Curriculum, subjects, number of hours
Upper secondary education is not compulsory. It lasts for two years (gymnasium grades III-IV or grades 11–12 in upper-secondary education schools).
Pupils who have acquired primary education start upper secondary education. Pupils learn according to individual education plans. The programme may include vocational training programme modules. Pupils can follow the upper secondary education programme in a gymnasium.
Upper secondary education in gymnasium grades III-IV (11-12) is organised according to the Description of Primary, Lower Secondary and Upper Secondary Education Curriculum, General Plan of the Lower Secondary and Upper Secondary Education Curriculum for the 2017-2018 and 2018-2019 and other legal acts. The Minister for Education, Science and Sport approves these legal acts. The school prepares its curriculum according to these documents. In these documents it is indicated of what consists the upper secondary education curriculum.
The upper secondary education curriculum consists of:
- Compulsory part. Compulsory subjects and compulsory chosen subjects and (or) modules.
- Optional part. Optional subjects and modules, chosen modules of vocational education and training curriculum. Optional subject modules do not count as separate subjects.
Preparation of school curriculum
Each school prepares the curriculum in accordance with the education programmes. The school’s curriculum describes the implementation of education contents, provides solutions on how to organise the education process, how to evaluate pupils’ achievements, etc. The curriculum is prepared by a work group appointed by the head of the school.
The work group is led by the head of school or by a person appointed to lead it. The curriculum is approved by the head of the school by agreement of the school’s council or institution holding founder status.
The syllabus of a subject is presented for two years in general education programmes. The school itself decides how the syllabus will be distributed. The curriculum is presented for one or two years. Compulsory and optional subjects, and modules are specified in the curriculum.
Individualisation of a pupil’s curriculum
A pupil’s curriculum is individualised according to the school curriculum. Individual education plans consist of compulsory subjects and the pupil’s chosen educational content. Pupils decide which subjects or modules they will learn in the upper secondary education programme. They choose one Maturity thesis. Together with teachers and parents (guardians, caregivers) pupils prepare their individual curriculum. Pupils take into account the upper secondary education programme and their further education, training plans when preparing their individual plans. Pupils chosen subjects become compulsory for him/her to learn. If a pupil does not finish a subject he chose or does not meet set goals, it is declared that the pupil did not learn that subject.
The school distributes the number of lessons earmarked for different subjects in grades 11 and 12, taking the optimal learning load into account. A pupil taking a general or extended course may have more weekly lessons than defined in the teaching plan.
Subjects in upper secondary education curriculum and number of lessons
Subjects in the upper secondary curriculum and number of lessons per week (general course/extended course) and for two years according to the general plan:
Area of curriculum, subjects | Minimum number of lessons for compulsory content per week | General course
| Extended course
|
Moral education | 2 |
|
|
Moral education (ethics) |
| 2 | - |
Moral education (religion) |
| 2 | - |
Languages |
|
|
|
Lithuanian language and literature | 8 | 8 | 10 |
Lithuanian language and literature * | 11 | 11 | 13 |
Mother tongue (Belorussian, Polish, Russian, German)* | 8 | 8 | 10 |
Foreign language |
| Course for B1 level | Course for B2 level |
Foreign language (...) | 6 | 6 | 6 |
|
| General course | Extended course |
Social education | 4 |
|
|
History |
| 4 | 6 |
Geography |
| 4 | 6 |
Integrated course of history and geography |
| 4 |
|
Math | 6 | 6 | 9 |
Information technologies (...) |
| 2 | 4 |
Natural sciences | 4 |
|
|
Biology |
| 4 | 6 |
Physics |
| 4 | 7 |
Chemistry |
| 4 | 6 |
Integrated natural sciences course |
| 4 | – |
Arts and technology | 4 |
|
|
Art |
| 4 | 6 |
Music |
| 4 | 6 |
Theatre |
| 4 | 6 |
Dance |
| 4 | 6 |
Knowledge of arts |
| 4 | 6 |
Computer music technology |
| 4 | 6 |
Graphic design |
| 4 | 6 |
Photography |
| 4 | 6 |
Filmmaking |
| 4 | 6 |
Technological subjects. Technologies (...) |
|
|
|
Tourism and nutrition |
| 4 | 6 |
Construction and woodworking |
| 4 | 6 |
Textile and clothing |
| 4 | 6 |
Applied arts, crafts and design |
| 4 | 6 |
Business, management and retail |
| 4 | 6 |
Mechanics, mechanical repairs |
| 4 | 6 |
Other technological subjects |
| 4 | 6 |
Integrated arts and technology course |
| 4 | 6 |
Physical education | 4–6 |
|
|
General physical education |
| 4/6 | 8 |
Pupil’s chosen sport (...) |
| (4–6) |
|
Human safety** | 0.5 | 0.5 | 0.5 |
Chosen subjects / subject modules/ project activity ... (chosen); ... (subject module); project activity (...) |
|
|
|
Matura thesis (...) | 0.5 |
|
|
Pupil‘s chosen educational content |
| Up to 26/up to 22 * | Up to 26/up to 22* |
Minimum number of compulsory lessons per week | 28 lessons per week; 31,5 lessons per week* | ||
Non-formal education (number of hours) for class | 6 (hours) lessons for two years*** | ||
In order to meet individual educational needs | 24 lessons per week for two years | ||
Maximum number of lessons for class, given there are 3 and more gymnasium grade IIIs, – 51 lessons per week; in schools which teach in an ethnic minority language – 54 lessons per week. Minimum number of lessons for class when there is 1 gymnasium grade III – 43 lessons per week; in schools, which teach in an ethnic minority language – 46 lessons per week. The number of lessons for a class can be increased, taking into account pupils‘ educational needs and not exceeding funds allocated to education. | |||
* in schools, which teach in an ethnic minority language;
**integrated into educational content;
*** school distributes 6 non-formal education hours per week for two years.
There are schools that teach an ethnic minority language as a subject, and schools that teach in an ethnic minority language. In the first case, the ethnic minority language is taught according to the mother tongue programme. Other subjects are taught in Lithuanian, except for foreign languages. Other chosen subjects can also be taught in the ethnic minority language.
In schools, which teach in an ethnic minority language, upper secondary education programmes are implemented bilingually: in the ethnic minority language and in Lithuanian. Each school ensures that a minimum number of subjects is taught in Lithuanian. If parents or pupils request more subjects to be taught in Lithuanian than is required by legal acts, the school must ensure it.
A school must ensure that the minimum number of compulsory, compulsory chosen and optional subjects is at least 8 subjects. The minimum number of compulsory lessons is 28 lessons per week. In ethnic minority schools – 31.5 lessons per week.
Teaching methods and materials
Possibility to choose learning methods and measures
In pursuing general education goals, every teacher is free to select the educational methods and measures, to combine several of them and create his/her individual style of instruction. Specific education methods should reflect the actual situation: the needs and abilities of pupils, skills and characteristics of each individual teacher as well as the changing socio-cultural context. The teacher has the right to propose his/her individual programmes and to choose various ways and forms of pedagogical activities. In choosing their methods the teacher must base the teaching process on interpretative rather than on reproductive methods.
Teachers are encouraged to use new computer and information technologies in the educational process. The project method is one of the methods 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, i.e. an integral part of the educational process. The school itself chooses how many lessons it will spend on these per year. Cognitive cultural activities should take place in other environments as well as the school, for example, in museums, open access centres, virtual learning environments, etc.
Textbooks and exercise books are not compulsory learning tools. Teachers can choose sources, videos and audio recordings and other learning tools that promote pupils' creativity, autonomy, etc. The “money follows the pupil” methodology foresees funding for the acquisition of learning tools.
Personalisation of curriculum content
The general curricular provide real possibilities to be involved in the development of the curriculum content, i.e. by tailoring it to the individual needs and abilities of the learners, aligning the curriculum content with the school’s objectives and also the teacher’s experience and available resources. Individual teaching methods are applied in 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 the situation and responsibility for their actions.