The curriculum for mother tongue and literature teaching in montenegro

Abstract

The paper presents the concept of mother tongue in primary schools in Montenegro. The author has presented the structure of the Curriculum as well as its basic components: operational objectives, activities, events, concepts, and correlations. The author has explained the organization of the curriculum consisting of two areas: language and literature, and analyzed the fundamental distinction between the modern to the traditional curriculum. The analysis indicates some of the important assumptions that have significantly influenced the innovation of the overall program concept: a system of the key competences for lifelong learning, PISA definition of reading literacy, theory of literary reception. The program contains numerous elements that can strongly influence the promotion of mother tongue teaching, proposes a variety of teaching methods and forms of work suggesting the usage of modern strategies and teaching techniques, as well as numerous and diverse sources of knowledge which are directed towards learning outcomes that are aligned with Bloom's taxonomy for the cognitive area.