The subject goals are to convey information on the knowledge the pupil will gain and the skills that will be developed or practiced. Teaching goals in most cases overlap with the goals of specific school subjects included in the Polish curriculum.
Reaching personal goals means development and discovering by the pupils such traits in themselves as:
Insight — asking questions is helpful in acquiring knowledge, and so is drawing conclusions on the basis of the received answers.
Flexibility — the ability to find oneself in different situations, especially unfavourable ones, and accepting new ideas, roles, and strategies. The ability of unconventional thinking.
Consistency — completing the undertaken actions. The ability to accept failures and undertake new attempts.
Morality — familiarity with moral problems that may appear while discussing various issues, and an approach of accepting other moral standards.
Communicativeness — expressing one’s thoughts freely and the ability to communicate with different tools. Knowledge of more than one language. The ability to communicate with a larger group of recipients.
Reflexion — the ability to notice problems appearing in the course of the learning process and application of various techniques of solving them. Awareness of one’s strengths and developing them, as well as understanding one’s vices and eliminating them.
Openness — the ability to notice different points of view, traditions, and cultures and use them, as well as understanding different types of human behaviour.
Respect — for people, animals and the nature. Understanding and considering the needs of others in one’s actions.
The variety of units makes it necessary to engage in various fields. Some topics will be covered for 6 to 8 weeks, and emphasis will be put e.g. on science with the omission of issues connected with art. Other units, also covered for several weeks, will focus on history and art and will omit scientific problems.
Such an approach to teaching allows focusing on specific problem entirely, without the necessity to shift from one topic to another during successive classes.