Abstract
Curricular reform was expected, among other things, to abandon strict curricula and focus on competencies and larger units. It is felt that many expectations have not been met and that further revisions are currently underway without greater involvement of the professional community. Aims: To analyze how the framework educational programs (FEP) for basic education (especially the newly emphasized areas) are reflected in the section on natural sciences in school educational programs of Prague primary schools. Methods: coding of the natural history part of school educational programs of primary schools with the second stage in the capital. the city of Prague in terms of connections with other educational fields; teaching methods and forms; development of key competencies; curriculum. Furthermore, statistical processing, frequencies, analysis of major components. Results: The separation of natural history from other subjects prevails, interdisciplinary relations are typically only with other science subjects. The curriculum structure usually copies the majority approach of textbooks and FEP. Key competences along with cross-cutting themes seem to be formally integrated. Formulations on key competencies are often repeated, often (almost) copying the FEP. Teaching methods and forms are varied, the curriculum is often detailed. Schools typically focused on one category, which devoted more. We identified seven main components of the focus:
1. teaching methods and forms,
2. teaching methods and forms with key competencies,
3. interdisciplinary relationships,
4. cross-cutting themes,
5. curriculum,
6. links with health education,
7. school education program largely taken over from the FEP without significant characteristics. No connection was found with the (non) publication of the school educational program and its content. Conclusion: The revision of the FEP should be accompanied by a broad discussion and methodological support, so that the ideas from the FEP are accepted and not just rewritten.