Curriculum, subjects, number of hours

Curriculum regulations

The content of teaching and learning in schools is determined by a three-tier curriculum regulation system.

1. The central and highest tier is the National Core Curriculum, regulated by the Government Decree 110/2012 (VI. 4.) on the issuance, introduction and implementation of the National Core Curriculum (110/2012. (VI. 4.) Korm. rendelet a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról). It is a strategic document compulsory for all educational institutions. The National Core Curriculum (NAT) conveys common national values and contributes to the preservation of national traditions and to the development of a sense of national identity. It defines the main areas of education, how content is divided into stages, and the development tasks that must be completed at each stage. It provides the basis for preparing framework and local curricula, subject programmes, examination requirements, textbooks and other teaching aids, thereby ensuring consistency in education and interoperability between schools. It also sets out the principles of minority education and education for students with special educational needs. It states that schools must provide education on health, environmental protection, and consumer protection. 

Although compulsory education currently lasts until the age of 16, the National Core Curriculum continues to regulate the content of education up to the age of 18. The document is divided into three major educational stages, covering grades 1–4, 5–8, and 9–12. The core curriculum is reviewed every five years, with amendments implemented in an ascending system.

2. The second level of content regulation is the national framework curriculum. Based on the National Core Curriculum, it provides more detailed descriptions of individual subjects and requirements for different types of schools, as well as curricular and methodological support.  Separate framework curricula exist for 4-, 6- and 8-year secondary general schools. The framework curricula and content regulations issued by the Minister responsible for education can be found on the Educational Authority's website.

3. The third, local level of regulation is the educational programme of schools. This includes the local curriculum and teaching programme (regulated by the Act on Public Education). School teachers prepare the local curriculum independently based on the framework curricula, considering local needs and adapting it to their own circumstances. It is first approved by the teaching staff and then by the school maintainer. Education in schools is based on the educational programme, which is a public document. This document outlines the requirements for advancing to higher grades, as well as the forms of student assessment and evaluation.

In the local curricula of secondary general schools, the requirements of the school-leaving examination and the National Assessment of Basic Competences must also be taken into account. In practice, therefore, both the school-leaving examination and the National Assessment of Basic Competences strongly influence the content.

Subjects and number of teaching hours

The table below shows the number of teaching hours per subject recommended by the National Core Curriculum for 4-year secondary general schools from 2020 onwards:

 Number of lessons in the local curricula

Schools have a certain degree of freedom in their timetables as they can reallocate the number of lessons in their local curricula within two-year cycles. They can plan and teach compulsory subjects for a greater number of hours at the expense of freely plannable, non-compulsory lessons and/or introduce new subjects. However, they cannot exceed the weekly number of hours specified in the regulations. Secondary schools may also organise optional class activities in line with students’ interests and needs in order to enable them to catch up with their better performing peers or to promote development, talent support, consultation or to impart special or supplementary knowledge elements. These are also included in the local curriculum. In the last two grades of general secondary education (grades 11 and 12), students tend to choose additional classes from the subjects covered in the secondary school-leaving exams, within the limits of their compulsory and optional lesson hours. Usually, these classes represent the fields in which they intend to pursue further studies. 

During their studies, upper secondary general school students have to complete at least 50 hours of community service. Community service is an activity carried out by individuals or groups, independent of financial interests, organised for the benefit of the local community in a social, environmental, non-financial and educational capacity (Act on Public Education (2011. évi CXC. törvény a nemzeti köznevelésről)). It is a pedagogical tool wherein students can experience and practice activities that are beneficial for others and the local community. Examples of school community services include community, health, social, charitable, educational, cultural, environmental and nature activities, as well as disaster prevention activities and sports and leisure activities that can be shared with preschool children, pupils with special needs and the elderly. Organising community service is the responsibility of the school.

Teaching methods and materials

Schools and teachers have a great deal of freedom in terms of teaching methods, based on the pedagogical principles, objectives, tasks, tools and procedures set out in the school's educational programme.

Teaching usually takes place in 45-minute lessons and the curriculum is organised into subjects. Although frontal teaching is still common, teachers' methodological repertoire is broadening to include cooperative techniques, project-based learning, differentiation and the use of information and communication technology. Teachers are therefore shifting their focus from reproducing the curriculum to using methods that develop skills, encourage student activity, and emphasise creativity.

In some lessons, it is usual to divide the class into two or, less frequently, three groups. This is most common in language and physical education lessons.

In Hungary, teachers traditionally place great importance on homework assignments and regular testing. Students are usually set homework every day, so lessons often involve questioning students about their homework and/or setting short oral or written tests.

Teaching tools, textbooks

Textbooks, which are provided free of charge to all students, remain indispensable tools in the Hungarian school education system. In state-run secondary general schools, teachers mostly use textbooks developed by the Educational Authority. The Minister responsible for public education annually issues a list of textbooks from which teachers can select.

In addition to textbooks, digital content is playing an increasingly important role. The National Public Education Portal (Nemzeti Köznevelési Portál) provides teachers, parents and students with access to curriculum-related assignments, worksheets, smart textbooks and methodological ideas organised by grade and subject.