Curriculum, Subjects, Number of Hours

The Minister of Education and Science, upon proposal by the Bureau for Development of Education, adopts the Concept for Primary Education, on the basis of which the national curriculum and subject programmes are developed. The Minister also prescribes the National Standards for Students’ Achievement in Primary Education, which define the competences students are expected to acquire by the end of primary education. These standards correspond to the first level of the National Qualifications Framework.

At the end of 2024, amendments were introduced to the Concept for Primary Education following a public consultation process. Based on the suggestions received during the consultation, the Bureau for Development of Education revised and improved the Concept. The amendments enable the reintroduction of the scientific disciplines history, geography, biology, physics and chemistry as separate subjects in the third educational period of primary education (grades 7–9). As a consequence, a new curriculum for primary education and revised subject curricula for grades 7–9 will be developed and introduced gradually starting from the 2025/2026 school year, continuing over the following two school years.

In accordance with the Law on Primary Education, the teaching plan and individual subject programmes are prepared by the Bureau for Development of Education and approved by the Minister of Education and Science. The teaching plan specifies the compulsory and elective subjects, the number of teaching hours per subject by grade and week, as well as additional and supplementary classes. Each subject curriculum defines the aims and objectives, content, key concepts, learning activities and teaching methods, as well as approaches for student assessment based on expected learning outcomes. Subject programmes also include didactic recommendations for teachers and norms related to the qualifications required for teaching the respective subject.

At the beginning of 2025, a new Law on Textbooks, Teaching and Didactic Materials was adopted. In addition, a Concept for the Development and Methodology for the Evaluation of Textbooks and Teaching Materials has been adopted, regulating the preparation, evaluation and approval of textbooks and teaching materials used in primary education.

The compulsory subjects include: Macedonian language, Albanian language, Turkish language, Serbian language and Bosnian language for students belonging to these communities, mathematics, English language, art, music education, science, society, physical and health education, work with computers (grades 3–5), informatics (grades 6–7), geography, history and a second foreign language starting from grade 6, ethics in grade 7, biology starting from grade 7, and chemistry and physics starting from grade 8.

The total number of compulsory subjects ranges from eight subjects in grades 1 and 2 to up to fourteen (or fifteen) subjects by grade 9.

Elective subjects are introduced from grade 3, including: Language and Culture of Roma, Language and Culture of Serbs, Language and Culture of Vlachs, Language and Culture of Bosnians and Language and Culture of Turks. When selected, these subjects are usually attended continuously until grade 9 as a second elective subject. Additional elective subjects are introduced in grades 4 and 5, such as creativity, while in grade 6 students may choose among Ethics of Religions, History of Religions or Classical Culture in European Civilisation. Other elective subjects are offered from grade 7 to grade 9. Students are required to choose at least one elective subject from grade 3 until grade 9.

In addition, starting from grade 2, students participate in school community classes, which focus on personal and socio-emotional development according to a programme adopted by the Minister upon proposal from the Bureau for Development of Education. From grade 2 onwards, remedial classes are organised for students who require additional support in certain subjects in order to achieve the expected learning outcomes. These classes may be organised at the request of the student, their parent or guardian, or at the discretion of the teacher. Additional classes are also organised for students who demonstrate high achievement in specific subjects.

Teaching Methods and Materials

In accordance with the aims and contents defined in the subject curricula, teachers have professional autonomy in planning and implementing teaching methods and adapting the curriculum to the specific needs and circumstances of their students. Subject programmes developed by the Bureau for Development of Education include didactic recommendations that encourage teachers to use methodologies promoting active learning, critical thinking, collaboration and the use of digital technologies in the classroom. The programmes also include guidance on classroom organisation, student assessment, and the professional qualifications required for teaching specific subjects.

Textbooks are developed in accordance with the curriculum for the respective grade and subject and based on the Concept for Textbooks, which is proposed by the Bureau for Development of Education and approved by the Minister of Education and Science in accordance with the relevant legislation. The concept defines the scientific, pedagogical and methodological foundations of textbooks, including their educational functions, principles of motivation and self-learning, didactic standards for the selection and organisation of content, use of additional texts and visual materials, and linguistic appropriateness according to students’ age, language and cultural context.

Generally, one textbook is approved for use for each subject and grade. In certain cases, adapted textbooks from abroad may be approved together with accompanying didactic materials and workbooks if procured by the Ministry of Education and Science in accordance with the relevant legal provisions. Textbooks for students in public primary schools are provided free of charge, with the obligation that students return them to the school at the end of the school year.

In addition to textbooks, children’s literature and educational magazines may be used in primary schools upon recommendation of a commission appointed by the Minister, which provides approval for the use of professional literature and children’s magazines in the educational process.