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Poland:Teaching and Learning in Vocational 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

In 2012/13 new outline timetables were introduced in grade I of the technical upper secondary and the basic vocational school. In the following school years, they were introduced in the successive grades. (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 TECHNICAL UPPER SECONDARY SCHOOLS in 2015/2016

1. In technical upper secondary school (education stage IV) in the 4-year period:

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

a) subjects taught at the basic level: Technical upper secondary school.JPG

* a modern foreign language taught as a second language in bilingual schools/classes: additional 240 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 subjects:

• History and society, Natural science: 120 teaching hours each,

• Artistic classes, Economics in practice: 30 teaching hours each.

  • An additional 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 classes for SEN pupils in a period of 4 years:

a) in special classes: 900 per class

b) in mainstream and integration classes: 240 per pupil.

2. The length of practical placement is specified in the core curriculum for vocational education and the time of the placement (individual grade) is determined by the school head. If the placement lasts more than 4 weeks, subsequent weeks are converted into hours by the school head and organized as vocational training hours (60 minutes of practical placement correspond to 1 teaching hour). The school head may spread over time placements lasting more than 4 weeks.

3. The school head, 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 vocational profile of the school, 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 those, pupils choose 2, provided that one of the choices is Geography, Biology, Chemistry, Physics or Mathematics.

4. A pupil who does not follow History at the extended level is required to follow the additional subject of History and society.

A pupil who does not follow at the extended level Geography, Biology, Chemistry, Physics, Mathematics or Information technology is required to follow the additional subject Natural science.

5. Subjects at the basic level (except Polish language, Modern foreign language, National or ethnic minority or regional language, Mathematics and Physical education) are taught in grades I and II.

Subjects at the extended level: Polish language, Modern foreign language, National or ethnic minority or regional language and Mathematics are taught in grades I-IV.

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, III or IV.

6. Weekly number of teaching hours of:

1) compulsory classes and classes with the class tutor in individual grades:

a) grade I – 33 (in bilingual classes – 35)

b) grade II – 35 (in bilingual classes – 36)

c) grade III – 34 (in bilingual classes – 35)

d) grade IV – 31 (in bilingual classes – 33).

2) rehabilitation and compensatory classes for SEN pupils every school year:

a) in special classes – 8 per class,

b) in mainstream and integration classes – 2 per pupil.

7. Theoretical and practical vocational training is completed until the end of February of the final year of school.

8. 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 point 6, 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 the extra subjects.

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

10. 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 are specified in separate regulations.

OUTLINE TIMETABLES FOR BASIC VOCATIONAL SCHOOLS in 2015/2016

1. In basic vocational school (education stage IV) in the 3-year period:

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

Basic vocational school.JPG 2) Minimum number of rehabilitation and compensatory classes for SEN pupils in a period of 3 years:

a) in special classes – 960 per class

b) in mainstream and integration classes – 190 per pupil.

2. Weekly number of teaching hours of:

1) compulsory classes and classes with the class tutor in individual grades (for pupils who are not juvenile workers):

a) grade I – 27,

b) grade II – 29,

c) grade III – 30.

2) rehabilitation and compensatory classes for SEN pupils every school year:

a) in special classes – 10 per class,

b) in mainstream and integration classes – 2 per pupil.

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

4. Pupils who are juvenile workers directed to in-service and continuing education centres by the school for a cycle of theoretical in-service training follow this training for 4 weeks in each grade and its weekly number of hours is 34.

Pupils who are juvenile workers in each grade follow on-the-job practical vocational training, the weekly number of hours is determined by the school head.

5. 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 are specified in separate 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). Students should be divided into smaller groups for some classes (e.g. foreign language, technology or information technology).

The curriculum can be:

  • developed by the teacher individually or in cooperation with other teachers;
  • chosen by the teacher 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. General education curricula and vocational education 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. The school head publishes a list of textbooks to be used at a given school from the beginning of the next school year. 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.