Curriculum, subjects, numbers of hours

National curriculum

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.
• Lithuanian Language Primary Education General Curriculum (Lietuvių kalbos pradinio ugdymo bendroji programa).
• Curricula for individual study areas.

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

General curriculum

Primary education is organized according to a two-year education plan which specifies the start and duration of education, the forms of educational organization, the hour counts for each subject (hours per year, hours per week), etc. 

The General Teaching Plan regulates the implementation of the following programmes in schools:

• primary education curriculum
• specialized education curricula (primary education with music, arts, sports and/or other education programmes)
• individualised programmes for primary education applied for pupils with special educational needs

• primary education programmes for adults

• non-formal education programmes

School curriculum

Each school develops its own school curriculum (ugdymo planas) conforming to the General Teaching Plan and educational curricula (ugdymo programos). The school curriculum also defines the implementation of the educational curricula. Various solutions on how the educational process must be organized, how pupils' progress must be evaluated etc., are provided.

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 has the status of owner.

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

The school curriculum is comprised of classes of curriculum subjects, the hours for pupils to achieve their educational needs, and any hours for non-formal education. Curriculum subject classes are compulsory and non-formal education is elective. Curriculum subject programmes are usually drawn up for two-year educational concentres (grades 1 to 2 and 3 to 4, respectively).

Areas of primary curriculum

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

• Moral education 
• Languages 
• Social education
• Mathematical, natural science and technological education 
• Arts education 
• Physical and health education

Hours allocated for subjects during the 2023-2024 and 2024-2025 school year

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 

** In the 2023-2024 school year

*** In the 2024-2025 school year

**** 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)

***** integrating into other subjects or organising a separate lesson

The school may decide to organize more lessons than the established minimum number of lessons, without violating the requirements of the Hygiene Standard, but the number of contact hours in the school curriculum may not exceed the number of contact hours in the Description of the procedure for calculating, distributing and using the teaching funds.

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

Hours 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 problems 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, the expected educational priorities, and school funds. Pupils choose non-formal education programs for children, which help to reveal their hobbies and talents.

Languages

Lithuanian language education is carried out in accordance with the Lithuanian Language Primary Education General Curriculum (Lietuvių kalbos pradinio ugdymo bendroji programa) approved by the Minister of Education, Science and Sport. In the school, the regulations of which legalize the teaching in the language of the national minority, the education process is carried out referring to the Education Law, the General Teaching Plans (2023–2024 ir 2024–2025 mokslo metų pradinio, pagrindinio ir vidurinio ugdymo programų bendrieji ugdymo planai) and other legal acts regulating general education. The first foreign language (English, German or French) is taught in grades 2-4.

Information and Communication Technologies

Modern digital technologies are used to develop the digital competence of students through all subjects in the educational process. An integrated or separate informatics / information technology lesson (distinguishing it from lessons designed to meet the pupils' educational needs) develops students' informatic thinking, teaches creative and responsible use of modern technologies, safe and responsible behavior in the digital environment, creation of digital content, implements the General Program for Informatics.

Teaching methods and materials

Possibility to choose learning methods and measures

In 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 his/her individual style of instruction. The specific educational 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. In choosing these methods, the teacher has to base the teaching process on interpretative and not on reproductive methods.

Teachers are encouraged to use new computer and information technologies in the educational process. The project method is one of those that easily integrates formal and non-formal educational content. From the 2017-2018 school year, cognitive, cultural, artistic, creative activities (cognitive cultural activities) are compulsory, an integral part of the educational process. The school itself chooses how many lessons it will dedicate to this per year. Cognitive cultural activities can take place in environments outside the school, for example in museums, open access centres, virtual learning environments, etc.

The teacher can create an integral curriculum, i.e. not divided into separate subjects. The pedagogue chooses how long such teaching will last - whether it will be an integrated day, month or the whole school year. The teacher decides what the connecting element in the curriculum (ugdymo turinys) will be, for example a relevant topic, issue, learning goals, etc. The teacher decides how the curriculum (ugdymo turinys) will be integrated - one or all subjects, or if formal or non-formal education should be incorporated. If the pedagogue choses the integral way of teaching, he/she indicates the time in minutes per week for a subject spent in the curriculum (ugdymo planas).

Textbooks and exercise books are not compulsory learning tools. Teachers can choose other sources, video and audio recordings and other learning tools that promote pupils' creativity, autonomy, etc. The school decides which educational materials (handbooks, etc.) to purchase. The ‘money follows the pupil' methodology foresees funding for the acquisition of learning tools. Apart from this, funds for schooling materials such as handbooks may be allocated from the municipality or state budget. Schools can also receive centralized support from the state budget.

Teaching materials may be ordered by governmental institutions or as a private initiative. Information about various educational computer programmes can be found in emokykla .

The General Teaching Plan for the Primary Education Curriculum does not describe the assignment for homework. It decides the school community and describes the school curriculum.

Personalization of curriculum content

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 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 a given situation and responsibility for their actions.