The diploma thesis deals with teaching students of the lower secondary school about the topics of the local region and the migration of the population. The diploma thesis characterizes four specific methods and forms for teaching the local region from the point of view of migration. The methods are based on cross-subject relations and key competences of the students. Afterwards, the thesis is evaluated the process and the fulfilment of the objectives of the application of two teaching topics in geography lessons at the lower secondary school Vodňany in March 2019. Activation methods such as work with the map, walking in the vicinity, field lessons, etc. are often used for teaching the local region. One of the goals was also student´s active approach to geography lessons in creating their own learning activities. Part of the thesis is also an analysis of the results of a questionnaire survey focused on teaching the local region and migration from the perspective of teachers of geography and the knowledge of students about these topics. The results are favourable for the purpose of the thesis. Teachers link the topics of the local region and migration, it demonstrates that the proposed learning activities can use in the practice. Students have shown relatively good knowledge of the local region and during learning activities were able to use knowledge. In the introduction of the thesis is elaborated the theoretical part of the thesis, which is related to the themes of geography didactics, interdisciplinary relations, FEP BE, key competences, forms and methods of teaching.

Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).

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<p>Detta arbete har två olika delar som behandlats på olika sätt. Inledningsvis har dagssituationen för teknikämnet i grundskolan kartlagts. Bland resultaten återfinns ett samband mellan behöriga tekniklärare samt de lärare som själva valt att undervisa i teknik, och intresset för ämnet teknik. De behöriga tekniklärarna återfinner vi framförallt i de större städerna. I den största gruppen lärare som undervisar i teknik, No lärarna, har endast tio procent valt att undervisa i ämnet själv. I övriga ämnen finns det någon slags agenda, men teknikundervisningen bedrivs utan ordentliga riktlinjer och utan garanterad undervisningstid.</p><p>Andra delen av arbetet har undersökt en tänkbar framtid för teknikämnet i grundskolan. Samtalsintervjuer med fyra personer som fått ge sin personliga syn på vad man borde ha i tankarna när man planerar framtidens teknikundervisning. Några gemensamma ståndpunkter är att teknikämnet är viktigt för att förstå vår samtid och vår framtid. Teknik handlar om att lösa problem och skall hjälpa till att föda ett intresse för teknik och naturvetenskap. Sist men inte minst tycker man att ämnet är för lågt prioriterat.</p> / <p>This work has two different parts that has been treated in different ways. Initially, the present situation for the subject Technology in primary and lower secondary school has been monitored in a survey. Among the results, a correlation between authorized Technology teachers and the teachers that chose to teach Technology and the interest for Technology was found. The authorized Technology teachers are primarily found in the major cities. Among the majority of teachers that teach Technology, the Natural Science teachers, only ten percents choose to teach Technology them self. In other subjects, there is a curriculum, but the Technology education is carried out without proper guidelines or guarantees for a minimum time of education.</p><p>The second part of this work is looking into a possible future for the subject Technology in primary and lower secondary school. Four persons gave their personal views on what one should have in mind when planning the Technology education of the future. Some common positions are that Technology is important in order to understand our present and our future. Technology is about solving problems and should help to create an interest in technology and natural science. Last but not least the subject Technology is not prioritized.</p>

Detta arbete har två olika delar som behandlats på olika sätt. Inledningsvis har dagssituationen för teknikämnet i grundskolan kartlagts. Bland resultaten återfinns ett samband mellan behöriga tekniklärare samt de lärare som själva valt att undervisa i teknik, och intresset för ämnet teknik. De behöriga tekniklärarna återfinner vi framförallt i de större städerna. I den största gruppen lärare som undervisar i teknik, No lärarna, har endast tio procent valt att undervisa i ämnet själv. I övriga ämnen finns det någon slags agenda, men teknikundervisningen bedrivs utan ordentliga riktlinjer och utan garanterad undervisningstid. Andra delen av arbetet har undersökt en tänkbar framtid för teknikämnet i grundskolan. Samtalsintervjuer med fyra personer som fått ge sin personliga syn på vad man borde ha i tankarna när man planerar framtidens teknikundervisning. Några gemensamma ståndpunkter är att teknikämnet är viktigt för att förstå vår samtid och vår framtid. Teknik handlar om att lösa problem och skall hjälpa till att föda ett intresse för teknik och naturvetenskap. Sist men inte minst tycker man att ämnet är för lågt prioriterat. / This work has two different parts that has been treated in different ways. Initially, the present situation for the subject Technology in primary and lower secondary school has been monitored in a survey. Among the results, a correlation between authorized Technology teachers and the teachers that chose to teach Technology and the interest for Technology was found. The authorized Technology teachers are primarily found in the major cities. Among the majority of teachers that teach Technology, the Natural Science teachers, only ten percents choose to teach Technology them self. In other subjects, there is a curriculum, but the Technology education is carried out without proper guidelines or guarantees for a minimum time of education. The second part of this work is looking into a possible future for the subject Technology in primary and lower secondary school. Four persons gave their personal views on what one should have in mind when planning the Technology education of the future. Some common positions are that Technology is important in order to understand our present and our future. Technology is about solving problems and should help to create an interest in technology and natural science. Last but not least the subject Technology is not prioritized.

DIPLOMOVÁ PRÁCE Project teaching on the regional history of the town of Dobříš in the 20th century Gita Otavová Abstract Diploma thesis deals with the project teaching and regional history of the town of Dobříš. The research part of the thesis contains proposal of project teaching on the topic of the history of the town of Dobříš in the 20th century. Pupils explored regional history of the town and architecture and regional monuments located in the town and it is surroundings especially. Pupils revealed how these sites have changed during the 20th century. They compared the history development with the present situation of the buildings. They explored for example the castle of Vargač, the chateau of Dobříš, so-called Cultural House, House and Gym of Sokol Association, secondary school building and Kopáček's house. Key words Regional history, projects methods, history teaching at lower-secondary school, town of Dobříš, 20th century

The purpose of this study is to show how some of primary teachers and support teachers in middle and lower secondary school, with help from special education advice and support, create conditions for learning for integrated students with intellectual disability. The research questions in the study are, how can special advice be arranged in the form of a network? What questions may be in focus for teachers and support teachers who teach student with intellectual disability? How does the teachers and support teacher reasons at the implementation of special advice. An research overview of the field within the field of inclusion of students with intellectual disability was done.  The theoretical approach is based on Dillons seven elements of curriculum, which form an educational context. The seven categories are: teacher, student, subject, environment, activity and result. The study has a qualitative approach. The method which has been used in the study is qualitative interviews. The study includes interviews with a principal, a special education teacher, primary teachers and support teachers. The principal and the special teacher were interviewed with the purpose to find out the thoughts behind the recently started network in the township, for regular schools who educate students with intellectual disabilities who are integrated. The analysis of the data conducted by separating the answers in different categories. These categories were created from Dillons seven elements of curriculum, which were clustered into three themes.   The result indicates that the teachers and support teachers have a positive attitude towards teaching students with intellectual disability in primary school. It is also indicates that the primary teachers and support teachers have a large need for support in the form of special education advice. Support needed in various ways, but particularly when it comes to discussing thoughts and ideas, adjusting material and finding an appropriate level of teaching.

This dissertation is focused on the possibilities of using the Internet, especially Internet servers that are focused on English learning, teaching and also practice for lower secondary school learners. One of the aims was to find such servers, to compare and assess them, not only from the didactic point of view. Other aspects have been studied - functionality, orientation in the structure of the internet servers. The text and content of the web pages were also taken into consideration. Another criterion is the utilization of these internet servers by teachers and learners. The aim of this dissertation is to give advice to teachers and learners which servers are appropriate to English teching and learning. The practical part includes a survey based on questionnaires among lower secondary school learners. Its aim is to find out whether they already know and use such servers.

The thesis Experience in teaching Czech language at lower-secondary school is focused on the implementation of experiential learning into the Czech language teaching. The thesis consists of two parts. The theoretical part describes the main principles and methods of experiential learning and their use in the context of the Czech language teaching. The practical part presents actual lesson plans, in which principles and methods are used. The lesson plans are focused on teaching communication and acquiring active knowledge of Czech syntax, lexicology and semantics. Based on the experience of implementing of activities in teaching Czech language at the 6th grade of lower-secondary school, the author of the thesis explains importance of the experience in Czech language teaching. The results show the experience could be used effectively in the Czech teaching methodology.

Education for sustainable development is one of the more important tasks that the school has according to the National Agency for Education. Education for sustainable development is included in several subjects syllabi, including the subject technology. As previous research has shown, many young people feel a strong concern for the future due to climate change and the consequences this has for their future. This study examines how the theme of sustainable development is presented in today's technology teaching materials. The study also seeks answers to the question of whether the content of teaching materials regarding sustainability issues is designed in a way that provides the tools to develop active citizenship in these issues. The results show that there are clear differences in how different teaching materials deal with the theme and how much space it gets. It also shows that the greatest focus is on the ecological aspects such as resource management, greenhouse effect and climate impact, something that is in line with the general discussion in today's media. The design of text sections and assignments to large extent encourages the active participation of students in the form of research, discussions and forming opinions. It can be considered as a way to provide young people with the necessary tools to be able to respond to and take a stand on sustainability issues when faced with them in the future. / Undervisning för hållbar utveckling är ett av de viktigare uppdragen som skolan har enligt Skolverket. Den ingår i flera ämnens kursplaner, inklusive den för ämnet teknik. Eftersom tidigare forskning har visat att många ungdomar känner en stark oro inför framtiden på grund av klimatförändringarna och vilka konsekvenser de har för deras framtid genomfördes denna studie som undersöker hur tema hållbar utveckling framställs i dagens läromedel för ämnet teknik. Studien söker dessutom efter svar på frågan om läromedlens innehåll angående hållbarhetsfrågor är utformade så att eleverna får verktygen till att utveckla ett aktivt förhållningssätt i dessa frågor. Resultatet visar att det finns tydliga skillnader i hur olika läromedel behandlar temat och hur stort utrymme det får. Det visar också att störst fokus ligger på de ekologiska aspekterna som resursförvaltning, växthuseffekt och klimatpåverkan, något som ligger i linje med den allmänna diskussionen i dagens media. Utformningen av textavsnitt och övningsuppgifter uppmanar i stor utsträckning till ett aktivt deltagande av eleverna i form av forskning, diskussioner och ställningstagande. Det kan anses vara en väg till att ge ungdomar de nödvändiga verktygen för att kunna bemöta och ta ställning till hållbarhetsfrågor när de ställs inför dem i framtiden.