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The European Landscape Convention, adopted in 2000, aims to promote the protection, management and planning of landscapes and to organise cooperation on landscape-related issues. Countries that ratified the Convention undertook to introduce activities that would promote public education on the subject. In Poland, the Ministry of Education has identified schools as the place to implement these priorities. In the core curriculum of general education for primary schools, «creating opportunities to learn about the components of the landscape» was prescribed as the primary objective of the subject of nature. Although the school should play a leading role in the implementation of these tasks, even in its most elaborate form it is unable to meet all the needs. It should be complemented by non-formal education, which goes beyond the school curriculum and is a kind of its extension. This article is an attempt to present and evaluate the author's educational project dealing with the topic of cultural landscape at the regional level. [ABSTRACT FROM AUTHOR]

A teacher of a foreign language (FL) obtains his/her professional training during a higher education course in philology, where he/she follows a training program focused on "learning outcomes that include knowledge and skills corresponding to all the requirements of the core curriculum of the taught subject or the core curriculum of education in the profession, respectively, or the content of the classes taught" (Journal of Laws 2019, item 1450). From the this provision it should be concluded that FL teachers work in various educational institutions and with audiences of different profiles and needs, including professional ones. The article describes the scope and forms of FL/LSP teacher education in Poland, based on the results of a qualitative analysis of teacher education programs implemented in 2017-2020 at 22 Polish universities. The text presents elements of teacher specialization programs, including content specific to specialized glottodidactics at different universities/degrees. These illustrate the diversity of educational practices applied and are intended inspire the implementation of didactic solutions on a wider scale. [ABSTRACT FROM AUTHOR]

The article presents opportunities and challenges connected with teaching the mother tongue in contemporary secondary schools in Poland. The subject of reflection is the concept of language teaching included in the newest core curriculum for high schools, technical schools, and vocational schools as well as its implementation in the series of coursebooks (7 volumes) published by the Operon Publishing House in 2019–2022. Both the school content and the detailed realization in coursebooks as well as additional materials reflect the tendencies in contemporary didactics. The adopted solutions functionalizing the language knowledge and shaping the students’ language skills were analyzed. There have been pointed out difficulties that the authors of coursebooks and Polish teachers encounter while not being able to identify the detailed school content in the core curriculum. The suggested conclusions are to complete the content described in the core curriculum by giving more details about set readings. That way, students would be informed about issues in the areas of language teaching in accordance with the current language scientific knowledge. [ABSTRACT FROM AUTHOR]

The article presents science education in Poland in the context of shaping and developing problem-solving skills by applying rational solutions to the research method, using ICT as well as communicating and collaborating in a group. The paper describes the following aspects: organisation of teaching science subjects ISCED 1, ISCED 2 and ISCED 3 and provisions of the core curriculum for these subjects according to the skills mentioned above; preferences of science teachers regarding the forms and methods of working with students; results of both: science subjects matriculation exams and TIMSS 2019 and PISA 2018 international surveys on science knowledge and skills. At the end of the article, conclusions and recommendations are formulated that can improve science education in Polish schools. [ABSTRACT FROM AUTHOR]

Copyright of Studia Koszalinsko-Kolobrzeskie is the property of Wydawnictwo Naukowe Uniwersytetu Szczecinskiego / University of Szczecin Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article compares the biology core curriculum of Poland and the Czech Republic at the primary school level. Both countries have a long common history of teaching since the times of the Austro-Hungarian Empire. A detailed analysis of the documents in force shows that the Czech curriculum outlines a broader thematic framework than the Polish one. Teachers themselves implement the curriculum with the content of their choice (e.g. they can adjust it to the level and interests of their students). The Czech curriculum places more emphasis on practical skills that can be used in everyday life. [ABSTRACT FROM AUTHOR]

Quo vadis German Studies in the 21st century? This question has been increasingly asked in relation to German philology. Problems on this topic concern not only changes in the core curricula in primary and secondary schools in Poland, but also the decreasing level of German language skills and numbers of students. This entails specific changes in educational programs in German Studies. These programs often do not respond to the needs of changing reality, which is also why cursory adjustments are made in education programs. We diagnose this situation and try to explain this state of affairs. The background of the discussion are the core curricula of Polish secondary and post-secondary schools for all stages of education, as well as educational programs in German philology, subject to an analysis of how grammatical competence is shaped. The aim is to analyze the development of grammatical competence at all educational stages in the light of the given requirements. [ABSTRACT FROM AUTHOR]

The article attempts to indicate the role of digital maps in education with respect to the scope of the new core curriculum in the field of geography in primary school. After reviewing the literature on the benefits of using new technologies in education (including spatial thinking), comparison and assessment of Internet digital map applications were made. Activities and tasks that can be used to implement selected topics in geography of Poland and Poland compared to Europe were indicated. At the end of the article, a simplified exemplary lesson scenario was proposed regarding the use of one of the geoportals in a geography lesson in 7th grade. [ABSTRACT FROM AUTHOR]

Copyright of Man & the Word / Zmogus ir zodis is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)