Curriculum, subjects, number of hours

The guiding principles for basic education (primary and lower secondary) curriculum design are dependent on the adoption of curricular flexibilisation measures, based on and prepared according to the Exit Profile of Students Leaving Compulsory Education (also known as the Exit Profile) and school autonomy. These include the following:

• curricular autonomy and flexibility, the power given to schools to manage the curriculum for basic education. This is based on the basic curricular models, enriching the curriculum with the knowledge, capacities and attitudes that help acquire the competences in the Exit Profile.
• the Exit Profile (EP) is divided into principles, vision, values and competence areas, forming the common model for all schools, educational and training provision and types within compulsory schooling at curricular level. It contributes to decision convergence and coordination regarding the various dimensions of curricular development (planning and implementation of teaching and learning, internal and external assessment of pupils' learning)
• Essential learning (EL - curriculum documents drafted alongside the Exit Profile) is the common set of knowledge to be acquired, identified as structured, essential, conceptually related, relevant and meaningful subject knowledge, as well as the capacities and attitudes to be developed by all students in each subject or subject area, usually according to the grade or cycle of education. The EL form the common reference framework for all pupils’ learning; in other words, they are the common core of the curriculum. They do not exhaust the full scope of what pupils need to learn, but ensure that all pupils develop a core set of learning outcomes, regardless of the organisational and curricular autonomy of each school.
• basic curricular models, curriculum components, subject areas and subjects that are part of the curriculum plans at national level, by cycle and grade or by training cycle. It also includes the teaching time foreseen for each of them, which supports the curriculum implemented via planning instruments, at school, class or pupil level.
• the chance for upper secondary education students to choose their own educational path via the exchange and/or substitution of subjects, according to a range of available options.
• the National Strategy for Citizenship Education (NSCE) adopts an integrated and coordinated approach, centred on the interdependence between eight dimensions - Human Rights, Democracy and Political Institutions, Sustainable Development, Financial Literacy and Entrepreneurship, Pluralism and Cultural Diversity, Health, Media and Risk, and Road Safety – in order to adopt a more comprehensive and complete vision of the full exercise of citizenship. All eight defined dimensions are compulsory, organised into two groups with distinct implications, as follows: in the first group, which comprises Human Rights, Democracy and Political Institutions, Sustainable Development, and Financial Literacy and Entrepreneurship, these areas must be addressed in every year of schooling across all levels and stages of education; in the second group, which includes Pluralism and Cultural Diversity, Health, Media and Risk, and Road Safety, for each of the three defined school year ranges (1st, 2nd and 3rd cycles of basic education; secondary education), the school must select at least one school year per cycle or a set of cycles to address each of the dimensions, in accordance with the respective Strategy for Citizenship Education.
  Within the scope of Citizenship Education, a component of the Citizenship and Development curriculum, the aim is for pupils to acquire knowledge, skills, attitudes and values that enable them to participate in civic life, thereby contributing to fairer and more inclusive societies, within the framework of democracy, constitutional values and the defence of human rights. The aim is therefore for essential learning to promote, on the one hand, conscious civic attitudes and, on the other, responsible interpersonal and social relationships, which will enable pupils to participate in school, social and community life and to critically assess the individual and collective implications of their actions and choices. To this end, Essential Learning outcomes have been defined for all dimensions. These constitute the core curriculum guidance document for the planning, delivery and assessment of teaching and learning, and aim to promote the development of the competence areas set out in the Exit Profile of Students Leaving Compulsory Education.
   

With this set of guidelines, public and private schools can develop pedagogical work with greater autonomy, flexibility e innovation and, within the bounds of their pedagogical and organisational experience, manage the curriculum, respecting the boundaries outlined in the legislation regulating compulsory schooling.

Basic education

The basic education curriculum includes curriculum or training components, subject areas, subjects and short-term training units to be taught by school year, cycle and level of education or training.
The teaching time of the curriculum or training components, subject areas and subjects included is a reference point to be managed by each school. It is redistributed based on pedagogically appropriate responses for its educational community.

In the first cycle of basic education (grades 1 to 4), the curriculum consists of:

• Portuguese
• Mathematics
• Environmental studies
• English (grades 3 and 4)
• Arts (visual arts, drama, dance and music)
• Physical education
• Study support 
• Supplementary provision - curricular component with its own identity and curricular documents that are the responsibility of the school cluster
• Citizenship and development and information and communication technology (ICT) - cross-curricular areas
• Moral and religious education - compulsory provision, optional attendance.

The total weekly timetable for each school year this cycle is 25 hours per week. Here is the curricular matrix for the first cycle of basic education  (Annex I of Decree-Law No. 55/2018, 6 July). The total weekly workload for each grade of this cycle is 25 hours/week.

For the second cycle of basic education (grades 5 and 6), the compulsory curriculum consists of the following subject areas/subjects:

• languages and social studies: Portuguese (L1); English (L2)
• history and geography of Portugal
• citizenship and development
• mathematics and sciences: mathematics; natural sciences
• artistic and technological education: visual education; technological education; musical education; information and communication technologies
• physical education
• moral and religious education (compulsory provision, optional attendance)
• supplementary provision (optional provision of one or more subject/subject areas, but compulsory attendance when they exist)
• study support
• artistic education complement (provision decided by school)

The total time per week in this cycle is 1 350 minutes (22,5 hours/week). Here is the curricular matrix for the second cycle of basic education (AnnexIII of Decree-Law No. 55/2018, 6 July).

In the third cycle (grades 7, 8 and 9), the compulsory curriculum consists of the following subject areas/subjects:

• Portuguese (L1)
• foreign languages: English (L2); foreign language II (L3)
• social and human sciences: history; geography;
• citizenship and development
• mathematics
• physical sciences: natural sciences; physics/chemistry
• artistic and technological education: visual education; artistic education complement; information and communication technologies
• physical education
• moral and religious education (compulsory provision, optional attendance)
• supplementary provision (optional provision of one or more subject/subject areas, but compulsory attendance when they exist) 

 The total time per week in this cycle is 1 500 minutes (22.30 hours/week). Here is the curricular matrix for the third cycle of basic education (Annex III of Decree-Law No. 55/2018, 6 July).

Specialised artistic courses

Specialised artistic courses (CAE) provide specialised training for young people who demonstrate an aptitude or talent to undertake artistic studies, developing social, scientific and artistic skills while completing basic education.

In the first cycle, they offer a beginner level learning in dance and music. In the second and third cycles, the curricular matrices for CAE (Annexes IV and V of Decree-Law No. 55/2018, 6 July) aim to provide pupils with general and specialised artistic training in dance, music, Gregorian chant or drama.

In basic education, dance, music, Gregorian chant and drama courses are regulated by Ordinance no. 223-A/2018, 3rd August, in its current wording. In the area of music (basic level), these courses can be taken according to an integrated, articulated and supplementary model, while the model for dance is integrated and articulated.

Models:

• integrated - students attend all the components of the curriculum at the same school.
• articulated - the specialised artistic education components are taught by a specialised artistic education school and the remaining components by a general education school.
• supplementary regime - attendance is limited to the specialised artistic training component of basic music courses programmes or the scientific and artistic technical training components of upper secondary music courses.

The basic curricular matrices of each artistic area are defined in Annexes I to VI-b of Ordinance No. 223-A/2018, 3 August.

In second cycle specialised artistic courses (grades 5 and 6), the compulsory curricular matrix made up of the following subject areas/subjects:

• languages and social studies: Portuguese (L1); English (L2); 
• history and geography of Portugal;
• citizenship and development
• mathematics and sciences: mathematics; natural sciences
• art and design
• physical education (excudes Dance curricular matrix)
• specialised artistic education
• moral and religious education (optional offer)
• supplementary provision 

The total time per week for each year of this cycle varies between 1 485 and 1 710 minutes (24,75 and 28,5 hours/week).

In the third cycle of specialised artistic courses (grades 7, 8 and 9), the compulsory curriculum consists of the following subject areas/subjects:

• Portuguese L1
• foreign languages: English (L2); foreign language II (L3)
• social and human sciences: history; geography; 
• citizenship and development
• mathematics
• physical natural sciences: natural sciences; physical chemistry
• visual arts (optional attendance)
• physical education (excudes Dance curricular matrix)
• specialised artistic education
• moral and religious education (optional offer)
• supplementary provision (optional offer)

The total time for each year of this cycle varies between 1 575 and 2 250 minutes (26,25 and 37,5 hours/week).

Education and training courses

The education and training courses for young people in basic education are a pathway with dual certification. They develop the socia, scientifical and professionall skills required for a professional activity while completing basic education. These courses prepare young people to continue their upper secondary studies and/or be qualified for the world of work.

Education and training courses (CEF) are included in the National Qualifications Catalogue. They last one or two years and are divided into four training components (Joint Order No. 453/2004, 27 July):

• sociocultural training – divided into subjects common to all courses, it aims to help construct students’ personal, social and cultural identity;
• scientific training – divided into subjects, it aims to provide scientific training appropriate to the respective qualification;
• technological training - divided into short-term training units (UFCD), students aim to acquire and develop a set of technical skills needed for professional practice;
• Work-based training (FCT) - undertaken in companies or other organisations as training in a work context, throughout the course or at the end of the training. It aims for students to acquire and develop technical, relational and organisational skills relevant to the desired vocational qualification.

There are education and training courses in a wide variety of education and training areas (see training provision portal), from industry and technology to services, commerce, transport, agriculture and the environment.

Teaching methods and materials

The suitability of the curriculum and strategic teaching activities to the specific characteristics of the class or group of students is considered when planning. Decisions regarding the consolidation, development and enrichment of the essential learning are taken in conformity with paragraph 5 a) of article 15, Ordinance No 223-A/2018, 3 August.

Decree-Law No 54/2018, 6 July (with the amendments introduced by Law No 116/2019, 13 September and by Decree-Law No 62/2023, 25 July), establishes the principles and norms guaranteeing inclusion as a process that aims to respond to the diversity of the needs and potential of every student by increasing participation in the learning processes and in the life of the educational community.

The methodological options included in the previous norm are based on the universal learning and multilevel approach regarding access to the curriculum. This is based on flexible curricula, monitoring the effectiveness of ongoing interventions, dialogue between teachers and parents/guardians and choosing learning support measures. These are organised at different levels of intervention, according to the educational responses necessary for each student to acquire a common base of competences, emphasising their potential and interests.

The aim is therefore to ensure that the Exit Profile of Students Leaving Compulsory Education is achieved by every student, albeit via differentiated courses, which allow each person to progress in the curriculum, while aiming for educational success.

The foreign languages curriculum documents (i.e. essential learning for foreign languages) are linked to the Common European Framework of Reference for Languages.

The abovementioned resources are currently available on the website of the Institute for Education, Quality and Evaluation (EduQA, I.P.) former Directorate General of Education (MECI).

Textbooks support the teaching and learning process and are used by schools, designed by year or cycle with information covering core content of current syllabi, which is why schools use them accordance with Law No 47/2006, 28 August, in its current wording and other subsequent regulations.
The creation and production of textbooks is the responsibility of the authors, publishers or other institutions legally qualified for this purpose, with market freedom and competition in the production, editing and distribution of school textbooks is essentially the responsibility of publishers.

In turn, educational agents (teachers) can choose textbooks and how they use them as part of the school/school cluster’s educational project.
Their importance as a didactic-pedagogical resource led the state to implement textbook evaluation and certification procedures to ensure scientific, pedagogical and didactic quality. These procedures involve bodies previously accredited by the ME and, whenever necessary, evaluation committees, as well as teachers, as part of the educational coordination and guidance bodies of schools or school clusters.

The evaluation, certification and adoption procedures can be divided into two stages:

1. An evaluation and certification phase headed by bodies previously accredited by the MECI, such as higher education institutions (public, private or with public recognition), their divisions and departments, provided they have the necessary legal capacity and character,as well as official teacher organisations, scientific associations or bodies and evaluation committees specifically set up for the purpose. This phase provides certification of scientific-pedagogic quality.
2. An assessment and selection stage undertaken by teachers in schools, focussing on the suitability of the textbooks for their education project.

Every year, after the textbooks' evaluation, certification and adoption period, schools ask the MECI for textbooks in Braille or digital format. This is in regard to support for learning and inclusion, as part of Decree-Law No 54/2018, 6 July, in its current wording. Primary school textbooks are generally valid for six years and must be in line with curriculum documents in force.

Free textbooks began being phased in since 2016, through the various laws that approved the state budgets. From the 2019/2020 school year (via Law No 71/2018, 31 December) free textbooks were extended to all students attending compulsory public schooling, thus complying with the provisions of article 29 of Law No 47/2006, 28 August, in its current wording. The Law also mentions that the Government member responsible for education will define the procedures and conditions for the use, return, reuse and free availability of textbooks. Subsequently, Despatch No 921/2019, 24 January, approves the "Manual for Textbooks Re-use", which comprises a set of methodologies, best practices and principles for educational communities to adapt.

Since the 2021/2022 school year, given the characteristics of primary school textbooks, the age of their users and the need to reuse them for purposes of learning recovery, it has been determined annually that pupils in this cycle are exempt from returning their textbooks at the end of the school year. In September 2025, following the publication of Decree-Law No. 111/2025, 9 October, which amended Law No. 47/2025, 28 August, pupils in the first cycle of basic education are exempt from the obligation to return to the State the physical textbooks provided free of charge.

In relation to teaching methods and pedagogical resources, teachers have autonomy. Teachers can create their own didactic-pedagogical resources to be shared with colleagues within the school or school cluster, provided this does not entail additional costs for pupils. These resources are not subject to evaluation, certification and formal adoption procedures.

Since the 2020/21 school year, the Directorate-General for Education has been operating the "Digital Textbooks Pilot Project" at national level, strongly encouraging initiatives that contribute to the digital transformation of schools, using digital textbooks. In July 2025, the DGEEC presented the results of the Impact Assessment of the PPMD on Student Learning 2020/2021–2023/2024, concluding that simply changing the medium (paper → digital) does not guarantee improved results and that digitisation, on its own, is not sufficient to improve learning. Following this study, it was decided that digital textbooks may be used by schools in the 2nd and 3rd cycles of basic education and in secondary education, provided that the decision to use them involves parents or guardians and is reflected in the schools’ educational plans. All these measures will come into full effect in the 2026/2027 academic year. Three main guidelines have been set out:
•    Strengthen training and support for teachers and schools, focusing on digital technology in active teaching methods, differentiated instruction and formative assessment, rather than solely on digital tests.
•    Integrate the assessment of the impact of the PPMD and other programmes into the new planning tools (School Digital Development Action Plans, National Digital Strategy, creation of a National Index of Digital Skills in Education).
•    Review the ‘paper vs. digital’ decision-making model, giving schools greater autonomy to choose the format of textbooks and resources, provided they justify this choice pedagogically and ensure equitable access.

The Assistive Technology Allocation System (SAPA) is a public instrument established in Portugal with the aim of facilitating access for people with disabilities or temporary incapacities to assistive technology designed to prevent, compensate for, mitigate or neutralise functional limitations and restrictions on participation in daily life, thereby promoting their independence and social inclusion. This system is managed by the National Institute for Rehabilitation, I.P. (INR), in conjunction with various funding bodies such as the Institute for Education, Quality and Evaluation (EduQA, I.P.), the Central Administration of the Health System, the Institute for Employment and Vocational Training and the Social Security Institute, and is based on an approved list of supporting products eligible for funding, in accordance with Decree-Law No. 93/2009, 16 April, and supplementary legislation. 

The Information and Communication Technology Resource Centres for Special Education (CRTIC), which form part of the education system, act as prescribing bodies for educational support products, assessing pupils with special educational needs and proposing tailored technological solutions that facilitate access to the school curriculum, thereby promoting inclusive educational practices. 
In the educational context, supporting products for accessing the curriculum comprise specialised devices, technologies and resources designed to eliminate or reduce barriers to learning and participation for pupils with specific needs, ensuring conditions of equity in the educational process. These products include, amongst others, supporting technologies for augmentative and alternative communication, assisted reading and writing software, speech synthesizers, screen readers, adapted keyboards and mice, as well as teaching materials in accessible formats. Their use aims to enable the student to access the curriculum content, participate in classroom activities and demonstrate learning in a functional manner, in accordance with the principle of inclusive education. Support products for accessing the curriculum, within the education system, are provided free of charge to pupils for whom these resources have been duly prescribed, following a specialist technical and educational assessment.