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According to Legea educației naționale 1/2011, with its subsequent changes and additions, the National Curriculum for school education is centred on the development and diversification of key competences which define the student’s educational profile. To that end, the National Curriculum for lower secondary education is focused on the development of key competences. The table below presents the expectations from students at the end of lower secondary education:
In lower secondary education (grades 5 - 8) there is no specialisation of studies – lower secondary education is provided as general education. Using the School-Based Curriculum and extracurricular activities, a significant number of schools have developed enhanced educational programmes, including, for example, the intensive study of modern languages, computer use, sports and arts activities etc. These programmes cannot be considered specialization. Curriculum, subjects, number of hoursThe content of education at secondary level is provided for in the National Curriculum, which is defined by the Education Law 1/2011, with its subsequent changes and additions, as a coherent set of framework curricula and subject curricula in school education. The Framework Curriculum includes the school subjects, the obligatory and optional areas of study, as well as the minimum and the maximum number of hours dedicated to them. The Framework Curricula and the curricula for obligatory subjects/areas of study in school education are developed by the institutions and bodies authorised by the Ministry of National Education and are approved by an Order of the Education Minister. The Framework Curricula in lower secondary education group the subjects across seven curricular areas: Language and Communication; Mathematics and Sciences; Man and Society; Arts; Physical Education, Sport and Health; Technologies; Guidance and Counselling. Teaching-learning activities for separate groups, of at least 10 students, may be organised in the following situations: activities organised in the framework of the School-Based Curriculum and/or extracurricular activities the intensive study of a modern language the study of modern languages for bilingual classes the intensive study of computer science. The curricula for optional subjects/areas of study are developed at school level, through consultation with the Teacher Council, the Student Consultative Council, the parents’ association structure, and the representatives of the local community. The curricula are approved by the board of the school. The share of compulsory subjects in the National Curriculum and that of optional subjects are determined in the Framework Curricula, observing the principles of equal opportunities and fairness and relevance and decentralisation. For each subject and area of study, the subject curriculum covers 75 per cent of the classes/hours dedicated to teaching and assessment, leaving at the teacher’s discretion 25 per cent of the time allocated to a subject/area of study. Teachers decide whether the 25 percents of the time allocated to a subject/area of study are used for remedial learning, for consolidating knowledge or for encouraging the students who are capable of high achievement, based on the individual learning plans. The Framework Curricula for lower secondary education are structured in two components:
The school based curriculum is indicated through the number of hours allocated to schools for creating their own curricular project. It is determined in a decentralised way by each school, every school year for the next school year. Types of optional provision
The Framework Curricula and the subject curricula for lower secondary education are developed by specialised national commissions under the scientific coordination of curriculum experts. The commissions include teachers in school education and higher education teachers, inspectors and specialists whose professional activity is nationally acknowledged. Following public debates, the Framework Curricula and the subject curricula are approved by an Order of the Education Minister and become regulatory documents. The subject curricula define, for each subject, their area of study indicated in the Framework Curriculum, and the goals pursued, and highlight the fundamental theoretical, experimental and applicative contents, providing general methodological guidance for their delivery and assessment. Teaching methods and materialsThe methods are selected so that they lead to the attainment of the goals proposed for an educational level, the attainment of the objectives proposed for each subject and, especially, to meet the students’ age and individual characteristics. Teachers are fully responsible for the choice of methods. Teachers take into account the structure of theclass, the learning resources , the methodological guidance provided in the National Curriculum and the materials published for teachers. An important number of publications have been made available to support teaching and learning:
During lessons, the teacher is fully responsible for class management. Teachers choose independently how to organise the activities – with all the students in that class , in groups or individually – depending on the specific objectives of the lesson and the students’ level. With regard to the teaching and learning methods, the following mentions of a general nature may be considered: methods based on oral communication, learning and exploration methods, interactive student-centred methods. At the end of each lesson, teachers usually assign the homework for the next lesson. Homework involves solving exercises, writing essays or other activities chosen either from textbooks, or from other publications. In some cases students are required to take some practical activities as homework – such as measurements, observations, small practical projects, etc. At the beginning of each lesson, teachers usually check how students did their homework and, if necessary, help students finish it. . The Ministry of National Education recommends, in deciding the time allocated to homework, to take into account the students’ need to socialise and have various sport and recreational activities. Textbooks are provided free of charge throughout compulsory education. The Law of National Education 1/2011, with its subsequent changes and additions, stipulates that only the textbooks that are approved by the Ministry of National Education may be used in the classroom. For most subjects taught in secondary education, there are three or more alternative textbooks approved by the Ministry of National Education for each grade. Depending on the students’ level, each teacher chooses and recommends the textbook for each subject at the beginning of the school year. Printed materials may be purchased by the library of the school or may be recommended by the teacher and purchased by the students. The use of information and communication technology in the teaching-learning process has been strongly impelled by the computersation of education. |