Marcin Drewicz: Back to 6-Year Elementary

Marcin Drewicz: Back to 6-Year Elementary

Out of the types of schools proposed by us as part of the school strategy 6+6 Poles of the mediate and younger generation practically met, in addition to the Post-Police School of the Two-Year Professional, first of all the universal School of the Six-Year Primary School. However, the current documentation of the school's work is late drawn up, and there is more than 20 years of experience... Just take it! There are inactive quite a few teachers and teachers who spent their professional youth in Six Years.

We have invented a 1999 Framework Teaching Plan for the School of Six Years. Wasn't that a while ago?

We scope out with memory, but based only on memory, as it turns out, without a clear consequence to find the moment-year in which for the first 3 classes of the Polish simple (students aged 7-9) this "Integrated Education" was introduced, i.e. teaching without dividing into objects. Is that a good thought or a bad idea? This is where we refrain from answering that question.

Yes, in the Framework Plan then, MEN specified a certain subject, this school “two in one”, or Religion/Ethics performed 2 lessons a week for all years of teaching at the simple School. So – or ‘integrated education’? Or in that area... ‘integrated’? Since the teaching of the Holy Roman Catholic Religion, and by the way, these ethical talks, is shown as something to say, simply "sticked" to the full school.

After all, children see it and realize it, better than we think adults. The results of this inactive with the reserve of the treatment of the subject religion gathers not immediately, but only after years, in the form of the disintegration of the nation (post-nation) and its moral degrengolada. Today's statistics, as well as hypocritical woes presented even in these massmedias of the "main sewage" leave no uncertainty about it.

The youngest children in that Six Years simple (1999 and later) were held weekly for a full of 3 first years of learning for 72 lessons – this number is given in the Plan – which gives us, on average, 24 lessons per week in each of the first 3 classes (age of students: 7-9 years) – but the division of hours into classes in the Plan did not apply.

In our opinion, this is very suspicious. Here, let us point out that for the older classes – IV-VI (age of students 10-12 years) – it was a full of 84 hours (1999 and later), already divided into subjects, so on average 28 lessons per week. And indeed, in a separate MEN table in 1999, it clarified that for Class V there would be 27 lessons per week, and for Class VI 28 lessons per week... So for class IV (fourth – 10-year-olds) lessons per week... up to 29 (84-27-28=29). Isn't that besides much?

In any case, the school principals were given large freedom to complete this ministerial Framework Teaching Plan for each educational institution and to decide when, what, and how long they would learn. “As liberalism, it is liberalism...”, “Everyone’s own in his outfit...”.

But it's already done and gone. What was the result? For this generation of early 21st century. Whatever they were, these results of the Six Years' Primary School were brutally offset by the nihilistic strategy of the then Secondary School 3+3, meaning... no (sic!). Not by “the system,” but by the people who were introduced by the same strategy and who kept it so terribly long and stubbornly (sic!). "It didn't do itself."

Unless we are mistaken, in the 1970s, in the days of the Polish People's Republic of Poland, the first graders went to the Primary School “for the eighth hour” (one in the case of a parent and any without assistance) to sit there for 4 (four) lessons, but then for 6 days a week (sic!). This gave – see above – the 24 hours (4×6=24). However, the "spray" of the same dimension of hours in days of only 5 gave the result: 1 (from five) day of classes 4 and after 5 lessons for 4 remaining days of the week of study... in the youngest grades of Primary School (sic!).

And now we are amazed that our youth present together with our young adults "is what it is" – this generation of victims (yes!) of the school strategy 6+3+3. The “working mother” subject and the situation where “no 1 is home all day” are not taken here at all due to the fact that it requires a separate, fat-homing development.

In fact, the last 4th of the century, or so far the 21st century, passed to MEN on the cultivation of this “spraying” teaching material, resulting in many (the turn of the year 2025/2026) of functioning schools, but alternatively those Over-Basic, 40-hour week of study.

O PRL of our childhood and youth! How good of you to effort to force us to do all kinds of absurd things, even though you didn't tell us to do 8 mandatory lessons a day! How does today’s 2025/2026 youth endure this?

What about the grades of Elementary, especially the younger ones – do these children necessarily gotta break up early all day (December darks) in order to make it to this “eighth hour”? And any for an even earlier hr of “zero”? From 8:00 a.m. 4 lessons of 45 minutes, and between them 3 breaks of 10 minutes. So at only 11:30 (!!!) they come home or stay in the school lounge to... sleep off? In the mediate of God's bright day? What kind of life is this?

To this day, we remember well how much joy this joy was caused by the unexpected news that as a consequence of any abrupt changes in the Work Plan, you are coming to the second lesson tomorrow, so it is only 8:55 p.m. Oh, what a relief! But did specified a condition make the student lazy? Did it weaken his willingness and ability to learn? Oh, no! Not at all! On the contrary!

There are injured birds – those who get up early in the morning, but in the evening they get tired and go to night rest. But there are nocturnal brands for which – so that they can function well throughout the day – both of these life activities should be shifted forward by about 1 or even 2 hours (some even three!). The school strategy since the old days has been tailored under the former, so night brands endure from it. This is 1 of the circumstances prompting any families to start teaching their children at home.

Yes, there have been schools “overburdened”, so those working “two shifts”. That's besides bad. For what should students assigned to the second-afternoon change be cared for before noon? If – see above – “mothers at work”.

There are only five-minute breaks in many schools today. Or pee erstwhile (teacher too). There's no time from upstairs to the studio.

Cui bono? What's all this madness for today? Long years. But we didn't compose everything here. And then "television" hypocritically woeful over all scope a mediocre form of the current Polish youngest generation (and this average also, after the past 4th of the century 6+3+3).

That's adequate foreword. Let's yet present:

FRAMEWORK TRAINING PLAN FOR SIXTH-SIXth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Sixth-Seventh-Seventh-Sixth-Seventh-Sixth-Seventh-Seventh-Sixth-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventh-Seventeenth-Seventh-Seventh-Seventh-Seventh-Seventeenth-Seventeenth-Seventeenth-

CLASS IV-VI

Option B (2019)

Character explanations:

C — full weekly teaching dimension — Class IV-VI;

D — Number of fresh subjects (no replays, tests, tests);

* Fractional numbers mean teaching a given subject in 1 semester of a given school year at a different level of schoolroom hours per week than in another (second) semester, e.g. in semester I hr 1 and in semester II hr 2; e.g. educational hr all another week, then enrollment: 0.5;

Let us begin discussing the content of the above table in an different way, namely, recalling the character and vocation... Nursery(Multi)Artist Instructors. Are you surprised? But besides characters with these qualities of teacher and teacher of the simple School. We will usage a abroad example taken from the Internet, which let not only the alleged folk culture constitute, but besides the condition of a given society-nation (triple).

Here is – the shortest thing to say – on 1 of the days of the multiday Mary October yearly indulgence in Spanish-Aragon Zaragoza possibly even over a 1000 (two thousand?!) of their grandma and youth in the Cathedral Square for second blissful music and with accompaniment of their own castanets (each and each has specified a tiny instrument in each hand) in the penal formation (!) and simultaneously in pairs (!) dances a celebrated jota (read: hota).

But all “like 1 husband,” from a fewer years old to a fewer decades old, 1 and the same from many versions of this dance (everyone without looking at 1 another performs simultaneously the same rather complex mud-step, without mistakes; they are... They hear it, they feel it). And it is the youth who came there, and then from all over the city and from the surrounding area, “from different parishes”, who had previously, in this very many composition, practiced a common gathering jota small or even... Not at all.

Someone taught them this – as it happens in our advanced school – before, individual implemented them, in their household home, in kindergarten, in school, besides in the parish hall and in another places. “Because they have it in their blood... due to the fact that they are born with it...’. Well, what about us Poles today? Is there any more blood in us today? Are our next yearbooks inactive “with something”? Are they even born? – that is the question!

In our modern Poland, something akin to that in far-away Saragossa, or something analogous, in terms of, let's give it, a accumulated mazur (four mazury – what is it?) or even slow polonaise under the open sky is not possible, unfortunately. The biggest akin Polish accomplishment known to us is the 1 in a 100 pairs (so only 2 100 dancers and dancers) of the Polonaise “with figures” (a slow dance, so easy to master) danced all year, but “not here”, but in Vilnius, yes, by the Polish nationalities of elder students, so on a school scale already the oldest one.

With an ambivalent feeling, we watch on the net recordings from, for example, Jasele, proudly presented by the best Polish kindergartens or junior grades of simple Schools, where not a 1000 – like in Zaragoza, but only a fewer or possibly 20 of our kindergarten teachers or first-second graders are incapable to decision to 1 and the same music – at the same time – everyone – i.e. in the tact of this music.

Our Polish children of the present generation of this music, despite soundly hearing, however, paradoxically... do not hear (sic!). And it is better to say: they hear, of course, that they hear, but they do not know, feel, nor do they feel, nor do their own idea-reflexion (now) have, how to behave-move-stir.

Why? It is due to the fact that the "ma'am" did not give them (maybe yet) an example of her own (maybe she is non-musical?), which she evidently (yet) did not explain or teach them (yet) yet. This was not done in the household home, for specified matters were not dealt with at all. Why? Is that a bad thing? There utilized to be classes for children with Rhythmics – that's what it was called.

There's a lot to talk about, but we're already holding back. It is adequate to halt – on this from the distant Saragossa example. present we hear that “better example than lecture”. So, as the Poet says, “let the listener (reader) sing to himself.”

We can see that the Sixth-Year Primary School is not enough, that the multi-artistic school (about this a fewer more words), it is besides a school of abroad languages. The program of the first 3 youngest classes needs to be additionally “integrated” to extract 5 full lessons per week of English Language (in our times usually) from it, and so this subject leads to the end of Elementary.

At the latest in Class IV, as early as possible – as suggested at the end of the above table – you can present the teaching of another Modern abroad Language, possibly in the afternoon-pre-evening mode; or possibly for those students who stay “after-school” in the said schoolroom.

Aren't we not offering to teach Polish? Are we not besides small to offer teaching Nature, or “integrated” Physics, Chemistry, Biology and Geography? Isn't that besides small Mathematics? And another things. And how many mandatory lessons per week – see: reflections at the beginning of this article – may have a maximum of 10 years old?

How many can a 12-year-old take? For all of this to be more beneficial to him – balanced! – than damage. So that the time and effort of this kid does not go, per balance, for nothing! In order not to be choked by school torment in Kuyan (e.g.: Henryk Sienkiewicz, “From the diary of a Poznań teacher).

Today's MEN (document dated May 2024), at least on paper, for teaching in the first 3 classes (age of students: 7-9 years) of the Primary School, however, devotes eight-year-olds to 21 lessons a week, not counting Religion/Ethics, as part of the "Early School Education" previously called "Integrated Education". In classes IV-VI we have, respectively, inactive not including these 2 hours for Religion/Ethics, after 24, 25 and again 25 lessons per week.

And then there is simply a unusual jump in MEN, as if the students, both boys and girls, were violently brave at the age of 12-13 (the way they were going – something about it). But in our system, 6+6, the same jump is emphasized simply by the completion of the education in the simple and the exit on the “wide water” of the Secondary School. For the current Elementary, MEN manages for Classes VII and VIII after more than 30 lessons per week, giving at least 7 lessons of difference between Class VI (12-year-olds) and Class VII (13-year-olds).

Well? Is it not better, then, as we postulate it, that the second 2 “many” classes – VII and VIII – be transferred as the youngest 2 to the School of Above Basic?

Artistic education as a leading education – for children. A lot to talk about.

Subject Language Polish – besides recitations, and dialogues, and tiny and larger theatre forms (school theatre).

Subject religion – as above, similarly, and above all, singing our Polish so many and rich church songs at the head of carols. In all types of schools the customized should be spread that here is the teacher of any subject, for example during Christmas (until 2 February) begins his lesson, just like that, from chanting a chorus with students of any carol (especially catechet!) and at another time another song, specified as popular social, folk or conventional soldier.

There are decades of “free Poland” (this “after 1989”) and we keep asking: What else stands in the way? Of course, sing erstwhile it's time. Rather, it should take the attention of those present in the schoolroom before a challenging class.

Objects Art and Music: as above – an ocean of ideas and possibilities. Teachers of another subjects will besides find area for cooperation.

Subject Physical Education – it may yet gather there, or in music lessons, this – whatever the word means – "Aragon's Jota".

And so on. The school is expected to be the primary, giving this basis of functioning in the Society, in the Nation, in the Church; i.e. releasing graduates of 12-year-olds as cleverly as possible (this old Polish term), so they do not have problems with appropriate communication "in real life" with another people, especially with peers.

How to go from Six-Year Primary School to Over-Basic School in 6+6?

And how did this happen before? Before the “central examination testing” era. Everything's been, really, everything's been! Therefore, this “eighth-school exam” appears to us as... No need. The point is that a postgraduate of the Primary School (his parents) can apply for admission to the School of Above Basics he wants. In turn the Secondary School may have – as it utilized to be – its own expectations about candidates for its first class, so it may – but it does not gotta – conduct either a certificate competition, or its own preliminary exam, or both in any applicable combination.

Let us besides not abandon the different concepts of “division”. With respect to primary schools, “division” is imposed, including in large cities. due to the fact that there were times erstwhile the school was not built (the church was not built yet, due to the fact that it was godless PRL), the tiny children were sometimes carried by their parents for a long 4th of an hr to the simple schools located close downtown – due to the fact that there were no others at the time.

The school network, in general, should be specified that, in particular, the student roads from home to the School stay as short as possible; teachers and another school workers also. And the quality of the schools should be specified that there is no increasing phenomenon of commute from home to the desired school passing along respective others Schools of the same type, perceived – sometimes rightly – as inferior for any reasons.

But specified candidates who have established themselves as a School of Above Basics, to which they are prepared to commute regular for a long 4th of an hour, should not be refused. Let them commute if they want to, although on their own (and parents) responsibility.

It seems, but we are not certain that the audible movement, that is, specified a scouting for the small ones, has already disappeared completely in Poland in the 21st century. It's a shame and a disturbing sign! But besides the Scouting itself, they are younger (baseline) and older (sub-baseline) besides seem to be in decline, for many unfavorably cumulative reasons. It's a shame and a disturbing sign! There's a lot to talk about, so this is where we're not going to write. This crisis, among others, coincides with us in time – let us announcement – with a decrease in the number of volunteers (some talk about a decrease in the number of vocations) to enter the spiritual state.

We repeat that the large (although not exclusive) influence on both the fall in all fields of higher education in Poland, as well as the deficiency of candidates for priesthood and spiritual orders has this introduction and very long maintenance of the strategy of the Secondary School 3+3. As we can see, the "mechanical" return to the erstwhile strategy (8+4) does not give a "mechanical" improvement in those areas. Social life is governed by its rights and this is not the place to make these issues.

Let us show briefly the dependence of the organization and the Scouting activities on the school system. As it was (and has) in the 8+4 system, we wrote polematically in this book, among others, entitled "School strategy 7+5 for Poland" (Lublin 2019), recalling the autocitate ("Older and younger") from the last century, so from the 1990s.

It is adequate to note that strategy 6+6 is not perfect in the scope discussed here, since the inter-school ‘cut’ between the Six-Year-Old simple and the Over-Basics takes place here only 12 years old, and in the Eight-Year-Old Elementary, 10 year-olds, i.e. graduates of class IV, have passed on to the Scout camp (and not to the Buccaneer Colony).

We are hoping that if individual took us for rebuilding (the alleged true) scouting – what we want! – he will manage “something” in any school system, whether it be 7+5 or 6+6, as erstwhile was done “something” in the 8+4 system. The killer for scouting and brats turned out to be that three-diversity strategy 6+3+3 – a real organizational-recruiting cutting-cutting, from which it did not emerge, most likely no longer any of these following 1989, but respective separate Scouting (about-harcer) organizations in Poland.

We conclude, under consideration, with a motto beginning the aforementioned book “School strategy 7+5 for Poland”:

For the fearful and submissive (it is us today!): 7+5

For the brave: 6+6

For the very brave: 4+8.

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