A/HRC/43/50/Add.3 contents, including skills that pupils should master at the end of each level of education. This curriculum also determinates educational and preventive tasks of schools, included during classes with a tutor and enabling the determination of school evaluation criteria and examination requirements, as well as the conditions and manner of implementation. 82. Corresponding general education objectives have been set for secondary schools: acquiring the ability to formulate independent and deliberate judgments, justify one's own and other persons’ judgments in the process of dialogue; combining the ability of critical and logical thinking with imaginative and creative skills; developing social, moral and aesthetic sensitivity. 83. The core curriculum also indicates that in the general education process, the school shapes pupil’s attitudes that favor their further individual and social development, honesty, reliability, responsibility, perseverance, self-esteem, respect for other persons, cognitive curiosity, creativity, entrepreneurship, personal culture, willingness to participate in culture, taking initiative and teamwork. In social development, it is crucial to develop civic attitude, respect for the traditions and culture of one’s own nation and for other cultures and traditions. 84. Additionally core curriculum contains also more specific contents – requirements related to anti-discrimination issues, such as: A. An elementary school pupil in the field of the following subject gains knowledge of: • Civic education – human rights: justifies the need to resist the phenomena of intolerance towards various minorities; gives civil virtues (responsibility, concern for the common interest, activity, entrepreneurship, solidarity, prudence, toleration and civic courage); etc. B. A secondary school pupil in the field of the following subject gains knowledge of: • Geography – justifies the need to prevent racial discrimination, xenophobia and other forms of intolerance in the world and presents examples of the impact of social group’s exclusion on the public and economic life of states; • Physical education – discusses the causes and effects of stereotypes and stigmatization of people with disabilities, mentally illness and discriminated against; • Civic education – shows differences between tolerance and acceptance; explains how divisions are created in society into “us” and “strangers”, recognizes the causes, manifestations and effects of intolerance and stigmatization and presents possible ways to oppose these phenomena; lists “general principles” and the catalog of human rights enshrined in the Constitution of the Republic of Poland; human rights: presents court measures to protect rights and freedoms in the Republic of Poland and the methodology of work of Ombudsman, shows the importance of Convention for the Protection of Human Rights and Fundamental Freedoms in the context of the European Court of Human Rights, presents preconditions that must be met in order to considerate a citizen complaint by the Court, examines the selected judgment of this tribunal; etc. It is also mentioned in the curriculum core that the purpose of the education during civic education classes is to: develop civics activity, engagement in communities’ matters, empathy, responsibility towards others, independence of the pupils and theirs ability to function in social groups. It is crucial to implement teaching content so pupils will understand usefulness of this matters in everyday life. This education also aims to shape attitudes of respect for national and global heritage as well as develop cognitive curiosity, openness and tolerance. In addition to the requirements formulated in the core curriculum, each school is required to implement an educational and preventive program covering 15