The article presents research on possible interpretations of Core Curriculum provisions in the area of linguistic education for the 1st educational stage: grades 1 – 3, early school education. Core Curriculum is a starting point of planning and organisation of educational process, linguistic education included. While its interpretation is dependent on numerous factors, it was assumed that basic interpretation direction is dictated by the language of the Core Curriculum itself. The objective of the article was to reflect on meanings in Core Curriculum provisions, which become a vital influence on early school language learning. The regarded problem is thus: how does the language of Core Curriculum dictate possible methods of interpretation in educational strategies? Language acquirement theories overview was presented in relation to the school didactics appearing in various pedagogic paradigms. Then, Core Curriculum provisions were analysed and matched to specific didactic options, including their relations to language acquisition theories. In the analysis, category of „linguistic image of the world” was used, which allows to reveal point of view of document authors on theoretical and didactic bases of early school language learning. Core Curriculum provisions turn out to be equivocal or even contradictory in relation to the theoretical basis, which implicates chaos in the didactic interpretation.

The article presents the findings of the research conducted in order to learn physical education teachers’ opinions on the implementation of the health edu- cation content. The study was carried out in lower and upper secondary schools located in the region of Upper Silesia (Poland). A quantitative method was used to gather and analyse data. The survey was conducted with a specially designed questionnaire including 17 items. The research was based on the analysis of core curriculum concerning the objectives and content of health education planned to be implemented during physical education classes in lower and upper secondary schools. The research allowed for identifying potential gaps and good practices in school-based health education and health promotion in the Polish socio-cultural conditions.

Celem artykułu jest zaprezentowanie obowiązujących podstaw programowych przedszkola i edukacji wczesnoszkolnej w perspektywie problematyki dotyczącej różnorodności kulturowej. Znajomość własnego środowiska lokalnego i kanonu kulturowego regionu stanowi ważny element edukacji międzykulturowej. Stąd przeglądu podstaw dokonano przez pryzmat założeń zarówno edukacji regionalnej, jak i międzykulturowej. Przedstawione zostały ustanowione w podstawie zadania i cele, jakie stoją przed współczesnym przedszkolem i szkołą, ale i efekty kształcenia, za pomocą których określono w podstawie programowej treści przewidziane do realizacji w procesie uczenia się i nauczania. Teoretycznymi podstawami rozważań uczyniono koncepcję tożsamości międzykulturowej opracowaną przez Jerzego Nikitorowicza.