Distance learning in basic and upper secondary schools in the Czech Republic 11/22 5 Content of distance learning Distance learning often meant, in addition to a fundamental change in the organization of teaching, changes in the content of teaching. The main reasons for the changes in content included a difficult implementation of some topics in the distance form, shorter time that students can spend on education while staying at home, and the need to reduce the demands on students due to different effectiveness of distance learning methods, and due to more time required for distant communication. The content of education in regular teaching is determined by the curriculum in the school educational programme; the educational content is usually scheduled in the thematic plans. However, in many schools, despite the existence of the curriculum, the content of education is in fact determined by the content of the textbooks used. 5.1 Changes in the content in basic schools In less than one third of basic schools, the school management decided on the content priorities of education after the school closure. In more than a tenth of complete basic schools, subject committees were more significantly involved in deciding on content priorities. In half of the basic schools, the teachers followed the original thematic plans even during the emergency period. It means that teachers tried to convert the existing teaching practices into the online environment without making any changes. Teachers teach by videoconferencing, in home environment they created temporary boards for explanation and practice. If the school management decided on the content priorities, then emphasis was placed either on the core subjects (Czech language, mathematics or a foreign language), or, from the teachers' point of view on the basic curriculum, or a choice from the curriculum was recommended. ,Such a procedure can undoubtedly be recommended. They adapted the thematic plans to what could be taught distantly. More difficult topics were left until pupils can attend schools. In some basic schools, the teaching of the physical education, arts and similar subjects was paused, while in other sit was adjusted to the new conditions. After 14 days, the teachers also started teaching PE, arts and similar and got positive reactions from pupils who had some rest between the key subjects. ,At school, they announced a competition for the most imaginative artistic design of a mask, and students created a cartoon called \\"I, coronavirus.\\" Recommendations for the adjustment of educational content were rather more general in some schools, formulated for example as a recommendation not to overburden pupils and parents and to mainly repeat and practice. These accents were often reflected in a greater differentiation of educational content. Such an approach can also be considered appropriate. Together, the teaching staff creates weekly plans for pupils at three levels: 1) elementary - for most pupils, 2) for pupils with SEN, 3) for \\"enthusiasts and fast learners\\" with optional extra tasks. Older pupils create a collection of tasks for classmates or younger pupils. Due to the different conditions of individual pupils and to the differences already apparent before the school closure, many schools were intensively looking for ways to eliminate excessive differences between pupils, e.g. by strengthening the individualization of educational goals.