Basic Education.doc - M?MT

Framework Educational Programme for Basic Education (with amendments as at 1. 9. 2007)
[pic] Prague 2007
The Framework Educational Programme for Basic Education (FEP BE) was
developed by:
Overall responsibility:
Jaroslav Je?ábek, Jan Tupý
The overall structure of the document and co-ordination of its development: Jaroslav Je?ábek, Romana Lisnerová, Adriena Smejkalová, Jan Tupý
Authors and consultants of individual parts of the document (Research
Institute of Education in Prague - VÚP)
Jan Balada, Ji?í Brant, Eva Brychná?ová, Josef Herink, Ta?ána Holasová,
Viola Horská, Dagmar Hudecová, Lucie Hu?ínová, Alexandros Charalambidis,
Zden?k Jonák, Stanislava Kr?ková, Alena K?lová, Romana Lisnerová, Jan
Mar?ák, Ji?ina Masa?íková, Jind?i?ka Nováková, Markéta Pastorová, Hana
Pernicová, Václav Pumpr, Marie Rokosová, Lucie Slej?ková, Adriena
Smejkalová, Kate?ina Smolíková, Jitka T?mová, Jan Tupý, Jana Zahradníková,
Marcela Zahradníková
External authors and compilers of background materials
Zden?k Bene?, Jan Jirák, V?ra Jirásková, Marie Kubínová, Danu?e
Kvasni?ková, Josef Valenta, Eli?ka Walterová, Sylva Macková, Jaroslav
Provazník, Jana Zapletalová, Department 24 of the Ministry of Education,
Youth and Sports of the Czech Republic (M?MT)
External contributors and consultants
Teachers and headmasters of the pilot schools that tested the development
of school educational programmes.
Boards for individual educational areas and educational fields whose
members were teachers at basic schools and six-year and eight-year grammar
schools and representatives of education faculties, specialist faculties of
higher education institutions and other organisations and associations.
Department 22 of the Ministry of Education, Youth and Sports (MoEYS) led by
Karel Tomek
Representatives of the project "Healthy School"
Participants in the public debate on the 3rd version of the FEP BE
Translated by:
Hana ?echová
Stephan von Pohl Table of Contents Part A 6
1 Definition of the Framework Educational Programme for Basic (i.e.
Primary and Lower Secondary) Education within the System of Curricular
Documents 6 1.1 The system of curricular documents 6
1.2 Principles of the Framework Educational Programme for Basic Education
7
1.3 Educational trends encouraged and promoted by the Framework
Educational Programme for Basic Education 7 Part B 9
2 Characteristics of Basic Education 9 2.1 Compulsory school attendance 9
2.2 Organisation of basic education 9
2.3 Evaluation of educational outcomes 9
2.4 Acquisition of a level of education and completion of basic education
9 Part C 10
3 The Concept and Objectives of Basic Education 10 3.1 The concept of basic education 10
3.2 Objectives of basic education 10 4 Key Competencies 12
5 Educational Areas 16 5.1 LANGUAGE AND COMMUNICATION THROUGH LANGUAGE 18
5.1.1 CZECH LANGUAGE AND LITERATURE 21
5.1.2 FOREIGN LANGUAGE 25
5.2 MATHEMATICS AND ITS APPLICATION 27
5.2.1 MATHEMATICS AND ITS APPLICATION 29
5.3 INFORMATION AND COMMUNICATION TECHNOLOGIES 32
5.3.1 INFORMATION AND COMMUNICATION TECHNOLOGIES 34
5.4 HUMANS AND THEIR WORLD 36
5.4.1 HUMANS AND THEIR WORLD 39
5.5 HUMANS AND SOCIETY 44
5.5.1 HISTORY 45
5.5.2 CIVIL EDUCATION 50
5.6 HUMANS AND NATURE 54
5.6.1 PHYSICS 55
5.6.2 CHEMISTRY 58
5.6.3 NATURAL SCIENCES 60
5.6.4 GEOGRAPHY 64
5.7 ARTS AND CULTURE 68
5.7.1 MUSIC 70
5.7.2 FINE ARTS 73
5.8 HUMANS AND HEALTH 76
5.8.1 HEALTH EDUCATION 78
5.8.2 PHYSICAL EDUCATION 80
5.9 HUMANS AND THE WORLD OF WORK 85
5.9.1 HUMANS AND THE WORLD OF WORK 86
5.10 COMPLEMENTARY EDUCATIONAL FIELDS 91
5.10.1 SECOND FOREIGN LANGUAGE 91
5.10.2 DRAMA EDUCATION 92 6 Cross-Curricular Subjects 94 6.1 PERSONAL AND SOCIAL EDUCATION 94
6.2 DEMOCRATIC CITIZENSHIP 97
6.3 EDUCATION TOWARDS THINKING IN EUROPEAN AND GLOBAL CONTEXTS 100
6.4 MULTICULTURAL EDUCATION 102
6.5 ENVIRONMENTAL EDUCATION 104
6.6 MEDIA EDUCATION 106 7 Framework Curriculum Timetable 109 7.1 Notes on the framework curriculum timetable 110
7.2 Notes on educational areas 112 Part D 115
8 Teaching Pupils with Special Educational Needs 115 8.1 Teaching pupils with health disabilities and physical
disadvantages 115
8.2 The education of socially disadvantaged pupils 117
8.3 Creating the school educational programme at basic schools attached to
healthcare facilities, children's diagnostic institutions and
educational facilities established for institutional and protective
education 118 9 Education of Exceptionally Gifted Pupils 119
10 Material, Personnel, Sanitary, Organizational and Other Conditions
for Implementing the FEP BE 121
11 Principles for the Development of a School Educational Programme 125
GLOSSARY 131 Annex Framework Educational Programe for Basic Education - Annex Specifying the
Education of Pupils with Mild Mental Disabilities Notes: Unless otherwise specified, all that is prescribed in the FEP BE for Stage
2 of basic education (or more precisely for the 6th to 9th grades) applies
also for the corresponding grades of six- or eight-year grammar schools. The English version of the Framework Educational Programme for Basic
Education utilises the English abbreviations for the phrases in question.
The original, Czech abbreviations have been left only in the case of the
names of Czech institutions due to their familiarity, i.e. the Research
Institute of Education (VÚP) and the Ministry of Education, Youth and
Sports of the Czech Republic (M?MT).
Part A 1 Definition of the Framework Educational Programme for Basic (i.e.
Primary and Lower Secondary) Education within the System of Curricular
Documents 1.1 The system of curricular documents In line with the new curricular policy principles outlined in the
National Education Development Programme for the Czech Republic (the so-
called "White Paper") and enshrined in the Education Act (on Pre-school,
Basic, Secondary, Tertiary Professional and Other Education), a new
curricular system for pupils and students from 3 to 19 years of age is
being introduced into the Czech education system. Curricular documents are
developed at two levels: the national level and the school level (see
Diagram 1). The national level in the curricular documents system comprises the
National Education Programme and Framework Educational Programmes (FEPs).
The National Education Programme defines initial education as a whole. The
Framework Educational Programmes define binding educational norms across
various stages: pre-school education, basic education and secondary
education. The school level consists of school educational programmes
(SEPs), forming the basis of education at the individual schools[1]. The National Education Programme, the Framework Educational Programmes
as well as the school education programmes are public documents, which are
available to both the teaching and lay public.
[pic] Diagram 1 - The system of curricular documents
Legend: FEP PSE - Framework Educational Programme for Pre-School Education;
FEP BE - Framework Educational Programme for Basic (i.e. primary and lower
secondary) Education and Annex to the Framework Educational Programme for
Basic Education Specifying the Education of Pupils with Mild Mental
Disabilities (FEP BE MMD); FEP GE - Education Framework for Secondary
General Education (grammar schools); FEP STVE - Framework Educational
Programmes for Secondary Technical and Vocational Education.
* Other FEPs - additional Framework Educational Programmes defined by the
Education Act - Framework Educational Programme for Basic (i.e. primary
and lower secondary) Artistic Schools, Framework Educational Programme for
Language Education and others.
Framework Educational Programmes:
< are based on a new education strategy, stressing key competencies, their
interlinking with educational contents and the application of acquired
knowledge and skills in practical life;
< build on the concept of life-long learning
< formulate the expected level of education that should have been attained
by all students who have completed the educational stage in question
< promote the educational autonomy of schools as well as teachers'
professional responsibility for the outcomes of the educational
process. 1.2 Principles of the Framework Educational Programme for Basic Education The FEP BE:
< follows up the Framework Educational Programme for Pre-school Education
and forms a basis for Framework Educational Programmes for secondary
education
< delimits all that is common to and necessary within the compulsory basic
education system (including the lower grades of six-year and eight-year
grammar schools)
< specifies the level of key competencies that the pupils should have
attained when finishing their basic education
< specifies the educational content ( the expected outcomes and subject
matter[2]
< integrates cross-curricular subjects with distinctly formative functions
that should be included as a mandatory component of basic education
< promotes a comprehensive approach to the implementation of the
educational content, including the possibility of its interlinking