6 │ CHANGES IN EDUCATIONAL CONTENT IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 38 An example is the various overviews prepared by teachers for the school management. These can be aggregate overviews for a longer period of time. The management has an overview of the subject matter (in subjects and individual classes) that was not covered in the previous school year, including the date when the subject matter is planned to be covered and currently also an overview of uncovered subject matter for the 1st half of the 2020/2021 school year. In September, all teachers prepared an overview of the subject matter that was not taught during the previous school year. The management creates a summary of the records from all teachers of individual subjects and classes according to areas, which outputs have been completely fulfilled and which have been partially reduced, which contents have been transferred to the next year and, as the case may be, the subject matter that has been omitted. The management receives regular reports from all teachers on the progress of learning according to the thematic plans and the SEP (also with regard to the previous school year); the subject committees drew up proposed changes for the adjustment of the thematic plans of subjects at the beginning of the school year and again at the moment distance learning was reintroduced. The individual subject committees drew up a summary of changes in the thematic plans and adjustments to the extent of individual educational units for the half year. Everything was discussed with the school management and then at the educational board. Alternatively, continuous overviews can be used, which the school management also uses to monitor and evaluate the course of distance learning through observations. Teachers regularly inform the school management in writing every Friday about the subject matter covered. The school management accurately records the covered subject matter in Word tables; it also has a detailed overview of the individual pupils’ progress. The management regularly monitors changes in the content of education at regular online meetings. The school principal also has an overview through observations and subsequent interviews with teachers. Every month, teachers send an overview of the subject matter covered, a summary of the pupils’ progress and an overall evaluation of distance learning. Or these can be overviews primarily used by the teachers themselves. Teachers keep their own records of adjustments to the extent of the subject matter. Teachers submit to the management their own portfolios where they collect the teaching materials used and comment on the pupils’ progress. The extent of changes directly influenced by the school management or subject committees corresponds to the observed changes in individual subjects. With regard to incomplete basic schools, content reductions have been less frequent for the above reasons, so the proportion of schools where content has been reduced based on the school management’s decision is lower. The specific content is the development of practical skills, especially in secondary vocational/technical schools. Of course, it is not possible to acquire most of the practical skills through distance learning, and their absence may significantly complicate the school-leaver’s career in the future. For this reason, after the autumn transition to distance learning the managements of secondary technical schools, together with teachers, looked for ways to provide their pupils with at least some compensation for the acquisition of practical skills. For example, some of the monitored schools tried to make the most of the various support which was available to them and which can be used in online synchronous learning. In vocational practice and vocational training, the school uses, for example, professional electronic textbooks from allied schools which were created within the framework of European projects. It also uses materials received from companies where the pupils carry out vocational practice or vocational training. The school also obtains materials from guilds, such as the painters guild. Other upper secondary schools use in some educational fields the opportunity to carry out practical activities at home.