Curriculum, subjects, number of hours

Weekly timetables

In the school years of the second and third stage of secondary education the timetable consists of the subjects of the basic curriculum, a specific component (subjects inherent to the course of study) and possibly complementary subjects. An exception is formed by the third school year of the third stage of gse, tse and sea where no basic curriculum exists.

The government determines the subjects of the basic curriculum. Contrary to the first stage it does not link to a minimal number of weekly hours to be devoted to the basic curriculum. Next to the basic curriculum a school chooses itself the subjects which complete the weekly timetable. 

In the third stage (and exceptionally in the second stage) the realization of the weekly timetable can take place outside school, namely in the form of a work placement or other forms of work based learning. In these situations not only do the education regulations apply, but also various labour and welfare legal stipulations. The pupil is hereby confronted with a real labour situation. In all circumstances necessary contractual arrangements are made to make sure that the learning output prevails over the economic output. The government also facilitates these forms of education provision and launched the concept of dual learning from 2016, where the work-based component is brought even more into prominence.

Basic curriculum

The obligatory subjects of the basic curriculum in the first and second stage of secondary education are:

Fields of study and courses of study in the second and third stage of secondary education

The specific courses of study according to the structure are listed on the website of Flemish Education and by course of study in the annexes to circular letter SO 60:

Course of study:

1. General Secondary Education (gse)
2. Sports (gse, sea, tses)
3. Car engineering (tse)
4. Construction (tse)
5. Chemistry (tse)
6. Photography (tse)
7. Glass techniques (tse)
8. Graphical communication and media (tse)
9. Commerce (tse)
10. Woodwork (tse)
11. Cooling and heating (tse)
12. Agriculture and horticulture (tse)
13. Personal hygiene (tse)
14. Maritime programmes (tse)
15. Mechanics-electricity (tse)
16. Fashion (tse)
17. Optics (tse)
18. Orthopaedic techniques (tse)
19. (People) Care (tse)
20. Dental techniques (tse)
21. Textiles (tse)
22. Tourism (tse)
23. Nutrition (tse)
24. Ballet (sea)
25. Visual arts (sea)
26. Performing arts (sea)

Attainment targets

The government monitors the quality of education by laying down attainment targets by stage and type of education.

Attainment targets are minimum targets in the field of knowledge, insight, skills and attitudes. For mainstream secondary education they are laid down by stage and by type of secondary education.

Attainment targets contain the obligation to reach a certain result: they must be met by the entire pupil population. For developmental objectives and attitudinal attainment targets applies the obligation to perform to the best of one’s ability.

In addition to subject-related there are also cross-curricular attainment targets and developmental objectives which must be strived for throughout the entire secondary education (and are thus not linked to a specific grade). These are minimum targets linked to various subjects or educational projects.

Specific attainment targets must guarantee the education quality of the specific part of a course of study. Specific attainment targets are targets with regard to competences, specific knowledge, insight and attitudes, which a students must have in order to start higher education. Specific attainment targets are thus linked to a course of study aimed at moving up to higher education and are developed from within a certain field of science.  

The attainment targets are listed on the website of the Flemish Government.

The attainment targets are throughout time adapted to a changing society. Currently a debate on attainment targets (see 14.2) has been round of as part of a process of updating the existing attainment targets.

Teaching methods and material

See first stage