QATAR TRAINING PROGRAM Day 1 (Introduction) Dr Phil ...€¦ · AVA5 Activities involving feelings...

Curriculum Reform

Dr Phil Lambert PSM

Global Developments: Impact on

Education

Curriculum Change Why?

When?

How?

Principles in Curriculum Redesign Quality

Specificity

Competencies OECD Education 2030 CCM

Reform Logic

Revolutionary technological change

including new forms of communication

The shift from Information to Knowledge

economies

Global connections: social, business,

services

Social changes – diversity of cultures,

beliefs, opinions, values

A VUCA world: volatile, unpredictable,

complex, ambiguous

Global Developments:

Impact on Education - What?

Global interest in competencies (knowledge,

skills, attitudes and values for this Century)

Without a definitive paradign shift, many

curricula will continue to fail to facilitate

learning, they will continue to register poor

learning outcomes, and they will remain

irrelevant for the future (UNESCO, 2017)

PISA surveys: 2015 collaborative problem

solving; global competence in 2018 and creative

thinking in 2021; social and emotional skills

currently under development


Impact on Education - Response

OECD Education 2030 Learning Framework

UNESCO Transversal Skills

US National Research Council: Deeper Learning

and 21st Century Skills

P21 (Partnership for 21st Century Learning)

European Commission: Framework of

Competencies for Lifelong Learning



Economic competitiveness: Re-calibrating for a knowledge-based economy (new knowledge; new value)

Employability skills and dispositions

Citizenship (and identity)

Social cohesion/Diversity

Personal/Social Characteristics


Impact on Education - Themes

Japan (3 competencies “Zest for Life”)

Finland (7 competencies)

Australia (7 general capabilities; 3 priorities)

British Columbia (3 core competencies)

Singapore (8 core skills and values)

Brazil (10 general competencies)

Qatar (7 key competencies)

Kazakhstan (6 values; 5 core skills)



Being literate and numerate – strong

foundations

Being agile - having the flexibility of mind and

the skills/capacity to respond to unknown or

unexpected circumstances

Being compassionate – committed to reducing

violence; respecting others, social cohesion

Being innovative – acquiring entrepreneurial

and innovative skills and attitudes

Being reflective and critical in one’s response –

having social entrepreneurial behaviours; pro-

social skills and behaviours



Being Global in one’s response and thinking –

international engagement skills and behaviours

Being digitally literate – having the

skills/disposition to adapt to new technologies

and understanding of risk

Being positive about one’s own potential and

contribution – wellbeing (personal and social);

creating new value

Being fair and just – sustainability (social;

environmental; economic)

Being reliable – obligation to others; pro-

environment



Why: Relevance; Quality Review;

Benchmarked

When: Typically around 7 years (within a

decade)

How (options; considerations): Comprehensive (all subject areas/learning

areas) at the same time

Phased – scheduled over set time

Responsive – as needed (responsive to

social/technical/scientific changes; new

issues; changed perspectives)

Curriculum Change:

Why? When? How

Rigour: The content and learning outcomes (standards) address the

knowledge, understanding, skills, attitudes and values that prepare

students for success beyond school. Based on established

disciplinary foundations and are developmentally appropriate

Coherence: The standards reflect a meaningful structure including

the relationships between the different elements and terminology, as

appropriate, within the subject area. Teachers and students can obtain

an understanding of the overall intentions and design of the

curriculum…there is also coherence with prior-to school learning

Focus: The key concepts and skills to be acquired are clearly

identified and the content included in the curriculum is of an

appropriate length to enable in-depth learning of these key concepts

and skills.

Alignment: Curricular expectations, and assessment practices and

regimes are in agreement and work together to provide guidance for

educators' efforts to facilitate students' progress toward desired

learning outcomes; prior-learning also aligns with later learning

Principles in Curriculum Design: Quality Criteria

Structure (options; considerations):

Framework

Curriculum

Syllabus

Standards (options; considerations):

Content (knowledge, skills, values and attitudes) – What

teachers will teach

Learning Outcomes (achievement standards) – What students

will know and be able to do

Performance Standards (learning outcomes set at different

levels of achievement)

Content and Learning Outcomes

Content and Performance Standards

Competencies and Subject Matter

Principles in Curriculum Design:

Specificity

Competencies & Subject Matter:

Options & ConsiderationsVision

Statement/s



Statement/s

Vision

Statement/s

Broad Aims &

Goals



Statement/s

Vision

Statement/s

Broad Aims &

Goals

Vision

Statement/s

Broad Aims &

Goals

Subject area specific

competencies

*unstructured



Statement/s

Vision

Statement/s

Broad Aims &

Goals

Vision

Statement/s

Broad Aims &

Goals


competencies

*unstructured

Vision

Statement/s

Broad Aims &

Goals

Competencies embedded

In subject areas (where

relevant)

*structured



Statement/s

Vision

Statement/s

Broad Aims &

Goals

Vision

Statement/s

Broad Aims &

Goals


competencies

*unstructured

Vision

Statement/s

Broad Aims &

Goals

Competencies embedded

In subject areas (where

relevant)

*structured

Vision

Statement/s

Broad Aims &

Goals


Competencies

*un/structured

General/cross-

curricular

competencies

* un/structured

Education 2030 Learning Framework

What it isn’t A global curriculum

A rejection of knowledge (disciplinary knowledge and

fundamentals)

What it is A framework for countries to draw on when

developing, reviewing or revising curricula

The basis for global dialogue about priorities, content

relevance, balance, the purpose of schooling,

challenges, solutions…

The basis for identifying design principles to avoid

overload; enable deep learning and for advancing

work on assessment strategies and initiatives

OECD Education 2030

CCM: Curriculum Content Mapping

Mapping OECD Education 2030

competencies

12 Countries involved

Pilot Study; Field Trials; Main Study

Development of “Heat Maps”

Analysis – Which

countries/jurisdictions are targeting

which competencies and how?

Strengths and Areas for Consideration

OECD Education 2030: CCM

CCM: Targeted Competencies

0%

5%

10%

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20%

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Keyconceptsfor 2030

TransformativeCompetencies and

Competency Developmentfor 2030

Foundational Literacies CompoundCompetencies for

2030

Skills, Attitudes and Values for 2030

The most highly rated competencies are related to cognitive outcomes, on average across countries/jurisdictions

Technologies/HomeEconomics

Science

PE HEALTH

National Language

Mathematics

Humanities

Arts

#1 #

3

#45

#1 Problem solving, #2 Literacy, #3 Critical thinking, #4 ICT literacy/digital literacy, #5 Reflection

#2

Sample: Physical Education/Health

CCM: Heat Map

Skills, Attitudes & Values for 2030Key concepts of the 2030 Learning

Framework

Competency Development Cycle

for 2030Compound Competencies for 2030

COMPETENCIES

PHYSICAL EDUCATION/HEALTH (PEH)

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Content Codes Strands and sub-strands (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20)

Games and Sports Skills

PHG1

Fundamental to advanced skills, understanding and attitudes required for minor games (e.g. ball skills; hitting/striking balls)

and learning specific games for individuals, pairs and teams. 3 3 3 3 2 2 3 2 2 3 3 1 1 4 3 3 1 1 2 1

PHG2Knowledge and understanding; skills; attitudes concerning particular sports; can include being a player or a referee/umpire and

appropriate behaviours and learning about cooperation/teamwork. Learning rules. 3 3 3 3 2 2 3 2 2 3 4 2 1 4 3 3 1 1 2 1

Movement skills and concepts

PHM1Skills concerning the movement of the body through space (e.g. running, hopping, skipping). Gymnastics may be included as an

area of learning. Swimming. 2 1 3 3 1 1 1 2 3 3 3 1 1 4 3 2 1 1 2 1

PHM2 Knowledge and understanding regarding key movement concepts, such as force, speed, projection etc. 2 1 3 3 1 1 1 1 3 3 3 1 1 4 3 1 1 1 2 1Physical Fitness

PHP1Knowledge and understanding, skills and attitudes regarding maintaining fitness for a healthy lifestyle. Daily fitness exercises

may be included. 2 2 3 3 2 2 1 2 3 3 3 1 1 4 3 2 2 1 2 1

Dance/Rhythmic Movement

PHD1 Knowledge and skills regarding rhythmic movement, creative dance or folk dancing. 3 3 3 3 2 1 1 2 2 3 1 1 1 4 2 2 1 1 2 1Outdoor Education/Recreation Activities and Life Style Activities

PHO1

Understanding, skills and attitudes to enable physical, mental and spiritual practices concerning the human body. Such practices

include yoga and martial arts, e.g. judo. 2 2 3 3 2 2 2 2 2 3 3 1 1 4 3 2 1 1 2 1

PHO2Knowledge and understanding, skills and attitudes regarding activities and pastimes that students can engage in outside of

school, e.g. hiking, skating, skiing, surfing, etc. 2 2 3 3 2 1 2 2 2 3 3 1 1 4 3 2 1 1 2 1

PHO3 Knowledge and understanding, skills and attitudes concerning human connectedness with nature. 2 2 2 1 2 1 2 1 2 3 1 1 1 4 2 1 3 1 1 1Food and Nutrition

PHF1 Knowledge and understanding and attitudes related to food groups and health food choices. 2 1 3 3 1 3 2 1 2 3 2 1 2 3 3 3 2 1 2 1Relationships Education

PHR1

Skills and attitudes concerning the formation and maintenance of relationships. This can include the development of

understandings concerning positive relationships and strategies for managing negative relationships or identifying inappropriate

relationships.3 3 3 3 1 3 3 2 2 3 3 3 2 3 3 3 1 1 2 1

PHR2 Knowledge and attitudes regarding human sexuality including reproduction. 3 1 3 2 1 1 3 1 2 3 3 3 2 3 3 3 1 1 2 1Safety

PHS1

Knowledge, skills and attitudes regarding specific risks and dangers which may include road safety; water safety; sun

protection; fire safety; first aid; sanitation; protective behaviours (e.g. child protection); drug education (e.g. alcohol and illicit

drugs).3 2 3 3 1 3 3 2 3 3 4 1 2 4 3 2 2 1 2 1

Wellbeing/Mental Health and Managing Stress

PHW1

Knowledge, skills and attitudes concerning strategies for dealing with difficulties encountered; identifying strengths; thinking

positively; developing resilience and how to manage difficult situations; and how to maintain wellbeing through safe and

healthy choices. Issues such as body image can also be included.3 2 3 3 2 3 3 2 3 3 3 3 2 4 3 3 1 1 2 1

PHW2Knowledge and understanding, skills and attitudes concerning identifying and managing stress by recognising causes, indicators

and strategies and actions to be taken to manage stressful situations. 3 2 3 3 2 3 3 2 3 3 2 2 2 4 3 2 1 1 2 1

Lithuania: Arts

CCM: Heat Map

Foundational Literacies Skills, Attitudes & Values for 2030 Key Concepts for 2030 Transformative Competencies and Competency Development for 2030 Compound Competencies for 2030

ARTS

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Content Codes Subjects/contents/concepts/activities

If a curriculum content item is located in another learning area, please indicate where it is included using the dropdown menu below

(Column D).

Note: If the curriculum content item is included in more than one learning area, you can use the additional dropdown menu (columns G) to

select other learning areas.

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28)

Visual Arts/ArtContent item location Content item location 2 (if applicable)

AVA1

The contribution of locally and globally recognized artists, their works and art movements to cultural heritage

1 1 1 2 1 1 3 2 1 3 2 1 2 3 2 3 4 2 1 3 2 3 1 1 1 1 1 1

AVA2 The history of visual arts, including major visual arts styles 2 1 2 2 1 1 4 2 1 1 1 1 2 3 4 2 2 2 1 2 2 3 2 1 1 1 1 1

AVA3 Artistic techniques and aesthetic qualities used in different artworks (e.g. paintings, sculpture, ceramics, textiles etc) 3 2 2 1 1 3 2 2 2 2 1 2 1 3 1 1 2 1 1 1 1 1 2 2 1 1 1 1

AVA4 Activities involving the production and creation of different kinds of artworks (e.g. paintings, sculpture, ceramics, textiles, etc) 2 1 1 1 1 3 4 4 3 3 2 3 3 3 3 4 4 2 1 2 4 3 1 1 1 1 1 1

AVA5 Activities involving feelings and ideas expressed through visual artworks 1 1 3 1 1 1 4 3 2 4 2 2 3 3 3 4 4 2 1 3 3 3 1 1 1 1 1 1

AVA6The work of artists in visual arts/arts, how to think like artists, how visual arts/arts contribute to and relate to real life/real world

(epistemic knowledge) 1 1 2 2 1 1 3 3 1 2 2 1 2 3 2 3 2 1 1 2 1 2 1 1 1 1 1 1

AVA7 Moral,ethical and legal issues in visual arts/art (e.g. copyright) 2 1 1 1 2 1 2 2 1 1 2 1 1 1 1 1 2 1 1 1 1 1 2 1 1 1 1 1

Music

AMU1The contribution of locally and globally recognized musicians and composers and their works (contemporary and classical) to

cultural heritage 3 2 2 1 2 2 3 2 2 2 3 1 2 3 2 2 3 2 2 2 2 2 3 1 2 1 1 1

AMU2 The history of and knowledge about music, including major musical styles and compositions used in different music works 3 2 2 1 2 2 4 2 2 2 3 1 2 3 2 1 3 2 2 2 2 2 3 1 1 1 1 1

AMU3Activities involving the production and creation of music and the performance of musical compositions (instrumental and vocal ) for

a variety of purposes 3 3 2 1 3 4 4 3 3 4 3 2 2 3 2 2 4 3 3 2 2 3 3 1 2 1 2 1

AMU4 Activities involving feelings and ideas expressed through music. 3 3 3 1 2 3 4 3 3 3 3 2 2 3 2 2 4 3 2 2 2 3 3 1 2 1 1 1

AMU5How to think and appreciate music like musicians, how music contributes to and relates to real life/ real world (epistemic

knowledge) 3 2 2 1 3 3 3 2 3 3 3 1 2 3 2 1 4 3 2 2 2 2 3 1 2 1 1 1

AMU6 Moral, ethical and legal issues in music (e.g. copyright) 3 2 2 1 2 2 3 2 2 2 3 1 2 3 1 2 2 3 3 2 2 2 3 1 1 1 1 1

Dance: * Note: if countries include "dance" in physical education, please note "n.a." here but mark the answers in physical education.

ADA1The contribution of locally and globally recognized dancers, choreographers and their works (contemporary and classical) to

cultural heritage 3 1 2 1 2 2 3 2 3 2 4 2 2 3 2 3 3 2 3 2 2 2 2 1 1 1 1 1

ADA2 The history of dance, including major performance styles 3 2 2 1 2 3 3 3 2 2 3 1 3 3 2 2 2 2 2 2 2 2 4 2 2 1 1 1

ADA3 Dance forms, dance pieces and the elements of dance used in different dance performances. 3 2 2 1 3 3 4 3 3 2 3 1 2 3 2 2 4 2 2 2 2 2 4 3 2 1 1 1

ADA4 Activities involving the production and creation of choreographed and unchoreographed dance 3 2 2 1 4 3 3 3 3 2 3 2 2 3 3 3 4 3 3 2 3 2 3 3 2 1 1 1

ADA5 Activities involving feelings and ideas expressed through dance 3 2 2 1 3 3 3 3 3 2 3 1 2 3 3 3 4 3 3 2 3 2 4 2 2 1 1 1

ADA6 The work of dancers, how to think like dancers, how dancing contributes to and relates to real life/real world (epistemic knowledge) 3 2 2 1 3 3 3 3 2 2 3 1 2 3 2 2 4 2 2 2 2 2 3 2 2 1 1 1

ADA7 Moral, ethical and legal issues in dance (e.g. copyright of choreography, prejudice against some forms of dance) 3 1 2 1 2 2 2 2 2 2 3 1 2 3 2 2 3 2 2 2 2 2 3 2 2 1 1 1

Drama

ADR1The contribution of locally and globally recognized actors, playwrights and their works (contemporary and classical) to cultural

heritage 3 2 2 1 1 2 2 2 2 2 3 2 3 3 2 2 3 2 4 2 2 2 3 2 2 1 2 2

ADR2 The history of drama, including major dramatic styles

National Language

2 2 2 1 1 2 2 2 2 2 3 2 3 3 2 2 2 2 4 2 2 2 3 2 2 1 2 2

ADR3 The elements and conventions of drama used in different drama performances 2 2 2 2 2 2 2 3 3 4 3 3 4 3 2 2 4 3 4 2 2 2 3 2 2 1 2 2

ADR4Activities involving the use of the body, gestures and voice as well as the production and creation, rehearsal and performance of

scripted and unscripted drama 3 2 2 2 2 3 3 3 3 4 3 3 4 3 3 2 4 3 4 3 3 3 3 2 2 1 2 2

ADR5 Activities involving feelings and ideas expressed through drama 3 2 2 2 2 3 3 3 3 4 3 3 4 3 3 2 4 3 4 3 3 3 3 2 2 1 2 2

ADR6The work of artists in drama (actors/actresses/ script writers etc), how to think like artists in drama, how drama contributes to and

relates to real life/real world (epistemic knowledge) 3 2 2 2 2 3 3 3 3 4 3 3 4 3 3 2 4 3 4 3 3 3 3 2 2 1 2 2

ADR7 Moral, ethical and legal issues in drama (e.g. copyright of scripts, expression and prejudice) 3 2 2 2 2 3 3 3 3 4 3 3 4 3 3 2 4 3 4 3 3 3 3 2 2 1 2 2

Media Arts

AMA1 The contribution of locally and globally recognized media artists n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA2 The history of media arts, including major media styles n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA3 Technical and symbolic elements of media arts used in different media artworks n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA4 Activities involving the production, creation and presentation of media artworks n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA5 Activities involving feelings and ideas expressed through media artworks n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA6The work of artists in media arts, how to think like artists in media arts, how media arts contribute to and relate to real

life/real world (epistemic knowledge) n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

AMA7 Moral, ethical and legal issues in media arts (e.g. copyright, personal data protection) n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

Lithuania: Humanities

CCM: Heat Map

Foundational Literacies Skills, Attitudes & Values for 2030 Key Concepts Transformative Competencies and Competency Development for 2030 Compound Competencies for 2030

HUMANITIES/SOCIAL STUDIES/

SOCIAL SCIENCES

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Content Codes Subjects/contents/concepts/activities

If a curriculum content item is located in another learning area, please indicate where it is included using the dropdown menu below

(Column D).

Note: If the curriculum content item is included in more than one learning area, you can use the additional dropdown menu (columns

G) to select other learning areas.

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28)

Geography

Content item location Content item location 2 (if applicable)

HGE1 The Earth and its major regions, landforms; climate patterns; natural impact on places 4 2 2 1 1 2 4 4 2 1 2 1 2 2 3 1 1 2 1 3 3 3 3 3 4 1 2 2

HGE2 Human impact on places; cultural differences; social, economic and cultural diversity of the world; human settlement patterns 3 3 2 2 1 2 4 4 1 1 3 1 1 2 1 1 1 2 1 3 2 2 3 3 4 1 1 1

HGE3Concepts related to global citizenship and sustainable development education, including environmental sustainability; education for international

understanding, co-operation and peace; and education relating to human rights and fundamental freedoms 3 2 1 3 2 3 3 3 2 2 3 1 2 2 1 1 1 3 1 3 2 2 2 2 3 1 1 1

HGE4The work of geographers, how to think and write like geographers, how geography contributes to and relates to real life/real world (epistemic

knowledge) 4 1 2 1 1 1 4 2 1 1 2 1 3 2 2 1 1 2 1 3 2 2 1 2 2 1 1 1

HGE5

Activities involving information analysis; search of relevant source material (written and oral); the identification and use of different

viewpoints, observations and accounts (both primary and secondary sources); inferences and conclusions from source material; communication

of findings following inquiry (e.g. the preparation of reports on places based on collected data evidence) 3 4 2 4 1 1 4 3 1 2 3 1 2 3 2 1 2 3 1 3 3 3 3 3 2 2 2 1

HGE6 Moral, ethical and legal issues in geography (e.g. environmental protection) 4 2 1 1 1 1 3 2 1 2 2 1 2 2 2 1 1 2 1 2 3 2 2 2 3 1 1 1

History

HHI1 Local, national and global tangible heritage (places; objects) 4 1 1 1 1 2 4 2 1 1 4 1 1 1 1 1 1 2 1 2 1 1 2 3 1 1 1 1

HHI2Significant events or periods in the history of humankind along with symbols and commemorations (local, national and global intangible

heritage) 4 3 1 3 1 2 4 3 1 2 4 1 1 1 1 1 1 2 2 4 1 2 2 4 2 1 1 1

HHI3 Individuals who have made or are making contributions at local, national and global levels 4 2 1 1 1 2 4 2 1 3 4 1 1 1 1 1 1 1 2 2 1 2 2 4 2 1 1 1

HHI4 Concepts related to citizenship 3 1 1 1 1 1 3 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1

HHI5Concepts related to global citizenship and sustainable development education, including environmental sustainability; education for international

understanding, co-operation and peace; and education relating to human rights and fundamental freedoms 3 1 1 2 1 2 4 3 1 2 3 1 2 1 1 1 2 2 2 3 1 2 3 4 3 1 1 1

HHI6The work of historians, how to think and write like historians, how history contributes to and relates to real life/real world (epistemic

knowledge) 4 2 1 1 1 2 4 4 1 2 3 1 2 2 1 1 2 1 2 3 1 1 2 4 2 1 1 1

HHI7

Activities involving information analysis; search of relevant source material (written and oral); the identification and use of different viewpoints,

observations and accounts (both primary and secondary sources); inferences and conclusions from source material; communication of findings

following inquiry (the preparation of reports on events based on collected data evidence). 4 1 2 3 1 2 4 4 1 2 3 1 2 2 2 1 3 2 3 4 2 2 2 4 2 1 1 1

HHI8 Moral and ethical issues in history (e.g. one incident can be told differently by different people) 4 1 1 1 1 2 4 4 1 3 3 1 2 2 1 1 1 2 2 3 1 2 2 4 3 1 1 1

Civics/Citizenship

HCC1 Political structures and forms of government (local, national and global) 4 1 2 2 1 3 4 4 2 3 3 1 3 4 3 3 3 4 4 4 4 3 3 4 3 1 2 1

HCC2

Concepts related to global citizenship and sustainable development education, including environmental sustainability; education for international

understanding, co-operation and peace; and education relating to human rights and fundamental freedoms (e.g. gender equality, peace and non-

violence, cultural diversity) 4 1 2 3 1 4 4 4 3 3 4 1 3 4 3 3 3 4 4 4 4 3 4 4 3 1 2 1

HCC3How to think and behave as a citizen of a nation, as a global citizen; how citizenship contributes to and relates to real life/ real world (epistemic

knowledge) 4 1 2 3 1 3 4 4 3 3 4 1 3 4 3 3 3 4 4 4 4 3 3 4 3 1 2 1

HCC4Activities involving information analysis; search of relevant source material (written and oral); the identification and use of different viewpoints,

observations and accounts (both primary and secondary sources); inferences and conclusions from source material 4 2 2 4 1 3 4 4 3 3 4 1 3 4 3 3 3 4 4 4 4 3 4 4 3 1 2 1

HCC5 Activities involving participation in responsible citizenship activities within and outside schools 4 2 2 4 2 4 4 4 3 3 4 1 3 4 3 3 3 4 4 4 4 3 3 4 3 1 2 1

HCC6 Moral and ethical issues in citizenship (e.g. collective interest versus individual interest) 3 1 2 2 1 3 4 4 3 3 4 1 3 4 3 3 3 4 4 4 4 3 3 4 3 1 2 1

Economics/Business Studies

HEB1Basic principles of economics and business practices (producers and consumers; markets; costs and benefits; profit and loss; employers and

employees); economic development (different types of economic systems and sectors; quality of life) 3 2 2 2 1 3 1 2 2 2 2 1 2 2 3 1 1 3 1 1 2 1 2 1 2 1 3 1

HEB2Concepts related to global citizenship and sustainable development education, including environmental and economic sustainability; education

for international understanding, co-operation and peace; and education relating to human rights and fundamental freedoms 1 2 2 2 1 2 1 2 2 2 2 1 1 2 1 1 1 3 1 1 2 1 3 1 2 1 2 1

HEB3How to think and write like economists, how to think and behave like entrepreneurs, business people etc; how economics, entrepreneurship,

businesses contribute to and relate to real life/real world (epistemic knowledge) 3 3 2 2 1 2 1 2 2 2 3 1 1 2 2 1 2 3 1 1 2 1 2 1 2 1 3 1

HEB4Activities involving e.g. information analysis; search of relevant source material (written and oral); the identification and use of different

viewpoints, observations and accounts (both primary and secondary sources); inferences and conclusions from source material 1 2 3 2 1 2 1 2 2 2 2 1 2 2 1 1 2 2 1 1 2 1 2 1 2 1 3 1

HEB5 Activities involving participation in entrepreneurial activities within and outside schools n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a. n.a.

HEB6Moral and ethical issues in economics and businesses (e.g. free-riders, bandwagon advertisement, individual economic interest at the expense of

others' well-being) 1 1 1 1 1 2 1 2 2 2 1 1 1 2 2 1 1 1 1 1 1 1 1 1 2 1 1 1

CCM: Main Target Competencies

126132

93 95

46

7568

59

39

53

4149

3848

12 2030

38 3443 40 36

8 13 15 3

4233

65

34

78

39 3543

56

3950

4151

35

69

57

4031 34

24 26 28

50

2620 8

168165158

129124

114103102

95 92 91 90 8983 81 77

70 69 68 67 66 6458

39 35

11

Main Target Sub-target Total targeted

Num

ber

of

map

ped

co

nte

nt

item

sLithuania: Targeted Competencies

28 28 28

19

15

28 28

2

25

8

11

56

24

28

10

18

28

11

15

4

108

6

10

0

30 3028

1214

12

23

11

1412

14

11

21

7

3

12

9

3

7

1 2

65

4

7

0

27 27

20

24 24

3 0

27

0

7

0

26

0 0 0 0 0 1 0 0 0 0 0 0 0 4

25 25

28

2523

25 25

0

25 25 25

0

2423 23

2523

0

25

15

2324

25

1 0 0

9 910

6

97

9

1 1 1

9

6

9 9 9 9 9

2

810

9

1

9 9

4 0

3028

30

2221

25

2

22 22

25

12

24

2120

14

0

22

17

3

18

25

10

2 0 4 0

1918

14

21

18

1416

1315

14

19

11

14

8

1213

0

1513

11

1413

9

1514

7

Arts Humanities Mathematics National Languages Physical Education/Health Science Technologies

Num

ber

of

map

ped

co

nte

nt

item

sLithuania: Competencies by Learning Area

CCM: Lithuania

Tentative Findings/Observations:

Highly targeted: Literacy

Critical Thinking

Respect

Responsibility

Low targeting Creative Thinking (creating new value)

Global competency

Entrepreneurship

Computational Thinking

Financial Literacy

Data Literacy

Resilience

CCM: Lithuania

Tentative Findings/Observations:

Limitations: Comparative standards (benchmarked

against other countries) - gaps in what is

taught in mathematics in junior secondary

years

Knowledge transfer (over-emphasis on know

about rather than know how (procedural);

relational (interdisciplinary)

Problem Solving – problems but not highly

targeted in ways that enable students to

acquire a range of strategies

Arts - appear to incorporate many (possibly

too many) competencies

Vision/Goals

The root purpose of schooling

Curriculum

the intended knowledge, skills, attitudes and values for students to learn

Teaching

what is taught and how its is taught – the implemented or experienced curriculum

Assessment

how we know what students have learnt and/or how they are progressing - the

achieved curriculum

Reporting

how this information is shared with students, parents and other interested parties

Reform Logic

Reporting

Assessment

Teaching & Learning

Curriculum

Vision

Reform Logic

Reporting

Assessment

Teaching & Learning

Curriculum

Vision Vision

Curriculum

Teaching & Learning

Assessment

Reporting

Questions/Comments/Concerns

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