• Building on the traditions of Kürt Foundation Secondary school and keeping in mind the principle of continuous renewal, we redefined our mission and based on this, we developed an alternative curriculum framework.

  As a bilingual secondary school, in the service of our pursuit of equity, our teaching materials, the organisation of the school and within this, of teaching and learning, moreover, our methodological procedures stretch the boundaries of the traditional framework. This made it necessary and justifiable to create an alternative curriculum framework. In the following, we will outline what exactly made this change unavoidable. Our reasoning can be outlined along the following central topics:  

  • Equity
  • Curriculum planning
  • School management
  • The organisation of teaching and learning
  • Methodology

Our school is a broadly inclusive school. There is a place here for everyone, regardless of their previous results, their current state of abilities or skills. Equal access and participation are guaranteed for all our students in all aspects of school life. According to the principle of equity, those who need more help to achieve their goals get that extra help. We offer opportunities according to individual needs and provide assistance for students to help them overcome their difficulties or nurture and develop their talents.

In order to achieve the above-mentioned goals, it is necessary to systematically develop and operate systems and procedures that serve both equal opportunities and equity. In the following, these operational aspects will be presented as our bottom line.

The content specified in the National Core Curriculum is included in our curriculum, as well. However, there are considerable differences compared to the centrally issued curriculum framework. On the one hand, the course of teaching the curriculum has been developed separately for the various subjects, in a way that is most suitable to follow its logic and structure. On the other hand, by thoughtful school management, efficient organisation of learning and teaching, and effective methodology, we have created the opportunity for our students to get acquainted with a range of alternative content within a framework appropriate for constructive pedagogy.

For the sake of fairness and with the intention of more effective curriculum organization, the professional work of our school was constructed in a way that is significantly different from the traditional subject structure.

We also created two complex subjects. Art as a complex subject includes the subjects of Hungarian language and literature, and the receptive skills from the curriculum of music, drama and the subjects of drawing and visual culture.

Natural Science also represents a complex subject, including basic biological, physical and chemical knowledge. In addition to the fact that these two subjects bring students into the learning situation in a way that reflects the interrelationship of the content they cover, it also represents a significant time gain, thus providing an opportunity to incorporate the already mentioned optional knowledge contents into our programme.

By transforming the traditional framework of organising learning and teaching, we have created the methodological and temporal conditions that lead to the achievement of the pedagogical goals set out in our mission. The work schedule and the organizational structure are adapted to the pupils' age characteristics, abilities and motivation; allows for more differentiated teaching activities, more diverse forms of teaching material; and ensure that teachers who teach one student have the opportunity to collaborate.

Differentiated forms of activity, epochs, projects, thematic weeks, thematic days, subject blocks are all an integral part of our program. On the one hand, these are the conditions for the fulfillment of the aims set out in previous points, and on the other hand, with their extraordinary pedagogical organizing power, which also affect them.

One of the most important characteristics of learning and teaching in our school is methodological diversity. In addition to the basics of 'who is studying, who we teach', we focus on the questions of 'how do we learn, how do we teach'. In the personalized learning-teaching process, we always choose the most equitable, effective, efficient method, and adapt the applied methods to the individual, group, or curriculum.

We organize the learning-teaching process in an exploratory and constructive way. We relate the teaching materials to the reality of everyday life. We consider non-frontal methodologies, procedures, and the active participation of students in the learning-teaching process to be extremely important. We consider child-centered education to be paramount, and this process is seen as a joint work of our students and teachers. Our teachers work with each other and with students in accordance with the principles of cooperative work organization. Our teachers are familiar with our students' learning styles, strategies, and are able to organize their learning and teaching processes so that all our students can develop their own abilities and knowledge to their full potential. We consider it a priority to increase the motivation of our students with the right tools.