QATAR TRAINING PROGRAM Day 1 (Introduction) Dr Phil ...€¦ · AVA5 Activities involving feelings...
Transcript of 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
Global Developments:
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
Global Developments:
Impact on Education - Response
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
Global Developments:
Impact on Education - Themes
Global Developments:
Impact on Education - Response
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)
Global Developments:
Impact on Education - Response
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
Global Developments:
Impact on Education - What?
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
Global Developments:
Impact on Education - What?
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
Competencies & Subject Matter:
Options & ConsiderationsVision
Statement/s
Vision
Statement/s
Broad Aims &
Goals
Competencies & Subject Matter:
Options & ConsiderationsVision
Statement/s
Vision
Statement/s
Broad Aims &
Goals
Vision
Statement/s
Broad Aims &
Goals
Subject area specific
competencies
*unstructured
Competencies & Subject Matter:
Options & ConsiderationsVision
Statement/s
Vision
Statement/s
Broad Aims &
Goals
Vision
Statement/s
Broad Aims &
Goals
Subject area specific
competencies
*unstructured
Vision
Statement/s
Broad Aims &
Goals
Competencies embedded
In subject areas (where
relevant)
*structured
Competencies & Subject Matter:
Options & ConsiderationsVision
Statement/s
Vision
Statement/s
Broad Aims &
Goals
Vision
Statement/s
Broad Aims &
Goals
Subject area specific
competencies
*unstructured
Vision
Statement/s
Broad Aims &
Goals
Competencies embedded
In subject areas (where
relevant)
*structured
Vision
Statement/s
Broad Aims &
Goals
Subject area specific
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%
15%
20%
25%
30%
35%
40%
45%
Stu
de
nt
Age
ncy
Co
-age
ncy
Cre
atin
g n
ew v
alu
e
Rec
on
cilin
g d
ilem
mas
an
d t
ensi
on
s
Taki
ng
resp
on
sib
ility
An
tici
pat
ion
Act
ion
Ref
lect
ion
Lite
racy
Nu
mer
acy
ICT
liter
acy/
Dig
ital
lite
racy
Dat
a Li
tera
cy
Ph
ysic
al/h
ealt
h li
tera
cy
Lite
racy
fo
r Su
stai
nab
le D
eve
lop
men
t
Glo
bal
Co
mp
ete
ncy
Computational…
Med
ia li
tera
cy
Fin
anci
al li
tera
cy
Entr
ep
ren
eurs
hip
Pro
ble
m s
olv
ing
Cri
tica
l th
inki
ng
Lear
nin
g to
Le
arn
Co
op
erat
ion
/co
llab
ora
tio
n
Emp
ath
y
Per
sist
en
ce/r
esi
lien
ce
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)
CONTENT
Co
mm
un
icat
ion
(mu
lti-
liter
acie
s; IC
T)
Co
op
erat
ion
/co
llab
ora
tio
n
Cri
tica
l th
inki
ng
Pro
ble
m s
olv
ing
Self
-reg
ula
tio
n/s
elf-
con
tro
l
Emp
ath
y
Res
pec
t
Per
sist
ence
/res
ilien
ce
Stu
den
t ag
en
cy (e
.g. m
oti
vati
on,
p
urp
ose
fuln
ess,
gro
wth
min
dse
t)
Cre
ativ
e th
inki
ng
Res
po
nsi
bili
ty
Co
nfl
icre
solu
tio
n
An
tici
pat
ion
Act
ion
Ref
lect
ion
Glo
bal
Co
mp
eten
cy
Lite
racy
for
Sust
ain
able
Dev
elo
pm
ent
Entr
epre
neu
rsh
ip/e
nte
rpri
sin
g
Dig
ital
lite
racy
Co
mp
uta
tio
nal
th
inki
ng/
pro
gram
min
g/co
din
g
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
CONTENT
CONCEPTS/COMPETENCIES/CONSTRUCTS
Lite
racy
Nu
mer
acy
ICT
liter
acy/
Dig
ital
lite
racy
Dat
a Li
tera
cy
Ph
ysic
al/h
ealt
h lit
erac
y
Co
op
erat
ion
/col
lab
ora
tio
n
Cri
tica
l th
inki
ng
Pro
ble
m s
olv
ing
Self
-reg
ula
tio
n/s
elf-
con
trol
Emp
ath
y
Res
pec
t
Per
sist
ence
/res
ilien
ce
Tru
st
Lear
nin
g to
Lea
rn
Stu
den
t Age
ncy
(e.g
. mo
tiva
tion
, pu
rpo
sefu
lnes
s, g
row
th
min
dse
t, s
elf-
dir
ecte
d le
arn
ing,
sel
f-ef
fica
cy)
Co
-age
ncy
(e.
g. s
tud
ent-
teac
her
s; s
tude
nt-
pee
rs; s
tude
nt-
par
ents
; stu
den
t-co
mm
uni
ty o
utsi
de o
f sch
oo
l)
Cre
atin
g n
ew v
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e
Taki
ng
resp
on
sib
ility
Rec
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mas
an
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An
tici
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Act
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Ref
lect
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Glo
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Med
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Lite
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fo
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Co
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tion
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hin
kin
g/pr
ogra
mm
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cod
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Fin
anci
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tera
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Entr
epre
neu
rsh
ip
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
CONTENT
CONCEPTS/COMPETENCIES/CONSTRUCTS
Lite
racy
Nu
mer
acy
ICT
liter
acy/
Dig
ital
lite
racy
Dat
a Li
tera
cy
Ph
ysic
al/h
ealt
h lit
erac
y
Co
op
erat
ion
/col
lab
ora
tio
n
Cri
tica
l th
inki
ng
Pro
ble
m s
olv
ing
Self
-reg
ula
tio
n/s
elf-
con
trol
Emp
ath
y
Res
pec
t
Per
sist
ence
/res
ilien
ce
Tru
st
Lear
nin
g to
Lea
rn
Stu
den
t Age
ncy
(e.g
. mo
tiva
tion
, pu
rpo
sefu
lnes
s, g
row
th m
ind
set,
sel
f-d
irec
ted
lear
nin
g, s
elf-
effi
cacy
)
Co
-age
ncy
(e.
g. s
tud
ent-
teac
her
s; s
tude
nt-
pee
rs; s
tude
nt-
par
ents
; stu
den
t-co
mm
un
ity
ou
tsid
e o
f sch
oo
l)
Cre
atin
g n
ew v
alu
e
Taki
ng
resp
on
sib
ility
Rec
on
cilin
g d
ilem
mas
an
d t
ensi
on
s
An
tici
pat
ion
Act
ion
Ref
lect
ion
Glo
bal
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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
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