Cult: The new National Core Curriculum came out, the favorite word from the government was left out of consideration here

The new National Core Curriculum (Nat) was not published on the government portal but on, which is strange in the case of a document before a social consultation. The 312 pages – open here – were Friday, so 31 August, but Friday the official opening ceremony Miklós Kásler, the human rights minister, said nothing about it. Everything he said was made by the most prominent professionals.

Gergely Gulyás, however, seemed to be critical of the management of the government: he repeatedly emphasized that this is not the final version, but only a discussion paper that will not be implemented in its current form requires serious changes in history, literature and academic education. The intention is to launch the new NAT in September, but experts do not rule out slipping because Gulyás has doubts about the start.

The NAT was guarded as a packed secret that had previously learned, the primary school of 7-8. class of biology, chemistry and physics. This is true, in the text,

the course of the natural sciences (grades 5-8) continues to expand and deepen scientific knowledge within the framework of a united unit of content modules in the fields of biology, chemistry and physics.

Does the tax not radically reduce?

The new core curriculum promises on the one hand to reduce the number of hours of students (they have been mentioned earlier to promise to reduce the burden) and to give teachers more freedom in organizing the lessons by increasing the ten percent free time frame to thirty. The document can not be read at all.

The links between the mandatory hours and the maximum hourly rate (the freely available timetable) still amount to about 10 percent.

As far as the number of students is concerned, there is no radical change. However, so much credit can be credited, although the maximum number of hours is almost the same as the number of hours remaining (usually one hour less per grade), but the compulsory lesson duration is 2-3 hours less. That is to say, if you choose a school that is only compulsory, then this really reduces the students' burden for 2-3 hours. The obligatory number of hours of the student is: 22-23 in the lower part, 26-28 in the upper part, 31 in the first two years of secondary education. The maximum number of hours (that can not be more than the clock of a student) is 24-25, 28-30 and high school 34. By reducing the curriculum, you can still play a bit.

Every day physical education and morality remain, because the compulsory lessons so far do not change, apart from the natural sciences.

The cabins are missing

By carrying out the text it appears that it is so important for the government patriotic education is not included in the document. Education for patriotism is in it several times. After the first entry it immediately follows:

The student understands the importance and the role of the democratic state system and its institutional systems, acquires knowledge of basic human rights principles and thinking, acquires rules about the rights and obligations of citizens and is committed to active citizenship.

The re-educated family life is included only once in the text, ethics and morality. There is so much that "based on rules and ethical principles that define social relationships and the lives of communities, students gain insight into the values ​​of family law, social order, cultural roots, values ​​of humanity in world religions and responsibility for a sustainable future" .

It is Harry Potter, yes Jókai

Valéria Csépe, head of the National Core Curriculum, said she would read the children at the bottom of Harry Potter as Jókai. Well, such guidelines are not included in the concept, they do not refer to binding lectures, nor do they mention the names of the authors. They simply write about literature in general.

I would come closer to Gim and the specialty

According to the concept, for the subjects of entrance examination, the course and the number of hours with the same high school are attended by the grammar schools. In elementary grammar, the subject of natural science continues in the 9th class, starting the course of a course specifically for the chosen subject, such as biology, chemistry, physics or geography. Their content is in the 9-10. grades in Nat in the same rank as grammatical schools, in grade 11, taking into account the specific characteristics of the subject. Educational goals and related competences must be defined so that there is a chance of further training.

At the same time, students at secondary gymnasiums must also be able to enter and obtain qualifications at a level of vocational education instead of higher education.

What they think is the most important thing

The page on which the document is published, a summary of legitimate aspects of production and the main goals. According to this:

"The new Nat is a center for learning and learning, and Nat formulates knowledge based on the eight learning areas (mathematics, mother tongue communication and literature, history and social studies, foreign language, natural sciences, art, technology, physical education and health development). as learning objectives so that they are both prescriptive (all students, expected content) and tolerant (special treatment, potential content).

Systems and morality change, the core curriculum is the same

A small form of obedience precedes the emergence of the new national core curriculum, a discussion paper has already been prepared, but it is still very limited. We all know that he is patriotic, morally educated, and of course he describes the literacy of age. And what? All curricula are like that.

Nat is the educator, educator and parent / guardian of the public education system. It builds on school and family as a community of values, education, education and development goals.

The new curriculum based on Nat competences. The developers were guided by the modern curriculum theory, the proven results of the learning sciences, the advancing trends of Hungarian and European culture and traditions, national pedagogy and the principles of modern education with international consensus.

One of Nat & # 39; s leading principles is knowledge application. This approach regards knowledge as an important, but not exclusive, part of knowledge. The skills used in daily life play an essential role in the related system of topics.

Wet instead of knowledge-centered education supports building and applying knowledge, active learning. This is based on the balance of learning outcomes, the connectivity and consistency of the content of the subject, and this significantly reduces the load on the student system. Knowledge and skills are based on the application-independent application (competence). Building knowledge through a new approach can be used to validate the quality principles of learning and teaching.

Nat describes the differentiated, possibly personalized education and training as a requirement. It is expected that access to equality, the right to acquire knowledge and the principles of equality (evaluation of developers, support system, transitions between education and training) are valid for all pupils.

The mandatory base number of students is reduced, so that this is maximized with the freely programmable number of hours. It is a change from the reduction, reorganization and weighting of knowledge to the latest knowledge base within the baseline lesson that can be used to develop competencies and overcome the backlog.

Nat has many opportunities to adapt his pedagogical program and local curriculum to the local characteristics of the school. At the same time it is necessary to provide transparency, and the familiarity of possible differences between parents and caregivers according to the basic curriculum can already be found in the school choice. The greater freedom of the teacher also means more responsibility.

The sequence, depth, link and weighting of the content of the subject were included in the individual education and training phases, taking into account the average cognitive development of students. Close learning areas, such as history, social sciences and literature, and MTMI learning areas (mathematics, science, technology, technology and IT) are closely linked in the form of modules and cross-references.

Successful introduction of Nat requires professional support through methodological recommendations, learning support, renewable study books, digital curricula and services to ensure that the profession of professor, including teacher training and further training, is renewed. "

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