CZECH REPUBLICLANGUAGE LEARNINGPOLICIES
BASIC SCHOOL: 807 950SECONDARY SCHOOL: 474 409UNIVERSITY: 392 429PUPILS AND STUDENTS IN SCHOOLS
THE SYSTEM OF CURRICULARDOCUMENTS IN THE CZECH REPUBLICOTHER FEPs*RVP*SCHOOLLEVELSTATELEVEL SCHOOL EDUCATION PROGRAMMESFRA...
TO FORM, SHAPE AND DEVELOPPUPILS’ KEY COMPETENCIESFramework Education Programme level School Education Programme levelKey ...
FRAMEWORK CURRICULUMTIMETABLEBasic Education Secondary EducationEducational Area Educational FieldStage 1 Stage 2Grades 1 ...
TEACHING PUPILS WITH SPECIALEDUCATIONAL NEEDShealth disabilities and physicaldisadvantages:•observe health aspects and res...
TEACHING EXCEPTIONALLY GIFTEDCHILDREN• individual education plans;• complementing, expanding and deepening theeducational ...
CLIL AND VELL”Mum, Dad and Me” project:The aim of the project is to develop methodology for pre-kindergarten students of f...
CLIL AND VELL”Mum, Dad and Me” project:The aim of the project is to develop methodology for pre-kindergarten students of f...
Upcoming SlideShare
Loading in …5
×

Czech Republic- by Sarka Jezkova_ Study Visit 2013-189-ES (Barcelona)

349 views
264 views

Published on

Czech Republic: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Sarka Jezcova. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
349
On SlideShare
0
From Embeds
0
Number of Embeds
64
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Czech Republic- by Sarka Jezkova_ Study Visit 2013-189-ES (Barcelona)

  1. 1. CZECH REPUBLICLANGUAGE LEARNINGPOLICIES
  2. 2. BASIC SCHOOL: 807 950SECONDARY SCHOOL: 474 409UNIVERSITY: 392 429PUPILS AND STUDENTS IN SCHOOLS
  3. 3. THE SYSTEM OF CURRICULARDOCUMENTS IN THE CZECH REPUBLICOTHER FEPs*RVP*SCHOOLLEVELSTATELEVEL SCHOOL EDUCATION PROGRAMMESFRAMEWORK EDUCATION PROGRAMMESFEP PSE FEP BEAnnexFEP PE MMDFEP GEFEP STVENATIONAL EDUCATION PROGRAMME
  4. 4. TO FORM, SHAPE AND DEVELOPPUPILS’ KEY COMPETENCIESFramework Education Programme level School Education Programme levelKey competenciesAims of basic education Educational strategy of the schoolAims of the educational areas Educational strategy of the subjectsEducational content SyllabusExpected outcomes Detailed outcomesSubject matter Subject matter
  5. 5. FRAMEWORK CURRICULUMTIMETABLEBasic Education Secondary EducationEducational Area Educational FieldStage 1 Stage 2Grades 1 – 5 Grades 6 - 9Minimum time allotmentLanguage andCommunicationthrough LanguageCzech Languageand Literature35 1512Foreign Language 9 12 12Second Foreign Language 8* 12*The school is obligated to offer pupils at stage 2 (no later than by grade 8) six hours of instruction in AnotherForeign Language. Pupils who do not elect Another Foreign Language must choose from other electives, usingthe same amount of time allotment
  6. 6. TEACHING PUPILS WITH SPECIALEDUCATIONAL NEEDShealth disabilities and physicaldisadvantages:•observe health aspects and respectthe pupil’s individuality and needs;•enable the use of all supportingmeasures during the pupil’s education;•apply the principle of thedifferentiation and individualization ofthe educational process whenorganizing activities and determiningeducational content, forms andmethods;•provide specialists for teaching subjectsof special educational care;•promote pupils’ gifts and talent byproviding the appropriate educationaloffersocially disadvantegd:•individual or group attention;•preparatory classes;•the aid of an assistant teacher;•smaller number of pupils per classroom;•corresponding methods and forms ofwork;•specific textbooks and materials;•regular communication and feedback;•cooperation with a psychologist,special education teacher – childbehavioural psychologist, social workeror other specialists
  7. 7. TEACHING EXCEPTIONALLY GIFTEDCHILDREN• individual education plans;• complementing, expanding and deepening theeducational content;• assigning specific assignments;• including pupils into independent and more extensivework and projects;• internal differentiation of pupils in certain subjects;• occasional (temporary) creation of groups for selectedsubjects with an open choice on the part of pupils;• for certain subjects, participation in instruction alongsideolder pupils
  8. 8. CLIL AND VELL”Mum, Dad and Me” project:The aim of the project is to develop methodology for pre-kindergarten students of foreignlanguages and thus set a standard for the quality of language acquisition activities. As aresult we are going to provide materials which institutions working in the field will be able toadopt. We believe that the parents’ role in the process of the child’s language acquisitionat this age is indispensable, therefore the methodology is going to cater for their needs aswell.http://www.zsangel.cz/vell/
  9. 9. CLIL AND VELL”Mum, Dad and Me” project:The aim of the project is to develop methodology for pre-kindergarten students of foreignlanguages and thus set a standard for the quality of language acquisition activities. As aresult we are going to provide materials which institutions working in the field will be able toadopt. We believe that the parents’ role in the process of the child’s language acquisitionat this age is indispensable, therefore the methodology is going to cater for their needs aswell.http://www.zsangel.cz/vell/

×