Framework curricula for secondary schools



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Concepts:

  • Talking about actions, events or existence.

  • Expressing possession.

  • Spatial and chronological relations.

  • Reported speech.

  • Quantitative and qualitative relations.

  • Modality.

  • Case structure.

  • Logical relations.

  • Cohesive devices.



Prerequisites of moving ahead
Listening skills: understanding texts

Students can



  • Understand salient information in an approx.150 word text delivered in standard language;

  • Identify specific information in an approx.150 word text delivered in standard language;

  • Extrapolate the meaning of an unknown language component of an approx.150 word text delivered in standard language on the basis of the context;

  • Understand the essence of an approx. 200 word text delivered in standard language;

  • Distinguish important and unimportant information in an approx.200 word text delivered in standard language;

  • Understand the gist of a conversation or monologue with familiar linguistic devices.


Speaking skills

Students can



  • Give answers with somewhat complex structures to questions formulated in a subtler way;

  • Make statements, ask questions, relate events and express emotions in somewhat eloquent sentences;

  • Ask for help in case of problems with understanding or expression;

  • Participate in a conversation,

  • Take stance, express position in a conversation.


Reading skills: understanding texts

Students can



  • Scan an approx. 150 word text delivered in standard language for important information;

  • Identify specific information in an approx. 150 word text written in standard language;

  • Extrapolate the meaning of unknown language components in an approx. 150 word text relying on familiar components;

  • Understand the gist of an approx. 200 text delivered in standard language, and read the text out;

  • Distinguish relevant and non-relevant information in an approx. 200 word text written in standard language;

  • Understand the main points of simple or simplified journalistic or literary texts.

Writing skills

Students can



  • Express thoughts, emotions and views supported with arguments in a structured text containing approximately 150 words, on the basis of logical relations, using a variety of expressions, sentence structures and the appropriate linguistic devices;

  • Create various text types (message, greeting, informal letter);

  • Apply diverse forms of communication (narration, description).



TABLE OF CONTENTS



Decree on the issue, introduction and application of Framework Curricula

5

Framework Curricula for Grades 9 through 12 of grammar schools





Objectives and tasks


21


Hungarian language and literature

24

History

66

First foreign language

94

Second foreign language

102

Mathematics

109

Information technology

128

Introduction to philosophy

137

Physics

148

Biology

163

Chemistry

178

Singing and music

202

Drawing and visual arts

212

Physical education and sports

223

Social studies

243

Dance and drama

255

Film and media studies

258

Appendix 2 of Decree on the issue, introduction and application of Framework Curricula



267


Appendix 3 of Decree on the issue, introduction and application of Framework Curricula

271



* Requirements are described in the issue of the Educational Bulletin which published the text of the Ministerial Decree on the Framework Curriculum. It is also available on the homepage of the Ministry of Education. (www.om.hu).

* Modern languages: Learning, Teaching, Assessment. A Common European Framework of reference (1996).

Strasbourg, Council of Europe, 131.p.



* Modern languages: Learning, Teaching, Assessment. A Common European Framework of reference (1996).

Strasbourg, Council of Europe, 131.p.






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