Knowledge and skills in the curricula for lower primary school grades

In the paper, we have analysed curricula of the several subjects in lower grades of the primary school in Republika Srpska. Blum's taxonomy was used in the analysis (cognitive and psycho-motor area) and SMART system of evaluating learning outcomes. There have been three subject areas included (the world around us, speech, expression, crating and rhythm, sport and music), in the first grade ten subjects (Serbian, Mathematics, Natural and Social Sciences, etc.), and pedagogical work with the class, which are being studied from the second to the fifth class. The aim of the analysis was to determine knowledge and skills which students should gain in the lower grades of the primary school. We have achieved this aim by determination of the outcomes adequacy based on the above stated criteria, levels of knowledge and skills, which are required, as well as estimation of how much each teaching unit requires certain level of students' knowledge and whether there is the trend of more requirements when passing one grade and entering the other. The results of the analysis show that students are required the lowest level of understanding and gaining (on average 60% of outcomes are on this level), and higher levels require only application (about 15%). This relation varies, depending on the subject. When we talk about skills, they are at the level of precision, and this is sufficient for this age. The rising requirements for students, through learning outcomes have not been observed, because from grade to grade the outcomes are on the same level. This means that we do not work sufficiently at the quality improvement, but on quantity improvement of knowledge.