The eight-year single structure primary school was the basic element of the Polish education system in the years 1961 -1999 (under the Act passed by the Sejm in 1961, and implemented in 1966). Up to that time primary school lasted seven years. Some unsuccessful attempts to extend education in the single structure school up to ten years were undertaken in the 1970s. Since the school year 1999/2000 the reformed primary school comprises grades 1 to 6 with pupils aged 7 to 13 (Act of 25 July 1998 amending the Act on the Education System).

Primary education is comprehensive and obligatory for all pupils (99% of the population). Children who are 7, or will be seven in the given school year, start their education at the primary school. Education lasts for 6 years (single structure primary school). Primary education is free of charge for all pupils.

Until 1998 the basic legislation was the Act on the Education System of 7 September 1991 (with subsequent amendments). The reformed 6-year primary school, which started functioning in 1999/2000, is based on two new laws: The Act of 25 July 1998 amending the Act on the Education System and the Act of 8 January 1999 on the implementation of the reformed education system. The detailed legislative framework can be found in the regulations issued by the minister of education. These concern core curricula, outline timetables, school calendar, lists of recommended textbooks and teaching aids.

An important act for teachers is the Teachers’ Charter of 1982 with subsequent amendments. This act (in its former shape) introduced a minimum number of teaching hours (18 - it is still valid) which was relatively low (as compared to other countries). Furthermore, the act provided the basis for rather a flat system of teacher salaries, conditioned exclusively by the teacher’s level of education and his/her length of service. Fundamental changes in the system of professional promotion and remuneration of teachers have been introduced through the amendment of the Teachers' Charter under the Act of 18 February 2000.

Another law relevant to primary education is the Act on Local Self-Governments of 8 March 1990 (with later amendments) whereby communes (local government units) are delegated the responsibility for running schools and providing children with transport from distant places to the schools.

As far as financing is concerned, the annual State Budget Act is relevant insofar as it defines the total amount of subsidies for local authorities.

Please refer to the subdivisions for more details.

From the organisational point of view, the main type of school before the reform was the school with all primary-level grades (1 to 8). However, due to demographic reasons, "incomplete" schools could also be found in rural areas, most of these with grades 1 to 3.

Pupils of small rural schools continued their education in bigger community schools, which played the central role in the sparsely populated areas. Such a system of the organisation of education required driving pupils to these community schools.

In the school year 1998/99 there were 18 295 primary schools (excluding special schools and schools for adults), of which 5 130 were in urban areas and 13 165 in rural areas. The number of pupils attending urban schools equalled 2 860 thousand and rural schools – 1 804 thousand. The average primary school in towns enrolled 557 pupils, and, in rural areas, 137 pupils, which makes 254 pupils per school a country average.

Primary schools, as independent institutions; were hardly ever attached to secondary schools, but pre-school classes (so-called "zero" grades for six-year-olds) were often attached to them.

Most schools did not have to work in shifts, but in larger towns (seldom in rural areas) schools were overcrowded, which resulted in working on two or three shifts. 22.4% of pupils in towns and 8.5% of pupils in rural areas had to attend primary school on a second or third shift; which made 17.2% on a national scale (statistics from 1996/97).

In 1998 98% of the total number of 18 295 primary schools (excluding special ones) were public schools run by local government authorities (communes). There were also 363 non-public schools (excluding artistic and special schools), which were attended by over 35 thousand pupils (0.7% of the total number of primary school pupils). A dominant group of non-public schools comprised those run by social organisations (192), religious organisations (31), and the remaining schools were run mainly by private entities.

In the school year 1999/2000 the reformed 6-year primary school was established. This means that all the existing primary schools were transformed into the new type of school, with only the final 8^th grade left from the old system. The 7^th grade did not exist in 1999/2000, as this age group of pupils formed the 1^st grade of the gymnasium (a new lower secondary compulsory school). The 8-year single structure primary school disappeared completely in the year 2000.

In the school year 2001/02 there were 15 986 new 6-grade primary schools (excluding special ones) including 4 784 in urban and 11 202 in rural areas. These schools were attended by 3 168 551 pupils (59.4% in urban and 40.6% in rural areas).

Children are admitted to primary schools at the age of seven (they must reach 7 years of age during the calendar year in which they start compulsory education). At parents’ suggestion, a child who becomes six before September 1 (the beginning of a school year) may also start education if he/she is mature enough from psychological and physical point of view. The decision on admission is taken by the school head after consultation with a centre for guidance and counselling.

In some well justified cases, the admission may be postponed, but not longer than for one year. As regards children with special educational needs, school attendance may be adjourned up to the end of the civil year when they have reached the age of 10.

Until the school year 1998/1999 the single structure 8-year primary school was divided into 2 cycles:

There were no tests or examinations between these 2 cycles

The reformed 6-year primary school, implemented in the school year 1999/2000 under the Act of 8 January 1999, is divided into 2 stages:

No special test or examination is envisaged between these 2 stages.

General objectives of the reformed 6-year primary school are included in the Regulation by the Minister of National Education and Sport of 26 February 2002 on Core Curricula for General Education. These objectives refer to three main education dimensions, i.e. knowledge, skills and moral education, the integration of which in educational processes is strongly emphasised.

General objectives of the primary school are as follows:

1. to develop the ability of self-expression, reading and writing, the ability to solve arithmetic problems, the ability to use simple tools, to develop habits of social life,
2. to develop cognitive abilities enabling mature understanding of the world,
3. to develop conscious cognitive motivation to prepare pupils for undertaking tasks which require a systematic intellectual and physical effort,
4. to develop esthetic and moral sensitivity of children and their creative abilities,
5. to strengthen children’s self-confidence and their ability to achieve valuable, though difficult, goals,
6. to develop the ability of distinguishing the real world from the imaginary world, historical persons from invented characters,
7. to develop the need and the ability to take care of one’s body, health and dexterity; to make children aware of threats against physical, mental and moral health,
8. to develop the awareness of one’s self, family, social, cultural, technical and natural environment,
9. to strengthen the sense of cultural, historical, ethnic and national identity,
10. to create conditions supporting the development of imagination, and the ability of verbal, artistic, musical and motor expression,
11. to ensure care for and development of children in a friendly, safe and healthy environment, emphasising ties with the family,
12. to take into account individual needs and to ensure equal opportunities,
13. to create conditions supporting the development of self-dependence, sense of duty, responsibility for one’s self and the nearest surroundings,
14. to create conditions supporting individual and group actions, undertaken on behalf of others.

The scope of primary education is determined by three elements: the core curriculum, teaching programmes (curricula) and educational standards.

Core curricula have to be respected by each school - but teachers are free to follow one of the selected curricula (from a set of those approved by the Ministry) with the use of a variety of textbooks (selected from a list approved by the Ministry).

Stage 1 of the reformed 6-year primary school covers grades 1,2, and 3. Teaching at this stage is designed to ensure smooth transition from pre-school to school education. It is arranged on an integrated basis.

Educational activities are conducted according to a timetable prepared by the teacher, in which the duration of lessons and breaks is influenced by the pupils’ activity.

The teacher has to observe the principle of continuity in the teaching process.

It is recommended that every day elements of physical education (motor activities) be conducted in a classroom, amounting to at least 3 hours per week altogether.

Core curriculum for this education stage is included in the Regulation by the Minister of National Education and Sport of 26 February 2002 on Core Curricula for General Education.

The outline timetable for this stage is included in the Annex to the Regulation by the Minister of National Education of 12 February 2002 on Outline Timetables for Public Schools.

The outline timetable serves as the basis for the school head to draw up a school timetable divided into school years. There are 15 hours of integrated teaching a week in the first grade, 16 in the second grade and 17 in the third grade. For some pupils so-called remedial classes can be organised (2 hours a week in grades 1 to 3), 3 hours in the grades 1 to 2 are left to the discretion of the school head, and 4 hours in the grade 3.

The body running the school is allowed to increase the number of compulsory teaching hours by a number not exceeding 3 hours per week for one grade in one school year. However, the weekly number of compulsory teaching hours as well as religion/ethics classes and additional classes cannot exceed a maximum of 23 hours in grades 1 to 3.

Stage 2 of the reformed 6-year primary school covers grades 4, 5 and 6. Teaching at this stage is arranged in the so-called blocks of subjects:

The following subjects are excluded from block teaching: mathematics, physical education and religion/ethics.

In addition to block teaching and separate subjects, the following "educational paths" have been introduced at this stage:

1. health education
2. ecological education
3. reading and media education
4. education for society
1. education for family life
2. cultural heritage of the region
3. patriotic and civic education

The school head is responsible for the inclusion of these paths in the school curriculum. Teachers of all blocks/subjects are responsible for the implementation of these paths in their curricula.

Core curriculum for this education stage is included in the Regulation by the Minister of National Education and Sport of 26 February 2002 on Core Curricula for General Education.

The outline timetable for this stage is included in the Annex of the Regulation by the Minister of National Education and Sport of 12 February 2002 on Outline Timetables for Public Schools.

* These subjects can be combined in one art subject

The outline timetable serves as the basis for the school head to draw up the school timetable divided into school years.

The body running the school is allowed to increase the number of compulsory teaching hours by a number not exceeding 3 hours per week for one grade in one school year. However, the weekly number of compulsory teaching hours as well as religion/ethics classes and additional classes cannot exceed a maximum of 28 hours in grades 4 to 6.

Teachers have the right to choose forms and methods of teaching. Methods depend on the number of pupils per class and on school equipment (e.g. the number of computers or videos). Some lessons require the class to be divided into smaller groups (e.g. Foreign Languages or ICT).

Free market for school textbooks results from the pluralism of curricula and methods of instruction. Teachers are free to choose textbooks from a list approved by the Minister.

The new system of pupil evaluation (which introduces changes in internal evaluation and establishes external evaluation) is based on the amended Act of 7 September 1991 on the Education System and on the Regulation by the Minister of National Education of 21 March 2001 on Pupil Evaluation, Eligibility for Assessment, Promotion and Examinations and Tests in Public Schools with further amendments.

Pupils are assessed separately in each subject. Evaluation depends entirely on the teacher. Only final marks for a term (semester) and at the end of the school year have to be approved by the teachers' council in each school. The results of the assessment carried out during a school year are taken into account in the end-of-year assessment. Assessment is divided into partial, periodical and annual assessment.

In grades 1-3 of primary school it is a descriptive assessment. Starting with grade 4, the teacher has the following scale of marks at his/her disposal: 6 -excellent, 5 - very good, 4 - good, 3 - satisfactory, 2 - acceptable, 1 - unsatisfactory. School marks should be open to the pupil and his/her parents.

Pupils also receive marks for their behaviour (conduct) on the scale: excellent, good, acceptable, unacceptable. The mark for behaviour (conduct) should not influence subject marks or promotion to a higher grade. Moreover, pupils may take a verifying examination if the periodical or annual mark, given by the teacher, is too low in their or their parents’ opinion.

The reform of the school system has introduced an external standardised test upon the completion of the primary school (grade 6). For the first time it was conducted in 2002 by Regional Examination Commissions. It does not serve as a selection tool but provides pupils and parents, as well as schools, i.e. the primary school and the gymnasium, with information about the level of achievements of the six-year primary school leaver. The results of tests are comparable at the national level.

In grades 1-3 pupils are promoted automatically if their achievements are assessed positively. Repetitions of the year are exceptional, and have to be justified by psychologists and accepted by parents (Regulation by the Minister of National Education of 21 March 2001 on Pupil Evaluation, Eligibility for Assessment, Promotion and Examinations and Tests in Public Schools with further amendments).

Starting with grade 4, a pupil is promoted to a higher grade if he/she has received "acceptable" (2) marks or above for all compulsory subjects at the end of the school year.

A pupil who is not promoted remains in the same grade and has to repeat it.

The teachers' council of a primary school may decide about conditional promotion of a pupil who either has received mark 1 (unsatisfactory) in one subject only, or has not been eligible for assessment as having more than 50% of school absence. In this case the pupil has to supplement the missing knowledge during summer holidays and take an evaluating test in September. The pupil can be granted with conditional promotion only once during the whole cycle of primary education.

In comparison to other levels of education, primary schools have the highest efficiency. This may be illustrated by the following statistics for the 8-year single structure primary school (before the reform of 1999/2000). It is estimated that the number of dropouts and repetitions in primary schools did not exceed 3%. According to the analysis of detailed statistics concerning class repetition, in the school year 1996/97 the ratio of those who repeated a year accounted for 1.3% of the total number of primary school pupils. These rates for urban and rural schools were 1.4% and 1.1% respectively. In 2000 pupils repeating a class accounted for barely 0.6% of all pupils.

A vast majority of pupils repeating classes are boys (nearly 77% in 1996/97 and 81.4% in 2000/01).

All public schools as well as those non-public schools that have the rights of public schools issue certificates in a standardised form. The forms of these documents and the rules of filling them in are defined in relevant regulations by the minister of education (e.g. certificates of distinction have a vertical white-and-red stripe and the overprint wording "excellence").

Certificates of completing each grade are necessary when children change school (place of living), while the primary school leaving certificate is required for admission to lower secondary schools. (From 2002 the result of the final test will be given in the primary school leaving certificate.)

Psychological and educational assistance is one of the important elements of the Polish education system.

Institutions which offer such services (i.e. psychological and vocational counselling centres) perform important diagnostic and therapeutic functions. These are as follows: early detection of psychosomatic disorders, which is a prerequisite of success at the start of primary education, and diagnosing predispositions and contraindications relating to decisions concerning further education.

Most of diagnostic examinations are based on psychological tests (44%) and pedagogical tests (37%). Diagnoses, as well as expert or specialist opinions, refer to children of nursery age and those of the first year of primary schools. These are tests in speech therapy, and tests revealing dyslexia and dysgraphia (early detection of these disorders and proper therapy enable to minimise or eliminate early school failures).

Integrated education, which has been developing since the early 1990s, is a new, from the organisational point of view, form of education for children with special educational needs. This form develops in parallel to special schools and special classes attached to mainstream schools. In the school year 1994/95 453 integrated classes were established, in which 1,837 children with special educational needs were educated (the average of 4 children per class). In the school year 1996/97 there were already 587 integrated classes with 2500 children, and in 2000/01 there were 1548 such classes with 6 897 disabled pupils.

The number of pupils per class in integrated teaching should not exceed 20. These schools have to provide proper equipment, in-service teacher training, and information for parents.

There are also other forms of education for children with special educational needs (apart from special schools), such as individual learning, therapeutic classes and remedial classes as well as special classes.

There is no data available on this topic.

Table 1. Number of schools, teachers, pupils, and leavers – special education excluded in the school year 2001/2002

Table 2. Enrolment rates for the age group 7-12

Table 3. Pupils repeating grades in the school year 2001/2002 by gender- special education excluded