A/HRC/43/50/Add.3 manner. There are no examples used and the explanations provided by the Ministry of Culture and National Heritage were not taken into consideration. 110. The core curriculum and school curriculum requiring compliance with it properly address equality / equality culture issues and equality. 111. The Ministry of Education is most concerned about providing students with reliable and comprehensive historical education, the purpose of which is to learn about the history of the Polish nation and key issues from universal history, and to shape: • attitudes (patriotism, ties with the home country, civic awareness, respect and responsibility for its own state, building respect for other people and achievements of other nations); • skills (independent search for knowledge and using various sources of information, formulation and expression of own opinions, critical analysis and assessment of information, understanding the complexity of historical processes, etc.). 112. An integral element of historical education of children and youth are: • out-of-school forms of historical education, in particular trips to memorial sites and museums, and • various forms of extracurricular historical education (trips, study stays, youth exchanges, projects, competitions, school academies, anniversary celebrations, historical reconstructions, multimedia museum exhibitions, etc.). 113. The history curriculum formulates the following learning objectives – general history requirements (in addition to historical chronology): II. Historical analysis and interpretation. Pupil: (1) analyzes events, phenomena and historical processes in the context of epochs and recognizes the relationship between various areas of social life; (2) recognizes the types of sources, assesses the usefulness of the source to explain the historical problem; (3) recognizes the multitude of research perspectives and various interpretations of history and their causes; (4) strengthens the need to learn about the past for understanding contemporary social and cultural mechanisms. III. Creating historical narrative. Pupil: (1) creates historical narrative in both cross-section and problem-related terms; (2) recognizes the problem and builds arguments, taking into account various aspects of the historical process; (3) selects and prioritizes as well as integrates information obtained from various sources of knowledge. 114. One of the key objectives of the current education reform was to restore compulsory historical education for all students in the form of a full history course in elementary and secondary education – with particular emphasis on the history of the nineteenth and twentieth centuries. 115. The new general education core curriculum has been implemented in primary schools since the 2017/2018 school year, in secondary schools – from the 2019/2020 school year. In accordance with the spiral (incremental) system of teaching content/educational requirements adopted in the new core curriculum, a 5-year history course in an 8-year primary school is repeated, consolidated and expanded in secondary schools. 21