6 │ CHANGES IN EDUCATIONAL CONTENT IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 37 CHART 17 | Proportion of schools that have not made content reductions in the 2020/2021 school year The quality of the school management is reflected in the approach to content reductions. The recommended approach is to make changes based on cooperation between the school management and teachers or, as the case may be, with the use of subject committees. If content changes are made by teachers without cooperation with the school management, it shows the school management’s resignation to perform curricular work, as well as inconsistency in the management of the educational process in the school by its principal. However, the basic precondition for interventions in educational content is continuous monitoring of how the expected educational content is being fulfilled in distance learning. With regard to monitoring, school managements most often used class registers, but these usually contain only brief information about the educational content (often the topic of the lesson, which can be repeated, so it is difficult to determine the extent to which pupils have managed to acquire the educational content; moreover, the class register without a schedule of topics is not a support for monitoring whether everything will be covered). More useful information can usually be found in the curriculum or in thematic plans. However, what can be particularly useful for the purpose of monitoring changes in educational content is the internal tools recommended to schools in the Recommendation for the Organisation of Education and Work with Educational Content in the 2020/2021 School Year, issued by the Czech School Inspectorate in August 2020 (available on the Czech School Inspectorate’s website, direct link here). CHART 18 | Ways of monitoring changes in educational content due to distance learning by school management (at the beginning of the 2nd half of the 2020/2021 school year) 0 %10 %20 %30 %40 % 50 % 60 % 70 % 80 % 90 % 100 % český jazyka literaturacizí jazykmatematikaspolečenskovědnípředmětypřírodovědnépředmětyneúplné ZŠúplné ZŠgymnáziamaturitní SOŠ nematuritní SOŠ41%45%52%51%44%30%47%38%44%31%23%31%24%13%63%0 %10 %20 %30 %40 %50 % 60 % 70 % 80 % 90 % 100 %neúplné ZŠúplné ZŠgymnáziaschools maturitní SOŠnematuritní SOŠs vedení školy využívá podrobných zápisů do třídních knihvedení školy využívá upravené tematické plány nebo učební osnovy ŠVPvedení školy využívá vlastní interní evidenci100%90%80%70%60%50%40%30% 20% 10% 0% incomplete BSs complete BSs secondary general Maturita STSs non-Maturita STS Czech Language and Literature Foreign Language Mathematics Social Sciences incomplete BSs sec. general schools Maturita STSs non-Maturita STSs complete BSs Natural Sciences 100% 90%80%70%60%50%40% 30% 20% 10% 0% school management uses detailed entries in class registers school management uses modified thematic plans or SEP curriculum school management uses its own internal records