The primary curriculum lasts for 4 years. The National Primary Curriculum is outlined in the following national documents, which are approved by the Minister for Education, Science and Sports: 

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

General curricula are prepared and updated by schoolteachers, scientists and specialists. Feedback on submitted projects is provided by the educational community.

Each school develops its own school curriculum (ugdymo planas) for the implementation of the education programmes it provides. 

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 programmes, 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 school curriculum is developed by a working group set up by the school principal. The working group is led by the principal or an appointed individual. The schoolteachers, pupils and parents (guardians) are involved in the development of the school curriculum, which is ultimately approved by the school principal in alignment with the school council and institution that implements the status of owner.

The content of the subjects provided in the general educational curricula each take two years. The school decides how this will be distributed in the curriculum. The school curriculum can be projected for one or two years.

The compulsory primary curriculum subjects are divided into the following areas:

• Moral education: ethics, religion, 
• Languages: Lithuanian language and literature, Lithuanian language if the student has arrived or returned to Lithuania, Lithuanian sign language, Belarusian, Polish, Russian, German national minority native language and literature, first foreign language (English, French, or German), 
• Social education: ethnic culture, civic education,
• Maths, the natural sciences and technological education: mathematics, informatics, the sciences, technologies, 
• Arts education: art, music, theatre, dance, 
• Physical and health education: physical education, life skills.

Education Hour Distribution during the school year and week, according to the General Teaching Plan

Notes:

* In schools where the teaching or teaching of the language of national minorities in an ethnic minority language is legalised 

** Lessons dedicated to civic and natural sciences education can be organized by arranging research activities and can be divided according to need, with more lessons allocated to one subject for a given period and then returning to another subject.

*** At the discretion of the school, a theatre or dance subject is chosen (both subjects can be taught, allocating an additional lesson from the lessons designed to meet the pupils’ educational needs)

**** Implemented by dedicating a separate lesson or integrating it into the content of other subjects

The number of lessons for the class per year comprises—mandatory lessons for all students in the class; the hours intended to meet pupils’ educational needs; the subject of the lesson, for which the class is divided into groups, and hours for the implementation of non-formal children’s education programmes.

Hours required to meet the pupils’ educational needs are allocated after assessing the needs of pupils, taking into account the educational priorities set by the school and the educational challenges to be solved. These hours can also be devoted to learning assistance.

Non-formal children’s education hours are allocated taking into account the needs of pupils’ non-formal education needs, the expected educational priorities, and school funds. Pupils choose non-formal education programmes for children, which help to reveal their hobbies and talents.

When pursuing the goals of general education, every teacher is free to select the educational methods and measures, to combine a number of them and create their individual style of instruction. The specific methods should reflect the actual situation: the needs and abilities of pupils, the skills and characteristics of each individual teacher and the changing socio-cultural context. Teachers have the right to propose their 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 1 September, 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, and perform 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 are single use.

The general curricula provide real possibilities to get involved in the development of the content of the curriculum. Teachers can tailor it to the individual needs and abilities of their learners, aligning the curriculum’s content with the school’s objectives and the teacher’s experience and available resources. Individual teaching methods are used when working with gifted pupils and pupils with special educational needs. 

Teachers can use teaching methods that encourage pupils’ activity and independence, stimulate critical, creative and constructive thinking, problem-solving abilities, awareness of a given situation and the ability to take 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 can adapt general programmes to the ability and capacity of their special needs students and individualize them as necessary.