Pupils, who have acquired primary education, start lower secondary education. The lower secondary education programme lasts for 6 years. The compulsory lower secondary education programme consists of two cycles. The first cycle lasts for 4 years and is implemented in grades 5-8 grades. The second cycle lasts for 2 years. It is implemented in grades 9-10 (gymnasium I-II).

The national primary curriculum is outlined in these national documents, which are approved by the Minister for Education, Science and Sports: 

• Description of Primary, Lower Secondary and Upper Secondary Curricula (Pradinio, pagrindinio ir vidurinio ugdymo programų aprašas). It outlines the structure of primary, lower secondary and upper secondary education curricula and provides for the main features of the implementation of programs. 
• General Curriculum for Pre-primary, Primary, Lower Secondary and Upper Secondary Education (Priešmokyklinio, pradinio, pagrindinio ir vidurinio ugdymo bendrąsias programos), which describe the goals, results of primary education, assessment of pupils' achievements and progress, features of implementation. 
• Curricula for specific subjects, which describe the purpose of the subject, educational goal, and objectives.

Schools prepare the curriculum in accordance with education programmes. A school's curriculum describes the education contents, organisation of the education process, evaluation of pupil achievements, etc. 

The school curriculum describes the decisions made by the school regarding the organization of the education process, taking into account the school's context, the age groups of students, and the conditions for organizing the education process. This plan should include a calendar for the organization of the educational process, a choice of foreign languages, subject modules, elective subjects, non-formal education programs, learning and educational support, and other relevant issues, such as the assessment procedure, the scope of homework assignments, the organization of education outside the school environment, etc.

The curriculum is prepared by a work group appointed by the head of school. The work group is led by the school head or other appointed person. The curriculum is approved by the head of the school by agreement of the school's council or institution having founder status.

The syllabus of each subject is covered over two years in general education programmes. The school itself decides the order to be followed for each subject in the curriculum. The curriculum is presented for one or two years. Compulsory and optional subjects, modules are specified in the school curriculum.

According to the general education curriculum and general plans, the lower secondary education curriculum consists of the following areas of learning:

• moral education (religion or ethics);
• languages (Lithuanian language and literature, other native languages (Belorussian, Polish, Russian, German), foreign languages);
• mathematics, natural sciences and technological education (mathematics, informatics, natural sciences, biology, chemistry, physics, technologies);
• social sciences (ethnic culture, history, geography, basics of citizenship, economics and entrepreneurship);
• the arts (art, music);
• physical and health education (physical education, life skill, social-public activity).

Cognitive, cultural, artistic, creative activity (hereinafter - cognitive cultural activity) is a compulsory, inclusive part of the educational process. Schools take into account the contents of general programmes, achievements and pupil age and decide how many lessons per school year will be dedicated to cognitive cultural activity. 20 hours (lessons) per school year are dedicated to compulsory social and public activity.

Number of lessons for the implementation of the secondary education program in the form of group learning through daily and distance learning during the school year and per week.

Notes:

* in schools where teaching in a language of national minorities or in a minority language is legalised;  

** for the first and second foreign languages, the total number of lessons indicated; 

*** the subject "Natural Sciences" can be chosen to be implemented in grades 5-8 or only in grades 5-6; 

**** implemented by dedicating a separate lesson or integrating into the content of subjects.

In pursuing general education goals, every teacher is free to select the educational methods and measures, to combine several of them and create his/her individual style of instruction. The specific education methods should reflect the actual situation: the needs and abilities of pupils, skills and characteristics of each individual teacher as well as the changing socio-cultural context. Teachers have the right to propose his/her individual programmes and choose various ways and forms of pedagogical activities. 

The education provision standards (the Education Provision Standards approved in 2011 are currently in force, but a new Education Provision Standard was approved in 2024, which schools must comply with from September 1, 2028) approved by the Minister of Education, Science, and Sport set minimum requirements for the physical environment and digital infrastructure of schools. It is important to ensure that students gain knowledge, skills, and develop the necessary competencies using modern and science-based teaching (and learning) tools and equipment, have the opportunity to apply theoretical knowledge in practice, learn through exploration, performing not only theoretical but also practical tasks.

Teaching materials are divided into four types:

•    teaching materials – materials intended solely for teaching purposes, models, cards, educational games, posters, etc.; 

•    objects and/or equipment – various universal equipment that can be used not only for teaching purposes, such as hot plates, looms, universal microscopes, stands, test tubes, sports hall equipment, etc.; 

•    literature necessary for the educational process – dictionaries, magazines, etc.;

•    materials – materials intended for scientific and educational purposes that can only be used once.

The general curricula provide real possibilities to be involved in the development of the curriculum content, i.e. by tailoring it to the individual needs and abilities of their learners, aligning the curriculum content with the school's objectives and also the teacher's experience and available resources. Individual teaching methods are used when working with gifted pupils and pupils with special educational needs.

Teachers use teaching methods which encourage pupils' activity and independence, stimulate critical, creative and constructive thinking, problem-solving abilities, awareness of the situation and responsibility for their actions.

When preparing an individual education plan for a student, the school may plan special lessons and/or increase the number of lessons devoted to a specific field of education/group of subjects, social activities, career education, media and information literacy, and health education, change the duration of lessons, the structure of the school day, and form permanent or temporary groups or subgroups of students from the same or different classes.

Teachers adapt general programs to the abilities and capacities of students with special educational needs and individualize them as necessary.