The purpose of the master's thesis is to study and compare school systems in Slovenia and England, by focusing on the curricula of the teaching languages and the foreign language, with an emphasis on literacy. One of the goals of education systems is the international comparability, which can be achieved by harmonizing curricula and performance standards with the country we want to compare with. (Krek and Metljak, 2011). According to the PISA results, England has been performing above average in reading literacy since 2006, so it is necessary to examine how their curriculum differs from ours. Because of the scope of the curriculum, I have focused only on the literacy area. In the theoretical part, I presented both countries and their school systems (levels of education, ISCED classification, curriculum, grading system, etc.). Theoretical part was the basis for the empirical part, where I made a comparative analysis of two different school systems and their subjects, curricula of teaching languages, foreign languages in Slovenia, and literacy textbooks. By finding the differences and similarities, as well as advantages and disadvantages, I was able to make meaningful suggestions for updating the Slovenian curriculum, which could help to improve the reading literacy process of students in Slovenian primary schools.
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