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Eurydice

EACEA National Policies Platform:Eurydice
Teaching and learning in primary education

Greece

5.Primary education

5.2Teaching and learning in primary education

Last update: 8 October 2024

Curriculum, subjects, number of hours

Primary education curriculum is drawn up by the Institute for Educational Policy (ΙΕP). The Institute is responsible for delivering opinions or recommendations on issues related to primary education programmes, school textbooks and other teaching material. 
The curriculum is implemented at all schools across the country.
The current primary education National Curriculum is modeled on the basis of the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) (Minsterial Decisions 21072β/Γ2/28-2-2003 and 21072α/Γ2/28-2-2003).
The cross-thematic approach defines the structure of teaching. It aims at a balanced horizontal and vertical distribution of educational material. It promotes cognitive subjects interconnection, as well as comprehensive analysis of key concepts.
The innovative "Skills Labs Flexible Zone of Interdisciplinary and Creative Activities" is also included in DEPPS.

Furthermore, since the school years 2021-2022 and 2022-2023, the action "Pilot Implementation of Study Programs in Primary and Secondary Education" has been implemented by the IEP, in all Model Schools and the Experimental Schools of the country, by the instructions of the IEP (Ministerial Decision 104671/ΓΔ4/27-8-2021) within the framework of the Acts "Upgrading the Study Programs and Creating Educational Material for Primary and Secondary Education" and "Training of Teachers in the Study Programs and educational material for Primary and Secondary education". Since the school year 2023-2024, their universal application has been effective in the country's Primary and Secondary Education schools (https://iep.edu.gr/el/nea-programmata-spoudon-arxiki-selida)

Joint Ministerial Decision 160159/ΓΔ4/23-12-2022 establishes, in collaboration with the IEP and the Diophantus Institute of Computer Technology and Publications, the creation, organization, operation and technical support of the Textbook Registry and the digital Textbook Library. This is the initial stage of implementation of the reform for the Multiple Book. The multi-book enables teachers to choose the textbook they wish to teach from in the classroom, while at the same time, all approved textbooks are available in a digital library so that our students could combine knowledge from different sources of information in order to cultivate their critical thinking.

According to l.4547/2018, the support structure of school units and educational work moved towards an interactive and dynamic relationship between school and support structures.
L. 4823/2021 replaces the institution of Εducational Co-ordinators by the institution of Education Advisors. The Educational Co-ordinators continue to perform their duties until their abolition with the selection and placement of Education Advisors, Regional Quality Supervisors of Education and Quality of Education Supervisors. Educational goals, pedagogical practices, types of exams and formative assessment are formed by school units and groups of schools with the co-operation of:

  • Interdisciplinary Assessment, Counseling and Support Centers (KEDASY)
  • Environmental and Sustainability Education Centres (KEPEA)
  • Regional Councils of Supervisors (ESL)

L. 5128/2024 establishes a Digital Education Portal and the Digital School (digital support tutorials), which is accessible through the Single Digital Portal of Public Administration "gov.gr". The e-application meets all accessibility requirements for persons with disabilities; it functions as a portal for digital educational content and services of modern and asynchronous distance learning in primary education. It is developed and operated at the Institute of Educational Policy (IEP) on behalf of the Ministry of Education, Religious Affairs and Sports. 

Digital education is provided in various forms, including asynchronous education for pupils in the 5th and 6th grade of primary school. The IEP is responsible for the implementation of digital education in primary education. 

Kindergarten/pre-school (Nipiagogeio)

The Cross Thematic Curriculum Framework for pre-school and the relevant National Curriculum determine the guidelines for the design and development of activities in:

  1. Language
  2. Mathematics
  3. Environmental Study
  4. Creation & Expression
  5. ICT.

With Ministerial Decision Φ.31/94185/Δ1/29-7-2021 the "Skills Labs" that operated on a pilot basis during the school year 2020-2021, have been implemented since the school year 2021-2022 in all classes throughout the country. Their purpose is to enhance the cultivation of soft sκills, life skills and technology and science skills in Kindergarten. 

Furthermore with Ministerial Decision Φ.80378/ΓΔ4/5-7-2021, the English language is introduced into the compulsory morning program of the country's pre-schools through creative activities, of an experiential nature, from the school year 2021-2022. The introduction of English language is done by providing PE06 teachers for two teaching hours per week in each section of the compulsory morning program of pre-schools, in cooperation with the kindergarten teacher of the department. Its aim is to enrich the Kindergarten program in relation to the linguistic and all-round development of infants to enhance multilingual awareness, intercultural communication and the formation of the identity of the active citizen in modern multicultural society.
These programs offer guidelines for the implementation of activities, developmentally suitable and effective for all pre-school children.

In the pre-school, subjects are not distinguished into compulsory and optional. There is no specific syllabus, as in primary and secondary education.

These programs aim to provide all-round child development with regard to their physical, emotional, social and cognitive skills.
Programs are designed around themes that trigger the child's interest while using pedagogical practices.Thematic and project-based learning are key components of the programs implemented. Emphasis is placed upon the interdisciplinary and holistic approach to knowledge, as well as making use of children's curiosity and ideas for conducting the learning process.

The single type of all-day pre-school consists of:

  • The mainstream compulsory program for all pupils (infants and pre-schoolers). It concerns all classes. It lasts from 8:30 to 13:00.

  • The non-compulsory all-day program lasts from 13.00 to 16:00. It may include early arrival classes (07:00 – 08:00), if parents apply for them and only for pupils, who have chosen the optional all-day programme (13:15 – 16:00).

  • Pre-schools which implement a new upgraded all-day program until 17.30 for the school year 2024-2025 are defined with Ministerial Decision Φ.7/ΦΜ/98404/Δ1/10-8-2022. 

The mainstream general compulsory program is developed in 25 teaching hours per week, while the optional in 4 teaching hours per day, according to the current Cross Thematic Curriculum Framework and the National Curriculum for pre-school.
The timetable of pre-school is described in detail in Chapter 5.1 “Organization of Primary Education”.

Primary school (Dimotiko scholeio)

National Curricula for each subject are organised into 6 levels, each of them corresponding to one (1) out of six (6) primary school grades or into fewer levels, depending on the subject.
 

National Curricula specify:

  • The aims of the subject
  • Educational objectives
  • Thematic Units
  • Indicative activities and cross-thematic projects.

The syllabus for the subjects taught is compulsory for all pupils at all primary school grades (i.e. syllabus content and its distribution across all 6 Grades).

The teaching subjects of the single type of all-day primary school are:

  1. Religious Education
  2. Language
  3. Mathematics
  4. History
  5. Study of the Environment
  6. Geography
  7. Natural Sciences
  8. Civil Education
  9. Arts Education (Visual Arts, Music, Drama)
  10. Physical Education
  11. English
  12. 2nd Foreign Language
  13. Skills Laboratories
  14. ICT.

In accordance with Predicential Decree 79/2017, the following table presents instruction time per subject and class, as applicable:

  SUBJECTS WEEKLY TIMETABLE
    1st 2nd 3rd 4th 5th 6th
1 Religious Education - - 2 2 1 1
2 Language 9 9 8 8 7 7
3 Mathematics 5 5 4 4 4 4
4 History - - 2 2 2 2
5 Study of the Environment 3 3 2 2 - -
6 Geography - - - - 1 1
7 Natural Sciences - - - - 3 3
8 Civil Education - - - - 1 1
9

Arts Education:

Visual Arts

Music

Drama

(4)

2

1

1

(4)

2

1

1

(3)

1

1

1

(3)

1

1

1

(2)

1

1

-

(2)

1

1

-

10 Physical Education 3 3 3 3 2 2
11 English Language 2 2 3 3 3 3
12 Skills Laboratories 3 3 2 2 1 1
13

2nd Foreign Language

(French or German)

- - - - 2 2
14 Information & Communication Technologies (ICT) 1 1 1 1 1 1
  TOTAL 30 30 30 30 30 30

The "Skills Labs", which have been implemented since the school year 2020-2021 with Ministerial Decision Φ.31/94185/Δ1/29-7-2021, have been developed in all classes throughout the country. L.4807/2021 introduces the "Skills Labs" in the curriculum and the weekly timetable of all types of compulsory education schools, pre-school (nipiagogeio), primary and secondary schools in order to enhance the cultivation of soft skills, life skills, technology and science skills in students.

The curricula of primary schools (see Chapter 5.1) which operate with four (4) teachers and above is defined by Presidential Decree 79/2017. For schools operating with one (1), two (2) teachers and three (3) teachers the primary school curriculum is specified with Ministerial Decision 83939/Δ1/19-5-2017

For the school year 2024-2025 with Ministerial Decision Φ.12/21077/Δ1/27-02-2024, primary school pupils attending the upgraded all-day primary school program can leave school at 15:50, at the end of the second teaching hour of the second zone, or at 17:30, at the end of the school day. They can also leave school at 14:55 at the end of the first teaching hour of zone 2. Primary schools which implement the new upgraded all-day program until 17.30 are defined by Ministerial Decision Φ.7/ΦΜ/98404/Δ1/10-8-2022. 

Teaching methods and materials

Kindergarten/pre-school (Nipiagogeio)

With the adoption of l.4823/2021 the educational work is supported by the Education Advisors and the following structures:

  • Regional Councils of Supervisors (PESEP).
  • Interdisciplinary Assessment, Counseling and Support Centers (KEDASY).
  • School Networks of Educational Support (SDEY).
  • Committees of Interdisciplinary (EDY).
  • Environmental and Sustainability Education Centers (KEPEA).
  • ICTs’ Supervisors.

Pre-school curriculum and the relevant educational support material is designed under the supervision of the Institute of Educational Policy (IEP) and are approved by the Ministry of Education, Religious Affairs and Sports. 
For the compulsory program of public pre-school (nipiagogeio): l. 4692/2020 by decision of the Minister of Education and Religious Affairs, which is issued after a proposal of the Institute of Educational Policy, introduces:

  1. module entitled "Skills Labs", consisting of a pilot addition of new thematic courses in pre-school (nipiagogeio). The aim is to enhance the cultivation of soft skills, life skills and technology and science skills. 

  2. the creative engagement of students with English language through the organization and implementation of activities. During these, students interact with English teachers in the presence of the Kindergarten Teacher.

More specifically, the "Skills Labs" were implemented on a pilot basis during the school year 2020-2021 and since the school year 2021-2022 they are implemented in all pre-schools (both public and private) across the country (Ministerial Decision Φ.31/94185/Δ1/29-7-2021). At the same time, since the school year 2021-2022, the English language has been introduced into the compulsory morning curriculum of the country's kindergartens through creative activities of an experiential nature. With the same Ministerial Decision, the timetable of the Kindergarten in the framework of modern distance education for the school year 2020-2021 was established. 

Within the framework of the Act "Upgrading of the Curricula and Creation of Educational Material for Primary and Secondary Education", the development of a new curriculum for pre-school (nipiagogeio) is being implemented. Additionally, according to the Act "Training of teachers in Curricula and educational material for Primary and Secondary Education" distance training is implemented. 
Pre-school teachers are supported in their work both by the guidelines in the pre-school National Curriculum (Ministerial Decision 21072β/Γ2/28-2-2003) and the "Pre-school Teacher's guide – Educational Plans - Creative Learning Environments (2005)". They offer them a basis for theoretical and methodological support and a pool of ideas with direct examples of learning activities. 

The objectives of the curriculum for pre-school are achieved by designing and developing free and organized play activities which aim to promote active, experiential and collaborative learning. These activities should take into account: needs, interests, competences, pre-existing knowledge, inclinations and specificities of students as well as the individual learning rate of each student. An interdisciplinary and cross-thematic approach to the issues is attempted and creative and free expression is promoted through a student-centered process.


To reinforce all-day pre-school institution, a new package of educational and support material has been developed with multiple recipients (parents, pre-school teachers, pupils). It includes both printed and electronic material. Seminars have been organised for education executives on this new educational material and new curriculum. Ministerial Decision 130272/Δ1/26-8-2016 establishes the Single Type of All-Day pre-school  (nipiagogeio). 


The pre-school curriculum promotes autonomy of children, so that they can learn how to co-exist, co-operate and capitilise on knowledge and skills which are associated with different cognitive fields but which contribute to their cognitive, social, emotional and physical development. The teacher creates the appropriate conditions for ensuring learning incentives and prerequisites for all children in an attractive, safe, friendly and stimuli-rich environment to ensure motivations and learning conditions.The role of the teacher is crucial as it is assisting,  mediating and leading to cooperation, thus facilitating and supporting the whole learning process.

The main means and tools used in pre-schools in order to meet the objectives of National Curricula for pre-schools are:

  • Images
  • Data reconstructions
  • Exploration
  • Educational games
  • Practice exercises
  • Case studies
  • Open activities
  • Research Activities.

The "Skills Labs" aim to enhance the cultivation of soft skills, life skills and technology and science skills in students  in combination with the formation of a  contemporary framework program with a structure of Open, Living Programs of Studies and Procedures through the following right circles of:

  • Cycle of learning skills – Critical thinking
  • Cycle of life skills
  • Cycle of technology and science skills
  • Cycle of mind/mental skills

Within the context of School Activities Programmes, and within the timetable, teachers undertake actions pertaining to:

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

The School Activities Programmes encourage the empirical, interdisciplinary and team approach in order that pupils develop their social skills, codes of conduct and critical thinking, cultivate attitudes that are necessary in the decision-making process and at the same time they contiribute to the opening of the school to society and its connection with social reality.
The teachers for the development of the above educational programs refer to the "Guide for the development of interdisciplinary environmental education activities" and are supported in their work by the Heads of Environmental Education, Health Education, Cultural Affairs and School Activities, in collaboration with the pedagogical specialists of the relevant Environmental and Sustainability Education Centers (KEPEA). 


Within the framework of the implementation of the School Activities Programmes, the school units may:

  1. cooperate with public bodies, local authorities, Higher Education Institutes, other governmental or non-governmental bodies, etc., which implement programs / actions approved by the Ministry of Education, Religious Affairs and Sports,

  2. utilize educational material of institutions, approved by the Ministry of Education, Religious Affairs and Sports. In the same framework there is also the possibility of participation in thematic networks of Environmental Education, Health Education, Cultural Issues  (local, regional, national, international), which are approved by the Ministry of Education, Religious Affairs and Sports. 

The educational material is available free of charge.

 Primary school (Dimotiko scholeio)

Until school year 2017-2018, school advisors were responsible for the scientific and pedagogical support and guidance of primary school teachers. 

In accordance with the l. 4823/2021, “Upgrading of the school, empowerment of teachers and other provisions" the responsibility of scientific and pedagogical support and guidance of teachers teaching in primary school is supervised by education advisors. There are also the following structures:

  • Regional Councils of Supervisors (PESEP).
  • Interdisciplinary Assessment, Counseling and Support Centers (KEDASY).
  • School Networks of Educational Support (SDEY).
  • Committees of Interdisciplinary Support (EDY).
  • Environmental Education Centres.
  • ICTs Supervisors.

 L. 4692/2020 determined the distribution of time per teaching subject in primary schools. With Joint Ministerial Decision 155689/ΓΔ4/14-11-2020 the timetable for contemporary distance learning has been set from the school year 2020-2021 and onwards.  Special Guide for distance education (for teachers) was prepared by the Institute of Educational Policy.
Teachers must implement the curricula, taking into consideration the special conditions prevailing in their classes, in order to achieve the educational objectives.
 

In order to guide teaching work:

  • Teachers are provided with guidelines on teaching in line with the current curricula by the Institute of Educational Policy.
  • They are supplied with teacher manuals accompanying each subject.
  • They co-operate with education advisors.

In the curricula, particular emphasis is placed on the cross-thematic approach to knowledge via Skills Labs. The Skills Labs enrich the topics of the "Flexible Zone of Interdisciplinary and Creative Activities" with specific thematic Units, necessary for the development of skills, the acquisition of competences and the formation of attitudes, enhancing active citizenship, in order to compensate for the inflexibility, unilateralism and fragmentation of the traditional school and to permeate with their principles and practices the daily teaching practice.

Within the framework of both the Skills Labs, within the school hours,  actions are developed for all classes around 4 thematic units:

  1. I Live Better,- Well-being
  2. I take care of the Environment,
  3. I Am Interested and Active, Social Awareness and Responsibility
  4. Create and Innovate - Creative Thinking and Initiative,

as well as optional school activities, the following actions are developed by teachers:

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

The teachers for the development of the above educational programs utilize the "Guide for the development of interdisciplinary environmental education activities" and are supported in their work by the heads of environmental education, health education, cultural affairs and school activities, in collaboration with the pedagogical specialists of the relevant Environmental and Sustainability Education Centers (KEPEA).


In the framework of the implementation of the School Activities Programmes, the school units may:

  1. cooperate with public organizations, local self-government bodies, HEIs, other governmental or non-governmental bodies, etc., which implement programs / actions, 
  2. utilize approved educational material of institutions,
  3. participate in thematic networks of environmental education, health education, cultural issues (local, regional, national, international), approved by the Ministry of Education, Religious Affairs and Sports.

The above programmes foster the empirical, interdisciplinary and team approach to knowledge, so as to help pupils develop their social skills and critical thinking and at the same time to encourage schools to open up to society.

Teachers are encouraged to implement various optional educational programmes-activities within or outside the classroom through student participation.

School textbooks have been elaborated based on National Curricula, applicable to all subjects, grades and education levels. They are distributed free of charge to pupils across the country.

The selection and approval of the material is conducted at central level by the Ministry of Education, Religious Affairs and Sports (they are designed by the Institute of Educational Policy).
Within the framework of the Act "Upgrading the Curricula and Creating Educational Material for Primary and Secondary Education", a new Curriculum for the Primary School has been implemented since the school year 2023-2024 (https://iep.edu.gr/el/nea-programmata-spoudon-arxiki-selida).


In accordance with l. 4692/2020, by decision of the Minister of Education and Religious Affairs, issued on the recommendation of the Institute of Educational Policy, educational action entitled "Skills Labs" is introduced on a pilot basis in the compulsory primary school program.  It concerns the trial addition of new thematic courses at Primary School in order to enhance the cultivation of soft skills, life skills and technology and science skills among pupils.

More specifically Ministerial Decision Φ.7/79511/ΓΔ4/24-6-2020 introduced the implementation of the pilot action "Skills Labs" in Primary and Secondary Education.
Since the school year 2016-2017, a systematic effort has been made and is in place to restructure and rationalize the curriculum at the Primary School. At the same time, since 2018 a new mathematics book for the 5th grade of Primary School is being used and since the school year 2020 - 2021 a new curriculum and educational material for Religious has been in force (Ministerial Decision 31585/Δ2/4-3-2020).

The issue of pupils' homework is defined based on the directions provided at central level, while relevant instructions can be found in teacher books.

Foreign languages

The implementation of the single curriculum in foreign languages has been a big change in foreign language education (Ministerial Decision 141417/Δ2/9-9-2016). 
Its basis is the teaching of foreign languages throughout the spectrum of compulsory education. Foreign languages are considered to be a single cognitive subject with a common curriculum.
The above curriculum describes in detail the communicative objectives through indicators of:

  • Communicative language proficiency
  • Partly communicative language actions.

The above is classified according to the levels of language proficiency of the Common European Framework of Reference for Languages  (CEFR,Council of Europe 2001). 
The choice of teaching methods depends on the teachers’ judgment and on the basis of the social, cultural and learning traits, as well as the interests and needs of students.

Apart from lesson plans, teachers create suitable educational material. Hence, they enrich the school textbook, to reinforce learning incentives and meet the interests and inclinations of students.

English Language in pre-schools 

Under l. 4692/2020  "Upgrading the School and other provisions" and Ministerial Decision Φ.7/76108/ΓΔ4  on "Activities in English in nipiagogeio", the English language was implemented on a pilot basis during the school year 2020-2021 in the compulsory morning program of public Kindergartens of all types, through creative activities, for 2 teaching hours per week. The teaching is undertaken jointly by an english teacher and the kindergarten teacher of the class, who co-formulate the program of activities on the basis of the curriculum of the pre-school (nipiagogeio), with emphasis on exploiting the needs, inclinations and infants’ special interests.The program has been implemented in all kindergartens of the country since the school year 2021-2022.

L. 4807/2021 introduced into pre-school compulsory programms the creative engagement of pupils with English language through the organisation and implementation of activities during which pupils interact with an English teacher in the presence of the regular teacher.
 

Increase in teaching hours in the 1st and 2nd grades of the Primary School


In accordance with l. 4692/2020, the teaching of English since the school year 2020-2021 has been increased in the 1st and 2nd grade of the Primary School from one to two hours per week.

Natural Sciences

A major effort is made for the promotion of laboratory teaching for the subjects of natural sciences.

In order to offer extra support to lab teaching of natural sciences, laboratory centres of natural sciences (EKFE) operate. There can be one or more depending on the number of school units at each education directorate.

EKFE are centres of research, technical and pedagogical support of the lab teaching of natural sciences subjects. They use all appropriate means. They co-operate with the coordinators of educational work of natural sciences.

Finally, they contribute to the organisation of the school laboratories of natural sciences (SEFE) of primary and secondary education schools. 

ICT in primary education

Special emphasis is given in the inclusion of ICT in the educational process. To this end, the Ministry of Education, Religious Affairs and Sports provides software for classroom use. Moreover, there are two websites maintained by the Ministry of Education:

These two constitute interactive communication and teaching support channels, where teachers and schools can post relevant educational material. In parallel, primary schools equipment is enriched with computer laboratories.
In addition, the Advanced Electronic Scenarios Operating Platform «Αίσωπος» is another support website for the educational community. It is developed by IEP and offers teaching scenarios for various cognitive subjects of primary education.
Since the school year 2016-17 ICT courses in primary school are taught (1) hour weekly in all classes. In accordance with l. 4692/2020, on the allocation of time per teaching subject in Primary Schools, the teaching of ICT continues to be taught for one (1) hour per week at all levels.


The teaching of ICT in primary school identifies and specializes the dimensions of computer literacy, computational, analytical, interdisciplinary and critical thinking, ie knowledge, skills, attitudes and values of ICT, that should be developed by all students and are necessary both for continuing their studies at the next level of education and for their integration into the newly transformed digital society. 

The teaching of informatics literacy in primary school has a clear laboratory orientation. Main factors are the active participation of each student and the continuous interaction and cooperation with the teacher and classmates. The Informatics Laboratory, conventional or mobile (transferred to the classroom), is for students a place of study, research, active participation and cooperation. This encourages and favors the exploratory approach of new knowledge, interactive and collaborative learning, the self-engagement and the creativity of the students.


The proposed framework for the development of ICT pupils consisted of four dimensions (components) corresponding to the structure of teaching: 

  • Technological
  • Cognitive
  • Problem solving
  • Social skills

As part of the wider transformation of digital education in our country, the Ministry of Education, Religious Affairs and Sports in cooperation with agencies, including the IEP, has adopted digital structures to support modern and asynchronous distance learning, such as:

Asynchronous distance learning 

Synchronous distance learning

In particular, the Digital Educational Platforms e-me and e-class, are two-way channels of communication and teaching support, as teachers and schools have the opportunity to post relevant educational material.