The Hungarian public Educational system The Educational system of Hungary based on the National Core Curriculum.

The principal function of the National Core Curriculum is to define the principles and the approach which govern the content of public education. It defines the general objectives of public education which should be pursued nationwide, the main domains education must cover, the phases of public education in terms of content, and the development tas s which must be fulfilled in the various phases. The National Core Curriculum lays down the foundations for the body of nowledge to be ac!uired in school, and creates unity in public education. The National Core Curriculum together with the Framework Curricula and Educational Programmes serve as guidance for the authors and editors of te"tboo s, the designers of teaching aids and tools, the developers of state e"amination re!uirements and national measurement and assessment tools, and, in particular, the teaching staff of schools who prepare and compile the #ocal Curricula. $remonstrant %t. Norbert secondary school follows the Catholic Framework Curricula which means that religious education is inserted into the curriculum. The special characteristic of the Catholic &ramewor Curricula is the class masters' lessons which are presented all throughout the () years of basic education. Christian education helps individuals to develop most successfully in community. These lessons prepare students for an active citi*enship and implement democracy in their education. Its various methodology gives opportunities to students to prepare for their roles in adult life, as well as gives them an a economic education which can be used in today+s society. The master classes, li e the other subjects, develop the initiative s ills in entrepreneurship as well. There are special subjects in the class master classes' curriculum such as, transport, social crime prevention, victimi*ation or the nonviolent conflict resolution techni!ues. The Local Curriculum of schools defines the conditions which must be fulfilled for a student to progress to a higher grade in school. The $ublic Education .ct lays down the most relevant principle, students may progress to a higher grade or a vocational grade in school if they have fulfilled all academic re!uirements. /hether such re!uirements have been successfully fulfilled can be determined on the basis of the evaluation criteria and concrete re!uirements defined in the school+s #ocal Curriculum which cannot prohibit the reta e of a failed e"amination or repetition of the specific grade in the case of a failed reta e e"amination. $remonstrant %t. Norbert secondary school has foreign language classes in

English, 0erman and &rench. Each student must choose a first foreign language which they study 1 lessons a wee and a secondary foreign language which is thought 2 lessons a wee . 3 grade students, who have already learned the target language for 1 years previously, are put into an advanced group. The chosen language becomes their first language. 4y this time, they became familiar with the language tas s and possess e"panded vocabulary, understand the teacher in the foreign target language. Their self-confidence allows them to wor in the classroom, individually, in pairs or groups, participate effectively in class and they resolve e"tra duties independently. They developed realistic self-esteem they also strengths and wea nesses. The most important motivation is development. The goal is that by the end of the (5th grade students should reach the .) - 4( level, which allows them to use their nowledge in real-life situations, be able to re!uest and receive information. 6nderstand longer te"ts 7heard or read8, because they can filter out the important information. They are able to create several sentences in writing and orally. 9ocabulary is !uite advanced related to the topics they are taught. They also can e"change information orally and in writing. 4y the end of the ()th grade, students reach the 4(-4) level in their chosen foreign language. They need a more advanced vocabulary, should be familiar with oral and written information e"change, understand and create longer te"ts. 4y the end of the year, students need to ac!uire self-learning strategies which are essential for language development. .reas for improvement during the four year period, Comprehension, spea ing, :eading % ills, /ritten s ills, 9ocabulary and Cultural nowledge. In terms of progression at the end of the term a student should be capable of scoring at least 25; in vocabulary, spea ing, listening and writing tas s and to meet )5; in the grammar. Evaluation Criteria for the beginner level, all language s ills and grammar nowledge are valued separately in a written valuation, which can be switched into mar s. :ecommended curriculum in the English language, as a first foreign language, The proposed curriculum is different wor s of authors and publishers, with the e"ception of easy reading novels, all of which are the product of << $ublications. %election Criteria, (. It is based on the current National Core Curriculum ). %ubjects and age groups of tas s are relevant 2. It meets all the re!uirements of communicative language teaching in all respects. =. It progressively develops the components of a ey competence in foreign languages. now their

1. It is suitable for the development of other ey competences beside foreign language competences, >. It needs to include the ?e-learning? curriculum too. @. Aoes not contain topics and tas s which encourage negative attitude or violence. B. Its materials are suitable for competency-based education

The &ramewor Curricula and the Educational Programmes 7pedagogical systems8 issued by the <inister for Education and Culture - including &ramewor Curricula and Educational $rogrammes produced for the special forms of organising school education and learning. . basic re!uirement for #ocal Curricula - and, at the same time, a criterion for their approval is that they comply with the re!uirements defined in the National Core Curriculum. The teaching staff of schools has three options to prepare Local Curricula: (, the school may adopt a completed &ramewor CurriculumC ), it may compile its #ocal Curriculum based on the available Curricula and Educational $rogrammes 7pedagogical systems8C 2, it may draw up its own #ocal Curriculum. In any case, the re!uirements set for state e"aminations must be observed. The NCC promotes the fulfilment of the development tas s in public education also by orienting the training and continuous professional development of teachers, by way of programmes that stimulate innovation in public education, and through its effect on tenders in the field of public education. In the countries of the European 6nion the nowledge and abilities which capacitate all citi*ens of the E6 to efficiently adapt to this modern world and to be able to actively participate need to be learned through school education. These are the so called key competences Education plays an essential role in enabling European citi*ens to ac!uire the ey competences. Dey competences are those competences which every individual needs for personal fulfilment and development, active citi*enship, social inclusion and employment. Each of these is e!ually important as each can contribute to a successful life in a nowledgebased society. There are several areas of development which form part of all competences, such as critical thin ing, creativity, initiative, problem solving, ris assessment, decisionma ing, and constructive management of feelings. !ey Competences:

(. Communication in the Mother Tongue: the ability to e"press and interpret concepts, thoughts, feelings, facts and opinions both orally and in writing. ). Communication in Foreign Languages the ability to understand, e"press and interpret concepts, feelings, thoughts, facts and opinions in both orally and in writing. Communication in foreign languages is conditional upon the nowledge of vocabulary and functional grammar and the main types of verbal interaction and registers of language. It is also important to be familiar with societal traditions as well as the cultural aspects and diversity of languages. 2. Mathematical Competence is the ability to develop and apply mathematical thin ing which also enables an individual to solve a range of problems in everyday situations. =. Competences in Natural Science the world. 1. Digital Competence the confident and critical use of Information %ociety Technology for wor , communication and leisure purposes. Aigital competence refers to major computer applications - word processing, spreadsheets, databases, information storage and management, opportunities offered by the Internet and communication via electronic media. >. Learning to learn is the ability to pursue and persist in learning, organise learning both individually and in groupsC to recognise the needs and opportunities and to now the process of learning. .n individual has ade!uate nowledge of the necessary competences, nowledge, abilities, and !ualifications. .n individual has to be aware of and understand his or her own learning strategies, the strengths and wea nesses of his or her s ills and e"pertise and to be able to find education and training opportunities and guidance and support available. @. Social and Civic Competences: personal, interpersonal, intercultural, social and civic competences, a commitment to and activity for the public good. It demands that one possess nowledge of one+s own physical and mental health and understand the decisive role a healthy life style plays in preserving this. B. Sense of Initiative and Entrepreneurship helps an individual both in everyday life and at wor to get to now his or her broader environment and to be able to grasp the opportunities that lie ahead. 3. Aesthetic and Artistic A areness and E!pression involves an appreciation of aesthetic perception and the importance of e"pressing - either in the language of traditional arts nowledge and methodology employed to e"plain, to ma e predictions and to control our actions with regard to the natural

or with the help of the media - ideas, e"periences and emotions in a creative way. The awareness of local, national, European and universal cultural heritage.

The key de"elopment tasks of the National Core Curriculum build upon the competences. They are as follows,

ey

(. Self"image and Self"#no ledge: The way one relates to oneself, the conception one has of oneself, the inner dispositions of a person develop through one+s perceptive and creative activity as much as other personal traits do. ). $omeland and %eoples: It is essential for students to now the peculiar features of the cultural heritage of our people and the historic values of our national culture& 2. European Identit' " (niversal Culture: Europe is the larger home of Hungarian people. %tudents must get ac!uainted with the history of the formation of the European 6nion, its constitution, institutional structure and its political principles. =. Education for Active Citi)enship and Democrac': Ene of the major tas s of the public education system of the :epublic of Hungary is to provide formal, non-formal and informal learning opportunities that help students *ecome active citi)ens& 1. Economic Education, %chool education has a associated with their decisions. >. Education for Environmental A areness: The comprehensive goal of education for environmental awareness is to help students develop their behaviour and way of living in a manner so that the rising generation is able to protect the environment facilitating thereby the conservation of the natural environment and the sustaina*le development of societies& %ustainable development re!uires lifelong learning so that informed and active citi*ens will grow up who thin creatively, find their way in the spheres of nature, the environment, society, law and the economy, and ta e responsibility for their individual or shared actions. @. Learning to Learn: It is the duty of all teachers to pi!ue students+ interest in the topics the various subjects cover, to give guidance with regard to the ac!uisition of the materials taught, its structure and availability, and to teach children how to learn. They should aim at helping students to achieve self-reliance in organising their learning e"perience, and should contribute to the creation of favourable conditions. .n important tas for teachers is to get to now the particular learning methods, ey role in educating conscious consumers and to ensure that students can assess the potential ris s, profits or costs

strategies, styles and habits of students. They should consider the age-specific and personal characteristics of ac!uisition and base the development of learning thereon. B. $h'sical and Mental $ealth: Education for a healthy life not only e"tends to teaching how to prevent diseases, but also how to enjoy healthy living and appreciate harmonious life as a valuable condition. Teachers must prepare children and youth for ma ing the right lifestyle choices independently, for living their life in a healthy way and being capable of resolving conflicts. 3. %reparing for Adulthood: %chools must provide a comprehensive overview of the orld of or# suited to the age of students and as the circumstances allow. To this end, such conditions and activities must be ensured as they can enable students to test their abilities and immerse themselves in their subjects of interest in order to improve their self- nowledge and become more conversant with the different occupations. :eferences, (, Hungarian National Core Curriculum http,FFwww.nefmi.gov.huFenglishFhungarian-national-core 7downloaded, )5((.52.(5.8 ), Catholic &ramewor Curricula www. ps*ti.huFo mFIG oncepcio.doc 7downloaded, )5((.52.(5.8 2, . erettanterv alapjHn Is*Jlt javaslat a# angol$ mint els% idegen nyel" tan&t's'ho#$ =, 2.(.2.(. .ngol K elsL idegen nyelv 7humHn, reHl, HltalHnos8 erettanterv, .ngol nyelv, mint elsL idegen nyelv,