Distance learning in basic and upper secondary schools in the Czech Republic 12/22 The school sets individual educational goals for pupils and a suitable educational offer for them, thus preventing possible inequalities between individual pupils after their return to schools. The school has its own criteria for pupil assessment, which can be used even during distance learning. It uses verbal assessment for all pupils. Rarely, the situation was used to emphasize the development of learning competence or to modify the scope of the curriculum in a particular school programme. A Learning Diary was introduced in the school. They write everything beyond compulsory learning, recommended links and additional independent educational activities in it. The organization of the distance education provides feedback to the future school management, along with the determination of the necessary minimum curriculum in the syllabi of individual subjects. Overall, the emphasis in all basic schools was put on practicing. In more than 80% of basic schools, teaching was also focused on teaching of new topics. A lower proportion of schools (approximately three fifths) used distance learning to provide additional tasks. 5.2 Changes in the content in upper secondary schools Compared to the basic schools, the management of upper secondary schools determined the content priorities to a lesser extent and the content was predominantly determined by thematic plans, or curricula in the school educational programme of a particular school, or it was determined by textbooks used by teachers. If the management set the content priorities, then it did so for the most important subjects within the educational programme. At the very beginning of the new situation, the school management determined four groups of subjects decisive to accomplish the graduate profile. It adjusted the weekly schedules, the number of lessons of the individual subjects accordingly. Subject committees set priorities for distance learning. The school management introduced this procedure to the pupils and parents. Alternatively, the content requirements were adapted to match the pupils' current skills. Reduced content requirements led many schools to reconsider the scope of educational content in the relevant framework or school curriculum. The school also uses resources for basic schools for elementary subjects and revision - the school's goal is to keep pupils in the process of learning and practicing. The school used the situation as an impulse to minimize the content of the curriculum - a description of the essential for the education profile, to be used in the discussion on the revision of the framework educational programmes. Some upper secondary schools used this situation to accentuate topics for which there is less time during the year. The school used distance education to strengthen pupils’ personal development, it strives to expand pupils' knowledge in areas that they are interested in and for which there is no time and space left at schools. The differences between basic and upper secondary schools in adjusting the content of distance education are shown in the following figure.