Curriculum, subjects, number of hours

The curricula and timetables of general upper secondary schools (genika lykeia) are drawn up by the Institute of Educational Policy (IEP), which offers consultation and makes suggestions about issues concerning secondary education study programmes, textbooks and other teaching material.
The curricula serve as complete guides for teachers and include the following:

• Explicitly stated aims for each subject, in the context of the general and grade-specific aims of education
• Syllabus organised in units
• Indicative guidelines on the method and the teaching materials per subject.

The curricula for grades A, B and C are defined by Ministerial Decision 102977/Δ2/23 currently in effect, as follows:

Grade A

Grade A of general upper secondary education operates with a timetable for  general education subjects of 35 hours per week. 

General upper secondary school grade A timetable

Grade B

The curriculum applicable to grade B of the day general upper secondary school includes general education subjects of 30 teaching hours per week in total and two groups of specialisation courses, in human and science studies, of 5 teaching hours per week in total.
General upper secondary school grade B timetable

1 Greek Language: a single course with two distinct subjects:

1. Ancient greek language and Literature
2. Modern greek language and Literature

2 Mathematics: a single course with two distinct subjects:

1. Algebra
2. Geometry

3 Science: a single course with three distinct subjects:

1. Physics
2. Chemistry
3. Biology

Grade C

The curriculum in grade C of day upper secondary education is split into school subjects of general education and school subjects of specialisation in a total of 32 hours per week. There are 3 specialisation groups: 

1. Human studies
2. Sciences and Health studies
3.  Economics and IT.  

Students are required to select subjects of their specialisation group along with general education subjects.  Students specialising in Sciences and Human studies are required to select either Mathematics or Biology.
Timetable of day general lykeio for grade C

Specialization group subjects are linked with entry into higher education institutes and lead to specific academic disciplines. In particular HEI Departments are grouped into 4 disciplines under law 4610/2019:

• Discipline 1: Humanities, Law and Social Sciences
• Discipline 2: Science and Technological Sciences
• Discipline 3: Health and Life Sciences
• Discipline 4: Economics and ICT

The discipline refers to the total of the same or related cognitive subjects that refer to respective schools of higher education institutions. Access to the specific discipline is granted depending on the specialisation group chosen by the student. 
Therefore, candidates of the Human studies specialisation group have access to HEI Schools and Departments of Disciple 1 and they are required to sit on exams on Modern Greek Language and Literature, Ancient Greek, History and Latin. Candidates of the Sciences and Health studies specialisation group have access to HEI Schools and Departments of either Disciple 2 or Disciple 3, depending on the academic disciple they have chosen:

1. candidates choosing Disciple 2 are required to sit on exams on Modern Language and Literature, Physics, Chemistry and Mathematics and
2. candidates choosing Disciple 3 are required to sit on exams on Modern Language and Literature, Physics, Chemistry and Biology.

Candidates of the Economics and IT specialisation group have access to HEI Schools and Departments of Disciple 4 and are required to sit on exams on Modern Language and Literature, Mathematics, IT and Economics.
The curriculum of evening general upper secondary education is defined with Ministeral Decision 102981/Δ2/23 .    

Teaching methods and material

Education Advisors are responsible for the scientific and pedagogical support and guidance of secondary education teachers. Recently established institutions also offering educational support are: 

• The Centre of interdisciplinary assessment, counseling & support (ΚΕDASY).        
• School Networks of Educational Support (SDEY)
• Interdisciplinary support committees for general and vocational education school units (EDY).
• The Environment and sustainability Training Center (KEPEA).

School textbooks and curricula are developed under the supervision of the Institute of Educational Policy (IEP) and are approved by the Ministry of Education.  
The publication and distribution of the textbooks is conducted by the Computer Technology Institute & Press “Diophantus” (ITYE), a research and technology organization focusing on the research and the effective use of Information and Communication Technologies in the sector of education (law 3966/2011).
Textbooks are distributed for free in public schools.  They are common for all students of the same grade.

New interventions and actions in general upper secondary schools

New important changes, have been recently, introduced  in the curricula and the teaching material of individual subjects with the aim to improve upper secondary education. Relevant examples include the following: 

• New curriculum and related portfolio of educational material for the subject "Modern World: Citizens and Democracy" in grade B of general upper secondary schools, through which students approach critically social, economic and political examples.
• A new curriculum was designed for the subjects of ancient and modern Greek with the aim to encourage students to interpreting and critically assessing texts, as well as producing critical speech
• Portfolios for the subject of Religious Education.
• Portfolios for the subject of IT: restructure, updating and modernizing the subject of IT in grade C of general upper secondary education with new material.

In general upper secondary school, the application of modern teaching methods depending on the subject, and the use of traditional as well as modern teaching materials, constitute a major aim.
However, teachers enjoy a relative independence since they can modify their teaching methods in ways that suit the nature of the subject they teach and students’ abilities, interests and inclinations.
In any case what is sought is an interdisciplinary and holistic approach to learning, which helps develop the pupil’s skills for a more effective response to the problems of everyday life.  At the same time, the knowledge-oriented teaching approach is reduced and school time is used at the maximum degree.
Within the context of optional school activities, teachers undertake actions on:

• Environmental education
• Health education
• Culture and arts oriented issues.

Teachers take the initiative to implement various educational programmes-activities inside or outside school with the participation of students.
The methodological approaches applied in lykeio include:

• Active approach to knowledge through research and discovery. This approach aims at helping students to think, to handle complex concepts, to investigate and to reach knowledge themselves and ultimately to facilitate critical thinking. This is achieved through a range of techniques, including: observation, comparison, measurement, classification, investigation, solving problems, formulating inductive or deductive reasoning, brainstorming
• Illustrations by means of using appropriate teaching aids, such as slides, videos, models, pre-made kits, by means of which the interest of pupils is triggered, their attention is focused on a specific goal and learning is facilitated.  The help of a computer and appropriate dynamic simulations can be useful for the pupil in order to identify and better understand concepts and procedures.
• Discussion/debate of the teacher with the pupils or discussion in groups.  Debates give pupils the opportunity to think, to be puzzled, to evaluate and to formulate their opinions through the dialectical process of confrontation. The involvement of the pupil in the debate and their active participation achieved by the appropriate puzzling questions, which should be planned before teaching
• Direct form of teaching/narration. Human beings are able to communicate their knowledge and ideas, by the means of reason. This enables the teacher to be directly involved in the learning process at the time of teaching, when he considers that the indirect forms of teaching are not appropriate for the occasion
• Teamwork forms of teaching. Teamwork teaching styles are recommended for the preparation of work plans (projects), which are provided for the organization of interdisciplinary activities.

These teaching strategies can be applied separately or in combination, depending on the module, the nature of the course, the pupils' needs and the circumstances of the school and the resources available to the teacher.

School laboratories (natural sciences and information technology)

A major effort is made for the promotion of laboratory teaching for the subjects of natural sciences as well as for the support of the teaching and application of information and new technologies in secondary education schools.

Details on the school laboratories can be found in the section  6.2. Teaching and learning in general lower secondary education

Educational platforms and digital portals

The digital upgrading of the teaching process is carried out through supply programmes of suitable ICT equipment (portable laboratories, interactive boards).

 The newly created Unified Digital Portal of Public Administration "gov.gr" meets all accessibility standards for people with disabilities,  aiming to provide individual career counseling services to upper secondary school students. The application is developed and operated by the "National Organisation for the Certification of Qualifications and Vocational Guidance" (EOPPEP) on behalf of the Ministry of Education, Religious Affairs and Sports. First grade students from all types of upper secondary schools have  access to vocational guidance services. The objective is to open students to new options and help enhance their inclinations and skills, so that students can manage personal and professional development with their own means. Each user has his/her own individual access codes. 

The Digital School  is a digital platform which includes the full content of the lessons taught in schools in the form of short video episodes created by experienced teachers.

The first available videos are about  Language and Mathematics  for all lower secondary school grades, while soon all  material for every grade of elementary, lower secondary and upper secondary schools will be available for all subjects of the school curricula.

On line real-time  courses will be offered for the nationally examined (pan-hellenic) subjects of the 3rd grade of upper secondary schools,  which will also be available for later use. They include all nationally examined GEL (general upper secondary) and EPAL (vocational upper secondary) courses as well as  any special courses, such as architectural design. 

During digital teaching, which will take place in the afternoon hours, the students will have the opportunity to interact with each other and the teacher in real time, while the lessons will include tests and evaluation.

Details on the educational platforms and digital portals can be found in the section  6.2. Teaching and learning in general lower secondary education

Foreign languages

The preparation of new teaching material for English, French and German has been a major change in foreign language education. This material is free for all students of public genika lykeia.
The material is designed on the basis of scenarios.  It is divided in thematic units that include comprehension activities and production of oral and writing speech.  The aim is the development of communication skills in foreign languages through authentic communication situations.
Teachers can plan their teaching, add or adjust the material available on the basis of the language proficiency, the needs and interests of students. At the same time, they can use the infrastructure of the school unit.