08-09-16 Sweeping changes in junior high school curriculum announced

The Education Ministry is drafting a Presidential Decree regarding the framework of operation of junior high schools (gymnasia). An outline of the changes follows,

Α. The school year is being extended to 31 May. This is facilitated by the reduction of the number of year-end exams. The written exams are being limited to four subject areas for all grades: a. Modern Greek language and literature; b. Mathematics; c. Physics d. History. Previously, there were exams in 12 subject areas in the first year of junior high school, 13 in the second year, and 14 in the third year.

Β. The shift in emphasis in junior high school from examinations to the substantial learning process is promoted also by dividing the teaching time into trimesters instead of quarters. Under the previous system schools laboured under an exam fever from mid-October until the end of November and from mid-January through the end of February, with two or three hourly exams a week. Efforts were geared toward exam material, and the study and homework in other subject areas, while students had an attention deficit during lesson time prior to exams. Teachers, especially in one-hour per week courses resorted to supplementary tests because they were not able to acquire a clear picture of a student’s class participation, nor to become acquainted to students by name.

By dividing the school year into four-month periods, various changes arise. The mandatory exams in each trimester can be conducted with greater ease, with one or two tests per week, since the useful time period is doubled (at least from mid-October to 20 January and from the end of January through 31 May).

In addition, educators will have more time at their disposal, at least in the first trimester, to become well acquainted with their students and acquire a comprehensive view of their performance, using multiple methods of evaluation without relying exclusively on written exams.

In the second trimester, instead of the hourly exam teachers may opt for the assignment of a creative project requiring synthesis. There are plans for teacher training on how to utilise such projects in the learning and evaluation process.

C. Simultaneously, supplementary tutoring in junior high school will be extended beyond the end of the school year. For students who fail to pass a certain course, they will be offered intensive classes between June 10-20, and then they can take a make-up exam between June 20-30. The aim is to support students without the families resorting to costly private tutoring so they may be examined in September. This is a pedagogical and social policy measure, as failure to pass exams is more prevalent among the socio-economically weaker strata, which are unable to pay for private tutoring for make-up exams.

D. At experimental and other schools representative of various areas and types of schools on the level of mandatory education, a pilot descriptive evaluation will be implemented in an effort to substantially upgrade the learning process, beyond the numerical grade evaluation.

E. Regarding the curriculum, for all junior high school and high school course subjects, the Institute of Education Policy created committees – comprised of IEP members, school counselors and experienced educators - to rationalise the curriculum.  

The committees took into account the hourly schedule, the course textbooks, the need to align knowledge of the subject with the preceding and subsequent grades

The committees aimed to ensure:

1. That teaching material is in accord with the students’ level of comprehension and whether it piqued the interest and curiosity of students.
2. That the teaching material can be covered within the hourly schedule, so as to allow recaps and creative activities.
3. That course material and the quantity of information is such as to promote an active learning process and a student-centred teaching plan (exploratory learning, group cooperation methods, problem-solving methods), and not just lecturing from a podium, so all students can gain new knowledge effectively.  
4. That the teaching material is accompanied by proposals, activities, projects, as well as supplementary teaching source material, which can assist in investigative learning.
5. That the teaching material focus on important issues and concepts in depth
6. That secondary and non-essential material be treated in an abbreviated manner.
7. That the thematic repetitions in the same subject be avoided from chapter to chapter, and from year to year.

Beyond the written, analytical curriculum instructions by subject that will be sent to schools immediately, within September school counselors in all subjects nationwide will be briefed on the curriculum and other teaching changes. The counselors, in turn, will inform and support teachers in the implementation of the reforms. Counselors in foreign language teaching have already been informed, and those in other subject areas will follow.  

F. The weekly junior high school programme has been reduced by three hours, which can be used, depending on the needs and interests of students, for cultural, environmental, health education, career orientation, tutoring, or school clubs programmes.

A related ministry encyclical will determine in detail how that three-hour period will be utilised. Teachers associations may also use the three hours for teacher meetings, cooperation between educators who teach the same subject to plan joint activities or discuss teaching problems.

G. Experiential activities and synthetic thinking projects that were introduced three years ago are now included as a manner of working in specific subjects.

Experiential learning activities that were in the “School and Social Life” area, that were intended to acclimate students to their new school,  are now part of language teaching in the first year of study. The first hours aim to overcome anxieties and gradually develop a sense of belonging to a group, a community, a new school section.

Activities that were under the title “Culture and Art Activities” will now be taught in second year music classes and third year art classes.Some weeks will be devoted to experiential activities in this area.