Curriculum, subjects, number of hours

The basic school programme constitutes a single, integrated framework of compulsory education at ISCED levels 1 and 2. It comprises a compulsory component and an extended component.

The compulsory component includes compulsory subjects taught throughout basic schooling, elective subjects offered in the third educational period, and form class periods.

The extended component, in which pupils participate on a voluntary basis, comprises organised activities in the following areas: physical activity and health, promoting physical well-being; cultural and citizenship education; and the development of learning-to-learn competences.

Compulsory programme

The basic school programme is defined by the subject timetable and subject-based curricula. It is further specified by national guidelines that cover cross-curricular areas (e.g., activity days, library and information literacy) and other forms of educational work.

The basis for the adoption and amendment of the education programme is prepared by the National Education Institute Slovenia. Subject timetables and curricula are determined by the Council of Experts of the Republic of Slovenia for General Education, while the Minister adopts the programme on the Council's proposal and ensures its official publication. The basic school programme was adopted in 1999, and individual curricula and timetables have subsequently been adjusted in line with amendments to the Basic School Act.

The subject-based curricula for compulsory subjects were most recently updated in 2025 and will be gradually introduced in basic schools from the 2026/27 school year. The updated curricula are based on the following principles: a goal-oriented approach; institutional autonomy; teachers’ professional autonomy; horizontal and vertical coherence; internal consistency; individualisation; the promotion of inclusive education; and the integration of programme common objectives into subject-based curricula. Curricula for elective subjects are currently undergoing revision.

The basic school timetable defines the allocation of lessons by grade. It specifies:

• the number of lessons assigned to compulsory and elective subjects, as well as activity days, by grade
• the number of lessons allocated to form periods
• the scope of activities included in the non-compulsory extended programme of basic education
• the minimum number of lessons required to implement the subject-based curriculum.

Schools may organise the weekly number of lessons in each grade differently from the prescribed timetable (a flexible timetable). In schools operating in ethnically mixed areas, the timetable is adapted accordingly.

The curriculum for each subject defines the subject’s purpose, key principles, and binding guidelines for teachers. It also sets out learning objectives and content (including groups of objectives and subject-specific terminology), as well as standards of knowledge, including those for each educational period and minimum standards.

Accompanying didactic recommendations are based on current disciplinary knowledge and contemporary pedagogical approaches. They provide professional support for teachers in planning high-quality, modern, and inclusive teaching.

Compulsory subjects

In accordance with the Basic School Act, schools provide instruction in the following school subjects:

• Slovenian language, and Italian or Hungarian in ethnically mixed areas
• a foreign language
• history
• social studies
• geography
• citizenship education and ethics
• mathematics
• natural sciences
• learning the environment
• natural sciences and technics
• information and digital technologies
• chemistry
• biology
• physics
• visual arts
• music arts
• sports
• technical studies and technology, and
• home economics.

In line with the constitutional separation of religious communities and the state, religious instruction and confessional activities are not permitted in public schools.

Pupils in Grades 4 to 9 have form class periods, during which they work with their form class teacher to develop positive relationships and discuss current topics and issues.

Information on the allocation of lessons to individual subjects or subject areas (annual number of lessons) is available in the publication Recommended Annual Instruction Time in Full-time Compulsory Education in Europe.

Elective subjects

Pupils may choose non-compulsory elective subjects from Grade 4 onwards within the framework of the extended programme.

In the third educational period, schools also provide compulsory elective subjects. In Grades 7, 8, and 9, pupils select two elective lessons per week; in Grades 8 and 9, this may increase to three lessons per week with parental consent. Schools are required to offer elective subjects in a foreign language, rhetoric, and religions and ethics, as well as additional subjects of their choice from the fields of natural science and technology, computer science, social sciences, humanities, and the arts.

Non-compulsory optional subjects are available to pupils within the framework of the activities of the expanded program in the second educational cycle of basic school. 

For pupils in the third basic school cycle, schools provide a range of optional subjects (subject-based curricula). 

Information and communication technology

Information and communication technology skills are included in the subject curricula for several compulsory subjects and areas. Pupils in the third cycle can choose ICT subject as one of their compulsory options.

Languages

The first foreign language is a compulsory subject from Grade 1 onwards. Schools offer either English or German.

From Grade 4, pupils may learn a second foreign language as part of the extended programme. Schools may offer English, German, French, Croatian, Italian, Hungarian, Chinese, Latin, Russian, Serbian, or Spanish.

In Grades 7 to 9, pupils may study a foreign language (as a second or third language) as either a compulsory or elective subject. Schools may offer English, German, French, Croatian, Italian, Hungarian, Chinese, Latin, Macedonian, Russian, Serbian, or Spanish.

Activity days

As part of the compulsory programme, schools organise activity days for all classes, designed to promote cross-curricular learning.

Each school year, schools provide 15 activity days, covering cultural, scientific, sports, or technical themes. Each activity day consists of five lessons.

These days are typically organised around projects, fieldwork, practical activities, or laboratory work, with an emphasis on pupils’ active participation. Activities may include attending cultural events or institutions, engaging in individual sports, and solving practical or technical problems.

Extended programme

All basic schools are required to provide an extended programme, consisting of organised educational activities for pupils. The programme is free of charge, but participation is not compulsory.

It comprises activities in three areas:

• movement and health for physical and mental well-being
• culture and citizenship education
• learning to learn.

Schools must ensure a balanced provision across all areas and offer at least one activity from each content set annually.

Within the extended programme, schools are required to provide:

• learning support activities for pupils in Grades 1–9 (including individual and group learning, support for pupils with learning difficulties and for gifted pupils, and activities that complement, extend or deepen knowledge and promote pupils’ learning and self-regulation)
• children’s choir (Grades 1–5) and youth choir (Grades 6–9)
• subject-based activities in computing, technology, the arts, and a second foreign language (Grades 4–6)
• a second foreign language (Grades 7–9)
• pre-compulsory programme activities (Grade 1)
• cycling education and road safety training leading to a proficiency test (Grades 3–5), and
• first aid (Grades 6–9).

The extended programme is delivered by appropriately qualified teachers.

Teaching methods and materials

Subject-based curricula define standards of knowledge, learning objectives, and the indicative content of each subject. Within this framework, teachers independently select teaching methods and adapt content to specific circumstances.

Didactic recommendations accompanying the curricula emphasise the importance of considering a range of factors when selecting teaching strategies, methods, and forms, and the need for differentiated and individualised teaching and learning.

Learning materials used in schools are approved by the Slovenian Council of Experts for General Education and must comply with ministerial quality standards. Textbooks are the principal resource for achieving curriculum objectives, while combined textbooks and workbooks, and standalone workbooks, support learning and practice.

Schools select the materials, and the parents’ council approves the price of the overall learning materials package. From Grade 4 onwards, parents purchase workbooks and combined formats, while schools provide textbooks through textbook funds and loan them to pupils free of charge. Pupils in Grades 1 to 3 and those enrolled in adapted programmes receive all learning materials free of charge and are not required to return them.