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There are two main aims: supporting the skill of communicating and introducing students into the world of culture, especially through:

1. moulding the skills of speaking, listening, reading and writing in diverse communicative situations;

2. discovering interests, abilities, needs and language skills;

3. arousing motivation to reading and developing the skill of reception literary works and other texts of culture (also audio-visual message);

4. teaching how to exist within culture, first of all in its symbolic dimension.

Educational aims

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A lower-secondary school’s graduate should:

1) cope with different communicative situations, adjust their oral and written answers to a receiver and to intentions;

2) speak freely, coherently, logically and fluently about books and other texts of culture, about their own experiences, interests, events from everyday and public life;

3) read with understanding, choosing needed information; use computer programmes, other sources of knowledge, “read” non-language signs;

4) write different forms of utterances which are correct in linguistic and stylistics aspects.

Students’ achievements

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1. Formal and informal speaking situations.

2. More complex forms of written utterances e.g. an essay, a report, a review, an interview.

3. Syntactic function of the parts of speech and parts of sentence, structure of complex utterances (in connection with punctuation).

4. Literary genres; narrative literature, drama, lyric verse.

5. Practical use of terms: symbolic poem, blank poem, metaphor, rhetorical question, literary genre, theatre, comedy, tragedy, epigram, ballad, fable, hymn, satire, sonnet, short story, parable, plot, biography.

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Methods of work

brainstorming

rankings

meataplan

decision tree

maps of notions

time lines

drama

puzzleproject

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Checking students’ achievements

Observe students’ work: techniques of reading, level of understanding the text and orders, pragmatics and lingual skills, taking notes, precision in making suggested activities.

Written classwork (dictations, closed or opened tasks, editional work) are useful especially in periodical control. Compositions, that students should write on devoted to that purpose lessons, should be taken into consideration.

Observation and valuation of other activities or tasks done by the students, for example recitation, taking part in competitions, performances, preparing exhibitions, objects and realia, edit the school paper.

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Educational goals:

to prepare Ss for using mathematical knowledge to

solve problems from the range of different areas of

school education and everyday life

to acquire by Ss the

mathematical language

to develop Ss’ spatial imagination.

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Achievements

to conduct simple mathematical reasoning;

to use numbers and properties of operations and figures during tasks’ solving;

to take advantage of a calculator during solving typical tasks;

to recognize, use and interpret functional relations; to interpret relations expressed by formulas, graphs, diagrams, schemes, tables;

present results of examinations of simple problems with using the mathematical language.

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Contents: rational numbers and operations,

decimal approximations of real numbers; examples of irrational numbers;

notation of algebraic expressions and calculating their numerical values; formulas of reduced multiplication;

examples of functions; reading properties of functions from diagrams;

linear equation with one unknown, linear inequality with one unknown; system of linear equations with two unknowns and its geometrical interpretation;

collecting, ordering and presenting data (if it is possible with

using information technology);        

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simple random experiments;

polygons; circle and circumference; midperpendicular of a segment and angel bisector; central angel and inscribed angel, characteristics of a congruence of triangles, a circumference inscribed on a triangle;

examples of geometrical transformations;

perimeter and area of a polygon; area of a circle and length of circumference;

theorem of regular relationships in figure;

Pythagorean theorem and its applications; similar figures;

perpendicularity and parallelism in space; simple prisms, pyramids and circular solids (cylinder, cone, sphere); calculating the area of surface and volume of polyhedrons and circular solids.

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Methodology

  talk

lecture

practical exercises

projects

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Forms of students’ progress evaluation

Ss’ knowledge and skills are evaluated in the following forms:

oral answer,

written tasks including open exercises with different level of difficulty;

multiple – choice tests;

written works containing open exercises and multiple – choice tests;

short tests from current realized material;

examination tests checking the level of mastering the programme basis in determined examination standards.

order to prepare students better for a lower-secondary school state examination, the exercises are prepared according to standards specified by the Ministry of Education and forms of work are the same as during the examination.

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ForeignForeign languageslanguages

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In Publiczne Gimnazjum no 2 pupils learn two foreign languages: English and German, 3 lesson hours a week, through 3 years of learning at gymnasium. The English language is the main foreign language taught in the school, which the majority of pupils started to learn in primary school.

According with the core curriculum, the main goals of foreign language teaching are:

to obtain a level of a foreign language which assures efficient enough communication;

to get to know better culture and matters of everyday life in the country where the foreign language is spoken.  

Foreign Foreign languageslanguages

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1.      Listening skills:

Ss can understand general idea of dialogues and utterances of native speakers;

Ss can understand simple utterances in different conditions of reception (e.g. a phone call, an announcement at the station);

2. Speaking skills: Ss can make short, fluent and cohesive utterances on given topics using

grammar suitable for expressing the present, the past and the future; Ss can apply the knowledge of phonetics so as their utterances can be

understood by a native speaker;

3.    Reading skills: Ss can understand longer and more complex texts using a dictionary; Ss can understand a simple narrative text;

4.    Writing skills: Ss can make a written utterance; Ss can formulate and write their own announcement or a received one e.g.

to fill in a questionnaire;

AchievementsAchievements

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1. to develop listening and speaking skills;

2. to develop reading and writing skills;

3. to broaden a range of language functions that make possible to use foreign languages in everyday situations;

4. to teach more complex grammar structures which are used to express the present, the future and the past.;

5. to enrich vocabulary which deals with everyday life in both the homeland and the area where the foreign language is spoken, on the basis of original language sources;

6. to broaden the knowledge of culture and civilization, particularly about the way of life and behaviour in the country where the language is spoken;

7. to distinguish formal and informal language;

8. to develop individual strategies in language learning.

Contents:Contents:

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MethodologyMethodology

Forms of work:

whole-class work (lockstep);

individual work led by the teacher or self – work;

work in pairs;

work in groups;

project work carried out at school or at home.

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Ss’ progress assessmentSs’ progress assessment

Ss’ progress assessment :

current observation ,

current control ,

periodical control - it happens twice or four times a school year in a form of tests.

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GOALS:• developing and deepening an interest in the past and processes which took

place in it.

• improving the ability to recognize the place of man in the historical time, his relationship with a local community, homeland, cultural share, other nations and religions.

• deepening skills of using basic historical terms (time, space, continuity, changeability).

• deepening the skill of understanding historical concepts

• developing the historical thinking and criticism.

• improving the ability for self-reliant work with historical material and for using varied sources of information and accumulating them.

• developing skills of relating the history of Poland to history of Europe and world and perceiving the complexity of “reason – result” relations between historical events.

• developing the ability of perceiving the relations between the heritage of the ancient and contemporary culture.

• teaching the ability of working in a group and sharing tasks. MENU

The achievements

Students should:

use basic historical concepts and categories;

be able to recognize historical processes, connections between reasons and results;

be able to judge historical facts and events;

be able to reach different sources of historical information and interpret it;

use the basic knowledge in order to connect historical events which take place in Poland, Europe and in the world;

recognize the place of man in time and historical space.

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Contents Dividing history into periods; the concept of time in history and types of

historical sources.

The prehistorical times.

The ancient civilizations – Mesopotamia, Egypt, Israel, Phoenicia, countries of the Far East, Greece, Rome – with a particular attention paid to the cultural heritage and its durability.

Arising of Christianity.

The history of Europe in the early stage of the Middle Ages – Byzantium, Arabs, Charles the Great and his country, the Ottons’ empire, rising of states and nations in the Middle and Eastern Europe; the period of crusades, social and economical changes, cultural unity and diversity in this period.

Poland in the age of first Piasts (the 10th – 12th centuries) – from Mieszko the First and his receiving the christening to Bolesław Krzywousty, with taking into consideration social, economic and cultural changes.

Poland in the period of division into provinces in the 13th and the 14th centuries; unification of the country and the rule of the last Piast king – Kazimierz the Great. MENU

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• The rule of the Angevine dynasty and the first Jagiellonowie on the Polish throne.

• The uniqueness of the culture in the 15th century.

• Europe at the turn of the modern ages – great geographical discoveries, Renaissance in Europe, the age of the Reformation and counter – reformation.

• Poland in the so called “Golden Age” (the 16th century), development of culture, “noble democracy”, economy.

• Changes in Europe in the 17th and 18th centuries – France, England, Russia, Austria, Prussia; the culture of baroque.

• Poland ruled by king – elects in the 17th century and the first half of the 18th century.

• The Enlightenment breakthrough in Europe – the industrial revolution, the rise of the USA; French Revolution.

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• The age of the Enlightenment in Poland – the revival of culture; partitions of the country; the Kościuszko Uprising; the decay of Poland.

• Transformation of civilization and society in the 19th century – the epoch of Napolean, Europe after the Vienna Congress, the period of “Wiosna Ludów” – “The Spring of Nations”.

• Rising of new economic and political powers: the USA, Germany, Great Britain; colonialism.

• Economic and scientific development in the 19th century.

• Lots of Polish people during partitions (years 1795-1918) – national uprisings, fight for saving culture and national identity, Polish people in exile – emigration.

• The First World War and Russian revolutions.

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Contents

• World between the First and the Second World Wars – economic, social and political problems; crisis of democracy, rising of totalitarian system, culture and science.

• Rebirth of Poland after the partitions – borders and political system of Poland; foreign and interior policy, economic and social problems in Poland.

• The Second World War in Europe and in the world – moments of breakthrough, anti-Nazi coalition, Holocaust.

• Poland during Nazi and Soviet occupations, the fight against the occupiers, The Warsaw Uprising; Poles in the country and in foreign lands.

• The world after the war –. The civilization progress, cultural and political transformation, conflicts and the end of colonialism. World since 1945 to events from recent years.

• Poland after the war – the era of Stalin, political crisises, breakthrough moments, the martial law, the process of creating the Third Rzeczpospolita after 1989.

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Teaching methods

Teaching methods:

• lecture,

• discussion,

• brainstorming,

• display e.g. with usage of slides,

• project work,

• work with a map, resources.

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Checking Ss’ progress

Forms of checking Ss’ progress:

• written works,

• tests, longer paper,

• oral answers.

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to develop Ss’ interests in biology;

to teach Ss to recognize the diversity of nature;

to teach Ss understand basic vital processes of living organisms;

to shape healthy ways of living;

to shape behaviours directed towards the environment protection.

Goals:

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to develop Ss’ interests in biology and to encourage them to explore nature by themselves.

to teach Ss to recognize the diversity of nature and the environment of living organisms.

to teach Ss to know and understand basic vital processes of living organisms.

to teach Ss to understand the human organism’s principles of functioning and to shape healthy ways of living.

to shape behaviours directed towards the natural environment protection.

Goals:

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Students’ achievements:

Ss can formulate hypotheses. They can analyze and interpret results of observations and experiments along with the evaluation of their credibility.

Ss can gather, integrate, elaborate and interpret an indispensable knowledge of varied disciplines to explain living processes.

Ss can interpret connections between the structure and functions of systems and the human organism’s organs. Ss can comprehend functioning of man’s organism as a whole.

Ss can interpret the connection between the living environment of organisms and its structure and functioning.

Ss can analyze structure and functioning of chosen ecosystems.

Ss can evaluate changes happened in the natural environment as a result of man’s activities and their influence on the quality of life and the skills of finding preventive means.

Ss can analyze reasons of disturbances in man’s health. They can foresee results of their own decisions within the range. Ss can keep healthy ways of living

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Contents: Structure of living organisms and its functions (cells, tissues, organs).

Examples of different ways of fulfilling the same living functions by organisms, depending on environmental conditions.

Structure and functioning of the human organism.

Health’s conditions and illnesses. Examples of contagious diseases and pathology of internal organs; elements of epidemiology; prevention and treatment of discussed diseases.

Stages of biological and psychological evolution of man and needs interfaced with them.

Hereditary information, an organism’s qualities arising from the influence of genes and environmental interactions.

Relationships both within the same species and between different species in nature. The circulation of matter and the flow of energy between different natural systems.

Man’s activities in the natural environment and their consequences.

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Methodology

Lessons are conducted in an active way. They develop students’ ability to self-reliant work and their responsibility for their own education. Active methods also help to rise students’ interest in the subject and to integrate knowledge of different subjects, students’ own experience and everyday life situations.

The most often used methods are didactic games and didactic discussion e.g.: the metaplan – a graphic representation of a discussion during which

students analyse a problem and finding of its. the panel discussion – a discussion conducted by a discussion group. It

presents students for public speech and presenting their owe opinions. the “decision tree” – a graphic recording of a discussion which allows to

assess the situation quickly thanks to answering about possible solutions of a problem and positive and negative effects of each solution.

This method develops students’ perceptiveness. It helps to get to know and understand processes taking place in nature.

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Checking Ss’ progress

Ss’ progress in learning can be monitored by means of the most often applied current control. It is an oral test controlling the acquirement of information by Ss. After the realization of specific units, at the end of a semester or school year, the final control is applied which is mostly in a written form, for example, a test. Observation of students at work is also used and gives information about their skills i.e.:

manual abilities to use optical and lab equipment;

ability to organize their own way of work (making notes, using different sources of information);

abilities to cooperate within a group (participation in a common observation or experiment);

abilities to concentrate on work;

skills to speak in front of the class and involvement in the lessons.

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Educational goals 1. Deepening the understanding of all concepts and values essential for understanding

political, social and economic life.

Understanding important events of social, political and economical life in the whole world.

Understanding economical phenomena and changes in our country.

Shaping the cognition of complexity of the living world and environment.

Shaping behaviour guided towards protection of natural environment.

2. Shaping in students’ minds.

The respect for other nations, values system and ways of living.

The self-esteem and usefulness of individual and group working for the local community.

Rising the awareness of the value of the nearest region and the country and their cultural heritage.

4. Correlation with other subjects: history, social studies, biology, and realization of cross-curricular paths for the purpose of fuller comprehension and realization of learned material.

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Achievements: 1. General view on different places and regions in Poland and the world.

2. Locating places on the Earth, orientation in their mutual relation by means of maps.

3.  Accumulating, interpreting and presenting knowledge about geography. Interpreting connections and relations expressed by graphs, diagrams, tables. Using different sources of information, including the media and the Internet.

4. Using principles of harmonious coexistence with social and natural environment.

5.  Anticipating changes in nature and people’s actions on the basis of learnt information.

6. Using various sources of information and the knowledge in real life.

7.  Applying a geographical knowledge in everyday life.

8. Critical analysis of the relation between people’s actions and condition of the environment.

9. Taking pro-ecological actions in the nearest surrounding and in students’ own life.

10. Making bibliographical descriptions and bibliographies for students’ own studies.

11. Presenting the region and its values and particular, distinguishing features.

12. Understanding the integration process which takes place in Europe. Creating self-awareness: “I am the Pole, so I am the European”. MENU

Contents

1.. The Earth as a part of the Universe, the Solar System, elements of cosmology.

2. The Earth as the environment of life, its history and contemporary view on it.

3. Interaction the Earth – a human being. Human environment and their moral consequences. Moral aspects of human’s attitude towards nature.

4. Managing of natural resources of the Earth. Water and civilization threats resulting from its pollution. Raw materials and materials made from minerals: hard coal, crude oil, natural gas, limestone, plaster, glass.

5. Contemporary economic, social and political changes on continents and in chosen countries. The problem of unemployment. A human being in the economy. Transformation in Polish economy after 1989.

6. Sources of conflicts and attempts at solving them.

7. Natural, human, economical, cultural potential of Poland. A human being in the economy.

8. Poland in comparison with Europe and the world.

9. Integration problems in the world, Europe, Poland.

10. Examples of protecting environment in the world and in Poland.

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Methodology

At the lessons of Geography in Forms I – III the most recommended are:

 

brainstorming ,

rankings,

metaplan,

decision tree,

maps of notions,

 time lines,

puzzle,

project.

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Evaluation of students’progress

Evaluation of achievements is diverse, depending on students’ abilities:

basic requirements for all students,

completing requirements for average students,

broadened requirements for interested students,

distinguishing requirements for talented students.

There are used marks for oral and written statements, practical work in natural surroundings, self-studies made outside school, work for students’ environment, participation in geographical competitions.

An important element of evaluation is testing a skill of public presentation in form of longer speech, with using maps, graphs, photos etc. and the ability of justifying and defending students’ own point of view.

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