Nová informatika pro posílení vzájemné podpory a spolupráce

Our main goal is to develop and disseminate a comprehensive methodology that covers all of the expected outcomes of the revised Framework Education Programme (RVP) for the first stage of primary s...

Our main goal is to develop and disseminate a comprehensive methodology that covers all of the expected outcomes of the revised Framework Education Programme (RVP) for the first stage of primary school in the area of informatics and digital competences. We want teachers to be able to begin teaching under the new curriculum without unnecessary concerns or time and financial losses. In addition to creating this methodology, another key objective is to train at least 200 teachers and trainers, helping them become familiar with the changes and gain sufficient confidence in their teaching. We aim to ensure the methodology is innovative, accessible, and based on constructivist principles that encourage students to actively engage in exploration and problem-solving. A further priority is to share expertise between Czech and Slovak educators, particularly in light of the ongoing curricular revisions in Slovakia. Through this collaboration, we seek to ensure the maximum practical applicability of the project’s outputs and long-term sustainability, including further expansion and adaptation of the methodology according to the needs of schools.

Within the project, we carried out three main activities. First, we created a comprehensive methodology for teaching informatics in the first stage of primary school, covering all expected outcomes of the revised Framework Education Programme (RVP) and digital competences. This phase also involved the continuous incorporation of feedback from teachers who piloted the methodology in their classrooms. The second key activity was training teachers and trainers, conducted both in-person and online. Its goal was to familiarize the teaching community with the new methodology and updates in the area of informatics and digital skills, ensuring that teachers felt confident in applying it and had sufficient support materials at their disposal. The third activity focused on project management and ongoing evaluation—namely, quality control of outputs, budget administration, and results sharing. Thanks to continuous monitoring and communication, we were able to promptly respond to participants’ needs and any challenges that arose during the process, thus ensuring the successful implementation of all planned steps.

The main output of the project is a two-part methodology that usefully complements the existing “Informatics with Emil” materials, which focus primarily on algorithmization and programming. The new resources broaden the scope to include additional thematic areas such as data, information systems, digital technologies, and the comprehensive development of digital competences. The methodology was distributed in both print and electronic formats, ensuring it reached as many schools as possible. Another important result is the training of over 200 teachers and trainers who participated in our educational programs—both in-person and online. These educators are now able to independently teach according to the new methodology and, as part of the project’s sustainability, can also serve as trainers for other teachers. Through ongoing evaluation and pilot implementation at schools, we gathered valuable feedback that was subsequently incorporated into the methodology. The project has thus provided teachers with an effective and modern approach to teaching informatics, one that aligns with the revised Framework Education Programme (RVP) while employing constructivist principles to foster active student engagement.