The aim of this thesis is to discover the possibilities Drama in Education can bring into the teaching of Czech Language in the third year of Primary Schools. The central hypothesis is whether Drama is a suitable tool for pupil instruction and what is the scale of methods and techniques in Drama in Education in the third year in Primary Schools. The thesis is divided into a theoretical and a practical section. In the theoretical part, both Czech Language and Drama in Education are reflected on in the framework of the curriculum of Primary Schools, including their characteristics and goals and their conformity with the National Curriculum. This section is also dedicated to the methods and the mutual interconnectedness of both disciplines. Further, the specifics of a primary school student are provided. The practical part is divided into parts according to the days of the week. In each day, a description of a specific Czech Language lesson in the third year is provided. In the description, the methods and techniques of Drama in Education are included. Each lesson consists also of the responses of the students as they gave them throughout the teaching bloc. All the lessons are concluded with a final reflection, specifying the highs and the lows of the lesson. Here, the hypothesis is being discussed....

The Framework Education Programme for Preschool Education is a legislative curriculum document which establishes the basic requirements for the state preschool education. The educational objectives and requirements are binding for the teachers. However, the way in which those objectives and requirements are met, is fully in the hands of each nursery school. This diploma thesis illustrates one of the possible ways of educating preschool children, namely the dramatic education. The dramatic education is presented here not only as an educational method but also as a style of pedagogical work. This particular style respects individuality and originality of each child with the intention of developing his/her potentials and with the effort to equip the child with necessary social skills. The practical part of the diploma thesis offers insight into the authentic dramatic and educational process which explores topics of human life. During this process, each child goes through a full-fledged personal and social development by means of dramatic activities, which are based on topics of literary text

This thesis deals with the possibilities of application of Zdenek Sverak's work in a kindergarten drama education. The theoretical section summarizes the information about the life and works of Zdenek Sverak and the findings regarding the possibility of using a literary narrative in a kindergarten, while applying the methods of drama education. There follows a description of the developmental patterns of preschool children and their significance for the drama education. The practical part of the thesis uses the books of Zdenek Sverak to process and reflect upon thematic units, in which the drama education methods were used. At the conclusion of the thesis, there is an evaluation of the research observations, obtained during my implementation of the thematic units.

This diploma thesis deals in the theoretical part with comparing the Charter of Fundamental Rights and Freedoms of the Czech Republic and the Slovak Constitution with the Declaration of Human Rights in the sense of historical acceptance in the two countries under consideration. It includes a proposal for a educational project in this area (e.g. the creation of supporting worksheets). It deals with the topic of Human Rights in FEP for Elementary Education and specific SEPs of selected schools. The diploma thesis focuses on the preparation of a new Human Rights education project using selected effective methods. The proposal of this project will be based on the comparison of already existing educational projects.

The legal nature of the curriculum documents of the Czech Republic's educational system ABSTRACT This thesis treats the selected set of curriculum documents within the Czech legal framework laid down by the Act No. 561/2004 Collection of Law, on Pre-school, Basic, Secondary, Tertiary Professional and Other Education (the Education Act), as amended. The focus aims towards the Framework Educational Programmes (FEP) and School Educational Programmes (SEP), for which the relevant FEPs were issued. The National Educational Programme according to the Education Act as amended effective until 30. September 2020 is also taken into consideration on a theoretical level. In the times of expecting considerable state-level curriculum documents contents changes, and consequent changes on the school level, this thesis aims to analyse substantial legal aspects of each type of curriculum documents and their mutual effects and to assess, whether the current legal framework reflects their presumed use and meaning appropriately. With that goal, the key notions are defined first though and a brief insight into the curriculum historical development is provided. The thesis identifies an insufficiency within the valid legislation as the legal forms the curriculum documents should take are not laid down and consequently examines...

This diploma thesis focuses on the appropriate and effective use of film and serial adaptations of topics falling into the period of communist totalitarianism in Czechoslovakia (that is between 1948 and 1989, with emphasis on the period 1948-1969). The thesis is divided into four chapters, whereas the main part, which is didactic, is described in the third and fourth chapter. The first chapter describes the basic historical context of the communist government in Czechoslovakia between 1948 and 1989. It also shows and explains the origin of the idea of communism, the further development of the Communist Party of Czechoslovakia during the First Republic, and the postwar Third Republic. This chapter was put together using found edited sources and secondary literature. The second chapter deals with individual film and serial processing of topics related to the period. It presents specific films and series which were produced in the most recent years (or the post-revolutionary period), but also materials produced during the totalitarianism before 1989. In this chapter some works are discussed in greater detail, others are presented as selected alternative options for interaction for educational purposes. The third chapter summarizes the didactic and historical potential of the discussed topic, it also...