High School Structure Schooling Plan Academic Program High School Admission MTIS Campus F. A. Q.

 
 

Frequently Asked Questions

The 9th and 10th grade academic programs are structured according to three main components: core curriculum, differentiated curriculum, and the curriculum of the school’s choice.

Core Curriculum

The core curriculum represents the basic requirements for all high school students. All students need to take these core classes - a certain number of hours for each subject - regardless of their major. The core curriculum will be mandatory to all students.

By completing the core curriculum, the students will be able to:

• complete their basic education, while constantly developing the key abilities required (thus ensuring an equal opportunity for all students), regardless of their major;
• ensure the continuity between middle school and high school;
• develop their learning abilities for a lifetime.

Key Abilities

Based on European Commission studies, there are 8 areas of key abilities, with each one having three subdivisions: the knowledge, the skills and the attitudes needed to be obtained by the students. They are as follows:

• Communication in native and foreign languages, representing the student’s ability of understanding, expressing and interpreting, orally as well as written, thoughts, feelings and actions, in every social context - in work or family relationships or in their free time. It is a fundamental requirement for personal growth, for integration into society, mediating the access to information, culture, the European community, and the world.
• Mathematics, science and technology, being put into practice in every day life, allow the explanation of the surrounding environment, and offer the student the necessary tools to take part in it, according to his/her own wants and needs.
• Interpersonal, intercultural and social abilities represent the student’s familiarity with behaviors which allow him/her to participate, efficiently and constructively, and to be able to resolve the conflicts of life, in interaction with others, in their personal life, as well as in public.
• Civic abilities allow the student to take an active part in society.
• Entrepreneurship measures the student’s ability to accept and sustain the new, to assume responsibility for their own actions, and to recognize opportunities for their professional development in business.
• Awareness, appreciation and involvement in the arts, the ability to understand, accept and appreciate different ways of expressing him/herself through the arts (in different areas of study like: literature, music, fine arts, film, theater, architecture, fashion, etc.) leads to the development of a harmonious and tolerant personality, who combines a strong sense of his/her own identity with the respect for diversity.
• Learning to learn is the key to success in a dynamic and ever-changing world, in which the student is compelled to learn throughout his/her lifetime.

The lesson plans and programs of study must aim at a well-balanced shaping of the key abilities in all these areas, by appropriating the necessary knowledge through the proper skills and attitudes. This way, the abilities formed throughout the basic school years are necessary and beneficiary to the student as well as to the community.

Differentiated Curriculum

Differentiated curriculum represents the educational proposal which offers a number of subjects, each with a certain number of hours, varying by major. This ensures a common base for preparation, and answers the need to get the student started on his/her way to choosing a major, giving him/her a diversified base in order to be able to make a decision regarding his/her course of study, and/or to be able to integrate better socially and professionally.

The subjects that make up this differentiated curriculum are mandatory to the students in the respective majors > back to top

Curriculum of the School’s Choice

Curriculum of the school’s choice represents the number of hours each schooling institution is allowed to offer its students outside of the core curriculum. This curriculum provides the background for various achievements and the specific needs and interests of learning.

The maximum number of such hours allocated for the next year, larger than the current amount, is determined by the educational offer’s structure in the new components previously presented - a structure which is not available in the current lesson plans.

The high complexity level of completing the mandatory education, in its new structure, is determined by the necessity of ensuring a basic education for all citizens - through the well-balanced development of all key abilities and through the formation of learning throughout a lifetime - and by paving the way to a specific major > back to top