The department of Methodology and Training at the University of Mons in Belgium is working in the field of curricula evaluation for several years (i.e. Demeuse et al., 2012; Duroisin et al., 2012 (a) ; Soetewey et al., 2011) and providing concrete proposals for their revision. If many inconsistencies in the form and content have been highlighted in several publications (Demeuse et al., 2012 ; Duroisin et al., 2012 (b) ; Soetewey et al., 2012), researchers have also worked on the comparison of different curricula with known developmental models of children and teenagers.

Recent curricula are meant to offer "a planned, structured and coherent vision of pedagogical guidelines" (Demeuse and Strauven, 2006, p.11). Unlike older curricula, they discarded the superiority of the matter in favor of a centering on the pupil (de Landsheere 1992; Coste, 1995). According to this vision, the curriculum content exceeds terminal objectives of learning (Lehmann, 1993). Such choice implies to have a reflection on the processes undertaken by learners. This is particularily the case when the concept of competency is used. Indeed, unlike older formulations like "learning objectives”, competency "thus reflects the integrative, developmental, evolutionary and contextual nature of learning" (Alvarado, 2010, p.113). In this context, it appears that student development becomes a necessity for optimal alignment between the curriculum content, their programming and the progression of learners. Specifically, this research aimed to link current curricula in mathematics and sciences with psychological and cognitive development of learners.

It was noted that prescribed “transversal skills” happen to be contradictory to some current knowledge about the stages of cognitive development. Indeed, these prescribed skills (i. e. arguments, independent judgment, reading-comprehension...) are meant to be exercised and evaluated. However, they present many challenges/difficulties considered as too great for the level targeted by the curricula (Vienne, 2012). It was also noticed that these current curricula do not provide intermediate stages or intermediate objectives during students career, allowing them to progressively learn required competences.

The goal of this paper will be to awaken researchers and education stakeholders, whatever the country, to the importance of giving special consideration to the knowledge on psychological and cognitive development of child and adolescent when curriculum is being written.

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