Popis
Zpráva v angličtině ke stažení ZDE.
Section A: Introduction
1. Overview of the formal education system
2. Curriculum review and redevelopment
2.1 What Motivates Curriculum Change?
2.2 How Often Does Curriculum Change Occur?
2.3 Who Is Responsible for Curriculum Change?
2.4 How does curriculum change happen?
2.5 Who has a voice in curriculum change processes?
2.6 Are there any current curriculum changes underway or planned?
Section B: Analysis of curriculum documentation for students aged 11-16 years
3. Curriculum: General section
3.1 Vision and purpose (aim and rationale or similar)
3.2 Key competencies/skills Are there any that link to GCE/DE/ESD?
3.3 What is the core curriculum?
3.4 What does the non-core (optional) curriculum consist of?
3.5 Assessment
4. GCE/DE/ESD in the curriculum (11-16 years)
4.1 History of GCE/DE/ESD in the curriculum
4.2 Is GCE/DE/ESD currently core or non-core?
4.3 Is GCE/DE/ESD currently a discrete timetabled subject, part of another subject(s) or curriculum area(s)?
4.4 How many hours is GCE/DE/ESD currently allocated per programme/subject/curriculum area/year?
4.5 What recommendations are there (if any) from the government about the teaching, learning and assessment of GCE/DE/ESD?
4.6 Who teaches GCE/DE/ESD?
4.7 How is GCE/DE/ESD assessed?
4.8 What supports are in place to assist with implementation of GCE/DE/ESD in schools?
4.9 Are there any government/public entity policy documents that are supported by GCE/DE/ESD teaching, learning and assessment for 11-16-year-olds?
4.10 What is the status of GCE/DE/ESD?
Section C: GCE curriculum case studies (11-16 years)
Section D: Summary of main findings
Bibliography
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