Cyprus

Instruction for Mathematics and Science in Primary and Lower Secondary Grades

Grade at Which Specialist Teachers for Mathematics and Science are Introduced

In primary education, there are no specialist teachers in mathematics or science; these two subjects are taught by general classroom teachers. Beginning in the seventh grade (gymnasium), instruction in mathematics and science is provided by subject specialists, who are required to hold a bachelor’s degree in their respective field and to have completed the one year preservice teacher preparation program delivered by the University of Cyprus (mentioned in the previous section).²³

In the 2014–2015 school year, mathematics instruction at the primary level was allocated five 40-minute periods per week in each grade (i.e., Grades 1 to 6), accounting for 14.3 pecent of total instructional time. At the gymnasium level, mathematics instruction is allocated four teaching periods per week in Grades 7 and 9, and three teaching periods per week in Grade 8, accounting for approximately 10 percent of total instructional time.^b

Since the 2011–2012 school year, science at the primary level is taught as the subject Science and Technology in Grades 1 to 4, and as Science in Grades 5 to 6. The teaching time allocated for these two subjects comprises two 40-minute periods per week, accounting for 6 percent of total instructional time. At the gymnasium level, physics instruction is provided only in Grades 8 and 9 in two teaching periods per week, accounting for 3.5 percent of total instructional time.

Instructional Materials, Equipment, and Laboratories

Syllabi, curricula, and textbooks for mathematics and science are prescribed centrally by the MoEC. In particular, the Curriculum Development Unit is responsible for the publication of curricula, the writing, editing, and updating of instructional textbooks, the production of educational material for teachers and students at all levels, and the purchase of instructional textbooks, where necessary.²⁴ In 2014, 56 percent of books used for all subjects were developed by the MoEC, and the rest were purchased from publishing agencies.²⁵ The instructional materials used during the 2014–2015 school year for science and mathematics were developed by the Curriculum Development Unit.

Use of Technology

In primary education, Information and Communications Technology (ICT) is not treated as a separate subject, but as a dynamic tool for teaching and learning used to reinforce curriculum and the development of basic student skills related to collecting, processing, and presenting information. At the gymnasium level and in the first lyceum grade (i.e., Grades 7 to 10), ICT is taught as a separate, compulsory subject, and in the last two lyceum grades (i.e., Grades 11 and 12), it is taught as an elective course.²⁶ ICT is intended to serve as a learning tool for any subject in the secondary education curriculum.

Accommodation Policies for Instruction and Testing

Most children with special education needs are educated within the mainstream classroom at their local school, where special instruction in a resource room is provided for a specified period of the day.²⁷ At the preprimary and primary education level, instruction is provided by special education teachers and/or speech pathologists, whereas, in secondary education, this task is undertaken by specified subject teachers. Special education also is provided in special classes with a small number of students (up to eight).²⁸

Children with severe difficulties are educated in special schools equipped with the appropriate staff (e.g. psychologists, speech therapists, occupational therapists, music therapists, physiotherapists, and other specialists) to ensure that resources and expertise meet children’s needs. The curriculum contains self-help and independence skills, as well as social, emotional, recreational, and communication skills and vocational training.²⁹