Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Throughout the first stage of primary school (Grades 1 to 4), typically one teacher teaches all subjects. During the second stage (Grades 5 to 9), specialist teachers teach individual subjects. Because science is divided into chemistry, physics, and biology in the second stage of primary school, teachers with specific subject qualifications teach the corresponding subjects. Typically, teachers in the second stage of primary school will specialize in two subjects.
Instructional Materials, Equipment, and Laboratories
A Ministry of Education directive stipulates the process and criteria for selection and approval of school textbooks, workbooks, and teaching texts in printed, digital, or other appropriate formats (MŠVVaŠ SR).22
Schools must use the textbooks and teaching materials that have an approval clause or recommendation clause and are listed in the national register of textbooks. The teaching materials with an approval clause are free of charge for students, while those with a recommendation clause are purchased. It is the responsibility of schools to select textbooks for students. In addition to textbooks and workbooks teachers use other sources such as children’s encyclopedias, films, videos and digital sources.
In recent years, a number of Internet portals have allowed teachers to share teacher-generated learning materials, as well as content produced by educational publishers. Teachers also supplement classroom instruction with field trips, such as visits to museums. Teachers are responsible for selecting appropriate complementary materials.
The ŠVP defines what is mandatory material, technical, and spatial school equipment. In Grades 1 to 4, students perform simple experiments. In Grades 5 to 9 in physics, chemistry, and biology, students explore nature and natural laws by means of their own observations and experiments. Many schools provide specialized schoolrooms for this, equipped with the necessary facilities.
Use of Technology
The ŠVP explicitly defines calculator use as well as ICT competencies in all subjects at both stages of primary school. Most schools have a computer classroom used for instruction in informatics as well as other subjects. Teachers can use ICT (e.g., desktop computers, laptops, and interactive whiteboards) for instruction in any subject, depending on school resources. In Grades 5 to 9, students use calculators when solving demanding algebraic problems and to check results in mathematics, physics, and chemistry. Calculators can enable students with special education needs and slower progressing students to advance without having mastered numeric calculations.
At present, a project is being carried out in the Slovak Republic—The Concept of Informatization and Digitalization of the School System—to equip schools with necessary ICT, integrate ICT into instruction processes, generate educational software and electronic materials, and ensure the development of educational e-portals. Recently, several new Web portals have been created for sharing electronic educational materials developed by teachers or education companies, which may be used by teachers as well as students.23
Accommodation Policies for Instruction and Testing
Education of students with special education needs (SEN) is provided by mainstream primary schools and special primary schools (SPS). The main aim of SPS is to educate students with medium or severe degrees of disability, which may be physical, mental, or multiple, as well as students with different forms of autism. The educational programs in these schools are taking into account the type of disability of particular students, and educational needs of these students. Primary schools may be attended by students with SEN as well, but these students are educated on the basis of individual educational programs. Students with SEN in mainstream schools are integrated in classes with other students without SEN, or in special classes with classmates with a similar type and degree of disability. Individual educational programs for these students are prepared by schools, which actively cooperate with regional Educational and Psychological Counseling Centers and Centers of Educational and Psychological Prevention. In educational programs, school have to take into account the needs of particular students with SEN, and must define the conditions, content, forms, methods, evaluation, and schoolmasterly approach to students with SEN.