If you thought that primary school in Slovakia (Slovakia) still lasts four years, we have news: from September 2026 this system is changing. The new state educational program (štátny vzdelávací program) extends the first stage of education to five years, and the second stage is shortened to four years accordingly. These changes will affect all first grades of basic schools in Slovakia (Slovakia).
New learning structure: three cycles instead of two stages
According to Petra Fridrichová, director of the formal education support department at the National Institute of Education and Youth (NIVaM), basic education is now divided into three cycles. This allows schools to approach teaching more flexibly and adapt the learning pace to the needs of each class.
First cycle (grades 1-3): The main goal is to develop a child's love of learning, form work skills and routines, encourage active participation and use of creativity in thinking. Teaching is mainly provided by a teacher qualified for primary education.
Second cycle (grades 4-5): Focus on developing communication skills: the student should learn to express their feelings, needs, and boundaries clearly and safely, understand others, reflect on their own actions and views. It is also important to learn to distinguish facts, assumptions, and evaluations, become more independent in learning, and realize their interests. Teaching is provided jointly by primary education teachers and subject teachers.
Third cycle (grades 6-9): At this stage, besides developing all types of literacy, students get space for deeper development in their areas of interest, which helps them form an idea about their future profession. The goal is to motivate independent work, seeking feedback, using the creative process, analyzing and verifying information. Teaching is mainly provided by subject teachers.
More freedom for teachers and less pressure on students
This reform aims to reduce unnecessary pressure on students and create better conditions for individualizing learning. If children need more time on a difficult topic, the school can provide it without violating the state program. Instead of strict expected results at the end of each year, they are now defined at the end of the entire cycle, giving teachers more room to maneuver.
The reform also supports conscious work with ongoing assessment, which is considered equivalent to final assessment. This means that grades are not canceled, but the emphasis shifts to formative assessment, which helps the child understand what they succeed at and what still needs work.
