Fall sign in progress import bases this year they put yesterday’s topics into three very important courses in the scientific field and direction: Ancient And Biology more and Mathematics less. And this is because the subjects were found to be more difficult than last year. However, the overall picture and balance of trends will emerge once all four themes are completed.

In particular, in the “Antiquities” of the theoretical direction, two passages from the “Politics” of Aristotle were given in the context of the text being taught. In the context of an unlearned text, an excerpt from Plato’s Theags was cited. In this particular passage, Demodocus, a wealthy landowner, is talking to Socrates in the Ancient Agora and expressing his concern that his son Theagis is eager to become the apprentice of some sophist.

Such as – commented “K” teachers of the tutoring center “Education – Theoretical”: “In the text being taught, the topics are passing, but for well-read students. Question B1 is worded in a general way and caused students to be unsure of what exactly they should write. In non-teaching text, although grammar and syntax questions are passable and accessible, translation and understanding of the text is difficult and demanding. In particular, the text requires a translation into modern Greek based on a full understanding of the passage. Many parts of it need free translation to get the correct meaning. In an comprehension question, the question is targeted and requires a targeted response. The grammar is simple and covers a wide range. Editorial questions are easy.”

In terms of math subjects, the Hellenic Mathematical Society stated that “they cover almost the entire subject, show an increase in difficulty, and have the same difficulty as the corresponding last year.”

Questions in antiquity and biology were found to be more difficult than last year, and for the well-read, subject D in “Advanced” mathematics.

Mathematicians who spoke “K” they stated that the fourth subject—usually the most difficult of the four overall—had a higher degree of difficulty than the previous year’s equivalent, which would skew the percentage of excellent submissions.

Significantly, the faculty of Teaching Medical, Positive and Economic Sciences noted that “Theme D was a challenging topic that required higher student abilities and more combined thinking. He was more comprehensive in existential theorems, which makes him of a higher level.”

As for her Biology The Panhellenic Union of Biological Scientists stated that “the content of the topics is equivalent to those of previous years and is expected to be answered by well-prepared students with critical thinking, who have had to properly substantiate their answers. However, there is a greater degree of memorization of the text, which is unusual for recent years. Question A4 has a wording problem, while question C3 allows a second alternative answer based on the generality of the question’s wording. Subject D, and especially D4, values ​​less biological knowledge and more the ability to determine nucleotide sequences. This does not provide the necessary gradation difference between students with in-depth biological knowledge and those with technical skills. Based on the foregoing, the examination time is considered to be minimally sufficient.

Teaching Medical, Positive and Economic Sciences teachers added “K” that “the subjects were well structured, without ambiguity, with the right degree of difficulty and for very well prepared learners. There were also too many of them, which means that only well-prepared students could meet the three-hour mark.”