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subject is studied; and
(c) Specific competences – these are subject-specific

competences that are
defined grade by grade and are meant to be achieved at the

end of the year of
study (See Annex 1 for their definitions; see Annex 3 for the

list of key
competences).
In order to cover the scope and depth of the curriculum, the

specific competences
are developed based on the following dimensions, which have

been called ranges:
• Range of realities specific to the subject (knowledge);

• Range of operations (skills and strategies) specific to the
subject;

• Range of personal and social responses (attitudes, values,
beliefs)
mobilized by the knowledge and skills acquired in a certain

subject;
• Range of connections with other subjects and domains.

These ranges orient the dominant focus of each specific
competence. Because the

curriculum document is a synthetic one, to avoid redundancy,
not all the ranges

are necessarily included in each general competence.
Each subject curriculum is built bearing in mind:
- curriculum standards that express the expected level of

achievement of the
specific competences by the end of each grade; and

- Performance standards that express the expected level of
achievement of the

general competences by the end of Grades 5, 9 and 12 (see
Annex 2 for their

definition).
Attachments are pdf file and software from the English
supervision.