legal or practical terms. Costs of textbooks are, in general, covered by pupils and their parents (legal guardians).

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