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 tasks which must be fulfilled in the various phases. The National Core Curriculum lays down the foundations for the body of knowledge to be acquired 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 textbooks, the designers of teaching aids and tools, the developers of state examination requirements and national measurement and assessment tools, and, in particular, the teaching staff of schools who prepare and compile the Local Curricula. Premonstrant St. Norbert secondary school follows the Catholic Framework Curricula which means that religious education is inserted into the curriculum. The special characteristic of the Catholic Framework Curricula is the class masters lessons which are presented all throughout the 12 years of basic education. Christian education helps individuals to develop most successfully in community. These lessons prepare students for an active citizenship 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, like the other subjects, develop the initiative skills in entrepreneurship as well. There are special subjects in the class master classes curriculum such as: transport, social crime prevention, victimization or the nonviolent conflict resolution techniques. The Local Curriculum of schools defines the conditions which must be fulfilled for a student to progress to a higher grade in school. The Public Education Act 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 requirements. Whether such requirements have been successfully fulfilled can be determined on the basis of the evaluation criteria and concrete requirements defined in the school's Local Curriculum which cannot prohibit the retake of a failed examination or repetition of the specific grade in the case of a failed retake examination. Premonstrant St. Norbert secondary school has foreign language classes in

English, German and French. Each student must choose a first foreign language which they study 5 lessons a week and a secondary foreign language which is thought 3 lessons a week. 9 grade students, who have already learned the target language for 5 years previously, are put into an advanced group. The chosen language becomes their first language. By this time, they became familiar with the language tasks and possess expanded vocabulary, understand the teacher in the foreign target language. Their self-confidence allows them to work in the classroom, individually, in pairs or groups, participate effectively in class and they resolve extra duties independently. They developed realistic self-esteem they also know their strengths and weaknesses. The most important motivation is development. The goal is that by the end of the 10th grade students should reach the A2 - B1 level, which allows them to use their knowledge in real-life situations, be able to request and receive information. Understand longer texts (heard or read), because they can filter out the important information. They are able to create several sentences in writing and orally. Vocabulary is quite advanced related to the topics they are taught. They also can exchange information orally and in writing. By the end of the 12th grade, students reach the B1-B2 level in their chosen foreign language. They need a more advanced vocabulary, should be familiar with oral and written information exchange, understand and create longer texts. By the end of the year, students need to acquire self-learning strategies which are essential for language development. Areas for improvement during the four year period: Comprehension, speaking, Reading Skills, Written skills, Vocabulary and Cultural knowledge. In terms of progression at the end of the term a student should be capable of scoring at least 30% in vocabulary, speaking, listening and writing tasks and to meet 20% in the grammar. Evaluation Criteria for the beginner level: all language skills and grammar knowledge are valued separately in a written valuation, which can be switched into marks. Recommended curriculum in the English language, as a first foreign language: The proposed curriculum is different works of authors and publishers, with the exception of easy reading novels, all of which are the product of MM Publications. Selection Criteria: 1. It is based on the current National Core Curriculum 2. Subjects and age groups of tasks are relevant 3. It meets all the requirements of communicative language teaching in all respects. 4. It progressively develops the components of a key competence in foreign languages.

5. It is suitable for the development of other key competences beside foreign language competences, 6. It needs to include the "e-learning" curriculum too. 7. Does not contain topics and tasks which encourage negative attitude or violence. 8. Its materials are suitable for competency-based education

The Framework Curricula and the Educational Programmes (pedagogical systems) issued by the Minister for Education and Culture - including Framework Curricula and Educational Programmes produced for the special forms of organising school education and learning. A basic requirement for Local Curricula - and, at the same time, a criterion for their approval is that they comply with the requirements defined in the National Core Curriculum. The teaching staff of schools has three options to prepare Local Curricula: 1, the school may adopt a completed Framework Curriculum; 2, it may compile its Local Curriculum based on the available Curricula and Educational Programmes (pedagogical systems); 3, it may draw up its own Local Curriculum. In any case, the requirements set for state examinations must be observed. The NCC promotes the fulfilment of the development tasks 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 Union the knowledge and abilities which capacitate all citizens of the EU 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 citizens to acquire the key competences. Key competences are those competences which every individual needs for personal fulfilment and development, active citizenship, social inclusion and employment. Each of these is equally important as each can contribute to a successful life in a knowledgebased society. There are several areas of development which form part of all competences, such as critical thinking, creativity, initiative, problem solving, risk assessment, decisionmaking, and constructive management of feelings. Key Competences:

1. Communication in the Mother Tongue: the ability to express and interpret concepts, thoughts, feelings, facts and opinions both orally and in writing. 2. Communication in Foreign Languages the ability to understand, express and interpret concepts, feelings, thoughts, facts and opinions in both orally and in writing. Communication in foreign languages is conditional upon the knowledge 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. 3. Mathematical Competence is the ability to develop and apply mathematical thinking which also enables an individual to solve a range of problems in everyday situations. 4. Competences in Natural Science the knowledge and methodology employed to explain, to make predictions and to control our actions with regard to the natural world. 5. Digital Competence the confident and critical use of Information Society Technology for work, communication and leisure purposes. Digital competence refers to major computer applications - word processing, spreadsheets, databases, information storage and management, opportunities offered by the Internet and communication via electronic media. 6. Learning to learn is the ability to pursue and persist in learning, organise learning both individually and in groups; to recognise the needs and opportunities and to know the process of learning. An individual has adequate knowledge of the necessary competences, knowledge, abilities, and qualifications. An individual has to be aware of and understand his or her own learning strategies, the strengths and weaknesses of his or her skills and expertise and to be able to find education and training opportunities and guidance and support available. 7. 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 knowledge of one's own physical and mental health and understand the decisive role a healthy life style plays in preserving this. 8. Sense of Initiative and Entrepreneurship helps an individual both in everyday life and at work to get to know his or her broader environment and to be able to grasp the opportunities that lie ahead. 9. Aesthetic and Artistic Awareness and Expression involves an appreciation of aesthetic perception and the importance of expressing - either in the language of traditional arts

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

The key development tasks of the National Core Curriculum build upon the key competences. They are as follows: 1. Self-image and Self-knowledge: 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. 2. Homeland and Peoples: It is essential for students to know the peculiar features of the cultural heritage of our people and the historic values of our national culture. 3. European Identity - Universal Culture: Europe is the larger home of Hungarian people. Students must get acquainted with the history of the formation of the European Union, its constitution, institutional structure and its political principles. 4. Education for Active Citizenship and Democracy: One of the major tasks of the public education system of the Republic of Hungary is to provide formal, non-formal and informal learning opportunities that help students become active citizens. 5. Economic Education: School education has a key role in educating conscious consumers and to ensure that students can assess the potential risks, profits or costs associated with their decisions. 6. Education for Environmental Awareness: 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 sustainable development of societies. Sustainable development requires lifelong learning so that informed and active citizens will grow up who think creatively, find their way in the spheres of nature, the environment, society, law and the economy, and take responsibility for their individual or shared actions. 7. Learning to Learn: It is the duty of all teachers to pique students' interest in the topics the various subjects cover, to give guidance with regard to the acquisition 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 experience, and should contribute to the creation of favourable conditions. An important task for teachers is to get to know the particular learning methods,

strategies, styles and habits of students. They should consider the age-specific and personal characteristics of acquisition and base the development of learning thereon. 8. Physical and Mental Health: Education for a healthy life not only extends 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 making the right lifestyle choices independently, for living their life in a healthy way and being capable of resolving conflicts. 9. Preparing for Adulthood: Schools must provide a comprehensive overview of the world of work 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-knowledge and become more conversant with the different occupations. References: 1, Hungarian National Core Curriculum http://www.nefmi.gov.hu/english/hungarian-national-core (downloaded: 2011.03.10.) 2, Catholic Framework Curricula www.kpszti.hu/okm/I_koncepcio.doc (downloaded: 2011.03.10.) 3, A kerettanterv alapjn kszlt javaslat az angol, mint els idegen nyelv tantshoz, Premontrei Szent Norbert Gimnzium irattrbl, 2011.03.29. 4, 3.1.3.1. Angol els idegen nyelv (humn, rel, ltalnos) kerettanterv, Angol nyelv, mint els idegen nyelv, Premontrei Szent Norbert Gimnzium irattrbl, 2011.03.29