Ministry of Education, Science and Culture

The Icelandic national curriculum
guide for compulsory schools with Subjects Areas
Ministry of Education, Science and Culture
1

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas
March 2014
Publisher:

Mennta- og menningarmálaráðuneyti
Sölvhólsgötu 4
150 Reykjavík
Tel: 545 9500
Fax: 562 3068
E-mail: postur@mrn.is
Webpage: menntamálaráðuneyti.is

Design and text: Plánetan / Ministry of Education, Science and Culture
Cover: Plánetan© 2014 Ministry of Education, Science and Culture
ISBN 978-9935-436-24-5

2

Ministry of Education, Science and Culture

The
The IcelandIc
Icelandic naTIonal
national currIculum
curriculum
GuIde
for
compulsory
schools
guide for compulsory schools with
Areas
GeneralSubjects
SectionMinistry of Education, Science and Culture
Ministry of Education, Science and Culture

3

The Icelandic
IcelandIc national
naTIonalcurriculum
currIculumguide
GuIdeforforcompulsory
compulsoryschools
schools– General
secTIon- withSubjects
Areas

TABLE OF CONTENTS
PrEfaCE .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5IntroduCtIon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7
1rolE of thE natIonal CurrICuluM GuIdE .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 91 .1the General Section of the national Curriculum Guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
1 .2
role of schools .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
1 .3
teacher professionalism  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
2
GEnEral EduCatIon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
2 .1
fundamental pillars of education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
2 .1 .1
literacy  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
2 .1 .2
Sustainability  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
2 .1 .3
democracy and human rights .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
2 .1 .4
Equality  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
2 .1 .5
health and welfare  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
2 .1 .6
Creativity  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
2 .2Competence  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
2 .3
learnability  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
3
EvaluatIon and SuPErvISIon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
3 .1
Study assessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
3 .2
Evaluation of school activities .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
3 .2 .1
Internal evaluation  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
3 .2 .2
External evaluation  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
4rolE of thE CoMPulSory SChool  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 29
5
GEnEral CoMPulSory EduCatIon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 32
6fundaMEntal PIllarS of EduCatIon and EMPhaSES  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 34of thE CoMPulSory SChool aCt
6 .1
Knowledge, skill and competence  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 37
7lEarnInG and tEaChInG  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
7 .1
appropriate education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
7 .2
Equal study opportunities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
7 .3
Inclusive school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
7 .4
Puils should enjoy their childhood  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 42
7 .5
the role of teachers  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 42
7 .6School atmospere  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7 .7
Cooperation between home and school .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7 .8
Preventive measures  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7 .9Connections between school and the local community  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 44
7 .10
Specialist services in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 44
7 .11
Study an vocational counselling  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 45
8Study ContEnt and Study orGanISatIon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
8 .1
teaching and teaching methods .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
8 .2
Educational material  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 47
8 .3
options and electives  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 48
8 .4
Subjects and subject areas  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
8 .5
reference timetable  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
9Study aSSESSMEnt In CoMPulSory SChool  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
9 .1
objectives of study assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
9 .2
Study assessment in school curriculum guide and school operation plan  .  .  .  .  .  .  .  .  . 53
9 .3
varied assessment metods  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
9 .4
Criteria for study assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
9 .5
links with competence levels of the upper secondary school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
9 .6
Study assessment throughout the school year  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 56

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Ministry of Education, Science and Culture

9 .7
9 .8
9 .9
9 .10
10
10 .1
10 .2
11
11 .1
11 .2
12
12 .1
13
13 .1

varied study assessment  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 56
Coherent national assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 57
Standardised examinations and scanning tests in compulsory schools .  .  .  .  .  .  .  .  .  .  .  . 57
Graduation before completing 10-year education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 57
EvaluatIon of CoMPulSory SChool oPEratIonS  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 59
Internal evaluation in compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 59
External evaluation in compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 60
SChool dEvEloPMEnt  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 62
Municipal school policy  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 62
School policy  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 63
SChool CurrICuluM GuIdE and oPEratIon Plan  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 64
School curriculum guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 64
rESPonSIbIlItIES and oblIGatIonS of PuPIlS, PErSonnEl and ParEntS  .  .  .  .  . 67
responsibilities and obligations of pupils  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 67
13 .1 .1 Pupils’ responsibilities for their studies  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 67
13 .1 .2 Pupils’ responsibilities for their behaviour and communication  .  .  .  .  .  .  .  .  .  . 68
13 .1 .3 freedom of expression  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 68
13 .2
Personnel’s responsibilities and obligations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13 .2 .1 Professionalism and attention  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13 .2 .2 Positive school atmosphere  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13 .2 .3 Confidentiality  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13 .3
Parents’ responsibilities and obligations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
14
ConnECtIonS bEtwEEn hoME and SChool  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71
14 .1
Exchange of information  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 72
14 .2
Parent council  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 72
14 .3
School council  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 73
15ConnECtIonS bEtwEEn SChool lEvElS  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
15 .1
Connections between preschool and compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
15 .1 .1 Information between school levels  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
15 .1 .2 Cooperation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
15 .2
Connections betweeen compulsory school and upper secondary school  .  .  .  .  .  .  .  .  . 75
16
ExEMPtIonS froM thE natIonal CurrICuluM GuIdE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 77
16 .1
Exemption from attending school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16 .2
recognition of study out¬side of school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
national achievement examinations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16 .3
16 .4
Experimental schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16 .5
home tutoring  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 79
16 .6
Special teaching because of medical condition  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 79
16 .7
distance and flexible education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 80
16 .8
Exemption from compulsory education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 80
17
Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
aPPEndIx
rEGulatIonS
ConCErnInG thE CoMPulSory SChool lEvEl  .  .  .  .  .  .  .  .  .  .  .  . 82
18
Key
Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
18.1
Educational values and main objectives of key competences . . . . . . . . . . . . . . . . . . . 86
18.2
Competence criteria for key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
18.3
Teaching methods and assessment of key competences  . . . . . . . . . . . . . . . . . . . . . . 91
18.4
Assessment criteria for key competences at the completion of compulsory school . . . 91
19
Icelandic  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
19.1
Educational values and main objectives of Icelandic . . . . . . . . . . . . . . . . . . . . . . . . . . 97
19.1.1 Spoken language, listening and observing . . . . . . . . . . . . . . . . . . . . . . . . . . 98
19.1.3 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
19.1.4 Grammar  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
19.2
Competence criteria for Icelandic  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
19.3
Icelandic as a second language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

19.4
19.5

19.6
19.7
19.8

20
20.1
20.2
20.3
20.4
21
21.1
21.2
21.3
21.4
21.5

21.6
21.7
21.8
21.9
21.10
21.11
21.12
21.13
21.14

22
22.1
22.2
22.3
22.4
23
23.1
23.2
23.3
23.4
24
24.1
24.2
24.3

Competence criteria for Icelandic as a second language  . . . . . . . . . . . . . . . . . . . . . 107
Icelandic Sign Language (ÍTM, íslenskt táknmál) and Icelandic . . . . . . . . . . . . . . . . . 109
19.5.1 Signing and expression with and without an interpreter  . . . . . . . . . . . . . . 109
19.5.2 Reading and literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
19.5.3 Recording an Icelandic Sign Language text and writing . . . . . . . . . . . . . . . 115
19.5.4 Grammar  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Competence criteria for Icelandic Sign Language (ÍTM) and Icelandic . . . . . . . . . . . . 116
Teaching methods and assessment in Icelandic . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Competence criteria in Icelandic at the completion of compulsory education  . . . . . 119
19.8.1 Assessment criteria for Icelandic and Icelandic as a second language . . . . . 120
19.8.2 Assessment criteria for Icelandic and Icelandic Sign Language (ÍTM) . . . . . . 121
Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Educational values and main objectives of foreign languages  . . . . . . . . . . . . . . . . . 124
Competence criteria for foreign languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Teaching methods and assessment in foreign languages . . . . . . . . . . . . . . . . . . . . . 135
Assessment criteria for foreign languages at the completion of compulsory school . 139
Arts and Crafts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Educational values and main objectives of arts and crafts  . . . . . . . . . . . . . . . . . . . . 143
Common competence criteria for arts and crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Arts
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Educational values of arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Competence criteria for performing arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
21.5.1 Competence criteria for dance  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
21.5.2 Competence criteria for dramatic arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Competence criteria for visual arts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Competence criteria for music  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Crafts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Educational values of crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Competence criteria for home economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Competence criteria for design and craft  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Competence criteria for textiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Teaching methods and assessment for arts and crafts . . . . . . . . . . . . . . . . . . . . . . . 164
Competence criteria for arts and crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
21.14.1 Competence criteria for arts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
21.14.2 Competence criteria for crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Natural Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Educational values and main objectives of the natural sciences . . . . . . . . . . . . . . . . 171
Competence criteria for the natural sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Teaching methods and assessment in the natural sciences . . . . . . . . . . . . . . . . . . . . 180
Assessment criteria for the natural sciences at the completion of compulsory school 182
Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Educational values and main objectives of physical education . . . . . . . . . . . . . . . . . 186
Competence criteria for physical education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Teaching methods and assessments in physical education . . . . . . . . . . . . . . . . . . . . 192
Assessment criteria for physical education at the completion of compulsory school . 197
Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Educational values and main objectives of social studies . . . . . . . . . . . . . . . . . . . . . 200
Competence criteria for social sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Teaching methods and assessment in social studies . . . . . . . . . . . . . . . . . . . . . . . . . 209

Ministry of Education, Science and Culture

24.4
25
25.1
25.2
25.3
25.4
26
26.1
26.2
26.3
26.4

Assessment criteria for social studies at the completion of compulsory education . . 212
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Educational values and main objectives of mathematics  . . . . . . . . . . . . . . . . . . . . . 215
Competence criteria for mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Teaching methods and assessment in mathematics . . . . . . . . . . . . . . . . . . . . . . . . . 226
Assessment criteria for mathematics at the completion of compulsory school . . . . . 228
Information and Communication Technology  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Educational values and main objectives of informationand communication technology  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Competence criteria for information and communication technology . . . . . . . . . . . 235
Teaching methods and assessment in information and communication technology . 238
Assessment criteria for information and communication technology
at the completion of compulsory school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
SUMMARY OF REGULATIONS 2013 BASED ON THE COMPULSORY SCHOOL ACT,NO. 91, 12 JUNE 2008: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

The Icelandic national
curriculum
guide forcompulsory schools - with Subjects AreasAðAlnámskrá
grunnskólA– AlmEnnur
HluTI

4

Ministry of Education, Science and Culture

PREFACEthe national Curriculum Guide contains the frame and conditions for learning and teachingbased on the principles of existing laws, regulations and international conventions . Six
fundamental pillars have been developed within this frame and they form the essence of theeducational policy . they include the working methods, content and the learning environment
at every school level and form important continuity in the Icelandic educational system . thesepillars are literacy, sustainability, health, and welfare, democracy and human rights, equality
and creativity .
It is of great importance to develop systematically the knowledge, skills and attitudes thatstrengthen the individuals’ future ability to be critical, active and competent participants in asociety based on equality and democracy . the fundamental pillars are, among other things,
expected to improve this . the general public should be adequately educated to be able tokeep the authorities sufficiently in check, whether this is within the economic, political, media
or other social sectors . Schools are factually the only institutions of society that can guarantee
youth an opportunity to prepare for active participation in a democratic society, exercise
critical and creative thinking and to face diverse social and cultural circumstances .
It has long been known that there will be no real development in educational work without
the support of teachers and school administrators . Education policy, organisation, study
material and school buildings can be improved over and over again, but if the changes are notput into effect in schools, this is all of no use . the implementation of a new way of thinking
in school activities is based on close cooperation of educational authorities with those who
are the mainstay of the work carried out in schools .
I hope that this curriculum guide will prove valuable for Icelandic schools at a time ofreconstruction, and I urge school personnel, parents, custodians and pupils to familiarise
themselves with the content of the guide and to work according to its basic ideas .

Katrín Jakobsdóttir
Minister of Education, Science and Culture

5The Icelandic
IcelandIc national
naTIonalcurriculum
currIculumguide
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secTIon- withSubjects
Areas

6

Ministry of Education, Science and Culture

INTRODUCTION
the general section of the national Curriculum Guide for Compulsory Schools stipulates theobjectives and organisation of school activities at the compulsory school level . In this curriculum
guide, the role of the national Curriculum Guide, general education and the fundamental
pillars of education are discussed, and so are evaluation of school activities and other issues .
the national Curriculum Guide details certain provisions of the Compulsory School act, no .
91, 12 June 2008 and also regulations concerning learning and teaching at compulsory
school . It discusses pupils and school personnel and lays down the common objectives forlearning and teaching in all Icelandic compulsory schools . the national Curriculum Guide for
Compulsory Schools describes the pedagogical and educational role of the compulsory school
and its general policy for teaching and the organisation of teaching . the national Curriculum
Guide details provisions on school subjects and fields of education and also on emphases andproportions . a reference timetable, showing the relative proportion of subjects and subject
areas, is included in the national Curriculum Guide . Each compulsory school decides whether
specific subjects and subject areas are taught separately or in an integrated manner but aneffort should be made to make education as integral as possible . the national Curriculum
Guide defines competence criteria for each subject area and each subject . Pupils should havean opportunity to achieve the competence criteria of the various subject areas and subjects indifferent ways . Study progress criteria define at what point pupils have completed the various
subjects and subject areas . Criteria are formulated for pupils who complete compulsory
education in less than ten years .
the national Curriculum Guide is issued by the Minister of Education, Science and Culture in
the same manner as regulations and serves diverse purposes . It is both a means of control to
execute provisions of law, instructions of the educational authorities on school policy and acompilation of the common objectives for school activities in the whole country . the national
Curriculum Guide is to coordinate education and teaching as far as necessary and to ensure
the right of all pupils for a defined minimum education and their equal rights to study .
the national Curriculum Guide is to serve different parties . It describes the objectives andrequirements common for all pupils, teachers and school authorities and other school
personnel . at the same time, it is criteria for standardised assessment in compulsory schools,
evaluation of school activities, guidelines for those who produce study material or are engaged
in teacher education, it is the basis for writing school curriculum guides and self-evaluationin schools and for the policy making of local authorities . the national Curriculum Guide also
provides information and criteria for parents so they can follow the school activities, study
progress and the welfare and wellbeing of the pupils . additionally, the national Curriculum
Guide provides pupils with diverse information about school activities .

7

The Icelandic
IcelandIc national
naTIonalcurriculum
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Ministry of Education, Science and Culture

ROLE OF ThE NATIONAL CURRICULUm
gUIDE

1

the national Curriculum Guide is based on the Preschool act, no . 90, 12 June 2008, theCompulsory School act, no . 91, 12 June 2008, and the upper Secondary School act, no . 92,
12 June 2008 . the national Curriculum Guide is a framework for school activities at theseschool levels and a guide through their objectives and goals . It gives a comprehensive view of
education and expands on the education policy of these laws .
the national Curriculum Guide is intended for school administrators, teachers and otherpersonnel of the educational system . It also provides information about school objectives
and activities for pupils, their parents, public institutions, associations, social partners andthe general public . the guide is, in a sense, a contract that the nation makes with itself on
education .

The role of the National Curriculum Guide is multiple:•

the national Curriculum Guide illustrates the public education policy, a descriptionof study programmes and study requirements; specifications which schools andtheir personnel are to follow in their educational planning . the national Curriculum
Guide is thus to ensure children and youth advantageous conditions for education inaccordance with the current law and educational policy .

•the national Curriculum Guide is the main administrative tool used by educational
authorities to ensure coordination and synchronisation in schools in the execution of
a common educational policy . the national Curriculum Guide is therefore one of the9The
currIculumguide
GuIdeforforcompulsory
compulsoryschools
schools- –with
GeneralsecTIonThe IcelandIc
Icelandic naTIonal
national curriculum
Subjects
Areasmain prerequisites for the Ministry of Education to fulfil its assigned role in directing
and supervising the quality and execution of education .
•the national Curriculum Guide defines the framework of administrators, teachersand other personnel of individual schools in their planning, execution and evaluationof school activities which they must carry out, as detailed, for example, in the school
curriculum guides .

•the national Curriculum Guide provides pupils and their custodians with information
about the quality system and primary criteria on which school activities are based . It
is the basis for evaluation of school activities and study assessment in schools . thenational Curriculum Guide is intended to provide teachers, pupils and their parents
with information on the education of children and youth at each educational level .
the national Curriculum Guide is also intended for those who train teachers and otherschool personnel, as well as those who create study material, research or survey of
educational activities .

1.1

The general section of the National Curriculum
guidevarious issues that are discussed in the national Curriculum Guide are common for preschool,
compulsory school and upper secondary school . Chapters 1 to 3 are the same for the
curriculum guides of all three levels, and there the objectives of the educational system are
discussed, general education and the objectives of the school system, in addition to thefundamental pillars of education and evaluation of school activities . Emphasis is on flexibility
and continuity in the educational system, both in content and working methods . additional
emphasis is on school development and general professionalism of teachers at all levels .
In the general section of the national Curriculum Guide for Preschool, Compulsory School
and upper Secondary School, the role of each level is described and the special emphasis
in learning and teaching at each level: their objectives, tasks, and working methods . In theschool curriculum guides published by each school, the policy of the national Curriculum
Guide is developed in accordance with the policy of the school in question, the pupil body,the school’s professional emphasis and special characteristics .

1.2

The role of schools

Schools are educational institutions and their role is defined in laws on education . Icelandic
schools constitute a coordinated whole, the educational system, which is to ensure consistency
and continuity in education from preschool to university and adult education . Emphasis ison integral educational policy and clearly defined divisions between school levels so that
pupils can pass easily from preschool to compulsory school and from compulsory school
to upper secondary school in accordance with their individual educational performance

1010Ministry of Education, Science and Culture

and development . Pupils should also have the opportunity to study at two school levels
simultaneously if it is appropriate for their education . Every school level aims at offering varied
tasks and working methods in order to meet different individual needs and encourage theoverall development, welfare and education of each pupil .
the main objective of preschool, compulsory school and upper secondary school is toencourage the general education of the citizens . Schools should make an effort to operateaccording to the status and needs of children and youth . Educational work is to encourage
their active participation in democratic society, within and outside school .
the content and tasks of school activities are incorporated in fields of study, subjects orcourse units . It should be kept in mind that fields of study, subjects or course units are notgoals in themselves but aids to facilitate meaningful education and to achieve the objectivesof the educational work . the national Curriculum Guides of the three school levels therefore
define objectives in accordance with the characteristics of each school level, and the age anddevelopment of children and youth .
In the organisation and tasks of school activities and in the working methods of schools,
attention should be paid to learning environment and communication that is conducive togeneral education . General education is the basis for vocational education and all specialised
education . learning and education take place not only in schools . Education is a lifelong
process . It is important that schools encourage their pupils’ initiative for studying, theirenjoyment and enthusiasm and thus promote their education .
In order to achieve the objectives of welfare, learning and education, the working methodsof preschools, compulsory schools and upper secondary schools, as well as the interaction
between pupils and between pupils and their teachers, are no less important than the tasks
set in classes . the working methods of schools should be based on tolerance and equality,
democratic cooperation and responsibility .

1.3

Teacher professionalism

the role of teachers is crucial in all school activities . their work is vital in the school system,
such as teaching, administration, upbringing, counselling, research and development . thus
school administrators, remedial teachers and counsellors belong to the body of teachers .
well-educated and enthusiastic teachers are the prerequisite for the quality of education andsuccess in school activities at all school levels .
teacher professionalism is based on their special vocational education, knowledge, attitudes
and work ethic . teacher professionalism concerns pupils, their education and welfare .
Effective communication and constructive teaching enhances the studies and competences ofchildren and youth . teachers are not only responsible for imparting knowledge to their pupils
but also giving them an opportunity to acquire knowledge and skills, encouraging their joy

11The Icelandic- withSubjects
Areas
The
IcelandIc national
naTIonalcurriculum
currIculumguide
GuIdeforforcompulsory
compulsoryschools
schools– General
secTIonof working and nurturing creative thinking . teachers guide children and youth in their studies
and the evaluation of their studies and also support them to adopt a healthy way of life . they
endeavour to create good school atmosphere, fair work procedures and an encouraging
learning environment .
at the beginning of the 21st century, extensive changes have taken place in Icelandic society
and these have both direct and indirect influence on the educational system, the pupils’
studies and the work of teachers . whether it is the economy or industrial affairs, social issues
or migration, technology or communications, there are radical changes taking place that will
influence cultural life and knowledge, education and upbringing . Changes in Icelandic society
have truly been swift in recent years, making increasing demands on schools in assistingsociety to understand these changes and cope with new conditions . these changes increase
the demands on teachers, both in analysing social changes and adopting school activities tothe present status in a responsible manner .
teachers cooperate with school administrators on the development of school curriculum guides
consistent with conditions and special emphasis at each school level . It is the responsibilityof teachers to implement professionally in their teaching and other school activities the
stipulations of education law and the policy that is specified in the national Curriculum Guide .

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Ministry of Education, Science and Culture

gENERAL EDUCATION

2definitions of general education are not consistent . Such definitions vary with time andplace and even depend on the individual . the seven liberal arts were the frame for general
education of the upper classes in the Classical world . In the Middle ages the church defined
general education in Europe to meet its own needs, but with the Industrial revolution newtechnology and academic studies appeared that laid the foundation for general educationin modern society . In the 21st century general education is defined with regard to social andindividual needs .
at any given time, general education advances the capacity of the individual for meeting thechallenges of everyday life . General education therefore contributes towards the individuals’
understanding of their characteristics and abilities and consequently their capacity to fulfil
their role in a complex society . It is at the same time both individually and socially oriented .
People acquire general education not only within the educational system . however, the school
system is the most important basis for society to ensure general education . It is therefore
appropriate to explain the fundamental pillars in the national Curriculum Guide and connect
them to the main fields of knowledge and skills that the individual is offered at school . General
education is based on varied studies of the principal aspects of our culture, environment andsociety . General education is the goal of integral school activities and studies in fields of study,
subjects and course units . definition of the fundamental pillars is an attempt to map the main
fields of the general education at which schools aim .

13

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2.1

Fundamental pillars

the educational policy that appears in the national Curriculum Guide is based on six
fundamental pillars on which the curriculum guidelines are based .
these fundamental pillars are:•literacy,•sustainability,•

health and welfare•

democracy and human rights,•

equality,•creativity .

Each of the fundamental pillars derives from laws on preschool, compulsory school and upper
secondary school . there is also reference to other laws which include legal provisions foreducation and teaching in the school system, such as in the act on Equal Status and Equal
rights of women and Men, no . 10/2008 . In addition, government policy in various issues istaken into account, as, for example, published in welfare for the future regarding important
policy issues on sustainability . International conventions to which Iceland is a party are taken
into consideration, for example, the united nations Convention on the rights of the Childand the policy of international institutions of which Iceland is a member . here the unESCo
policy on general education and sustainable development is an apt example and also theCouncil of Europe policy on democracy and human rights . In formulating the policy thatappears in the definition of the fundamental pillars, the idea of teacher professionalism is also
taken into account as well as the developmental work that has been carried out in Icelandic
preschools, compulsory schools and upper secondary schools .

The role of fundamental pillars
the fundamental pillars refer to social, cultural, environmental and ecological literacy so thatchildren and youth may develop mentally and physically, thrive in society and cooperate withothers . the fundamental pillars also refer to a vision of the future, ability and will to influenceand be active in maintaining society, change it and develop .
the fundamental pillars are based on the view appearing in school legislation that bothsocial objectives and the educational objectives of the individual are to be achieved . they
are socially oriented as they are to promote increased equality and democracy and to ensure
well-educated and healthy citizens, both for participating in and for changing and improving
society and also for contemporary employment . the fundamental pillars are meant toaccentuate the principle of general education and encourage increased continuity in school

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Ministry of Education, Science and Culture

activities as a whole . In evaluating school activities, the influence of the fundamental pillars
on teaching, play and studies have to be taken into consideration .
the fundamental pillars are an intrinsic part of school activities
the concepts that the fundamental pillars are based on are to be reflected in the working
methods, communication and atmosphere of schools . they should be evident in all
educational activities and in the content of school subjects and fields of study, both regarding
the knowledge and the skills that children and youth are to acquire . fields of study can be
specialisation of the tasks of school activities, across subjects and school levels .
the fundamental pillars are an intrinsic part of all curriculum guides at all school levels andtheir stipulations for all school activities:•

Choice of material and content of study, teaching and play should reflect thefundamental pillars .

•working methods and techniques that children and youth learn are influenced byideas which appear in discussions of the fundamental pillars .

•Procedures of teachers and other school personnel are to be based on the fundamental
pillars and thus encourage independence, initiative and development of school
activities .

•when school activities are evaluated, it should be observed whether and how thefundamental pillars are reflected in study, teaching and play .

the national Curriculum Guide for Preschool, Compulsory School and upper Secondary
School is the basis for an integral composition of curriculum guides in the school system .
the organisation of each day, week, month and school year is to reflect the comprehensive
overview formulated in the fundamental pillars . In school activities it is important to approachtasks in an integral manner, applying professional broadmindedness and, when appropriate,interdisciplinary methods . this can necessitate unconventional teaching methods and unusualapproach to school activities .

Relations and nature of the fundamental pillars
the fundamental pillars of education are divided into six categories . they are interrelated
and interdependent in education and school activities . by referring to them, a clear overview
of educational work can be obtained . they are based on the idea that active democracy is
unobtainable without literacy of the diverse symbolism and communication systems of society .
they are also based on the idea that active democracy can only flourish if simultaneously
every form of equality between individuals and groups in society is supported . human rights
will not be ensured, except by supporting individual health and welfare and by fighting
discrimination and every form of violence, including bullying .

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Sustainability concerns the interplay of the environment, economy, society and welfare .
Sustainability includes respect for the environment, sense of responsibility, health, democratic
working methods and justice, not only at the present time but also for future generations .
therefore it is unthinkable to support human rights without simultaneously espousing
sustainability and balanced social development . additionally, sustainability is dependent on
the equality of social groups . democracy and human rights, and health and welfare are thus
an integral part of sustainability and, at the same time, independent fundamental pillars ofeducation .
Education towards sustainability, equality, democracy and human rights therefore aims atchildren and youth understanding society as it is and has developed . at the same time,education aims at enabling children and youth to participate in forming society and thus
acquiring a vision of the future and ideals to advocate . the concepts education towards
sustainability, education towards democracy and human rights and education towards
equality, do not necessarily aim at developing new subjects or fields of study, they are rather
used to point out educational material and attitudes that are to be emphasised .
Creativity is an important factor in all education and thus part of the other fundamental pillars .
Creativity is an intrinsic part of all studies and work, not only art studies . all the fundamental
pillars are based on critical thinking, reflection, scientific attitude and democratic values .
Even though the fundamental pillars are linked, they each have their characteristics . therefore
they can be used to comprise the objectives of the whole educational system and issues
emphasised by each school or school level . the fundamental pillars are, however, not a new
system to classify school activities, but are defined to clarify and integrate the objectives ofschools . Most aspects of school activities can be classified as belonging to one fundamental
pillar and many of these aspects may belong to any of them .

2.1.1 Literacy
literacy has usually been linked to the knowledge and skills needed to write down one’s
thoughts and understand a printed text, that is reading and writing . It has been associatedwith one set of symbols, printed characters, and related culture and forms of expression .
Schools have considered competence in this field chiefly related to individuals, and it could
therefore be measured: some are able to read fluently, some are hardly literate, others even
illiterate .
over time, attitudes towards literacy have changed as scholars of various disciplines havethrough their research clarified this problem . although scholars do not agree on everything
concerning literacy, a few important issues they have pointed out should be mentioned:
literacy depends on agreement made on usage and meaning of words in a speech community
and is therefore by nature a social problem . It is dependent on tradition and is therefore not a
capacity that an individual can acquire and apply regardless of place, time, culture and values .

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literacy requires writing utensils, material to write on and medium, for example, a book topublish what is written and this is partially dependant on technical media and know-how .
Even though literacy deals with systems of symbols and communication technology, it should
be pointed out that it deals first and foremost with creation of meaning, and this creation
never takes place in a vacuum . two individuals may understand the same text in a different
way, although their reading technique, phonological awareness and vocabulary are similar .
the quality of their literacy cannot be said to differ for their creation of meaning depends ontheir experience and numerous circumstantial factors that influence their interpretation andunderstanding . Some texts are even difficult to understand without being acquainted withthe discussion tradition and use of terms in various social groups .
It is not only that literacy research which has changed public attitude, digital technology
has changed the surroundings where reading and writing take place . Computers and digitalcommunication technology are considered indispensable factors of everyday life, both athome and at work, and have become essential equipment of education . It is therefore ofgreat importance that computers are not only powerful word processing and calculation
tools but tools that can be used for wide-ranging creation of meaning, for example, together
with imagery . Pupils and teachers are therefore not limited to the printed text as computer
technology offers other systems of meaning for studying and teaching . when preparing
surveys or projects of various kinds, they can now discuss how to compile and present thematerial . Should it be done in a short film or a brochure, a radio programme, or a website?
under these circumstances, terms like digital literacy, media education and media literacy
have appeared . digital literacy refers to knowledge that people have to acquire to be able
to use computer and web technology for various forms of communication and creation ofmaterial . It involves photographs, printed text as well as music, and relates to the whole
spectrum of material management, that is, resources, processing and communication .
the term media education refers to educational work where pupils use various media in theirstudies and, at the same time, learn a good deal about their utility and influence on culture
and democracy . the objective is that they learn to evaluate the material that is communicatedin addition to training in using these media for creating material and knowledge . the term
media literacy denotes skills and knowledge that pupils acquire in these studies .
Even though the number of tools that can be used in education has increased, it does notdiminish at all the importance of reading and writing in the traditional sense . as always, it isof great importance that children acquire certain reading and writing skills although attention
is drawn to all the technology that pupils can make use of in communication, education andcreation of meaning – for themselves and society .
the main objective of literacy is for pupils to become active participants in transforming andrewriting the world by creating their own meaning and responding in a personal and creative
manner to what they read with the aid of the media and technology that is available .

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2.1.2 Sustainability
Education towards sustainability aims at making people able to deal with problems thatconcern the interaction of the environment, social factors and the economy in the developmentof society .
the most common understanding of the concepts sustainability and sustainable development
involves that we leave the environment to our descendants in no worse condition that we
received it, and that we endeavour to meet the needs of the present without reducing
the possibilities of future generations to meet theirs . this also refers to the definition ofsustainability that it is a balanced situation and that sustainable development is the processof change when society, or a smaller unit, is developing towards sustainability . the difference
between the traditional definition and the definition used here is a difference in emphasis
rather than in meaning . this difference in emphasis is, however, important in educational
work as it stresses that little things mean a lot, and that it is not necessary to wait for bigchanges to be able to rejoice in the smaller .
the environment and thereby nature surround human society . Sustainable development
cannot take place, except within the limits that the ecosystems of the earth draw . therefore
understanding of these limits, in addition to the processes, laws, and cycles of nature, is an
important basis for successfully working according to the ideals of sustainable development .
thus pupils have to know, understand and respect nature, both because of its intrinsic value
and because of the service it renders mankind . Environmental protection, climate change andbiodiversity are examples of tasks to be tackled .
from a social perspective, this ideology concerns equality, both intragenerational andtransgenerational . In order to obtain equality, democratic methods have to be employed, thediversity of mankind respected and multiculturalism ensured . diversity is a source of strengththat can eradicate poverty, contribute to peace and secure living conditions and quality oflife for all, wherever they live in the world . Sustainability is a prerequisite to understand theimportance of one’s own welfare and that of others .
the economic factor of sustainability is closely related to both the environmental and social
factors . the economic system of each society plays an important role when it comes to using
natural resources in a sensible manner and dividing them fairly . In this context it is vital that
economic growth neither relies on nor leads to excessive encroachment of nature . Production
and consumption are inseparable aspects of society, and no less the finances of the individual .
understanding one’s own ecological footprint, and the ecological footprints of societies andnations, is conducive to sustainability and moderation . Consumer education and financial
literacy are therefore an important prerequisite for being able to assess our needs now andin the future .
Education for sustainability encompasses creating a society of collective responsibility whereindividuals develop as active citizens, conscious of their own values, attitudes and feelings for18

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global impact and equality of all the inhabitants of the earth, for nature and the environment,for democracy, human rights and justice, for equality and multiculturalism, for welfare andhealth, and for economic development and vision of the future .
Education for sustainability further encompasses that in their studies children and youth cometo grips with diverse problems and points of controversy . teaching and working methodsof the school are to be interwoven with the idea that the aim of education is capability foraction . this involves training in democratic working methods and that children and youth aretrained to be interested in and want to take part in society .

2.1.3 Democracy and human rights
when a matter of ethical opinion arises in a democracy, people take a stand and, moreover,they take an active part in shaping society . In a democracy the citizens enjoy human rights anddecide on all major issues collectively . the prerequisite of democracy is collective responsibility,
consciousness and activity of the citizens and this makes them capable of participating inshaping their society and influencing it, both at home and away . respect for the humanvalue and health of children and youth involves both respect for their human rights andacceptance of their talents and possibilities for development . attitudes, values and ethics
are essential factors in education for democracy and are at the same time an intrinsic part ofother fundamental pillars of education . Schools are to cultivate the attitude that society is tobe democratic and individuals are to be critical and have a vision of the future .
democracy is important in schools . firstly, schools have to take into consideration that children
and youth will in the future take part in democratic society and therefore it is important forchildren to learn about such societies . Secondly, in all their working methods schools haveto take into consideration that the human rights of every individual have to be respected .
It is expected that children and youth learn democracy by learning about democracy in a
democracy .
In all education, tasks and methods of the school it is important to keep in mind pupils’interest and responsibility for their own education . furthermore, knowledge of the basic
rights of children and adults has to be improved, taking into consideration Icelandic legislationand international conventions . Social studies and life skills are basic subjects for knowledgeof democracy and human rights, and of attitudes towards these factors . democratic outlook
is, however, relevant in all other subjects . democratic values will not be established, unless all
subjects and all fields of study are used for this purpose . Concern for people, animals and theenvironment is also part of democratic education and relevant in all subjects .
Education for democracy and human rights is based on critical thinking and reflection on thebasic values of society . Such education relies on cooperation with parties outside the school,
no less than cooperation within the school . thus active cooperation is expected from thehomes of children and youth concerning sports and youth work . active cooperation with thelocal community within the municipality or area is required, but such cooperation is one of19

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secTIonthe key factors of sustainability . It is essential for democratic schools to take in this way partin creating a sustainable society of collective responsibility .

2.1.4 Equality
the objective of education for equality is to give every individual an opportunity to develop
on his or her own terms, nurture their talents and lead a responsible life in a free society inthe spirit of understanding, peace, tolerance, broadmindedness and equality . In all school
activities everyone should take an active part in creating a society of equality and justice .
Equality education involves critical examination of the established ideas in society and its
institutions in order to teach children and youth to analyse the circumstances that lead todiscrimination of some and privileges for others .
Equality education refers to both the content of education, study methods and learning
environment . Equality is an umbrella concept that involves a number of factors . the following
are some of these factors in an alphabetical order: age, class, culture, descent, gender,
disability, language, nationality, outlook on life, race, religion, residence, sexual orientation .
at every school level, education for equality should address how these factors can establish
discrimination and privileges for people .
the act on Equal Status and Equal rights of women and Men, no . 10/2008, has clear
provisions that at all school levels pupils should be educated in equal rights where an effort
should be made to prepare both genders for equal participation in society, both in family life
and on the labour market . Emphasis should be on boys and girls having as extensive and as
equal opportunities as possible . nowhere in school activities, content, or in working methods
should there be any obstacles for either gender . It is important that all school activities, bothin classes as in all communication, should be guided by these provisions of the Equality act .
at the same time, it is important to point out that some people have to live with various kindsof discrimination when more than one of these factors come together, for example, genderand disability, sexual orientation and nationality, age and residence . for this purpose it isreasonable for schools to make use of the knowledge that has been acquired in new studies,such as gender studies, queer theory, multicultural studies and disability studies
Equality education incorporates, among other things, studies of gender and sexual
orientation . the fundamental pillar equality also emphasises education concerning culture,nationality, languages, religion and values . one of the tasks is the development of Iceland as amulticultural society . with equality emphasis is also put on social understanding of the natureof disabilities . the challenges of people with disabilities derive from the environment no lessthan from their disabilities . In all school activities the emphasis is on inclusive education .
an effort should be made to create awareness of the different social position and significanceof the young and old in comparison to those who are middle aged . use can be made of
the stereotypes, characteristics and historical development of different age groups, that is:childhood, teenage years, adulthood and old age, and the different meaning of these ages

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at different times in history and in different cultures . the different access to social values
depending on class, residence and resources may also be studied . additionally, the influenceof class and residence on health, education and employment opportunities, and access topositions of authority may be studied .

2.1.5 health and welfare
health is based on mental, physical and social wellbeing . It is subject to complex interrelationof the individual, circumstances and environment . as children and youth spend a good partof the day at school, all school activities should encourage heath and systematically nurture
welfare and wellbeing .
Schools have to create a positive atmosphere and health-promoting environment wheredevelopment and health are systematically supported in various ways . the main health factorsthat are to be encouraged are: positive self-image, exercise, nutrition, rest, mental wellbeing,
positive communication, security, hygiene, sexual health and understanding of one’s own
feelings and those of others .
School administrators, teachers and other school personnel should be aware of what is involved
in health-related preventive measures and to be able to utilise reliable information concerning
the factors that influence health . Schools are to create an environment that contributes
to healthy ways of life for children and youth . their competence is to be encouraged incommunication, creating self-image, decision-making, setting goals and stress management .
It is necessary that they understand the influence that culture, mass media and technology
can have on health and wellbeing . the objective is, among other things, to enable children
and youth to make informed and responsible decisions concerning their health .
Schools that emphasise daily exercise and systematically encourage physical exercise as part ofdaily life, lay the foundation for lifelong physical, mental and social wellbeing . Exercise should
be taught, motor skills improved and a secure environment created to encourage physicaltraining for everyone . this has to be kept in mind in physical education and all other school
activities . In the same way, healthy diet should be encouraged in schools through education
and abundant supply of varied foods . Emphasis should be on the pedagogic and social valueof meals by, among other things, giving enough time for meals .
It is important that schools take into consideration the individual needs of children and youth .
Everyone needs an opportunity to enjoy their strengths, which is a key factor in building a
positive self-image . Many hobbies of children and youth advance health and can be of use
in this context . by making room for their interest areas in school activities, it is possible todevelop strengths and interest, stimulate a positive self-image and thus encourage health .
In order to meet the emphasis on health, school personnel have to review their workwith regard to health and cooperate towards clear objectives that support positive school
atmosphere, improve educational performance and wellbeing . In this context school

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personnel are important as role models . at the same time, close cooperation with parents,
healthcare personnel and people from the local community is essential since such cooperation
is a prerequisite for success .

2.1.6 Creativity
learning takes place when an individual responds to stimulus, connects it to previous
knowledge and creates new . In this sense education is essentially self-creation, a means of awell-informed individual to become “a new and better person” . the creative incentive has its
origin in innate curiosity, desire for enterprise, and stimulates individual initiative . the creative
force engenders interest in education when children and youth understand the meaning oftasks and their value .
Creation involves forming tasks and communicating them, to make something, makesomething new or different from what the individual knows or has done before . Creation
is to invent, enjoy, encourage curiosity and interest, engage the imagination and play withpossibilities . Creativity is to sense what lies ahead and carry it out . Creativity is based on
curiosity, challenge, excitement and search . Grappling the problem and finding a solutioncan, in itself, be the reward of creation . Creativity disrupts traditional patterns, rules andsystems and shows phenomena and received ideas in a different light .
Creativity involves critical thinking and methods that constantly offer new possibilities andtherefore the creative process matters no less than the final product . to create is to go outside
the known set and thereby increase one’s knowledge and skills . although the general senseof creation is closely connected to art and art studies, creativity as a fundamental pillar is no
more limited to art studies than other subjects or fields of study . Creativity as a fundamental
pillar is to encourage reflection, personal education and initiative in educational work .
Creative force and intuition are key elements in this context . Critical thinking is a key factor inliteracy and creativity and they are interlinked with the role of critical thinking in democracy .
Creativity utilises ideas and shapes attitudes, values and competence . working methods inartistic creation and science are often characterised by joy of creation, initiative and originality .
Such working methods are desirable in all educational work . Creativity not only concerns
something new and original but also utilises what already exists . It encompasses task solutions
and search for new possibilities . this harmonises well with education towards sustainability
and literacy in the widest sense .
Play is an important learning method and opens new dimensions where the joy of creation forchildren and youth can come into its own . happiness and joy depends on finding an outlet for
one’s talent as an individual and part of a whole . Creation is an important basis for a vision of
the future and for creating such a vision, for participating in creating democratic society anda role of one’s own in it .

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2.2

Competence

Modern society makes numerous and often contradictory demands on its citizens . the role ofthe educational system is, among other things, to prepare individuals for the challenges andtasks of everyday life and assist them to understand the complicated relationship of natureand society, objects and ideas . General education aims at increasing the self-understandingof the individuals and their competence to participate in a complicated society . Pupils have toknow what they know and what they are capable of, and how best to utilise their knowledge
and skills to influence their environment and improve it . Competence is therefore more thanknowledge and skills; it also encompasses attitudes and moral strength, feelings and creative
force, social skills and initiative .
the pupil not only needs to have acquired knowledge, skills and competence but also to beable to acquire new knowledge, skills and competence, analyse it and communicate . Education
has to incorporate all these factors . Such education is based on a learning community which ischaracterised by the fundamental pillars of education: literacy, sustainability, democracy andhuman rights, health and welfare and creativity .
when organising educational work, emphasis is to be on the education of children and youth
and their competence at study completion . teaching methods and forms of communication,
study material and teaching equipment should first and foremost aim at supporting pupils intheir studies . Educational objectives focus on the competence that the pupil acquires during
the learning process and has acquired at study completion .
Educational work, as defined by the fundamental pillars of education, takes place in fields ofstudy, school subjects and course units . on the other hand, many tasks require being dealt
with in an interdisciplinary and integral manner . In the national Curriculum Guide for eachschool level the fundamental pillars are further developed . there the scope of school activities
is described and the role of teachers at each school level defined . the cooperation of homes
and school is also discussed .
the fundamental pillars of education are developed at each school level corresponding to thelaw on preschool, compulsory school and upper secondary school . In the national Curriculum
Guide for Preschool, the fundamental pillars are connected to the fields of education of
the preschool, in the compulsory school the fundamental pillars are connected to theschool subjects, and in the upper secondary school the fundamental pillars of education
are developed in course units and different study programmes . the fundamental pillars are
therefore developed in a different manner at the various school levels . In the curriculum
guides for each school level continuity and tasks are further discussed, and so are progression,
demands for competence and division into levels in accordance with the characteristics andworking methods at each school level .

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2.3

Learnability

Pupils should know how to acquire new knowledge and skills, in addition to applying theknowledge they have already acquired . they should also be conscious of the importance ofbeing responsible and creative in seeking knowledge, in reflection and reasoning . In order toacquire diverse competences, pupils should get an opportunity to work on different tasks thatare connected to the culture of society, the environment of children and youth and everyday
life . In all educational work, both in classes and at other times, children and youth should be
encouraged to attain learnability both in general and in specific fields .
learnability is thus a fundamental pillar in all educational work and is based on selfunderstanding and interest . learnability also includes knowing one’s on strengths andweaknesses and to able to make decisions accordingly . learnability is based on the natural
curiosity of children and youth, their motivation, their belief in their own abilities and capabilityof applying their competences in a constructive manner when working on various tasks .
this demands a stimulating learning environment at school . an effort should be made forthe pupils to integrate their knowledge and skills as they gain experience in communicationthat is based on respect for human rights and equality . at the same time, pupils are to learn
to express their views and explain their working methods in a responsible, critical and clear
manner .

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EVALUATION AND SUPERVISION

3

Evaluation is an inseparable factor in school activities and the learning of children and youth .
Evaluation gives information about how far children and youth have obtained learning
objectives, encourages them to succeed and is useful for teachers and personnel to promote
progress in learning . the objective of evaluation of school activities is to ensure that the rightsof children and youth are secured and they obtain the education and service they are entitledto according to law . Evaluation is divided into two parts: on the one hand, there is evaluationthat schools carry out themselves and is here called internal evaluation . on the other hand, isevaluation by external parties for local authorities, the Ministry of Education or other parties,
and is here called external evaluation .

3.1

Assessment

assessment of children and youth’s achievement and improvement is a regular part ofeducational work, inseparable from learning and teaching . the main objectives of assessmentof education are to give guiding information about education and how far its objectives havebeen achieved . assessment is used to examine whether the general competence standard of
the national Curriculum Guide has been met, educational progression is encouraged, pupils
are encouraged to improve their achievement, and to evaluate what assistance pupils require .
assessment is aimed at gaining information about educational performance and how
individuals and groups achieve set objectives . assessment should give pupils and theirparents, teachers, receiving schools and school authorities the necessary information about
study progress which can be a guideline in educational planning . If assessment is to fulfil

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these multiple roles, it has to meet the requirements of being fair and reliable . assessment
has to be planned and carried out in such a way that it evaluates what is supposed to evaluate
in a reliable manner .

Evaluation in school curriculum guides and school operation plans
School curriculum guides should detail the guiding principles of assessment and references
so that pupils, parents and school personnel are fully aware of the demands that are madeand how the school plans to assess how they are met . Pupils, parents, teachers and otherpersonnel have to be able to understand the outcome of assessment in a similar way . this isa prerequisite for information to be used to improve learning and teaching .

Varied assessment methods
objectives of school activities are diverse and different means can be employed to obtain them .
therefore assessment methods have to be varied . they are to be consistent with competence
criteria, mirror issues emphasised in educational work and be pupil oriented . assessment
is to be reliable, impartial, honest and fair . all aspects of education are to be evaluated:knowledge, skill, competence with reference to the criteria of the national Curriculum Guide .
teachers should assist children and youth in making a realistic self-evaluation, explain to themthe objectives of education and how they are progressing towards them . Emphasis should be
on formative assessment where pupils regularly consider their education with their teachers
in order to attain their own educational goals and decide where to head . Criteria, on which
the assessment is based, have to be absolutely clear to pupils .
the methods of assessment have to be varied and in accordance with the emphases of
educational work and apply to as many aspects of learning as possible . therefore both oral,
practical, written and pictorial assignments are to be assessed, also short specific exercises
and more thorough studies, individual and group work, projects carried out within a limited
timeframe and with unlimited time, and additionally various types of examinations . Portfolios
or workbooks, where various tasks and solutions are collected, for example digitally, can be
useful to give an overview of the pupils’ work and to show their application, activity, work
methods, progress and social skills . assessment has to give special consideration to the needsof pupils and especially their learning disabilities . Schools are to make an effort to meet theneeds of pupils in such cases . Special arrangements should be made for these pupils whenit comes to general assessment, for example, longer time to complete examinations, being
given customised examinations, use of support materials and assistance during examinations
and oral examinations .

3.2

Evaluation of school activities

Evaluation of school activities is by law part of the supervisory work of schools and school
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objectives of evaluation and supervision are primarily divided into three parts . firstly, it is
to examine whether school activities are in line with the provisions of law, regulations andthe national Curriculum Guide . Secondly, to improve the quality of educational work andencourage improvements, ensure that the rights of pupils are observed and that they areprovided with the service that they are entitled to in accordance with law . thirdly, it is toprovide information about school activities, their results and development .
Schools are responsible for internal evaluation but the Ministry of Education, and dependingon circumstances, local authorities carry out the external evaluation . External evaluation
comprises, for example, evaluations of school activities as a whole or specific aspects ofthese activities, comprehensive evaluation of the activities of individual schools, evaluationof school subjects and aspects of learning, and supervision of internal evaluation of schools .
additionally, the Ministry of Education is responsible for supervising that local authorities
fulfil their relevant responsibilities created by laws on schools . furthermore, the Ministry of
Education is to supervise the status and development of the educational system . to that end,
the Ministry of Education collects diverse data on school management, for example, throughparticipation in international surveys of learning outcomes and other aspects of educational
work .
the Ministry of Education makes a plan about evaluation at all school levels and places it on
its website . additionally, the Ministry of Education publishes detailed directions on internal
evaluation that schools can use, if they wish .
the national Curriculum Guide is the basis for criteria on evaluation of school activities but
school curriculum guides further detail the objectives and criteria that are stipulated in thenational Curriculum Guide and, depending on circumstances, school curriculum guides . It
is important that internal and external evaluation incorporates all the objectives of school
activities stipulated by law, including the role of schools to encourage pupils to participate indemocratic society, support initiative and independent thinking, social skills and other factorsthat are, among other things, related to the fundamental pillars of education .

3.2.1 Internal evaluation
Internal evaluation should specify the connection with the objectives stipulated in the school
curriculum guide . Each school develops methods that take into account the unique emphasesof the school in order to determine to what extent these objectives have been achieved . themethods of internal evaluation take into account the educational work that is being carriedout in each case .
the internal evaluation of each school is based on a systematic method that is described in theschool curriculum guide . Each school year, the school operation plan presents what aspects
are to be targeted in the internal evaluation . the school internal evaluation is an effective
part of everyday work and includes all aspects of school activities, such as administration,teaching, study requirements, assessment and communication within and outside the27The Icelandic
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Information has to be collected by various means in order to evaluate school activities
realistically . the internal school evaluation is based on diverse data . the selection of informationand data that the evaluation is based on is determined by the research topic each time .
objectives and means are to be evaluated regularly . Internal evaluation gives information
about the strengths in the activities of the school and where improvement is needed . withregard to the findings of the internal evaluation, improvements are defined and planned .
Schools publish the outcomes of the internal evaluation and improvement plans . Personal
information is exempt from publication .

3.2.2 External evaluation
the Ministry of Education, and depending on circumstances local authorities, are responsible
for the external evaluation of preschools, compulsory schools and upper secondary schools,
as described in the relevant regulation . the Ministry of Education makes a three-year plan for
external evaluation, surveys and evaluations to provide information about the execution ofschool activities in preschools, compulsory schools and upper secondary schools . the plans
are revised each year and published on the website of the Ministry of Education .
the Ministry of Education makes a plan for each evaluation where its objectives, principal
criteria and emphases are presented . to execute the evaluation the Ministry of Education
brings in independent specialists selected according the Ministry’s procedure policy . Schools,
and depending on circumstances local authorities, are notified in writing at least two weeks
in advance .
External evaluation is to be based on varied data and information, such as findings of internal
evaluation and other written documents from the schools, school visits and interviews, as
relevant, and observation of teaching . Schools are to inform external evaluators as thoroughly
as possible about those aspects of the school activities that the evaluation comprises .
External evaluators give the Ministry of Education a report on their findings . before
an evaluation report is sent to the Ministry of Education, the school in question gets anopportunity to make substantive comments . the school’s comments are to be published as
an appendix to the report, if requested . the external evaluation is open to public scrutiny,
and its findings are to be placed on the website of the school and the Ministry of Education
or in another way made accessible to the public . Similarly and depending on circumstances,
the improvement plans based on the evaluation of local authorities and schools are to be
published on the website of the Ministry of Education . the findings of the external evaluation
are to be effectively followed up . the Ministry of Education requests responses from upper
secondary schools and local authorities to the findings of external evaluations . on the basisof these responses the Ministry of Education decides what measures are to be taken .

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ROLE OF ThE COmPULSORY SChOOL

4

the years that children study at compulsory school are an important formative period for themas individuals and citizens . School should give pupils an opportunity to acquire knowledge,
skill and competence that prepares them for studies upon the completion of compulsory
school and for lifelong education . In compulsory school the basis is laid for the participationof individuals in democratic society and for the human values that are to encourage theiroverall development, enhance their awareness of Icelandic culture and respect for the cultureof other nations .
according to the Compulsory School act, no . 91, 12 June 2008, the compulsory school is
10 years in duration . as a rule, children begin compulsory school study in the calendar year
they reach six years of age . according to law, however, commencement of school study can
begin earlier or later, and it can be completed earlier . Most pupils begin compulsory education
the year they reach six years of age and conclude their compulsory study the year they reachsixteen years of age . Pupils move automatically from grade 1 to grade 10 irrespective of study
progress or status in other respects . the second article of the Compulsory School act, no . 91,
12 June 2008 defines the objectives of compulsory school .

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Article 2
Objective
the role of the compulsory school, in cooperation with the home, is to encourage
pupils’ general development and prepare them for active participation in a
democratic society that is continuously developing . Compulsory school practiceand methods shall be characterised by tolerance and affection, Christian heritageof Icelandic culture, equality, democratic cooperation, responsibility, concern,
forgiveness and respect for human values . the compulsory school shall endeavour
to organise its activities to correspond fully with the position and needs of theirpupils and encourage the overall development, well-being and education of eachindividual .
the objective article shows that the objectives of school activities include various issues . anumber of these issues are of greater importance than individual subjects or fields of education .
this indicates that each school is responsible for deciding how these issues are included in the
pupils’ tasks and work methods . Equal emphasis is on the school procedures and the content
of the studies, and these two aspects are to form a cohesive whole in school activities . It is
important that each school defines in the school curriculum guide how these objectives areto be achieved . the welfare of children is a fundamental issue in the activities of compulsory
schools, in their collaboration with the homes and the prerequisite for education . health anda healthy lifestyle are essential for the welfare of the pupils . Compulsory school begins wherepreschool ends and lays the foundation for further studies and life in a sustainable society .
School is the children’s workplace for ten years during an important period of development andformation in their lives . Compulsory school is therefore an important factor in the individual’s
progress towards overall development and general education . Compulsory school is to create
conditions for pupils to enjoy their childhood and encourage their self-confidence and social
skills, stimulate their creative force and increase their understanding of human values .
local authorities are primarily responsible for operating schools and implementing theCompulsory School act . Compulsory school, as the name indicates, is mandatory and each
local authority must provide schooling for all children 6 to 16 years of age who are legal
residents there . this applies also to those children who have been placed in foster care with
foster parents residing in the municipality . the Compulsory School act provides for a ninemonth school year, during which pupils are to have a minimum of 180 days of teaching .
Compulsory schools must educate all children in an effective manner . according to law, allchildren are entitled to appropriate education in compulsory school, both academic, vocational
and artistic, and local authorities are required to offer appropriate study opportunities
regardless of the children’s physical or mental capabilities, emotional or social situation or
linguistic development . this applies to all children: children with or without disabilities, with30

Ministry of Education, Science and Culture

long-term illnesses, exceptionally intelligent children and children with mental disabilities,
children from remote communities and children from ethnic, linguistic or cultural minorities .
Parents must see to it that their children are enrolled in a compulsory school and that theyattend school . Parents are entitled to select a compulsory school within the municipality for
their children according to the regulations of the municipality . the local school board is toensure that all children of compulsory school age receive the education provided for by law .
In addition to public schools, there are schools accredited by the Ministry of Education but
run by others than the local authorities . these schools are subsidised by the municipality
and parents can choose to enrol their children in these schools according to the rules of therelevant municipality .
Clear responsibility, rights and obligations of children and parents enhance the welfare of thepupils . therefore, the participation of parents in school activities should be encouraged andgood relations between them and school authorities, teachers and the school community as awhole . Increased rights necessitate increased responsibility which occurs through active parent
involvement and careful selection of representatives on the school council, and furthermore,with effective exchange of information and consultation with other parents .
the Compulsory School act gives local authorities and schools substantial latitude andautonomy to plan education to fit the needs and conditions of each community; the centralprinciple, however, as laid down in the act and the national Curriculum Guide, is to make itpossible for all children to study in their local inclusive schools . the law also covers private
schools, specialised schools and special treatment within general compulsory schools,
experimental schools at the compulsory school level and other recognised education atcompulsory school level, such as home tutoring, distance learning and flexible learning .

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STUDY ASSESSmENT
IN COmPULSORY SChOOL

5

Education in compulsory school is primarily based on the Compulsory School act, no .
91, 12 June 2008, in addition to later regulations concerning the act . In article 2 the roleof the compulsory school is stipulated and article 24 stipulates the content of educationand emphases not directly connected to specific subjects or subject areas . article 25
stipulates that the national Curriculum Guide is to include provisions on the content andorganisation of teaching in certain subjects and subject areas .
according to law, the objective of compulsory school is twofold . on the one hand,
it is general education that encourages the general development of all pupils andtheir active participation in democratic society, and on the other hand, preparation for
employment and further studies . this involves that pupils know their strengths, bothregarding academic knowledge and moreover their vocational knowledge and skill .
General education strengthens the individuals’ competence considered necessary to live
and work in harmony with themselves, to have an opportunity to develop in and with
their environment and to be able to improve their living conditions by, for example,
making conscious decisions and continuing their studies .
based on the objective articles of the preschool, compulsory school and upper secondary
school acts, the fundamental pillars of education have been defined . these fundamental
pillars, in addition to the emphases of article 24 of the Compulsory School act, define
the competence that pupils should achieve at compulsory school . the connections
between these factors are shown in this figure .

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In the innermost ring is the pupil onwhom compulsory school education
is focused . next to him is defined
the competence that the pupil is tohave achieved upon graduation fromcompulsory school . this is followed by
the fundamental pillars of education in
Iceland and the emphases stipulated by
the Compulsory School act and are to
be the guidelines for all education andschool activities . Each of these issues
will be discussed further in the next
chapter .

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FUNDAmENTAL PILLARS OFEDUCATION AND EmPhASES OFThE COmPULSORY SChOOL ACT

6

In the general introduction, common for both preschool, compulsory school and upper
secondary school, the fundamental pillars of education in Iceland are defined . they are:•literacy in the widest sense•

Education towards sustainability•

health and welfare•

democracy and human rights•

Equality•

Creativity

the fundamental pillars of education and the emphases of the Compulsory School act are
to be the guidelines for general education and work methods of the compulsory school .
they are to appear in the content of subjects and subject areas of the national Curriculum
Guide, the pupils’ competence, study assessment, school curriculum guide and the internal
evaluation of schools . the compulsory school is the only school level that is mandatory for
pupils and is therefore an important forum for developing their competence consistent withthe fundamental pillars and for preparing them for participation in democratic society .
according to article 24 of the Compulsory School act, certain aspects of learning and teaching
are to be emphasised . these emphases are further development of the objective article of theact and the fundamental pillars of education in Iceland . Most of them have in common not

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to be confined to specific subjects or school activities but are to be general guidelines for allcompulsory school education, both formal and non-formal, and in all school activities . below
each of these important issues will be discussed briefly in the same order as they appear in
article 24 . the national Curriculum Guide shall among other things emphasise the following:Self-consciousness. this involves that pupils acquire realistic and healthy self-image . It
means that pupils know their feelings, their strengths and weaknesses and are confidentof their competence to deal with a variety of daily tasks
Ethical consciousness involves that pupils strengthen their moral maturity and are able
to identify with others . Pupils’ feelings and experience are essential in the developmentof their moral sensibility, which consists of learning what is considered right and wrong,good and bad in human behaviour . Pupils should learn to take a moral stand on mattersof opinion and respect the right of others to express their opinions . additionally, to learn
to make a distinction between positive and negative behaviour patterns in relations andto respect others .
Social awareness and civil consciousness. these concepts include competence toperceive, understand and respond to the feelings of others and what it involves to live
in society with others . Civil consciousness denotes the attitude and competence to be
an active participant in democratic society in accordance with one’s responsibilities andduties .
Social competence aims at having positive and effective relations with others . healthy
self-image is the basis for social competence . Children with healthy social competence
are more likely to take the initiative towards relations, maintain them and adjust to new
circumstances . Mature social competence is the basis for the full and happy life of theindividual .
Physical and mental welfare. an effort should be made to help pupils to adopt a
healthy lifestyle and responsible approach towards living beings and the environment .
Exercise, hygiene and a healthy lifestyle are important criteria in school activities . healthis defined as physical, mental and social welfare . In order to support good health aneffort should be made, in collaboration with the homes, to encourage the pupils’ healthy
lifestyle and that they are aware of their responsibility and understand that a healthy life
leads to general welfare . Good health is the basis for achievement in employment andactive participation in society .
It is important that pupils acquire competence in Icelandic in their studies, play and work .
In all studies emphasis should be put on training pupils in Icelandic . this applies equally for
those whose native language is Icelandic, those who are of foreign origin and those whose
native language is sign language . an effort should be made to train pupils in expressing

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their knowledge, opinions and feelings in various ways, therefore emphasis should be put ondramatic and artistic expression and experience in school activities .
Pupils’ reasoning and critical thinking should be encouraged as well as their creative thinking
and problem solving . Pupils should be trained in reasoning and supporting their views orally
and in writing . It is important that pupils learn to reflect on their ideas and realise what
effect feelings have on their thoughts, sound judgement and ability to respond to new
circumstances .
It should be emphasised that pupils gain deep understanding of the phenomena they are
engaged with in their studies . this can, for example, be done by emphasising productive andcreative work, vocational skill, innovation and entrepreneurial studies where initiative andself-reliance are encouraged in working methods and utilisation both in school activities andin everyday life .
balance between academic and practical education is essential . both mind and hand play animportant role in encouraging the overall development of the pupil . when school activities
are organised, the share of practical studies must not be detrimentally limited . this refers bothto the proportion of academic and practical subjects and also to the work methods and tasks
within each subject from the beginning to the end of compulsory school .
to children play is a spontaneous means of learning and developing . In compulsory school it
is important to retain this method in school activities and develop it as the pupils grow older .
Play is as fruitful means of development and understanding for a 15-year-old pupil as it is fora six-year-old child . Play can be integrated into every subject and learning area in a varied
learning and working environment and in extracurricular activities
Education is to make pupils capable of grappling with the tasks of everyday life and at
the same time prepare them for further studies and employment upon graduation fromcompulsory school . Emphasis on overall development is, however, always essential . for theireducation and increased maturation, pupils need an opportunity to exercise their strengths
and interest and to link their education to what they know from home, the local community
and the wide world .
both sexes have to be prepared equally for active participation in society, both in private life,
family life and employment . Gender studies and their concepts are an important factor to
make pupils conscious of the status of the sexes in society . It is vital that boys and girls shareequally the tasks that school sets them . all tasks are to be based on equality and equal rights .
learnability is a basic factor in all school activities and is based on the pupil’s self-understanding
and involves know one’s own strengths and weaknesses and be able to make decisions on
this basis . learnability involves, for example, competence to acquire knowledge and skill
in various ways . Pupils should learn these ways, for example, by mastering technologicalmedia, be able to utilise information and communication technology and different sources3636Ministry of Education, Science and Cultureof knowledge through research in libraries and various data bases . additionally, nature andthe environment should, as far as possible, be used as a forum for learning and teaching, forexample, in outdoor classes but also through the human resources of the local community,
for example, the experience of parents and family .
Pupils should be prepared for further studies and employment through systematic vocationaland study counselling, extensive introduction of the study offer available upon graduationfrom compulsory school, introduction of the labour market and how studies prepare people
for the variety of occupations that society has to offer .

6.1

Knowledge, skill and competence

one of the primary objectives of compulsory education from the first grade to the last, is theoverall development and general education of the individual . from a tender age, each pupil
is to prepare for lifelong education . by defining from the beginning of compulsory school
the competence that is aimed at upon graduation, foundation is laid for integral general
education . Competence involves the pupil and is a pupil-oriented implementation of thefundamental pillars and emphases .

Definition of the concepts knowledge, skill and competence:
KNOWLEDgE

COmPETENCE

is an accumulation of facts, principles,
theories, and methods . It is both theoreticaland practical .
• Knowledge is acquired by watching,listening, discussing or from experiencethrough action .
• Knowledge is analysed through discussion,classification, and comparison .
• Knowledge is communicated through various
forms of expression, for example, verbally, inwriting, and vocationally .

involves overview and ability to utilise
knowledge and skills .
• the prerequisites of competence
are a sense of responsibility, respect,
broadmindedness, creativity, moral
awareness and the individuals’
understanding of their own
capabilities . additionally, selfconfidence and ability to work
autonomously are of importance .
• Competence involves the students’
analysis of their own knowledge
and skills by comparing, connecting,
simplifying, drawing conclusions andreasoning . analytical competence
is based on critical thinking andprofessional reflection .
• Communicating competence
involves various forms of expression
where cognitive, artistic, andpractical knowledge and skills areinterconnected with the moral andsocial attitudes of the individual .
Communicating competence
requires creativity, responsibility, andfunctionality

SKILL
is both intellectual and practical . It involves ability
to utilise methods, practices and logical thinking .
• Skills are acquired through exercising
methods and practices .
• Skill involves analysis by choosing
between methods and organised
procedures .
• Skills are communicated by using theworking methods, tools and methodsof the various forms of expression .

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at compulsory school pupils’ competence is developed within each learning area and subject
and as competence criteria upon completion of compulsory school education . Compulsory
schools decide themselves how the competence criteria are implemented in school activities
but work methods are to be explained in the school curriculum guide .
In the national Curriculum Guide special chapters stipulate the content and organisation ofstudies in Icelandic or Icelandic as second language or Icelandic sign language, mathematics,
English, danish or other nordic languages, artistic and practical subjects, natural sciences,
physical education, social sciences, equal rights affairs, religious studies, life skills andinformation and communication technology . the subjects and subject areas of the compulsory
school are aids so that pupils can achieve the competence criteria laid out in the national
Curriculum Guide . Each compulsory school determines if particular subjects or subject areas
are to be taught separately or in an integrated manner, but effort should be made to ensurethat studies are as integrated as possible . Information concerning this is to be issued in theschool curriculum guide .
requirements for specialised and general education of the pupils are presented as competence
criteria . Study assessment in compulsory school is based on pupils’ competence with regard
to general competence criteria and the specific competence criteria of each learning area andsubject . the criteria are diverse . they comprise both limited aspects of knowledge and skill
but also long-term objectives, both those that schools are to attend to and those that are
the lifelong task of each individual . Competence criteria refer to knowledge as well as work
methods . the competence criteria that concern social development will only be obtained if
pupils have an opportunity to cooperate and through democratic working methods in theorganisation of education and school activities .
the final learning outcomes that should be achieved upon study completion at compulsory
school are to be defined for each learning area and subject .
the following figure describes competence upon study completion at compulsory school . It
also includes the first level of competence at the upper secondary school .

Lýsing á hæfni nemenda við lok grunnskóla og á fyrsta
hæfniþrepi framhaldsskóla

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Description of competence upon study completion at compulsory school. It
includes the first level of competence at the upper secondary school.
STUDENTS hAVE ACqUIRED:
•

•
•
•

•
•

•

STUDENTS

varied vocabulary to be able toexpress their opinions and support
themknowledge of social values, morality,
human rights and equality
knowledge concerning being an active
citizen in a democratic society
knowledge concerning the Icelandic
environment in a global context (e .g .
culture, society, nature, sustainability)
knowledge useful as preparation forfurther studies
vocabulary to be able to express
themselves in a simple manner in foreign
languages and insight into the respective
culturesknowledge and understanding of theinfluence of role models and stereotypes on
their own image and lifestyle

STUDENTS hAVE ACqUIRED SKILL TO:
•
•
•
•
•
•

•
•

•

•

•

•

•
•
•
•
•

express themselves clearly, responsibly andcreatively
take part in a conversation, support theirviews and respect the views of others
be self-sufficient at work and in everyday
life
apply creative thinking in all their work
work autonomously, responsibly andcreatively under supervisionuse different techniques in acquiringand communicating knowledge in a
responsible and critical manneruse varied study methods
treat their environment withsustainability in mind•

have acquired competence to express
their thoughts and feelings in arational context
have acquired competence to express
themselves in a simple manner inforeign languages
have a clear self-image and are awareof how they can use their strengths ina creative way
can have positive and constructive
relationships and collaboration withothersrespect the values of life, human rights
and equality
show respect for the environment in a
global context
have responsible attitude towards theirown welfare, both physical and mental
have acquired a positive attitude
towards education
have acquired a competence to be
an active and a responsible citizen ina democratic local community and insociety as a whole
have acquired competence to link theirknowledge and skill with everyday life,
technology and science

In the chapter on study assessment these issues are the basis for the key competence criteriathat are accredited upon study completion at compulsory school .

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LEARNINg AND TEAChINg

7

this chapter describes the main emphases concerning learning and teaching which are
to encourage the best possible study achievement compared to the pupils’ capabilities .
these are to be the guidelines in all school activities and guide school authorities andteachers in organising learning and teaching . Each school is to detail this in the school
curriculum guide and teachers in the preparation and implementation of teaching .

7.1

Appropriate education

article 2 of the Compulsory School act emphasises that the main objective of thecompulsory school is to encourage the general development of all pupils . this entails
that education is based on the capabilities of each pupil and within an encouraging study
environment where the pupils feel safe and able to apply their talents .
Compulsory school education takes into account the development, personality, talent,abilities and interest of each individual pupil . this is to be the foundation for theorganisation of all school activities and teaching . It requires teachers to make an effort
to get to know all the pupils that they teach, evaluate their situation with regard to theirstudies and consult with both the pupils and their parents about the objectives to be
aimed at each time . Parents should be encouraged to follow the study progress of theirchildren .

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7.2

Equal study opportunities

at compulsory school all pupils are entitled to appropriate education . Pupils shouldhave equal opportunities, regardless of their abilities or circumstances . therefore special
effort should be made to prevent discrimination on the basis of whether the pupil is of
Icelandic or foreign origin . opportunities are not to depend on whether pupils are boys
or girls, where they live, what class they belong to, their sexual orientation, their healthor whether they have disabilities or their circumstances in other respects .

7.3

Inclusive schoolat the compulsory school level, all pupils have the right to compulsory education incommon inclusive schools which all children are entitled to attending . Inclusive schoolmeans a compulsory school in the pupils’ municipality or local community where theeducational and social requirements of each pupil are met with emphasis on respect forhuman values and social justice . the inclusive school assumes that everyone has equal orequivalent study opportunities and the education is appropriate for each individual . theattitude of the inclusive school is characterised by respect for the rights of all pupils toparticipate in the learning community of the local school regardless of their attainment or
status . this basic principle in school operations in Iceland involves universal involvement,
access and participation of every pupil in school activities . Inclusive education is acontinuous process that aims at offering good education for everyone . respect is shownfor the diversity and different needs, abilities and characteristics of the pupils and aneffort is made to eliminate all forms of discrimination and disintegration at school .
Compulsory school pupils are a diverse group and their needs are varied . local authorities
are to ensure that children at compulsory school age, who are legal residents of themunicipality and children who have been placed in foster care with foster parents residingin the municipality, receive special support, according to evaluation of their special
needs . Pupils with special needs are defined as those who have difficulties studying
because of specialised study problems, emotional or social problems and/or disabilities,
dyslexic pupils, pupils suffering from long term illnesses, developmental disorders,mental disturbances and other pupils with health-related special needs . Precocious pupils
and pupils with special talents in particular fields are also entitled to appropriate study
opportunities . they should be given the opportunity to develop their special abilities andto put their time to good use by attempting additional and more complex objectives andmore demanding and meaningful study based on their own capabilities .
If parents and school specialists believe that a pupil’s special situation is such that it is to
his/her best advantage to attend specialised school, the parents can ask that their child isadmitted a specialised school temporarily or permanently . In this situation, any decision
is to take into consideration the general welfare of the pupil .

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7.4

Pupils should enjoy their childhood

School should the pupils’ refuge where they feel safe, have an opportunity to develop
and use their abilities and to enjoy their childhood . Childhood and youth are an important
period in the life of each individual . the possibilities for development that every school
day and every class offers are to be used to the full . It is important to sustain the child’snatural curiosity for it is one of the most important preconditions of education . Play ischildren’s way to learn from the world and to learn about the world . It is essential thatcompulsory school encourages play as an educational method and that this emphasis
is not limited to the youngest grades . this right also demonstrates that childhood andyouth have their own intrinsic value and are not only preparation for further studies
and employment . Pupils are entitled to express their opinion regarding their study
environment, the organisation of studies and school activities, and other decisions that
affect them . their opinion should be taken into account whenever possible . Pupils shouldbe able to express their opinion in all school activities, for example, in regular discussions
in class under the direction of their supervisory teacher, when the occasion arises .
furthermore, pupils should be able to express their opinion through their representatives
on the pupils’ association board in the school council .

7.5

The role of teachers

the primary role of the teacher is educational and pedagogical work with pupils, to raise
and maintain the pupils’ interest in their study, guide them in various ways, encourage
good working atmosphere among the pupils and give them a chance to work in peace .
this role can also be described as leadership role: to be the pupils’ leader in their studies .
this involves an effort to create an encouraging and productive study environment .
Professional teaching that adjusts to the needs of individual pupils in an inclusive school
increases the likelihood of success . from the beginning to the end of compulsory school,
it is important that teachers cooperate on the pupils’ education as far as possible andthat teaching and upbringing are not separated
Each pupil is to have a supervisory teacher . Supervisory teachers are, more than otherpersonnel, responsible for their pupils’ studies and their development, their wellbeing
and general welfare . Supervisory teachers make an effort to get to know their pupils,
their parents and circumstances . they work closely with those other teachers whoteach the pupils they supervise, collect information and send them further either toothers at school or to parents in order to make parents able to take part in decisions
concerning their child and school activities . Supervisory teachers play a crucial role ingood cooperation between school and home, and are the main link between school andhome .

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7.6

School atmosphere

In everyday life pupils need to learn various means to become active participants indemocratic society; among these are communicative competence, respect, tolerance
and an understanding of the structure of democratic society . Pupils have to learn toassociate peacefully with each other and school personnel, to take responsibility for
their conduct and behaviour and to respect school rules . Pupils’ study discipline and selfdiscipline should be prioritised . In order to make this possible, school personnel should,
in collaboration with pupils, parents and other personnel, encourage positive working
spirit and mutual respect within the school . the pupils’ social competence should be
encouraged by giving them an opportunity to actively participate in school activities .
Positive school atmosphere is essentially a preventive measure which can reduce negative
relations, such as bullying and other forms of violence . among pupils’ basic rights is tohave peace to work at school so that they can get to grips with their study and take fulladvantage of the education offered . therefore, emphasis must be on good atmospherein each school and on good working spirit in each class .

7.7

Cooperation between home and school

the welfare of children and successful study progress is to a great extent based onparents supporting their studies and protecting their interest in every way, that
their cooperation with the school is positive, that they give the school the necessary
information and that they take part in their children’s study and in parental work fromthe beginning to the end of the children’s compulsory school attendance . Mutual andeffective exchange of information between homes and school and consultation between
school personnel and parents concerning learning and teaching increases the likelihoodof success in school activities . Schools are responsible for establishing such cooperationand sustaining it throughout the child’s compulsory school attendance . Parents’ active
share and participation in the studies and activities of their children is the prerequisite
for parents being able to take on their share of the responsibility for the successful
upbringing and education of their children .

7.8

Preventive measures

Compulsory schools are to organise preventive measures and health promotion withregard to the mental, physical and social wellbeing of the pupils . Emphasis should be on
general preventive measures, such as concerning tobacco, alcohol and other intoxicantsand other forms of addiction, for example, web or gambling addiction . all compulsory
schools should issue a prevention plan which should be part of the school curriculum
guide . this plan is to include, among other things, the school’s plan for preventive
measures against addiction, alcohol and tobacco, a plan against violence, a plan on

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security and accident prevention and a policy on discipline . In addition, there should be
guidelines on what action to take if school rules are violated . the prevention plan is to
be made known to all members of the school community: the school personnel, parents
and pupils and it is to be issued in the school curriculum guide .

7.9

Connections between school and the local
community

It is important that schools establish active connections with their local community,
and they encourage positive relations and collaboration with individuals, organisations,businesses and institutions . this is necessary to increase diversity in studies, for example,
in electives at the lower secondary level and to link the pupils’ education with the realityof their immediate environment and thus make it more meaningful . Such connections
concern, for example, the environment, culture, the arts, social and leisure activity andthe economy . the school is often the heart of the community where generations meetand can be compared to the bustling squares of cities and it is therefore importantthat schools use the possibilities this offers to link the generations of the community .
an effort should therefore be made to encourage active and good relations between
school and the local community based on mutual respect for the needs and obligationsof everyone . the school curriculum guide is to describe the relations between the schooland local community .

7.10 Specialist services in compulsory schools
the municipalities’ specialist services for compulsory schools aim at furthering compulsory
schools as professional institutions which can solve most problems that occur in school
activities and to give school personnel appropriate guidance and assistance in their work .
on the one hand, specialist services involve support for school operations and school
personnel with the pupils’ interest in mind, and on the other hand, to support
compulsory school pupils and their parents . the objective of the specialist services isto provide pedagogical, psychological, developmental and sociological knowledge tothe advantage of the schools . In implementing specialist services, municipalities shouldemphasis preventive measures in order to systematically enhance the general welfareof the pupils and avert difficulties . Early evaluation of the pupil’s status followed bycounselling is an important response to educational, social or psychological difficulties
so that subsequently it is possible to organise education and assistance in a manner
appropriate for each pupil and in cooperation with the personnel of the inclusive school .
Specialist services are to be based on comprehensive overview of the circumstances andinterest of the pupils, irrespective of the profession of the specialist or who provides theservices . thus the determinant should always be the pupil’s welfare .

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the specialist services should through counselling and education support school activities
and practice and school personnel and parents in various ways . appropriate interpretation
services are necessary to ensure that information and counselling are of use for parents
and pupils; therefore good access to such services is essential .
laws on preschool, compulsory school and upper secondary school emphasise
continuation in education . In the implementation of the specialist services it is, therefore,
important to emphasise sound continuity marked by systematic dissemination of
information of the pupils’ status and circumstances when they transfer from one schoollevel to the next . discontinuity of their education when transferring is to be avoided
and attention paid to provisions of law concerning exchange of information at transfer
between school levels .

7.11 Study and vocational counselling
Study and vocational counselling is by law part of school specialist services . Study andvocational counselling in compulsory schools involves cooperating with pupils, parents,
teachers, school authorities and other school personnel on various welfare activities
concerning the education, wellbeing and future plans of the pupils . Study and vocationalcounselling involves assisting pupils to channel their abilities, interest and strengths .
an effort should be made to assist pupils to solve problems if difficulties emerge intheir studies or work at school . Study and vocational counsellors can assist pupils tointerpret information concerning their studies and guiding them towards further studies
and employment . Equality is to be emphasised in study and vocational counselling bypresenting to boys and girls varied study offers and employment upon graduation fromcompulsory school . an effort should be made to introduce to both sexes the occupations
that previously have been considered either only for men or women . It is important tointroduce to pupils new occupations and the development of employment in modern
society .

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STUDY CONTENT AND
STUDY ORgANISATION
8.1

8Teaching and teaching methods

teaching aims at assisting pupils to acquire knowledge, skill and a positive attitude andthus obtain the competence that is the objective of education .
activities in an inclusive school should involve a wide variety of working and teaching
methods . teachers are professionally responsible for implementing the most successful
working and teaching methods to achieve the best results in accordance with thecompetence criteria laid down each time . when selecting teaching and working methods,
attention should be paid to the age, development and abilities of the pupils and thenature of the task . Carefully prepared teaching which adjusts to the requirements andstatus of individual pupils in an inclusive school is likely to be successful .
the teaching and working methods are to be conducive to the competence criteria at
which the school aims . as an example of this, one could mention those concerning
the encouragement of moral and social development, democratic participation andcivil consciousness which cannot be obtained except by enhancing the ethics and thepupils’ social competence in a systematic manner and by encouraging positive school
atmosphere characterised by democratic working methods and collaboration .
Selection of teaching methods and school organisation is to be based on the obligationof the compulsory school to provide each pupil with the best possibilities available for46
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education and development . teaching is to take into consideration the requirements andexperience of individual pupils and to encourage the pupils’ interest and pleasure in theirwork . teaching methods are to take equality and equal rights into consideration andmust not discriminate against pupils, for example, because of gender, residence, origin,race, disabilities, religion, sexual orientation or social status .

8.2

Educational materials

Educational materials play a very important role as a means to achieving the objectives ofschool activities . according to the Compulsory School act and the Educational Materials
act, pupils in compulsory schools are to be provided with study materials free of charge
in those subjects and subject areas stipulated in the national Curriculum Guide . Pupils incompulsory study may not be charged for their instruction, study materials or anythingelse which they require for their study in accordance with the national Curriculum Guideor school curriculum guide . furthermore, pupils may not be charged for field trips thatare part of compulsory studies, except for subsistence during field trips, in consultation
with parents .
Educational materials, teaching and working methods which schools choose to use
together with the organisation of school activities and assessment, should all be basedon defined competence criteria and implemented in order to fully realise each pupils’potential for achieving them . Educational materials include all the material which isused to achieve the objectives of learning and teaching . Educational materials should bevaried and carefully made, exploiting the newest knowledge in education and pedagogy .
Educational material include printed material, such as text books, reference books,
booklets on themes and guides of various sorts; visual materials of various types, suchas photographs, films, educational films and documentaries, posters; audio material
such as Cds and digital audio files, computer programs; internet material; multimedia
content; material for practical and outdoor teaching, etc . nature and the school’s culturalenvironment are also an important source of education and development .
School libraries play a key role in creating conditions for development and increasing
pupils’ understanding of the nature of information and data which they need to haveaccess to in their studies, and at the same time to encourage initiative and independentworking methods .
Educational materials are to be in accordance with law and the national Curriculum
Guide at any given time . Educational materials which are especially compiled or selected
for use in compulsory schools must appeal to pupils, be attractive and interesting, present
the material clearly and logically, and have regard for the competence which pupils arepresumed to have already acquired .

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In preparing teaching materials and selecting them for use, care should be taken that they
are in accordance with the fundamental pillars of education, that is: literacy, democracy
and human rights equality, health and welfare, education towards sustainability andcreative employment . Educational materials should appeal equally to both sexes andnot discriminate between individuals or groups on the basis of their gender, sexual
orientation, residence, origin, race, disabilities, religion or social status .

8.3

Options and electives

the possibility of choice regarding studies is part of the education policy of eachmunicipality and school . one of the roles of the school council of a compulsory school is
to discuss policy making and the characteristics of the school, including electives offered .
when deciding on study offer and the diversity of electives, it is important to take into
consideration the conditions, culture and history of the local community .
Electives are part of compulsory education . In grades 8, 9 and 10, elective subjects
and subject areas selected by pupils may account for up to one-fifth of study time, butschools can organise different ratio of electives for various grades, and this is to appear in
the annual operation plan . the purpose of pupils’ options at the lower secondary levelis to adapt studies as much as possible to the individuals’ needs and enable each pupil
to determine the emphasis of his or her study based on interest areas and plans for the
future, in cooperation with parents, teachers and school counsellors .
Selection of studies should aim at systematic preparation for studies at the upper
secondary level and is considered direct preparation for academic, vocational, artistic ortechnical study . for this purpose, pupils get an opportunity to deepen their knowledge ofthe subject areas or within mandatory subjects . additionally, pupils can select tasks aimed
in particular at broadening their horizons or giving pleasure or deepen their knowledge,
skill and competence in specific areas in which they are interested .
Schools are to define the arrangement of electives in their operation plan and makethem known to pupils and parents after a reference from the school council and consent
from the school board . Schools are to explain the objectives of the electives offered,provide teaching plans and a summary of the study materials and decisions on study
assessment . the elective study offer is to be part of the operation plan of the school .
If parents request, pupils’ temporary participation in employment, regular participation insocial activities, sports or organised voluntary work may be evaluated as part of compulsory
education as long as it complies with school operation objectives . additionally, organised
study carried out outside of the compulsory school, such as in upper secondary school,
art school and language school, may be evaluated as part of compulsory education . In
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to be handled with equality in mind . on the average, this study is not to exceed 160
minutes a week each school year at the lower secondary level and can then be accredited
as the pupils’ electives .

8.4

Subjects and subject areas

the fundamental pillars of education are to appear in all school activities . they are to bepart of the content of subjects and subject areas, both in the methods employed andthe knowledge, skill and competence that the pupils are to obtain . the ideas that they
are based on should be reflected in every subject . In order to acquire varied competence,
pupils need to work on different tasks related to their working environment and everyday
life . this requires study methods and tasks which require that the pupils integrate theirknowledge and skills and link them to daily life, fields of interest and relations with otherpeople . In the curriculum for each subject the fundamental pillars and key competence
are linked to tasks and working methods of particular subjects .
Subjects are important part of school activities but not objectives as such . It is not therole of schools to teach subjects but to educate pupils and encourage their overall
development .
through the tasks and methods of the subjects, pupils get acquainted with different
aspects of the world; the world of objects and concepts, nature and culture . they learn
about their local community and distant countries, the microscopic world of particles
and the wide expanses of space . Subjects offer pupils possibilities to study and discuss
customs and ways of life, knowledge and ideas, theories and facts, laws and rules which
endow their life and environment with meaning and purpose . additionally, subjects
include different methods and techniques conducive to study and development . thecontent and working methods of subjects should appeal equally to the pupils’ reasoning
and feelings and encourage their curiosity and creative incentive . the methodology
and techniques of different subjects encourage varied studies and general education .
In society, problems are usually not fragmented and isolated but an integration of manyfactors . this is vital to keep in mind when organising school activities . therefore emphasisshould be on integration of subjects with the focus on problems which connect various
subjects . the objective of making education more meaningful to pupils can be achievedin this way, and at the same time, make clear to them the interconnection of subjects
and the necessity of having insight into their world .

8.5

Reference timetable

the Compulsory School act stipulates further the subject areas and tasks of school
operations . according to article 25, provisions are to be laid down for the content andorganisation of study in the following fields: Icelandic, Icelandic as a second language

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Grades 1 - 4

Grades 5 – 7Grades 8 – 10

Weekly classes

Weekly classes

Total time in
Grades 1 - 4
Minutes per
week

Total time in
Grades 5 - 7
Minutes per
week

Total time in
Grades 8 - 10
Minutes per
week

Total time in
Grades 1 - 10
Minutes per
week

Proportion

Icelandic, Icelandic as second
language or Icelandic sign language

1 .120680

630

2 .43018,08%

foreign languages: English, danish
or other nordic language

80

460

840

1 .38010,27%

arts and crafts

900

840

340

2 .080

15,48%

natural sciences

420

340

360

1 .1208,33%

Physical education

480

360

360

1 .2008,93%Social sciences, religious studies, life
skills, equal rights affairs, ethics

580

600

360

1 .54011,46%

Mathematics

800

600

600

2 .00014,88%

Information and communication
technology

120

160

80

360

2,68%

School electives

300

160

870

1 .330

9,90%

Total

4.800

4.200

4.440

13.440100%

Subjects – Subject areas

or Icelandic sign language, mathematics, English, danish or other nordic languages,
arts and crafts, natural sciences, physical education, social sciences, equal rights affairs,
religious studies, life skills and information and communication technology . furthermore,
it stipulates that the proportional division of time between different subjects andsubject areas in compulsory school is to be specified . Effort is to be made to ensure
as much integration of studies as possible, but each compulsory school determines if
particular subjects are to be taught in a separate or integrated manner . the head teacher
is responsible for study organisation . Generally subjects and subject areas are taught
continuously throughout the study period and according to professional opinions .
nevertheless, the reference timetable allows certain flexibility within subject areas andbetween units, the arrangement is to be issued in the school operation plan .
Explanations for subject areas in reference timetable:
Foreign languages: to these belong English and danish where English is considered thefirst foreign language and danish, norwegian or Swedish the second foreign language .

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Arts and crafts: to arts belong music and visual arts and dramatic art . to crafts belong
design and handicraft, textiles and home economics . these two areas should have equal
weight within the total hours .
Natural sciences: to these belong, for example, natural history, physics, chemistry,geology, biology and ecology .
Physical education: to this belong sports and swimming .
Social sciences: to these belong, for example social studies, history, geography andsociology, religious studies, life skills, equal rights affairs, ethics and philosophy .
Information and communication technology: to these belong, for example, media
studies, library studies, computer use and information and communication technology .
Options and electives: to these belong the hours allocated to schools, especially forgrades 1 to 7 and pupils’ electives in grades 8 to10 . according to the emphases in theCompulsory School act, balance between academic and practical education is to be
kept and the share of practical studies must not be detrimentally limited when school
activities are organised . this is also valid for the organisation of electives . therefore, up
to half of the hours for electives are reserved for arts and crafts .
the organisation of subject areas and subjects should be based on the fundamental pillarsof education, the emphases of the national Curriculum Guide and key competence . In
addition to the subjects and subject areas mentioned in the reference timetable, several
interdisciplinary factors, such as, innovation, entrepreneurial studies and new media areconsidered part of the curriculum .
when planning school operations and reference timetable, it is important to keep inmind the framework for weighing subjects and subject areas in the time framework of
the schools . no decision is made how much time is allotted for each subject each week .
what the timetable looks like is for each school to decide in consultation with the schoolcommunity . there is nothing against subjects or subject areas being worked on for ashorter period than a whole school year so that they will have more weight for a certain
period but are not on the timetable at other times . Schools have flexibility to decide this .
Special chapters in the national Curriculum Guide will lay down provisions for the content
and organisation of those subjects and subject areas specified in the Compulsory School
act . these chapters will discuss:•

Educational value and main objectives of the subject. this is based on the
educational policy of the general introduction of the national Curriculum Guide andthe general section of national Curriculum Guide for Compulsory Schools, especiallythe fundamental pillars of education and the emphases of the Compulsory School act .

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Teaching methods. the teaching methods which are characteristic for the subject or
the subject area are described .

•Study assessment. diverse assessment methods based on main objectives andcompetence criteria are described . Competence criteria for assessment based onprovisions of the national Curriculum Guide are laid out .

•Competence criteria. this is description of competence criteria which involve
knowledge and skill for each subject or subject area and the key competence at which
they aim at the:Completion of grade 4
Completion of grade 7
Completion of grade 10•

other issues concerning the special status of the subject or subject area, for example,
connection with interdisciplinary factors, integration, cooperation between home andschool and the possible utilisation of the local environment .

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STUDY ASSESSmENT IN
COmPULSORY SChOOL
9.1

9

Objectives of study assessment in compulsory schoolassessment of the pupils’ competence and progress is a regular part of school activities,
inseparable from learning and teaching . the main objective of assessment is to guide
pupils through their education and how they can attain its main objectives . Study
assessment shows how far pupils achieve the general competence criteria of thenational Curriculum Guide, supports study motivation, encourages pupils for progressand evaluates who require special assistance .
assessment is also to give pupils and their parents, teachers, receiving schools and school
authorities information on the pupils’ study progress, their competence, working methods
and progress and can be used, for example, for further organisation of their studies .

9.2

Study assessment in school curriculum guide andschool operation plan

Study assessment criteria and standards are to be described in the school curriculum
guide so pupils, parents and school personnel are aware of what requirements are madeand how the school plans to assess how they are met . those involved, pupils, parents,
teachers and other school personnel, have to be able to understand the outcome ofassessment in a similar way . this is a prerequisite for information to be useful to improvelearning and teaching .

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9.3

Varied assessment methods

the objectives of school activities are varied and there are various means to obtain themand therefore assessment methods have to be varied . they have to be appropriate forthe competence criteria, mirror issues emphasised in teaching and take the pupils into
account . Study assessment is to be reliable, impartial, honest and fair for pupils . all
aspects of education are to be evaluated: knowledge, skills, competence with reference
to the criteria of the national Curriculum Guide .

9.4

Criteria for study assessment in compulsory school

Study assessment in compulsory school is to evaluate pupils’ competence within eachsubject area and this applies equally to academic, practical and artistic study . the criteria
for the various subject areas will be elaborated in the relevant chapters of the national
Curriculum Guide . additionally, the pupils’ competence in each subject area is to beassessed based on key competence and the emphases of the Compulsory School act .
this is called key competence at the completion of compulsory school .
Criteria for assessment of key competence in compulsory school are stipulated in thefollowing five points which are common for all subject areas:•

Pupils’ competence to express their thoughts, feelings and opinions orally, in writing
or in other manner . Competence to communicate their knowledge and skill andexpress themselves clearly and in a listenable manner and to take part in conversationand discussion .

•Creative thinking and initiative in presentation and processing of material . Competence
to use knowledge and skill, to draw conclusions, confidence to seek new solutions
and use critical thinking and reasoning .

•Competence to work independently, in cooperation with others and under supervision .

•Competence to use various media in seeking, processing and communicatingknowledge, and in using information in a responsible, creative and critical manner .

•Pupils’ competence to be responsible for their education and to evaluate their work
methods and performance .

It is difficult to assess certain aspects of compulsory school education . this is true of, forexample, morality, moral attitudes, equality, democracy, human rights, civil consciousness,sustainability and health . School are to find means to evaluate these factors but thepupils’ self-evaluation, peer assessment, parent assessment and evaluation of school
atmosphere may be useful as part of internal evaluation of schools . It should be kept inmind that by nature some objectives are such that it is not known whether they havebeen achieved or not until later in life .

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four standardised evaluation criteria are defined for each subject area, a – d . these are,on one hand, used to assess how far pupils have achieved the competence criteria ofeach subject area and, on the other hand, the pupils’ key competence described above .
the standardised criteria are to be used when pupils graduate from compulsory school .
they can also be used at the completion of grades 4 and 7 and in study assessment
generally . the standard can be adapted to the requirements of the school each time .
Standard Subject Area

Key CompetenceA

Exceptional learning competence andperformance with reference to thecompetence criteria of the subject or fieldof education .

Exceptional competence with reference
to the criteria of competence .

B

Good learning competence andperformance with reference to thecompetence criteria of the subject or fieldof education .

Good competence with reference tothe criteria of competence .

C

Passable learning competence andperformance with reference to thecompetence criteria of the subject or fieldof education .

Passable competence with reference tothe criteria of competence .

Ddefective learning competence andperformance with reference to thecompetence criteria of the subject or fieldof education .

defective competence with reference
to the criteria of competence .

upon completion of compulsory school education, pupils are to receive a certificate
attesting to the completion of compulsory studies . the certificate is to record the pupils’
study assessment report for the study undertaken during their final year of compulsory
school education, it is, however, desirable to refer to studies in grades 8 to 10 . thereference is to be twofold as shown in the evaluation criteria above . the certificate
shall, furthermore, record the criteria on which the study assessment is based . for the
information on study assessment to be trustworthy, fair and reliable, and suitable toenhance the pupils’ realistic self-evaluation, two things should be kept in mind . on the
one hand, the pupil being assessed and his/her progress, application and achievementwith reference to his/her own status, and on the other hand, in comparison with others,
for example, those of the same age .

9.5

Links with the competence levels of the upper secondary school

Education at the upper secondary school is linked to four competence levels which
overlap, on one hand, with the lower secondary level of the compulsory school, andon the other, with the university level . the levels show gradually increased demand on

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the pupils’ knowledge, skills and competence . It is important that pupils begin theirstudies at an appropriate level of the upper secondary school . Common criteria for study
assessment at the completion of compulsory school and a common standard support
this . Pupils begin their studies at upper secondary school either at the first or second levelaccording to more detailed arrangement in the national Curriculum Guide for upper
Secondary Schools and the school curriculum guide of the relevant school . Evaluation ofwhat is the appropriate level for each pupil is decided by the relevant upper secondary
school in consultation with pupils and their parents and is further defined in the national
Curriculum Guide for upper Secondary Schools . the assessment is always individual
oriented . Compulsory school is responsible for the assessment being fair and reliable andto give pupils, their parents and the upper secondary school the best possible guidance
for studies at upper secondary school .

9.6

Study assessment throughout the school year

teachers should assist their pupils towards realistic self-evaluation, explain to them theobjectives of education and how they are progressing towards these objectives . Emphasisshould be on formative assessment, which is based on pupils regularly examining theirstudies with their teachers in order to understand their own objectives and to decide
where to aim . Pupils should be aware of the criteria on which the assessment is based .

9.7

Varied study assessment

the form of assessment material is to be varied and in accordance with the methodof teaching and to apply to as many aspects of learning as possible . the assessment
is to involve both oral, practical, written and pictorial assignments, also short specificexercises and more thorough studies, individual and group work, projects carried out
within a limited timeframe and with unlimited time, and additionally, various types of
examinations . Portfolios or workbooks, where various tasks and solutions are collected,
for example digitally, can be useful to give an overview of the pupils’ work and to show
their application, activity, working methods, progress and social skills .
assessment is to take into consideration the special needs of pupils and especially
their learning disabilities . Schools are to make an effort to meet the needs of pupils insuch cases . these pupils are entitled to special arrangements when it comes to general
assessment, for example, longer time to complete examinations, being given customised
examinations, use of support materials and assistance during examinations and oral
examinations, or in some appropriate manner that meets the pupils’ needs .

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9.8

Coherent national assessment in compulsory schools

the Ministry of Education organises coherent national assessment in compulsory
schools, provides schools with standardised achievement examinations for that purpose
and carries out national assessments .
all pupils in grades 4, 7 and 10 of compulsory school are to undergo national achievement
examinations in Icelandic and mathematics . Pupils in grade 10 additionally undergo anational achievement examination in English . the Minister of Education can implement
other examinations according to decision . national achievement examinations in thesegrades are intended, in particular, to assess whether the national Curriculum Guide’sintermediate objectives have been achieved and to provide pupils, parents, school
personnel and educational authorities with nation-wide information and references . ahead teacher may exempt pupils from undergoing national achievement examinations
in particular subjects in grades 4, 7 and 10, provided that valid arguments and parental
consent support the decision . this concerns, for example, pupils of foreign origin who
have recently moved to the country and have limited knowledge of Icelandic, pupils withspecial needs and pupils with long-term illnesses .
an overall summary of the national achievement examination results is to be issued
and distributed to compulsory schools, school councils in compulsory schools, schoolboards and educational authorities . Information on the results of national achievement
examinations may be released to other parties but confidentiality is to be ensured
concerning individual pupils’ results .

9.9Standardised examinations and scanning tests incompulsory schools

Schools should have access to diagnostic tests and other assessment forms whichfacilitate scrutiny of specific aspects of study and teaching in order to use the results
for appropriate guidance and teaching for their pupils . Standardised examinations, forexample, reading tests, mathematics tests, motor development tests, screening tests
to predict potential reading difficulties, standardised questionnaires, and other such
instruments can prove to be very useful aids in diagnosing problems at an early stageof schooling, thereby increasing the likelihood that they can be corrected throughsystematic action .

9.10 graduation before completing 10-year education
If parents consider their child fulfils the requirements to enrol in upper secondary school,
they may apply to the head teacher of a compulsory school for their child to graduate
from compulsory school before 10 years of compulsory education are concluded . the

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head teacher is to consult with the supervisory teacher of the child and the specialist
services of the municipality before making a decision . the head teacher is to determine
when a pupil has concluded compulsory school education and is responsible for thepupil’s graduation from compulsory school . the pupil is to complete all compulsory
education according to the national Curriculum Guide with exceptional results in orderto graduate, cf . the following criteria:•

the pupil has fulfilled requirements with regard to the competence criteria of thenational Curriculum Guide with exceptional results .

•the pupil has received study and vocational counselling .

•the head teacher, supervisory teacher and specialist services consider the graduation
advisable•

the pupil has acquired social maturity to handle upper secondary school
environment .

Pupils who have not concluded compulsory school education can, however, begin studies
concurrently in the upper secondary school in consultation with their parents, the relevant
upper secondary school and municipality in order to make clear how the studies will beassessed . according to the Compulsory School act, the relevant compulsory school andupper secondary school are to come to an agreement concerning the execution andarrangement .
Should a head teach deny parents graduation from compulsory school before 10 yearsof compulsory education is concluded, parents may make an appeal to the Ministry of
Education who administers resolution .

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EVALUATION OF COmPULSORYSChOOL OPERATIONS

10according to the Compulsory School act, the objectives of evaluation and supervision of
the quality of compulsory school activities are:•to provide information about school activities, school achievements and development
for educational authorities, compulsory school personnel, receiving schools, parents
and pupils•

to ensure that school activities are according to law, regulations and the national
Curriculum Guide for Compulsory Schools•

to increase the quality of education and school activities and encourage improvements•

to ensure that pupils’ rights are respected and that they get the service that they areentitled to according to law

Evaluation is divided into two parts: on the one hand, there is evaluation that schools
carry out themselves and is here called internal evaluation . on the other hand, isevaluation by external parties for local authorities, the Ministry of Education or otherparties, and is here called external evaluation (cf . chapter 3) .

10.1 Internal evaluation of compulsory school
the head teacher in collaboration with school personnel is responsible for the qualityof the activities of the relevant school . Each school is to formulate a clear policy in

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accordance with the fundamental pillars of education, objectives and emphases of theCompulsory School act, the provisions of the national Curriculum Guide for Compulsory
Schools and the school policy of the relevant municipality . furthermore, the internal
evaluation should take into account the work methods and characteristics of each school
as defined in the school curriculum guide . the school curriculum guide is to define
emphases and plans for internal evaluation .
Each compulsory school is to systematically evaluate the achievements and quality ofschool activities . there are various ways for schools to evaluate their activities and it isimportant that the system used is appropriate for the activities of the relevant school .
when carrying out internal evaluation, the links with the objectives stipulated in theschool curriculum guide are to be defined . the characteristics of the school should be thefoundation of the methods that each school develops in order to evaluate to what extent
the school’s objectives have been obtained . the methods of the internal evaluation
should take into account the tasks that the school is engaged in each time .
Internal evaluation is to be an integral part of daily school activities, encourage thepersonnel’s knowledge, competence and reflection on their work and enhance theirsense of responsibility . democratic work methods regarding the internal evaluation,
where the opinions of those involved in the school activities are considered, enhance
work quality . the findings of the internal evaluation are to be used for improving school
activities in consultation with the school board .

10.2 External evaluation in compulsory school
Evaluation and supervision by municipalities
School boards, on behalf of the local government, are to supervise that school operations
in compulsory schools are according to the Compulsory School act, regulations and thenational Curriculum Guide for Compulsory Schools . this is valid for both schools run bymunicipalities and those run by other parties . the school board is responsible for school
activities being evaluated with regard to the circumstances and characteristics of eachschool . the evaluation can be based on a variety of information . this can, for example,
be information from internal evaluation, evaluation of the school curriculum guide andoperation plan, the implementation of the municipal school policy, statistical informationand other relevant data . the school board is also responsible for the school internal
evaluation being systematic . the school board should make an effort that the findingsof the internal evaluation increase the quality and improve achievement in every aspectof school activities .
the local government is to ensure that information concerning school operations isadvanced to the Ministry of Education, school personnel, parents and pupils . the local

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government is also to issue relevant information within the municipality concerning theassessments and evaluations of school operations .
the evaluation and assessment findings are to be systematically followed up but this is
to be done in accordance with the tasks and the findings .

External evaluation by the Ministry of Education
the Ministry of Education supervises whether municipalities fulfil the obligations that
the Compulsory School act, regulations and the national Curriculum Guide stipulate .
regular external evaluation by the Ministry of Education involves reports, surveys andresearch in addition to general collection, analysis and dissemination of information .
the Ministry of Education sets an agenda for three years at a time regarding surveys andassessments that aim at providing information on implementation of school operations .
the findings of all surveys and reports appear on the website of the Ministry of Education .
reports and improvement plans of the local governments based on the findings of theexternal evaluation are also issued there . Emphasis is on whether school operations
are according to provisions of law and regulations and the objectives laid down bymunicipalities and individual schools . findings are to be applied and the follow-up of the
Ministry of Education is based on the findings each time .

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SChOOL DEVELOPENT

11

School activities should develop steadily . new pedagogical and educational knowledge
demands revision and this applies equally to new knowledge within the fields ofknowledge which are the basis for subject areas and subjects . new social circumstances
and technical innovation also necessitate changes . Collaboration and coordination
are key factors in successful development in education . Educational authorities,
local governments, specialist services, school authorities and teachers are collectively
responsible for continuous revision and that improvement characterises the activitiesof all involved . School development is organised, systematic and continuous effort for
improvement in school activities . School development should always be advantageous
for children .

11.1 municipal school policy
Municipalities are to formulate their own school policy based on local circumstances
and the emphases they want to establish . Policy formulation should be carried out incomprehensive cooperation of all those directly involved . among these are school boards,
parents, pupils, school authorities, teachers and other school personnel, in addition to
those parties involved in or affected by the school policy . Municipal school policy is
to give the individual institutions it concerns scope for making professional decisions .
Private schools formulate their own emphases and guidelines for school development
within the framework of their service agreement .

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11.2 School policy
Each school formulates its school policy in its curriculum guide . School development andimprovement is detailed in the guide . Governmental and municipal education policies
are the framework for individual schools . School development is based on cooperationof school personnel, parents and pupils and this is to shape all work methods .
School internal evaluation is to encourage improvement . Internal evaluation brings out
the strengths and weaknesses and based on these pressing tasks may be prioritised . thefindings of internal evaluation can also stimulate school development .
new knowledge is another source of developmental efforts . Continuing education for
personnel can encourage such knowledge based on professional progress and research .
School policy and continuing education plans for individual employees or the school as awhole are to be consistent with and support improvement plans .
School development is based both on attitudes and work methods . when schools
formulate their plans a few years ahead, it is easier to outline individual tasks andcoordinate them to the comprehensive school policy . both professional leadership andorganised guidance is an important prerequisite for successful development work .

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12Each school is to issue its policy in two ways . on the one hand, the general policy isissued in the school curriculum guide, and on the other hand, information that is variablefrom one year to the next appears in the annual operation plan . the head teacher is
responsible for the implementation of the school curriculum guide and operation planand shall devise them in consultation with teachers and other school personnel who
have thereby committed themselves to implement them . the school council is to discuss
the school curriculum guide and the annual school operation plan . the school board
approves these after it has been verified that they are in accordance with law, regulations,the national Curriculum Guide, school policy, collective bargaining agreements and thedecisions of the local government concerning the arrangement of school operations .
the following chapters are the framework for issues that are to be part of the school
curriculum guide, on the one hand, and the operation plan, on the other . Schools havesubstantial latitude to implement these issues .

12.1 School curriculum guide
Each school devises a school curriculum guide . the school curriculum guide details
how it makes use of the latitude for decisions that are stipulated in law, regulations,the national Curriculum Guide and the school policy of the relevant local government .
Private schools, which do not belong to a particular municipality, do not have to work
according to the municipal school policy .

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the school curriculum guide is a more detailed version of the national Curriculum Guide
and there is scope to adapt official provisions to the characteristics of each school andlocal circumstances and to describe how these circumstances are used to enhancelearning and teaching .
the school curriculum guide describes the values that are the basis for all school activities .
there the general criteria stipulated in the national Curriculum Guide are detailed .
the school curriculum guide is to give information concerning:•

School operations and the main issues in their development since the establishmentof the school•

School policy; values, pedagogical and educational policy and teaching methods•

the implementation of the fundamental pillars of education and emphases of theCompulsory School act•

the objectives of education with regard to the provisions of the national Curriculum
Guide

•

the study assessment and reference system of the school•

Internal evaluation of achievement and quality•

Plans for improvement and development•

Cooperation between the school and the home, information dissemination•

Cooperation with preschool and upper secondary school, reception and transfer plans•

relations with the local community and how to utilise it for education and development•

Plans for:reception of new pupils
preventive measures against alcohol and intoxicantsmeasures against bullying and other forms of violence
security and accident prevention
equality and human rights
emergency measures
discipline

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Operation plan
the annual operation plan provides information on the school calendar, including
important dates . the operation plan details how the 180 school days that each school
has at its disposal are to be spent . the plan includes the school calendar showing whenschool begins in the autumn and ends in spring .

the school operation plan is to give information concerning:•

the school‘s administrative infrastructure, including organisation chart•

School personnel•

School calendar, including duration of Christmas vacation, Easter vacation and otherwinter vacations . the school calendar is to mark with explanations the ten days when
the pupils‘ attendance is permitted to be cut•

the arrangement of teaching, for example, teaching plans•

the tasks of internal evaluation•

the pupils’ operation plan, including information on the pupils’ timetable, parentteacher interviews, the main events of the school year and field trips•

Pupils’ electives in grades 8 to10•

School board, parent council, pupils’ association and their operation plans•

School rules•

Information on support services, including school health care and specialist services•

Information on extra-curricular and social activities•

Continuing education plan•

Evacuation plan•

Contingency plan for epidemics, storms, volcanic eruptions, earthquakes•

other aspects concerning school activities each year, such as practical information on
the school’s opening hours, consultation hours of specialists, canteen, absence andvacations .

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RESPONSIBILITIES AND
OBLIgATIONS OF PUPILS,PERSONNEL AND PARENTS

13

the whole school community should make an effort to encourage and support goodwork atmosphere and positive school spirit characterised by mutual trust, respect andshared responsibility, where security and healthy lifestyle are valued .

13.1 Pupils’ responsibilities and obligations
the concepts pupils’ responsibilities and pupils’ obligations are closely linked . Pupils’
obligations cannot be discussed without taking their responsibilities into consideration .
rights and obligations cannot be separated and both demand responsibility . this is botha question of individual responsibility and shared responsibility . this means that pupils
are, on the one hand, responsible as individuals for their actions, and on the other hand,share responsibility as members of a group/community and therefore share responsibility
with others in the group/community .

13.1.1 Pupils’ responsibility for their studies
an effort should be made to teach pupils to be responsible for their studies and theyfrom early on adapt good work methods . the pupils’ sense of responsibility develops as
they get opportunities to select their tasks and make decisions concerning their studies
so that they become meaningful to them . In this their age and level of maturity should
be kept in mind . Pupils are expected to make such decisions from the beginning of their
compulsory school attendance . a sense of responsibility only develops if pupils get used

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to making decisions and standing by them, both decisions made on their own and thosemade in consultation with others . the same applies to study methods that pupils adapt,and it is therefore necessary that pupils at any age have a choice of various methods
in their studies . Pupils should be allowed to apply different methods in their studies
and be trained to work both on their own and to collaborate with others . they do thisby selecting tasks within the limits laid down by the official objectives of education in
individual subjects or subject areas, whether they are in the national Curriculum Guideor the curriculum guide of their school . additionally, according to the Compulsory School
act and reference timetable, pupils may select subjects and subject areas, especially at
the lower secondary level .

13.1.2 Pupils’ responsibility for their behaviour and relations
It is important that pupils are not only responsible for their studies but also their
behaviour and conduct at school . this concerns various aspects of behaviour towards
their peers, personnel and various other individuals that they come into contact withat school and elsewhere . Pupils are responsible for their behaviour and relations withothers, considering their age and level of maturity . Pupils are to obey instructions fromteachers and school personnel in every way regarding school-related matters and follow
school rules and general rules of conduct in their relations with school personnel as wellas with their fellow pupils . when school rules are devised, it is important that pupils
participate in their making and that their opinions are taken into consideration and thus
gain their support for the rules . Parents’ views are also to be considered when school
rules are devised and decided what measures to take if school rules are violated . thisis conducive towards good working spirit, positive school atmosphere and democratic
upbringing of the pupils .
the school curriculum guide is to detail the aspects that the school considers mostimportant to create good school spirit . the participation of everyone involved in school
activities and their solidarity is essential for good school spirit . It is important that pupils,considering their age and level of maturity, are aware of their responsibility for how goodschool spirit is created, what it involves and that each individual is part of a larger wholethat is the shared responsibility of everyone .

13.1.3 Freedom of expression
Pupils should have an opportunity to express their opinions on everything that takes
place at school, whether it concerns their study, wellbeing, facilities or social conditions .
It is fair that their views are taken into consideration but with regard to their age, levelof maturity and the nature of the matter .
from the beginning of their compulsory school attendance, the pupils’ association is
an important forum for pupils to express their opinions and look out for their interests .

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Pupils elect their representatives for the school council and it is important that they seek
the pupils’ opinion and have an opportunity to support their interests in the school
council . the procedures of the school council are to take the pupils’ active participation
into consideration .

13.2 Personnel’s responsibilities and obligations
13.2.1 Professionalism and attention
this involves the personnel carrying out their work in an attentive manner and meetingthe educational and social needs of the pupils . the personnel do this by regularly reflecting
on their job, seeking new means, acquiring new knowledge and thus constantly striving
to learn more and do better . all personnel should show consideration towards children
and parents as well as colleagues .

13.2.2 Positive school atmosphere
In all their activities, school authorities, teachers and other personnel are to encourage
positive school atmosphere and working spirit with their pupils’ welfare and security inmind . School authorities should endeavour to create positive communication and mutual
trust in the school as a whole, considering the age and level of maturity of the pupils inthis context .
Personnel are to emphasise the pupils’ study discipline and self-discipline, orderliness,positive relations, forgiveness, tolerance and politeness . an effort should also be madeto build the self-image of the pupils, enhance their self-respect and their respect forothers, the possessions of others and the environment .

13.2.3 Confidentiality
School personnel should observe confidentiality in regard to the situation of children
in all their relations with the pupils, their parents and other personnel both at school
and outside it . School personnel should observe confidentiality regarding the mattersof which they gain knowledge in their work and concerns pupils or their parents,
keeping the pupils’ interests in mind . the obligation of confidentiality does not include
matters which, according to law, are to be reported to the police or to the Child welfare
authorities .

13.3 Parents’ responsibilities and obligations
according to the Compulsory School act, parents are responsible for the upbringing of
their children; they are responsible for the enrolment of their children when they reachcompulsory school age and their school attendance . Parents look out for the interests

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schooling, follow and support their education and study process and make sure that thechildren come to school rested and obey school rules .

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CONNECTIONS BETWEEN
hOmE AND SChOOL

14

School personnel, pupils and parents comprise the school community of each school . It
is important for these groups to co-operate effectively in shaping this society and therules of interaction which should characterise relations within and outside the school . toaccomplish this requires regular discussions on emphases and agreement on main pointsof reference .
according to the act in respect of Children, no 76, 2003, parents are those that are
responsible for the legal custody of children . Parents are responsible for the upbringing
of their children . they are obliged to ensure that their children attend school and are as
receptive as possible for the education the school provides . the school assists parents
in bringing up their children and offers them educational opportunities . the pupils’
education and welfare is a joint task of the home and school . this cooperation must be
based on mutual respect and trust, mutual exchange of information and joint decisions
and responsibility . Emphasis should primarily be placed on cooperation between homeand school concerning each individual, his/her study and welfare, and on the homeand school as the forum for education . Priority should also be given to cooperation in
individual classes or groups taught as a unit and grades, both with respect to study,
pupils’ welfare, class spirit and main points of reference for the school’s educational
efforts . School authorities and supervisory teachers, with the assistance of otherteachers, are primarily responsible for active collaboration . they should endeavour tocreate opportunities for parents to participate in school activities and encourage active
collaboration based on equality .

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Parents should have an opportunity to take part in the education of their children andin school activities generally . Parents are obliged to provide the compulsory school withinformation regarding their child that is necessary for school activities and the child’s
welfare . Parents are responsible for their children doing the homework on which theschool and the parents have agreed and that hobbies and work outside school are not
detrimental to the children’s education .
finally, it is important that there is solid collaboration between home and school
concerning school activities as a whole, for example, guidelines concerning behaviour,orderliness, school atmosphere and emphases in the school policy of individual schools
or local governments . Parents are expected to participate in the formation of the schoolcommunity and undertake with school authorities, teachers and other school personnel
to implement the objectives of the school operations and join forces to ensure theirchildren optimal conditions to grow up in and their general welfare .
Experience shows that effective parental involvement and solidarity concerning basic
guidelines is the best preventive measure against various threats, such as drug abuse
and undesirable behaviour . If the parents of pupils in the same class or school manage
to coordinate their efforts concerning educational guidelines, the likelihood of success inschool operations increases .

14.1 Information dissemination
Mutual and effective exchange of information between parents and school personnel
encourages mutual trust between them and assists them to share responsibility andmake decisions concerning the welfare of the pupils . Increased awareness on the partof parents of daily school operations and systematic cooperation concerning its activities
increases the likelihood of their active participation in decisions and responsibility .
Increased parental participation encourages the children’s progress at school and theiroverall welfare . It is essential that schools regularly provide clear information on school
operations and plans for future activities . this can be done in various ways, for example,
in interviews with parents, at information meetings with groups of parents, in the school
curriculum guide and through communication software and on the school’s website .
Parents are to inform the school on the child’s situation and general development andthose factors that can influence their wellbeing and study achievement .

14.2 Parent council
the compulsory school is to operate a parent council . the head teacher is responsiblefor its foundation and guarantees that it is provided with all necessary assistance . therole of the parent council is to support school activities, support pupils’ welfare and72

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improve the relations between school and home . the parent council of each compulsory
school sets its own rules, for example, regarding elections for its board and election ofrepresentatives for the school council
decision making in school affairs has moved closer to parents, underlining the need for
a formal avenue for parental participation . an efficient and active parents’ associationin each school gives parents an opportunity to encourage and support good school
atmosphere and get acquainted with other parents, pupils and the school personnel .
It provides parents with a forum to discuss their children’s schooling, together withother questions concerning child rearing and education . In order to achieve success, itis necessary for all involved to consider the objectives of the council and how its efforts
can be organised to achieve these objectives . with an active parent council, it is possible
to join forces for the interest and wellbeing of children . Parent councils are to emphasise
parental involvement in individual supervision groups or classes . Parent councils are tocooperate with the school council and pupils’ association .

14.3 School council
according to law, the school council is a consultation platform for the head teacher
and school community regarding school operations . the school council takes part informulating school policy and school characteristics . the school council discusses theschool curriculum guide, annual operation plan, financial plan and other plans regarding
school operations . any plans for major changes in school operations and activities areto be referred to the school council before a final decision is made . the school council
is to monitor security, conditions and general well-being of pupils . the head teacher is
responsible for the school council work and that it sets its own rules .

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CONNECTIONS BETWEENSChOOL LEVELS

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one of the main issues of the new school policy, which was formulated in 2008 with
the introduction of the Preschool act, the Compulsory School act, and the upper
Secondary School act, is to increase latitude, flexibility and continuity between thethree school levels and within each level . Emphasis is on accommodating the diverse
needs of children, but this calls for increased flexibility in organisation, for example,
length of study and divisions between school levels . the main objectives of collaborationand connections between school levels are to create continuity in children’s education,accommodate their needs and encourage effective organisation of study . furthermore,
to ensure mutual knowledge and understanding of teachers’ work and pupils’ educationand contribute to the wellbeing and security of children when they transfer between
school levels .

15.1 Connections between preschool and compulsory
schoolflexibility in the organisation of education, including length of study, is necessary in orderto accommodate the different needs of children . a head teacher may authorise that achild may start school attendance before the age of six . before such a decision is made,it is essential that the personnel of the relevant preschool and compulsory school havediscussed the matter . according to the Preschool act and the Compulsory School act,
municipalities are to initiate cooperation between preschools and compulsory schools .

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the school curriculum guide is to detail this cooperation and how to arrange efficienttransfer and adaptation between school levels . Continuation in children’s schooling isof importance so that experience and study at previous school levels is useful at thenext . when children’s compulsory school attendance begins, their preschool study andexperience should be the basis for their compulsory school study . the competencethat the children acquired at preschool is to be the basis for their compulsory school
study . Positive transfer from preschool to compulsory school also involves the children’s
preparation and adaptation . Preschool children need an opportunity to get acquainted
with the receiving school while they are still at preschool, and the first weeks ofcompulsory school attendance should be viewed as preparation and adaptation .

15.1.1 Information between school levels
at the completion of preschool certain information exists on the children . In order toensure that study at compulsory school is based on the study and experience at preschool,
and to optimise their adaptation, certain information on all children is to follow them tocompulsory school . this can, for example, be in the form of a portfolio that the children
have taken part in making . Parents are important contacts between the two school levels
and give information on their children and their preschool attendance . furthermore,they are entitled to be informed about the data that follow each child from preschool tocompulsory school and have a possibility to respond to them .

15.1.2 Cooperation
the connection between preschool and compulsory school is a cooperative venture forparents and teachers of both school levels where the welfare of the child is in focus .
teachers at both school levels should study the education and working methods of eachother for children to experience continuity from preschool to compulsory school . In orderto ensure this, preschools and compulsory schools should work out a plan that contains
the common emphases of both school levels according to the national Curriculum Guide
in addition to processes and responsibilities for the implementation . Such plans are to beissued in school curriculum guides at both school levels .

15.2 Connections between compulsory school and upper
secondary school
the great majority of pupils commence their upper secondary school study immediately
upon completing compulsory school . It is important that pupils get reliable informationon the upper secondary school level as a whole and also on specific schools, especiallylocal schools . the upper secondary school is responsible for this information whichshould be accessible for all .

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Compulsory school pupils are entitled to dependable study and vocational counsellingwhich facilitates selecting appropriate education . local authorities initiate cooperation
between compulsory schools and upper secondary schools . head teachers of compulsory
schools and principals of upper secondary schools are responsible for this cooperation .
the cooperation involves responsibility for dissemination of information between schools
and to pupils and parents concerning education at the upper secondary school level andhow best to organise this cooperation .
Compulsory school pupils are entitled to enrol in particular subjects at upper secondary
level upon completion of compulsory school study in the relevant subjects . Compulsory
school pupils are also entitled to enrol in such course units while still at compulsory
school, as long as they demonstrate the necessary competence . In these circumstances
mutual trust is essential between the compulsory and upper secondary schools . thestudy is the responsibility of the compulsory school and assessment is accredited in the
pupil’s certificate at the completion of compulsory school study . upper secondary school
education is linked to competence levels . the relevant upper secondary school validates
that the studies meet the school’s criteria and accredits them as such .
If compulsory school pupils participate in courses at upper secondary level and theirstudies are considered as part of compulsory school studies, the cost of teaching at theupper secondary school level is according to the Compulsory School act and upper
Secondary School act . further implementation and arrangement is to be negotiatedbetween the compulsory school and upper secondary school in question
If compulsory school pupils have been admitted to special treatment within generalcompulsory school or to a specialised school, teachers and other specialists, incooperation with the pupils and their parents, should participate in devising andorganising the transference plan for their future enrolment in upper secondary school,with the preparation to starting in grade 9 .
•the Ministry of Education issues regulations concerning enrolment in upper secondary
schools . the following rules are valid for compulsory school pupils enrolling in upper
secondary schools:•

all pupils who have completed their compulsory school education or reached the ageof 16 are entitled to enrol in upper secondary school .

•Pupils who have completed compulsory school education according to the national
Curriculum Guide for the Compulsory School are entitled to enrol in the study
programmes of the upper secondary school, provided special requirements are notmade .

•

an effort should be made that pupils can attend upper secondary school near theirhome or in an upper secondary school near to their municipality of residence .

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EXEmPTIONS FROm ThE
NATIONAL CURRICULUm gUIDE

16

Study in accordance with the national Curriculum Guide for Compulsory Schools is
mandatory study, and therefore no exceptions can be made . there are, however, several
provisions in the Compulsory School act which authorise exemptions from compulsory
study and the instructions of the national Curriculum Guide .
as a rule, children begin their compulsory school attendance in the calendar year thatthey turn six years of age . according to the Preschool act and the Compulsory Schoolact, however, commencement of school study can begin earlier or later in special
instances . a head teacher may authorise a child to begin school study at the age of fiveor seven years if certain requirements are met .
the Compulsory School act, furthermore, permits pupils to finish compulsory school inless than ten years . this refers to precocious pupils who may graduate from compulsory
school earlier than is normal for their age . this is the responsibility of the relevant schoolwith the assistance of the specialist services of the municipality and at the parents’initiative or after receiving their approval to assess when and how acceleration of this sortshould take place . Pupils have to complete all their compulsory school study according
to the national Curriculum Guide before graduating from compulsory school in less thanten years . notwithstanding permission to complete compulsory school in less than ten
years, compulsory schools should offer precocious pupils opportunities to deepen theirknowledge in the subject areas of the compulsory school or to take electives in othersubjects, depending on their interest .

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16.1 Exemption from attending school
If parents of pupils of compulsory school age apply for exemption for the child from
attending school temporarily, the head teacher may grant such an exemption in particularsubjects or completely from attending school . this should be done in consultation
with the supervisory teacher and the arguments presented are considered to be valid .
the national Curriculum Guide does not give detailed instructions on what are to beconsidered valid arguments, but in all instances the parents must ensure that the pupils
catch up on any studies missed during the period of the exemption . valid arguments can,for example, concern participation in activities for national teams in sport at the lower
secondary school level, youth work, family journeys or volunteer work .

16.2 Validation of study outside of compulsory schoola head teacher of a compulsory school may, by law, recognise study outside ofcompulsory school or competence that a pupil has acquired as the equivalent to study in
a compulsory subject from the beginning of compulsory school to its end . as an exampleof this, is the competence of pupils whose native language is other than Icelandic in theirnative language, the competence of Icelandic pupils in other foreign languages thanEnglish and danish, study at music schools, at other art schools and language schools .
Participation in social life, sports or organised volunteer work may also be assessed aselectives at the lower secondary school level .

16.3 National achievement examinations
Compulsory school pupils in grades 4, 7 and 10 are to undergo national achievement
examinations . head teachers may exempt pupils from undergoing national examinationsin individual subjects or in all subjects, provided that valid arguments and parents’ andteachers’ consent support the decision . the head teacher’s exemption may concern
pupils whose native language is other than Icelandic and have recently moved to Iceland,
pupils with special needs in general compulsory schools or specialised schools or pupils
who due to circumstances beyond their control cannot sit the examinations .

16.4 Experimental schools
the Minister of Education, Science and Culture may authorise municipalities or otherorganisations to organise experimental schools or to carry out experiments in particular
aspects of school activities . In such cases temporary exemptions may be made from thenational Curriculum Guide for Compulsory Schools . Such exemptions may concern, forexample, education, the school’s operating time, organisation of teaching, number ofclasses, deviation from reference timetable and deviations from the national Curriculum

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Guide . as an example of this, are schools organised according to accredited national
curriculum guides of other countries or international curriculum guides and organisation .
reasonable time limits are always to be stipulated for such experiments and the Ministryof Education evaluates such experiments upon conclusion . Such experimental schools
may be run as general compulsory schools under the auspices of municipalities, as adepartment within a compulsory school or as an independent private school accreditedby the Ministry of Education and funded by the municipality according to law .

16.5 home tutoring
local government may exempt parents in order to teach their children at home according
to further provisions laid out in regulation . Parents who wish for an exemption in orderto teach their children at home, in part or totally, shall apply for such exemption fromtheir municipality . a head teacher may provide an exemption in consultation with theschool board and specialist services . at least one of the parents granted permission totake care of home tutoring is to be a certified compulsory school teacher . Children thatreceive home tutoring are exempt from compulsory schooling but are to be supervisedby the municipality and their study be evaluated regularly . they are to undergo national
achievement examinations and have access to the specialist services of the municipality
and other support services . the municipality appoints a particular school to handle theconnection with the home . Pupils receiving home tutoring should have an opportunity
to take part in extracurricular activities and have access to school activities as they wish .
although children receive home tutoring, their wishes for participation in common
school activities should be taken into consideration

16.6 Special teaching because of medical condition
all compulsory school pupils are entitled to appropriate teaching without discrimination
and regardless of their physical or mental attainment . Pupils, who have difficulties studying
because of specialised study problems, emotional or social problems and/or disabilities,
dyslexic pupils, pupils suffering from long-term illnesses and pupils with health-related
special needs, have the right to special study support, according to evaluation of their
special needs
Pupils that are considered unable to attend school according to doctor’s evaluation
because of an accident or a long-term illness, have the right to special teaching becauseof their condition, either in their home or at a medical institution . If possible, schools
should utilise information technology and distance learning for these pupils so that they
are able to continue their study as best they can and keep up connections with theirschool and friends . Special teaching because of medical condition does not apply toillness shorter than a week .

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16.7 Distance and flexible education
the main objectives of distance and flexible education at compulsory school should be togive those pupils who wish an opportunity to study regardless of residence . this especiallyrefers to education that is not offered in the relevant school, such as, language study for
pupils of foreign origin and various kinds of electives . this also applies to pupils who havethe competence to take particular course units at upper secondary school as distance or
flexible education while still at compulsory school . In order to encourage flexibility at theconnection of compulsory and upper secondary school, compulsory school pupils should
preferably be offered to take distance or flexible education at upper secondary school aspart of their compulsory education without special fee . the arrangement of distance andflexible education is to be detailed in the school curriculum guide .

16.8 Exemption from compulsory educationaccording to the Compulsory School act, a head teacher is authorised to exempt apupil from compulsory education in a particular subject if there are valid arguments to
support this . this, for example, applies to exemption for pupils whose native language
is other than Icelandic for education in danish . this also applies to teenagers who have
lived abroad for a long time . additionally, pupils with special needs or disabilities may be
granted exemption from a particular subject in consultation with specialists . Pupils should
be offered other subjects instead, for example, in their native language or Icelandic .
furthermore, this exemption may be used for pupils who have shown exceptional
achievement in a particular field, for example, are on the youth national teams in sports
or in artistic study as can be seen in the guidelines for schools concerning such issues
and are detailed below .
It is important that schools show consideration and understanding in discussing issues
connected to homes . this applies especially to religious beliefs and ideologies . withregard to the special position of such factors, and especially to freedom of religion,individual students can be exempted from specific aspects of compulsory study related
to religion and ideologies on their parents’ request and if valid arguments support it .
Compulsory schools should organise their activities in such a way that pupils do not need
exemption from particular school activities because of their religion or ideologies .
If a pupil has been granted exemption from a compulsory subject at compulsory school,
it is natural that such exemption is valid for the same subjects in upper secondary school .
Guidelines for compulsory school procedure regarding parents’ request for exemption
from compulsory education in a particular subject, cf . article 15 of the Compulsory
School act:•

the request is to be in writing . the request should be approved by the parent/guardian80

Ministry of Education, Science and Cultureof the pupil and head teacher . the request is to include name, Id number, address,
and the compulsory school of the pupil .
•the request is to include arguments for and explanation of the reasons, or these to
be enclosed . Explanations and arguments may come from parents, teachers, specialist
services, specialists, doctors (health certificate), depending on circumstances .

•further explanations should be acquired if necessary . Specialist opinion or that ofothers acquired if this is considered necessary . the school may offer other studies
instead, but this is not mandatory if the pupil has met competence requirements or if
it is considered desirable to decrease study requirements .

•head teacher is to file the request as a separate topic and answer formally in writing .

Guidelines for compulsory school procedure regarding exemption from physical education
at compulsory school level, cf . article 15 of the Compulsory School act:•

formal request for exemption from physical education is to be sent to the head teacher
signed by the pupil’s parents and the pupil in question . Included are to be information
about the pupil, that is, name, Id number, address, compulsory school, sports club andsport, in addition to clear arguments for the exemption request .

•Enclosed should be verification from the relevant sports club concerning the pupil’s
training of the sport in question .

•Enclosed is to be the relevant coach’s report on the pupil’s status . at the end of term
the coach is to turn in an assessment of the pupil’s effort and achievement .

•a pupil who has gained exceptional achievement in swimming with a sports club may
generally only be exempted from school swimming, not physical education in general .

•a pupil who has gained exceptional achievement in a sport (other than swimming)
generally is not exempted from school swimming .

•Generally, the head teacher only exempts compulsory school pupils in grades 8 to 10
from physical education if they have gained exceptional achievement in their sport .
Exception is not granted if the sport has been assessed as part of electives .

•the head teacher is to accord equitable treatment when handling exemption requests .

•head teachers are not to exempt compulsory school pupils in grades 1 to 7 fromphysical education because of sport in a sport club .

•head teachers are not to accept exemption requests except when enclosed information
is sufficient .

•head teachers may, with reference to article 15 of the Compulsory School act,
exempt individual pupils partly from physical education for a certain period . Parents
are nonetheless to take care that the pupil catches up on what he/she might lose out
on while he/she is exempt from attendance .

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17

Subject Areas

Key competences, subject areas and individual subjects will be discussed in the following
chapters in line with the Compulsory School Act No. 91/2008. The emphasis is both on
general key competences and specific competences for the respective subjects or subject
areas. These chapters deal with educational values and main objectives, competence
criteria, teaching methods and assessment. The competence criteria for Grades 4, 7 and
10 are specified, in addition to the assessment criteria for the completion of Grade 10,
except for foreign languages, which are organised according to levels instead of grades.
Based on the competence criteria, teachers and pupils select teaching methods, study
materials and assessment methods, and these should be detailed in the curriculum guideof each school.
The competence concept is explained in the General Section of the National Curriculum
Guide for Preschools, Compulsory Schools and Upper Secondary Schools. It consists ofknowledge and skills and is interconnected with the pupils’ ethical views. Knowledge
is both academic and practical. Pupils should learn to discuss, categorise, compare andpresent their knowledge and skills in various ways, both orally and in writing, and bypractical or artistic means. Skills are both intellectual and practical, involving methods,
practice and logical thinking. Skills are acquired through diverse methods and practices.
Competence involves overview and the ability to use knowledge and skills. It requires
a sense of responsibility, respect, broadmindedness, creativity, moral awareness,
communicative competence, capability for action and that individuals understand theirabilities. Competence is communicated in various ways where intellectual, artistic and84

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practical knowledge and skills are integrated with the ethical and social views of theindividual. When enhancing the pupils’ competence, it should be kept in mind that
pupils do not always grasp what competence they have acquired. Certain forms ofcompetence are difficult to assess and it is not until later in life that it becomes clear
whether this competence has been achieved or not. The diagram below shows examples
of processes that should be taken into consideration as pupils’ competence is encouraged
and assessed in various ways.
Unconscious incompetenceConscious of incompetence• Do not realise that acompetence, which might beuseful for them, exists.

• Realise that a certain type ofcompetence, which they do not
have, exists.

• Are unaware of a certain typeof incompetence.

• Become aware of that by acquiringa certain type of competence theirabilities and results will improve.

• Get assistance to realise what
this competence involves.

• Are able to assess on their own
what has to be done to acquire
and improve new competence.
• Exert themselves and show
initiative in acquiring andimproving new competence.

Unconscious competenceConscious competence• Do not realise whatcompetence they have.

• Show competence both withconfidence and when they decide
to do so.

• Find it difficult to explain
how and why they behave
in a certain way.

• Show confidence without cooperation or assistance fromothers.

• Receive guidance tounderstand and assess
their competence.

• Are able to explain andcommunicate how and why they
behave in a certain way.

• Receive assessment of
their competence andvalidation according todefined criteria.

• Realistically assess theircompetence.
• Are able to maintain theircompetence, improve it throughexercise, and use it creatively andin a new context.

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18

Key Competences

In this chapter the key competences in compulsory school are defined with regard to thesix pillars of education as detailed in Chapter 2, as are the emphases from Chapter 6 andthe key competences as defined in Chapter 9.4. Competence criteria for the completionof Grades 4, 7, and 10 are detailed. This is followed by a discussion of teaching methods
and assessment as described in the emphases of the competence criteria. Based on thecompetence criteria, teachers and pupils select learning strategies, study materials andassessment methods; this is to be detailed in the curriculum guide of each school. Finally
there are assessment criteria that should be used, as appropriate, to describe the pupils’competence at the completion of compulsory school.

18.1	Educational values and main objectives of key
competences
In Chapter 6 the fundamental pillars of education and the emphases of the Compulsory
School Act are formulated as the guidelines for general education and the work methodsof compulsory school. In addition, it is emphasised how important it is for compulsory
school to become a forum for developing the competence of pupils in harmony withthe fundamental pillars and preparing them for participation in democratic society. Key
competences are the type of competences that focus on the pupil and that are meant toenhance the pupil’s general development. Key competences are integrated into all subject
areas. They concern the pupils’ competence for expression and communication, creativeand critical thinking, independence and cooperation, use of media and information, andresponsibility for and evaluation of their studies.

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The educational values of key competences consist, among other things, of developing
pupils’ self-consciousness and communicative competence, preparing them for active
participation in democratic society and enhancing their ability to use their strengths, indue time, for further studies and work development. By defining the competence criteria
for the key competences in every aspect of education from the beginning of compulsory
school to its completion, a basis is laid for the pupils’ general development. Competence
in expression, critical thinking, competence in cooperation, self-knowledge, responsibility
and independence, initiative and creative thinking are some of the factors that lay thefoundation for a lifelong and comprehensive general education.

18.2	Competence criteria for key competences
Competence criteria are defined at the completion of Grades 4, 7 and 10. They are divided
into five categories in accordance with the criteria for assessment of key competencesin Chapter 9.4; that is, expression and communication, creative and critical thinking,independence and cooperation, using media and information, and responsibility for andevaluation of one’s own education.

Expression and communication
The pupils’ competence to express their thoughts, feelings and opinions orally, in writing
or in other ways. Competence to communicate their knowledge and skills and express
themselves clearly and in an understandable manner and to take part in conversationand discussion.

Expression and communication
At the completion ofGrade 4, pupils are able to:

At the completion ofGrade 7, pupils are able to:

At the completion of Grade10, pupils are able to:• express their thoughts and• express their thoughts andopinions appropriately and inan organised manner using
various media,• express their thoughts, ideas
and feelings in an organised,
clear and suitable manner,• seek arguments andinformation in conversation,organise their reasoning andshow regard for different
views,• react with reasoning to
informa­tion and ideas
presented in various forms,
take part in discussions,
support their ideas with selfpossession and show regard
for different views,

opinions and formulate themin a suitable manner,• listen for information andarguments in conversation,

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• adapt their expression to
those they are talking toand use common vocabulary
suitable for the discussion
topic each time,• adapt and adjust theirpresentation to the demands
or requirements of thosethey are talking to anduse suitable concepts andvocabulary related to thediscussion topic each time,• talk in an appropriatemanner about a subject so
as to arouse the interest of
those they are talking to,• describe their thoughts,
opinions and knowledge in amanner suitable each time,• describe and present theirknowledge and skills, theiropinions, thoughts andfeelings in a manner suitableeach time.

• use varied vocabulary andsuitable concepts with regard
to different topics,• use varied methods
to communicate theirknowledge and skills, theiropinions, thoughts andfeelings in an organisedmanner, appropriate each
time.

Creative and critical thinking
Creative thinking and initiative in the treatment and processing of material. The pupils’competence to use their knowledge and skills, draw conclusions, the confidence to seek
new solutions and use critical thinking and reasoning.

Creative and critical thinking
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• organise treatment andmethods for carrying out
assignments,• ask questions and plan thecontents and execution ofprojects• make enquiries, make theirown plans and review aprocess for the treatmentof material, and carry out
assignments,• take part in defining
standards for achievement,• define standards andachievement,• define and justify standardsof achievement,• realise that more than
one solution is often
possible when carrying out
assignments and that one
can learn from mistakes anduse this in a creative manner,• learn from mistakes andcreatively use unexpected
solutions in carrying out
assignments,• honestly make use of
mistakes and unexpected
solutions in a critical andcreative manner, and see
new opportunities in this,88Ministry of Education, Science and Culture• distinguish between facts
and opinions,• discern different
interpretations anddistinguish between facts
and opinions throughreasoning,• take an informed stance ondata and information, draw
conclusions and create theirown meaning,• creatively review assignment
solutions from different
points of view.

• decide if a method for
project work has beensuccessful and take part informing and presenting atask in a creative manner.

• use different points ofview and critical thinking
for creatively forming andpresenting tasks.

Independence and cooperation
Competence to work independently, in cooperation with others and under supervision.

Independence and cooperation
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• follow instructions andtake responsibility for theirtasks and work methods, as
appropriate,• realise what is expected ofthem in their studies andschool activities and act
accordingly, both in theirstudies and at work,• recognise their strengths,• realise how they use their• recognise their strengths instrengths and have a clear
order to enhance and reinforce
self-image,their self-image,• cooperate with others onorganised tasks connectedto their studies and social
activities within the school,• cooperate with others andcontribute to cooperation
related to studies and social
activities within the school,• cooperate with others andparticipate in communication
in a positive manner;contribute to constructive
cooperation related to studies
and social activities within theschool,• recognise their own role incooperation,• recognise their own role incooperation and take partin plans to achieve common
goals,• take a leading role incooperation and be
responsible for means toachieve common goals,• take positive part in workand play within their schoolcommunity,• actively influence the• use their competence to be
active and responsible citizens
in a democratic society,• work under supervision in apositive manner.

• accept guidance and criticism
in a positive manner.

school community throughparticipation in play and work,89• take initiative in their studies
and be independent andresponsible in their work
methods,• accept guidance and criticism
in a constructive manner, andalso present their criticism in aconstructive manner.

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Using media and information
Competence to use various media in seeking, processing and communicating knowledge,
and in using information in a responsible, creative and critical manner.

Using media and information
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• seek information in various
media for their studies,• use various data banks
and resources to acquire
information and for referencein their studies,• use various media and aids ina responsible manner whenseeking information and forreference in their studies,• use media fairly independently
for innovation, concept workand presentation of material,• use various media ininnovation, development andpresentation of informationand ideas,• independently and incooperation with others use
various media for planning,
innovation, development andpresentation of informationand ideas,• use information in a
responsible manner and beaware of the importance of
responsible internet usage.

• show responsibility in using
and distributing information,
both for personal use andproject work, and use
electronic and social media ina responsible manner.

• show responsibility in using
information and source
material and be aware of themoral value of responsible
internet usage and show
responsibility in private
communication on the net
and in web media.

Responsibility and evaluation of their own education
Competence to be responsible for one’s own education and to evaluate one’s work
methods and achievement.

Responsibility and evaluation of one’s own education
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• recognise their strengths andwhat aspects of their studies
they can improve,• recognise their strengths andhow they can be used in theirstudies,• with assistance, set themselves • set themselves goals in theirgoals in their studies,studies and work to achieve
them,

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• recognise how they can use
their strengths in a creative
manner in their studies andhave a clear self-image,• set themselves realistic
goals for their achievement
and study progress, work
according to them andevaluate what they haveachieved,

Ministry of Education, Science and Culture• take part in planning theirstudies with regard to thecompetence criteria of the
National Curriculum Guide.

• plan their studies with regard• plan and be responsible forto the competence criteria of
their studies with regard
the National Curriculum Guide.
to the competence criteriaof the National Curriculum
Guide; plan and review withregard to the evaluation ofachievement.

18.3	Teaching methods and assessment of key
competences
If pupils are to achieve the competence criteria set for them, varied learning environments,
together with encouraging and supportive teaching methods, are essential. This applies
both to teaching methods within subjects and subject areas as well as to the study
environment, which is the result of a positive school atmosphere and active cooperation
between home and school. In each subject there is an emphasis both on general
key competences and on competences defined for each subject or subject area. A
good school atmosphere enhances the pupils’ communicative competence and theirdevelopment towards respect and tolerance, equality and communication with otherpeople, the environment and nature. Assignments that connect studies with everyday
life and the economy enhance the pupils’ literacy of their environment. Thus the learningand teaching strategies of each subject, in addition to a good school atmosphere,
enhance the pupils’ general development, welfare and key competences.
Each teacher, all the teaching staff, and other school personnel as a whole, share theresponsibility for the pupils achieving the competence criteria on which key competences
are based.
It is important that all school activities aim at making pupils active and independent
in their studies, able to acquire knowledge on their own, and also at giving them an
opportunity to use their abilities and a chance to get feedback on their work. The
emphasis on pupils’ comprehensive competence requires varied methods to assess thepupils’ competence and give them the guidance to achieve the goals that have been set.

18.4

Assessment criteria for key competences at thecompletion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria describe to what extent a pupil has
acquired defined competences. The assessment criteria are only obligatory for Grade10, where they support assessment at the completion of compulsory school. Schools are
expected to define assessment criteria for other grades and describe them in the school91The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

curriculum guide. The assessment criteria for Grade 10 describe competences on a scalethat appears in the National Curriculum Guide: the scale A, B, C, D is used, where A
stands for exceptional competence, B for good competence, C for passable competence,and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on competence criteria for Grade 10 andtheir presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of fundamental importance that teachers assess what thecriteria stipulate, make sure that the assessment is based on reliable data and that they
use a variety of methods to acquire data, in order to give pupils, their parents and theschool as clear information as possible on the pupils’ status. Thus teachers can gain
better insight into the studies of each pupil. For an accurate conclusion, such as fromconversations or on-site inspection, it may be relevant for teachers to cooperate when
they consider the data that the assessment is based on and to use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

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The assessment of key competences at the completion of compulsory school is acooperative venture between the pupil’s teacher and the pupil, when appropriate. At
the completion of Grade 10, each teacher makes an assessment of how far each pupil
has acquired the competence criteria and assessment criteria of the five key competence
pillars of education with regard to each subject area or subject. Teachers then present a
common assessment for each key competence that appears in the pupil’s school reportat the completion of compulsory school. They come to an agreement to what extent thepupil has acquired the key competences. The letters A, B, C and D are to be used foreach key competence, as appropriate.

Expression and communication
Pupils are able to:Take an active part in conversation and discussion with confidence and explain
their opinions in a clear and informative manner. Use different media withresourcefulness in order to present their knowledge, skills, opinions and feelings.

Take an active part in conversation and discussion and explain their opinions in aclear manner. Use different media with resourcefulness in order to present theirknowledge, skills, opinions and feelings.

Take an active part in conversation and discussion and explain their opinions. Use
different media in a suitable manner in order to present their knowledge, skills,
opinions and feelings.

A
B
C

Creative and critical thinking
Pupils are able to:
Ask critical and enquiring questions and use their own methods to work on
assignments. Give a clear and well-founded explanation of the basis of results
and use in a creative manner the possibilities that mistakes and unexpected
solutions have to offer. Use information critically and draw well-grounded
conclusions, show initiative and use different points of view when organising andpresenting tasks.

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BC

Ask enquiring questions and work independently on assignments. Give a clear
and comparatively well-founded explanation of the basis of results and use in acreative manner the possibilities that mistakes and unexpected solutions have tooffer. Use information critically and draw conclusions, create their own meaning,
and use different points of view fairly well when organising and presenting
tasks.

Ask questions and work fairly independently on assignments. Give an explanationof the basis of results and use in a creative manner the possibilities that mistakes
and unexpected solutions have to offer. Use information, create their own
meaning to a certain extent, and use different points of view when organisingand presenting tasks.

Independence and cooperation
Pupils are able to:A
BCAs a rule, show initiative and independence in their work methods. Showinitiative, be responsible for and take active part in cooperation in a constructive
manner. Confidently accept and present orderly criticism in a responsible
and constructive manner and take active part in the school community in a
democratic manner.

Show initiative and independence in their work methods. Show initiative andresponsibility and take a fairly active part in cooperation. Accept and present
orderly criticism in a responsible and constructive manner and take a fairly
active part in the school community in a democratic manner.

Show some initiative and independence in their work methods. Show some
initiative and some responsibility and take part in cooperation. Accept andpresent criticism in a responsible manner and take part in the school community
in a democratic manner.

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Using media and information
Pupils are able to:
Confidently and in a responsible, critical, creative and constructive manner, usedifferent media in their studies; acquire information and evaluate its quality andcredibility and present it in a critical and creative manner.

Fairly confidently and in a responsible, creative and constructive manner, usedifferent media in their studies; acquire information and evaluate its quality andcredibility and present it in a critical and creative manner.

To some extent and in a responsible, creative and constructive manner, usedifferent media in their studies, acquire information and evaluate its quality andcredibility and present it in a creative manner.

A
B
C

Responsibility and evaluation of one’s own education
Pupils are able to:With regard to their strengths, use the competence criteria very well in theirstudies, work independently and as a rule set clear, realistic goals. Show
responsibility for their education and confidently evaluate achievement andreorganise learning strategies with regard to achievement.

A

With regard to their strengths, use the competence criteria fairly well in
their studies, work independently and as a rule set realistic goals. Show some
responsibility for their education and evaluate achievements and reorganiselearning strategies with regard to achievement.

B

With regard to their strengths, to some extent use competence criteria in theirstudies, work independently and as a rule set goals. Show some responsibility
for their education and, to some extent, evaluate achievements and reorganiselearning strategies with regard to achievement.

C

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19

Icelandic

This chapter is divided into three parts: Icelandic; Icelandic for those with a mothertongue other than Icelandic, or those who have lived abroad for a long time and are
not sufficiently fluent in Icelandic; and finally Icelandic Sign Language, for those who
are Deaf or Hearing impaired. The third part concerns those pupils who have the fewest
prerequisites for learning Icelandic. For pupils who are hearing impaired, but able toachieve the competence criteria in spoken Icelandic, elements from the curriculum guidefor Icelandic should be added to the individual curriculum. The same applies for pupils
with a mother tongue other than Icelandic. While criteria that concern these pupils
are defined, competence criteria in Icelandic are also referred to, where appropriate. It
should be pointed out that according to the Act on the status of the Icelandic language
and Icelandic Sign Language, No 1/2011, Deaf and Hearing Impaired children have theright to obtain knowledge and skills in two languages: Icelandic Sign Language and
Icelandic, as both languages are of equal status although they play a different role in the
pupils’ lives. Furthermore, it is important that pupils with a mother tongue other than
Icelandic maintain and improve their competence in that language, although the goal of
the Compulsory School Act is for these pupils to be bilingual.
The educational values and main objectives are described in this chapter. These objectives
and values are based on the six fundamental pillars of education described in Chapter 2,
as are the emphases of the Compulsory School Act dealt with in Chapter 6 and the key
competences defined in Chapter 9.4 and Chapter 18. Competence criteria are definedfor the completion of Grades 4, 7 and 10. This is followed by a discussion of teaching
methods and assessment, based on the emphases of the competence criteria. Teaching96

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methods, study materials and assessment methods should be selected based on thesecompetence criteria. They should appear in the school curriculum guide of the respective
school. At the end of the chapter there are assessment criteria, which are to be used,
as appropriate, to describe the pupils’ competence when they finish compulsory school.
Criteria are set separately for Icelandic and Icelandic Sign Language. There are no special
assessment criteria for Icelandic as a second language, as the assessment criteria for
Icelandic should be used.

19.1	Educational values and main objectives of Icelandic
A solid knowledge of one’s language is the principal foundation of a durable education.
At the same time, reading is a powerful way for pupils to acquire knowledge, andthe ability to express oneself, both orally and in writing, is one of the most important
prerequisites for participation in society.
Children begin school speaking their mother tongue, whether it is Icelandic, Icelandic
Sign Language or another language. From the beginning, the school, in cooperation
with the home, is an active participant in the child’s linguistic education. Consequently,
Icelandic as a subject and Icelandic Sign Language for the Deaf and Hearing Impaired,have a unique position amongst school subjects.
The task of teaching Icelandic and Icelandic Sign Language, and that of language
education in general, is extensive and complicated. Language and literature are thecultural heritage of the nation and should be nurtured, respected and developed.
This heritage is, without doubt, an important factor in the nation’s literacy status andhow natural we think it to learn to read, write and produce language that can beunderstood. Furthermore, teaching the mother tongue has another objective: that ofenhancing expression and creativity in both speech and writing, using the language andlearning to know its power. A good, rich spoken language is one of the prerequisites ofcommunication, and the same applies to the written language, which is a medium forcreativity and conveying new knowledge. In this way, teaching Icelandic and Icelandic
Sign Language enhances the role of the language as the medium of thinking and of
the writer’s inner monologue, when necessary. Education in these languages should,
therefore, be based on this; it should be an education in language and literature and,not least, in usage. At the completion of compulsory school, pupils should be able torecognise their status and responsibility as language users. They should realise that once
they have finished school, it is their responsibility to nurture and use the language as ameans for education, communication and participation in a democratic society. It is theright of every individual to acquire knowledge and skill in language. It is also importantthat a child with a language other than Icelandic has the opportunity to learn Icelandic
well enough to be able to participate fully in society, to take pleasure in culture and to
take part in the forming of that culture. The same applies to those who are Deaf or

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Hearing impaired. Icelandic Sign Language is no less important than Icelandic as a key tosociety and active participation in it.
The intricate role of the study of Icelandic calls for solidarity and cooperation within
the school with regard to linguistic upbringing. It is important that compulsory schools
formulate their own language policy based on the National Curriculum Guide and theparliamentary resolution passed by Althing on Icelandic Language Policy, and that thisis observed in all subject areas. The main objectives of teaching Icelandic can be divided
into four categories.

19.1.1 Spoken language, listening and observing
In a democratic society it is of vital importance to be able to take part in discussions ofvarious kinds, where the mother tongue is a powerful means of communication. It is
important to be able to present one’s opinions, whether at school or work, in social or
private life. Those who have a good command of spoken language, enunciation andconversation are better equipped to take part in social discourse and to communicate
their knowledge with ease.
It is important that pupils are trained to narrate in an organised manner and to explain
their opinions and knowledge. From the time children start school, there should bea focus on practising how to express oneself and guidance in enunciation and clear
pronunciation. Good command of oral expression of the mother tongue is the basis forlanguage learning and is useful in all other subjects. Training can be divided into two
categories: on the one hand, pronunciation and enunciation, and, on the other, narration,
conversation, discussion and discourse. It is, however, often effective to integrate theseelements. A steady progression is important in these studies. At the beginning, emphasisshould be placed on practising simple narration and retelling, participation in ordinary
conversations and role play. The natural pronunciation of all the sounds of the language
should be checked. Later, the characteristics of spoken language should be added, as
well as techniques for dramatic expression and discussion.
A significant factor in general education is knowing how to listen and watch attentively
and critically. It is necessary to be able to receive information communicated throughvarious forms of media, such as audio-visual or multimedia, and to interpret and evaluate
this information critically. Listening is an essential part of human communication. It
is important that pupils learn to listen to others and acknowledge their opinions inconversation and discussion. The teaching of spoken language and listening focuses not
only on improving conversation and relations in the classroom but also on strengthening
pupils’ ability to use various communication media, such as web media, where spoken
language and listening are used. Here, among other things, ethics in communication andlanguage usage should be considered.

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19.1.2	Reading and literature
The concept of literacy involves principally reading and writing. Here the focus is on
reading, but the connection between reading and writing should be emphasised. Welldeveloped reading skills involve, among other things, the competence to decipher
writing, understand and interpret what a text contains, learn from it and be able tocommunicate what one knows to listeners and readers.
The demand that society makes on reading skills has changed radically in recent years.
Mainly this relates to the texts that readers want to read, or are supposed to read, andwhich are significantly more varied than they were before, appearing not only on paper
but also in electronic form, often consisting of a written text, pictures, symbols, gestures,sound and animation. Additionally, it should be pointed out that a good deal of what
pupils read appears in the web media without being reviewed or edited in any way.
This calls for a critical reading of the text; that the reader is capable of various forms
of understanding and interpretation and is able to critically evaluate the validity of theinformation.
One of the important goals of teaching reading is to encourage pupils towards
independence so that little by little they choose their own reading material and discoverits worth in relation to education, needs and interests. Additionally, it is important thatthey learn and are able to apply understanding and reading strategies that are in keepingwith the goals of the reading. Good reading skills are the basis for lifelong learning andthe ability to acquire the necessary information to participate in the life and culture of thenation. Resources must be utilised to improve the status of those pupils who for somereason have difficulty learning to read and this should be done as soon as possible.
Icelandic cultural heritage is predominantly related to books and therefore the best way
for pupils to become acquainted with it is by reading various kinds of literature. Youngreaders find role models in literature and are able to put themselves in the position of
the characters. Thus the teaching of literature in schools can reinforce pupils’ self-image
and teach them tolerance towards minority cultures. In the upper grades of compulsory
school, literary concepts and criticism should, of course, be used for sharpening thepupils’ understanding of literature and its characteristics.

19.1.3 Writing
Society makes increasing demands on people’s ability to write a variety of texts and to
express themselves in their studies, at work, and in their social and personal life. Those
who have a good command of written language can communicate what they want toothers. They are also likely to enjoy good quality and appreciate what others publish.
In this way reading and writing are related; one is enriched by the other. Therefore, toencourage gradual development in writing competence, it is necessary to teach reading
and writing in parallel over the entire course of a school education.

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Although essentially integrated, writing training may be divided into two main
components. On the one hand is the text itself, which includes selecting types of text,
structure, register and style. On the other hand, there are technical issues, such as
writing, spelling, layout and applying finishing touches.
A special emphasis should be put on pupils’ ability to formulate their own material clearlyin various ways, for different types of readers and for various purposes, both as digitaland handwritten texts. When writing texts, it is essential to keep in mind the two main
components mentioned above. This is equally true whether the pupil is writing a literary
or a non-fiction text, essays or reflections.
Pupils should learn to criticise and review their own texts and accept constructive andprofessional criticism from others, and consequently to use this to improve their writing.
At the same time, they should have an opportunity to rewrite and improve their texts asnecessary and to use available aids for this purpose.

19.1.4 Grammar
Language skills, both in the mother tongue and in foreign languages, are essential in
human relations. The purpose of teaching grammar in compulsory school is to enablepupils to discuss language and language usage, to make them better language users,
and to encourage their interest in their mother tongue. By being introduced to thediversity of languages and bilingualism, pupils develop a better understanding of thenumber of languages spoken in Icelandic schools, and this encourages tolerance.
Naturally, the relationships between the Nordic languages should also be discussed andpupils should be given the chance to understand the spoken and written languages ofother Nordic nations. Grammatical concepts are useful when language and language
usage are discussed. They are also necessary to make full use of dictionaries, manuals
and other linguistic sources.
During the first grades of compulsory school, the emphasis is mainly on vocabulary,language performance and feel for the language. Discussions of grammar should bebased on the pupils’ language abilities and should aim at encouraging self-confidence
and an awareness of their competence. Neologism, poetry and various language games
make use of the creativity and diversity of language and pupils should be made awareof this.
When the occasion arises, grammatical concepts should be used as explanation, forexample when writing texts, or when discussing literature and language use. Grammar
and the teaching of it should not be experienced in isolation but actively used when
examining texts and written language, especially the pupils’ own texts.

100Ministry of Education, Science and Culture

19.2	Competence criteria for Icelandic
The competence criteria for Icelandic are detailed in four different categories: the firstcategory is spoken language, listening and looking at pictures, next comes reading andliterature, then writing, and finally grammar. As a whole, the table shows the competencethat each individual should have achieved at the completion of Grades 4, 7 and 10.

Spoken language, listening and observing
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• use clear and understandable
pronunciation,• express themselves in a clear
and understandable mannerand realise the value of goodpronunciation,• speak in a clear and under­
standable manner and havemastered appropriate speed
and bearing when speaking,• express themselves throughdramatic expression in frontof a group and defend theiropinions,• present their opinions
and feelings and keep theattention of listeners, forexample with dramatic
expression,• realise the nature of good
elocution and pronunciation
and use instructions on
elo­cution, such as stress,in­tonation, inflection andbearing, and adapt this to thelistener and communication
media in a varied manner, forexample through dramatic
expression,• describe a memorable event
and a specific phenomenon,
retell a piece that they havelistened to or read,• take part in conversation anddiscussion according to rules,• use methods that they havelearnt to take an active partin cooperation, conversationand discussion, express theiropinions in various ways,
support them and select asuitable media for them,• listen to or watch attentively
a recital, a piece of drama, apoem or song and describe
the experience,• listen attentively and use theirknowledge and experience tounderstand what is said anddescribe the main points,• listen, pay attention anduse information in spoken
language for knowledge andpleasure, also enjoy visualmaterial, recital, drama andmusic, and present theiropinions on the material inquestion,• use and retell electronicmaterial,• use visual and electronicmaterial in a critical manner,• use mass media, such as radio,
television, films and digitalmaterial, and form an opinionof what is shown there,• have good relations, listen
and behave politely.

• have good relations, listen, be
discreet and polite.

• have good relations
where language, listening,
consideration, respect andpoliteness are observed.

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Reading and literature
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• apply the methods ofword and letter decoding
so that reading becomes
unhesitating and clear,• read a suitable text at agood reading rate and with
understanding, evaluate andinterpret it,• read common texts with• use good vocabulary tounderstand texts and guessthe meaning of a word fromits context,• use knowledge andexperience in addition to a
copious vocabulary to readand understand texts,• recognise the importance ofliteracy and enhance theirown literacy,• link their knowledge andexperience to the readingmaterial in order tounderstand its meaning,• analyse and discuss the main
points and topics of texts anduse different methods forreading and understanding
texts,• choose different reading
strategies,• choose reading material
based on interests or need
and read stories, poetry andeducational material thatis suitable for their reading
ability for both pleasure andinstruction,• read for pleasure andinstruction and present toothers the effects that a text
has had on them,• analyse and understandmajor and minor issues invarious texts and understandhow topics are connected,• read fairy tales, stories andpoetry written for children,• read old and new literature,such as folk tales, poetry, andliterature written for children
and adolescents,• recognise the nature andcharacteristics of various
types of texts and explain
this to others,• apply concepts such as
character, plot, setting andmoral,• analyse several narrative
forms of literature and apply
a few literary concepts toenhance understanding, suchas time, point of view, setting
and moral,• read, interpret, evaluate anddiscuss a variety of Icelandic
and foreign literature andunderstand the value ofliterature,• apply a few common prosody
concepts such as, rhyme,
poem, stanza and verse,• apply several concepts todiscuss form and subject
matter in poetry, such as
rhyme, alliteration, rhythm,
metaphor and moral,• apply a few basic literary
concepts, such as motif, plot,
point of view and setting
and recognise imagery,common symbols and styles,• acquire information fromdifferent sources of data,such as books and material inelectronic form,• acquire information frombooks and a variety ofelectronic material and use it
in assignments, evaluate to acertain extent the value andvalidity of information,• use common concepts inprosody when discussing
poetry and prose; readand interpret various typesof poems from different
periods,102

con­fidence, understandthem well, evaluate andinterpret,

Ministry of Education, Science and Culture• decipher symbols and visualmaterial, such as simple
figures, maps and graphs,• decipher simple statisticaland visual information andinterpret it.

• search for and acquire
information from different
data sources and evaluate thevalidity of written language,
such as mass media andmultimedia material and forma critical opinion of it,• process statistical and visual
information, interpret it; linkmaterial that is presented indifferent forms and use it,• choose books or otherreading material and read forpleasure.

• choose reading material for
instruction and pleasure andact as independent readers
who are aware of the value ofreading.

Writing
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• write all the letters,
write clearly and in aunderstandable manner,• write legibly and withconfidence in personal
handwriting, apply common
word processing functions,apply finishing touches anduse dictionaries,• in writing, use theirknowledge of the basic
elements of text structure,such as beginning, body text,
and conclusion,• choose a type of text, organise • use orderly work methods
when writing, arrange topics
and formulate texts, such as
in logical context and form
stories, narratives, descriptions
sentences and paragraphs,
and instructions in a form
suitable for the occasion,• write their own text, such asa story, narrative, poem or
message,• write a text of their own
creation, enjoy expressing
their ideas and experienceand sharing this with others
by presenting what they havewritten or allowing others toread it,• express their ideas andopinions and support themin writing, write their own
text and not shy away fromusing a copious vocabulary increative writing,• use simple spelling rules andavailable aids, as appropriate,• apply the main rules ofspelling and punctuation andhave mastered these rules,• apply spelling rules, haveacquired a good commandof spelling and realise that
correct spelling shows respect
for language, text and reader,• use models in writing, forexample, from reading ofbooks, newspapers andelectronic material,• read a text and examine it in• select and write different
order to study how the author
types of texts suitable forwrites and apply this to their
the work in question andown writing,use diverse vocabulary andregister, as appropriate,103• write clearly and legibly,
use word processing, use
dictionaries and other aids,
apply finishing touches, citeand enter references,

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• use computers for writing and • use computers for writing
apply simple word processing
their own texts, apply a few
functions,word processing functions,cite references,• write and let others enjoy
what they have written byreading it out loud or byoffering others to read itthemselves.

• use the chief word processing
functions, choose suitablereferences, cite them and fileaccording to rules,• write by hand or use word
• write an electronic text andprocessing to write a text withlink text, pictures and sound,a specific reader in mind,
as appropriate, recognise thereader and write accordingly.

GrammarAt the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• use spoken and written
language with certain
confidence and commandof vocabulary and language
comprehension in accordancewith their age,• to a certain extent realise theirown language and usage andrecognise the importance ofimproving it,• know and identify the chiefelements of language, suchas letters, sounds, words,
compound words andsentence,• use a fairly copious vocabulary • choose words in spoken andin speech and writing, realise
written language according
the ambiguity of words andto register, realise how
make use of grammaticalimportant it is to cultivate
knowledge for word formation
their vocabulary and use
in both spoken and written
rules for word formation andlanguage,components of words whenwriting and spelling,• file alphabetically andunderstand its use for searchand organisation,• use their knowledge and skills
to look up in dictionaries andother language sources,• look up in manuals,
dictionaries and electronic
word banks and use theinformation that they findthere,• recognise the different
functions of nouns, adjectives
and verbs,• realise how the vocabulary is
divided into verbs, nominal
and indeclinable words andanalyse their function andmain characteristics,• recognise the inflective andsemantic characteristics ofword classes and realise theirfunction in their own texts andthose of others,• play with the various• use phrases and proverbs incharacteristics of language,
spoken and written language
such as the ambiguity ofand realise their usefulness inwords and identify gender andtexts,
number forms,• use famous quotations,common idioms, proverbs
and phrases to enrich theirlanguage, and realise theimportance of reading,especially of literature, for thispurpose,104• apply the chief grammaticalconcepts in discussing
language usage anddevelopment,

Ministry of Education, Science and Culture• form a sentence and identify
sentences in their own texts,• use their grammaticalknowledge to write clauses,
sentences and paragraphs
and recognise the diversity oflanguage,• recognise different usage andregister depending on subject
and occasion; be aware of
regional, job- and age-specificvariations of vocabulary andusage, and recognise themost prominent pronunciation
dialects,• distinguish between common
nouns and proper nouns by,for example, identifying themin a text,• use their knowledge ofgrammatical concepts indiscussions of language,especially their own language,
both spoken and written.

• realise the relationship ofIcelandic with other languages
and that languages, including
Icelandic, change constantly,• play with words and meaning,such as by rhyming or playing
on words,• recognise and apply thecreativity of language and use
this, for example, in writing,speaking, neologism, wordplay
and literature,• recognise the purpose oflearning Icelandic grammar,• recognise the importanceof linguistic ability and their
responsibility for enhancing
their language; use theirknowledge of Icelandic
grammar when studying
foreign languages.

• use their own vocabulary forcreating new words and idioms
and use these in a text,• recognise the usefulness of
Icelandic grammar, such as inwriting and spelling.

19.3

Icelandic as a second language

It is an important task to improve the knowledge of the Icelandic language of those pupils
who have a mother tongue other than Icelandic. Competence in Icelandic is an importantprecondition for their becoming active participants in a democratic and egalitarian society
and acquiring a general education in Icelandic schools. This is a challenging task. These
pupils are of highly varied origin. The language of some of them belongs to the samelanguage family as Icelandic and many teachers know these languages, such as English,
German, and the Nordic languages. These languages can become supportive in teaching
and learning as it is possible to explain various elements in the study of Icelandic byreferring to the mother tongue of these pupils. Other pupils have a mother tongue thatis completely unrelated to Icelandic and that even has a different writing system. Many
children have parents who have the same mother tongue as the child, but sometimes
the parents do not share the mother tongue of their children, and in some instances

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Icelandic is the mother tongue of one of the parents but not the other. This can influence
the linguistic upbringing of the child and the relationship between the home and theschool. It influences the acquisition of a new language, the children’s educational status,
cultural difference and the parents’ education. It is, however, essential to encourage
parents to support their children’s Icelandic studies and at the same time to nurture anddevelop their own mother tongue to encourage the active bilingualism of all pupils witha mother tongue other than Icelandic.
A significant number of children have Icelandic as their mother tongue but have lived
abroad for most of their lives. Their language at school and outside the home has been alanguage other than Icelandic. These pupils often need quite a lot of assistance at school
although this is not always evident from the beginning.
It is important for the self-image of pupils with a mother tongue other than Icelandic
that they preserve their knowledge and skills in their own mother tongue. It is anadvantage for anyone to be fluent in more than one language and, moreover, this isvaluable for society. A solid knowledge of the mother tongue strengthens family ties andbonds with cultural heritage. Therefore, it is essential that parents are made aware of
the importance of the mother tongue for the pupil and that they are encouraged andsupported in emphasising linguistic upbringing at home by nurturing the pupil’s mothertongue. Parents and schools should, of course, seek assistance where they can find it,such as from institutions and individuals that are knowledgeable about the acquisition of
a second language and multiculturalism. Activity of this kind also supports the teachingof Icelandic and encourages active bilingualism.
The Compulsory School Act (Article 16) stipulates that schools should receive pupils whoare starting school in Iceland according to the school’s or municipality’s reception plan.
The reception plan for pupils with a mother tongue other than Icelandic should take into
account the pupil’s background, language skills and competence in other fields of study.
These pupils and their parents should be guaranteed adequate counselling and accessto information on compulsory school activities. In the case of pupils who are not native
speakers of Icelandic, the same article stipulates that compulsory schools may accredit
pupils’ knowledge in their mother tongue as part of their compulsory education byletting it replace the compulsory education in another foreign language. It is important
to offer pupils education in their own language so that they have an opportunity to learn
about the language, literature and culture and to practise usage.
Teaching Icelandic as a second language at specific levels of compulsory school shouldtake into account the age, maturity and requirements of pupils. Their experience,
cultural background and status in education should also be kept in mind. In this case,course units are divided into levels that correspond to competence in Icelandic at thecompletion of each level. The first level refers to beginners, the next to more advanced

106Ministry of Education, Science and Culture

pupils and the last to the most advanced. Pupils can be at any level, irrespective of age.
Regarding grammar, grammatical competence criteria may be selected for those whohave Icelandic as their mother tongue.
It is important that pupils with a mother tongue other than Icelandic develop literacy,
reading and writing to the same extent as other pupils. It is also essential that they keep
up with their schoolmates in other school subjects and receive the necessary support tobe able to do so. Studying Icelandic, including reading, is to be integrated into educationin all the other subject areas of the school.
The emphasis should be on extensive cooperation with home in practising Icelandic asa second language at all levels of compulsory school. This is an important cooperative
task for both home and school as the family plays a significant role in creating a climateof respect for both languages, encouraging and nurturing them, and in maintaining theinterest of pupils in active bilingualism.

19.4	Competence criteria for Icelandic as a second
language
The competence criteria for Icelandic as a second language are stipulated in three
categories: that is, in reading, literature and writing. As a whole, the table shows thecompetence that each individual is to acquire as a beginner, as a more advanced pupil
and finally for the most advanced pupils. The reason why the criteria are stipulated in thismanner is that pupils begin their studies of Icelandic as a second language at all levels ofcompulsory school and therefore no age-specific criteria can be stipulated.

Listening and spoken language
Pupils who are
beginners are able to:

Pupils who are moreadvanced are able to:• understand simple messages
and react to them,• take part in conversation
at school about the study
material and other issues
being discussed,• take part in a conversationand discussions on topics andnot shy away from making asuggestion,• express their feelings andtalk about their thoughts andfeelings,• describe events, persons andobjects and retell a simple
text that they have read,• listen to a story or anothertype of text, briefly retell andinterpret it,• ask questions and ask for
explanation, for example,of specific words andexpressions,• ask and answer questions
related to specific school
subjects and ask forassistance when they needto,• use Icelandic to theiradvantage in communicatingwith others, for example tosay what they mean and
need,

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Pupils who are mostadvanced are able to:The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• take part in a simple
conversation and catch theattention of those they are
speaking to,• pronounce the most common
speech sounds and talk withfairly clear pronunciation.

• take part in a conversation
where explanations andreasoning are applied,• pronounce Icelandic without
obvious influence from theirmother tongue.

• use diction and linguistic
behaviour appropriate forthe occasion and show
consideration for those they
are talking to,• pronounce Icelandic speechsounds and compoundsounds and use Icelandic
stress and intonation.

Reading, literature and writing
Pupils who are
beginners are able to:

Pupils who are moreadvanced are able to:

Pupils who are mostadvanced are able to:• read and understand a text
suitable for them, such as
study material, and ask forassistance when they needto,• read fluently simple texts forpleasure and instruction, suchas short stories or coverageof an interesting subject andexpress themselves on thissubject matter,• choose and read for pleasureand instruction a variety ofreading material in Icelandic
and use various aids that
explain words and phrases,• read and present literaturein their mother tongue anduse this experience to read
Icelandic children’s books,• read simple Icelandic
children’s literature andliterature in their mothertongue, interpret and express
themselves on what they
have read,• choose literature in Icelandic
and their mother tongue
suitable for their age andinterests, understand,interpret and enjoy this,• use the Icelandic alphabet
and link letters and sounds,• spell a simple text fairly
correctly and apply some of
the main spelling rules,• spell and apply finishing
touches in accordance with
Icelandic rules, using aids
such as dictionaries and web
material,• apply simple spelling rules,• write a story or an accountin understandable language.
Briefly express their feelingsand experience and present
this to their schoolmates,• summarise the main points
or relevant information froma text,• write a short simple narrative,
description or message,• take an active partin cooperation withschoolmates and contributeto a solution that requires
discussion, reading andwriting,• write papers, reports andnarratives and use computersfor communication, selectstyle and register with regard
to reader, topic and occasion,• take notes and write down
conclusions, for example ingroup work.

• use available data for theirbenefit in reading andwriting, such as dictionaries
and electronic aids.

• use Icelandic websites for
instruction and pleasure.

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19.5

Icelandic Sign Language (ÍTM, íslenskt táknmál)
and Icelandic

A solid knowledge of Icelandic Sign Language (ÍTM) and Icelandic is one of the mainstaysof a stable education for the Deaf and Hearing Impaired. The bilingual school subjectof Icelandic Sign Language and Icelandic is organised as an integral subject in the same
way as Icelandic as a mother tongue. In addition, practice in Icelandic Sign Language,
written Icelandic, and even spoken Icelandic, when children use it for communication,is integrated into all compulsory school subjects. This chapter details the competence
criteria for signing and expression with or without a sign language interpreter, Icelandic
Sign Language and Icelandic, reading and literature, recording Icelandic Sign Language
texts and writing, and finally grammar. Special competence criteria are not stipulated
here for sign language in other school subjects or subject areas, but the special needsof sign language pupils should be kept in mind when they are studying other subjects,
especially foreign languages. Sign language pupils should get an opportunity to use
Icelandic Sign Language in their studies in all subjects, as far as possible, and receive
suitable sign language interpretation.
Icelandic Sign Language is accepted as a daily communication and education language,in addition to Icelandic, or at least to written Icelandic. Active cooperation with thehome should be emphasised in practising Icelandic Sign Language and Icelandic at every
level of compulsory school. This is a valuable cooperation task for the home and theschool as the family plays an important role in creating respect for both languages,
strengthening them, and nurturing and maintaining the interest of pupils, especially inpractising reading visual material in Icelandic Sign Language, in reading Icelandic and in
overall language cultivation.

19.5.1 Signing and expression with and without an interpreter
In a democratic society it is as important for bilingual pupils of Icelandic Sign Language
and Icelandic to take an active part in various kinds of discussions as it is for other pupils.
It is necessary for them to be able to express their opinions clearly in sign language
and also to be able to use sign language interpreters in their studies, at work, and intheir social and personal lives. It is important that pupils get practice in talking in anorderly manner and describing their knowledge and opinions with and without a sign
language interpreter. From the time they begin school, an emphasis should be put on
pupils receiving instruction in clear pronunciation and diction in Icelandic Sign Language.
Knowing how to listen and watch attentively and critically is a significant element ofgeneral education. It is necessary to be able to acquire, with or without sign language
interpretation, the information that is presented and then interpret and evaluate it ina critical manner. It is important that pupils that are bilingual, regarding Icelandic Sign

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Language and Icelandic, learn to listen to others and show consideration for their opinions
in conversations and discussions. In order to do this, the pupil has to learn to use a sign
language interpreter for conversation and communication in the classroom and whenusing various communication media, such as web media where spoken language is used.
Fluency in Icelandic Sign Language is the basis for studies in Icelandic and other languages
and is of use in every school subject. From the beginning, it is important to focus onpractising simple narratives and retelling, participation in general discussions with sign
language interpretation, and role play. Later, instruction in the characteristics of bothlanguages is added, as are translations between them and further practice in dramatic
expression and discussions. Using interpretation services at school should be a naturaland increasing part of school activities.

19.5.2	Reading and literature
Literature education for children who are bilingual in Icelandic Sign Language and
Icelandic, beyond what is generally done, is intended to encourage a stronger self-image
in pupils through reading Icelandic Sign Language literature that reflects the reality andhistory of people who use sign language. A thorough knowledge of Deaf culture isnecessary for self-understanding and to create respect for Icelandic Sign Language.
Icelandic Sign Language and Icelandic play different roles in the lives of these children.
Icelandic Sign Language is chiefly for immediate communication as it does not include
written language and therefore written Icelandic takes its place. The literacy of Deaf
children involves using both Icelandic Sign Language texts and written texts in Icelandic.
The first step is to enhance the basic skills and vocabulary of pupils in Icelandic Sign
Language and at the same time to teach vocabulary and strengthen the understandingof Icelandic. It is important that pupils become independent and confident in reading.
Thus they can gradually start selecting material in Icelandic Sign Language and readingmaterial in Icelandic and appreciate its quality and links with their studies, needs andinterests. Good reading skills are the basis for lifelong learning and being able to acquire
information that makes pupils capable of taking part in both cultures.

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Signing and expression with and without a sign language interpreter
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• sign clearly, have pleasantpronunciation and are able touse instruction and assistanceto improve pronunciation andelocution,• express themselves clearly and • express themselves clearly andorderly with and without aorderly with and without a sign
sign language interpreter andlanguage interpreter and havebe aware of the importance ofmastered appropriate speed
clear diction,and bearing when signing,• express themselves withthe assistance of dramatic
expression in front of a groupand interpret in Icelandic Sign
Language or act out a text ofvarious types,• support their ideas, express
their opinions and feelings
and keep the attention of
those they are speaking to by,for example, using dramatic
expression,• realise the nature of good
diction and pronunciation anduse instructions in elocution,such as stress, non-manuals,
rhythm and bearing, andadapt this to the recipient andcommunication medium in avaried manner, for example,
through dramatic expression,• describe a memorable event
and a specific phenomenon
and retell material that they
have listened to, watched orread,• express themselves clearly andwith suitable emphasis andinterpretation and take part inconversation and discussion
according to rules with andwithout a sign language
interpreter,• use methods that they havelearnt to take an active partin cooperation, conversationand discussion, express theiropinions in various ways,
support them and select asuitable medium for them,• attentively listen to and watcha recital in Icelandic Sign
Language, interpret dramatic
action, poems or songs anddescribe their experience,• listen attentively and use their • observe Icelandic Sign
Language, pay attention
knowledge and experience toand use information that
understand what is expressed
is interpreted from spoken
in different ways and know
language for knowledge andhow to react in an appropriate
pleasure, also to enjoy visualmanner,material, interpreted recital,
drama and music, and present
their opinions on the material
in question,• use and retell electronicmaterial,• use visual and electronicmaterial in a critical manner,• use mass media, such as
television, films and electronicmaterial, and form an opinionof what is shown there,• have good relations, listen andbe polite.

• have good relations, listen,show appropriate politenessand be aware of what theysay.

• have good relations whereproper use of language,
watching, consideration,
respect and politeness areobserved and realise what
is appropriate in different
circumstances.

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Reading and literature
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• enjoy watching narratives
and recitals in Icelandic Sign
Language and assimilate thesubject matter,• understand material frombooks and educational
material that is delivered in
Icelandic Sign Language,
evaluate and interpret it,• use good Icelandic Sign
Language vocabulary tounderstand sign texts,• use knowledge and experience • understand the importance ofenhancing their understandingin addition to rich signof different dialects andvocabulary, including multipresentations in Icelandic Sign
channel signs, to understand
Language of people from a
Icelandic Sign Language texts,
different age group, social
status, educational and cultural
background,• analyse and discuss the main
• use methods to transform
points and topics of texts andwords into symbols anduse topics when retelling inlink their knowledge and
Icelandic Sign Language,
experience to the readingmaterial in order to understandthe meaning and context of asimple Icelandic text,• realise different means to
express a message in Icelandic
Sign Language,• critically read and distinguishbetween main and minor
points, draw conclusions froman Icelandic Sign Language
text, news in Icelandic Sign
Language and written text,• enjoy literature, express the
feelings and effects that it has,and be familiar with various
kinds of literature,• choose books in Icelandic
written for children and readfor pleasure,• read for pleasure andinstruction and present toothers what a text is about,• use Icelandic vocabulary tounderstand texts from study
material that they are alreadyfamiliar with,• use knowledge and experience • recognise the importance ofin addition to Icelandic
literacy and enhance their own
vocabulary to read andliteracy by reading various types
understand a suitable text,
of texts, such as literary andinstructional texts, and study
material,• realise the nature andstructure of Icelandic Sign
Language poetry fairly well,recognise poems in print
and understand rhyme andsymmetry,• apply a few concepts todiscuss the form and meaningof poetry in both languages,• discuss poetry and prose,
Icelandic Sign Language poetry
and Icelandic Sign Language
narratives, and read andinterpret various types of poetry
and be familiar with imagery inpoetry and prose,• recognise and use theconcepts of plot, ending,character and moral,• use literary concepts todescribe the effect that a
specific literary work or
Icelandic Sign Language
narrative has had on them,• apply the most common literary
concepts when discussing
literature,• take part in reciting literarytexts in Icelandic Sign
Language,• translate a simple Icelandic
text into Icelandic Sign
Language,• translate a suitable Icelandic
literary text and instructional
material into Icelandic Sign
Language,

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Ministry of Education, Science and Culture• decipher symbols and visualmaterial, such as simple
figures, maps and graphs,• decipher simple statistical and • use statistical and visualvisual information and interpret
information, interpret it, linkit,material that is presented indifferent ways and use it,• acquire visual information• collect information from books
from different sources of data,or electronic material andsuch as books and those inprocess the material.
electronic form,• acquire references fromdifferent data sources, such as
books, magazines and material
in electronic form.

Recording Icelandic Sign Language text and writing
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• record their own Icelandic Sign • express themselves clearly and • use visual techniques andLanguage text in a visual form,
with confidence and use visual
multimedia to present material
techniques to record Icelandic
in Icelandic Sign Language andSign Language text,
Icelandic,• write all the letters and write
Icelandic clearly and in areadable manner,• write legibly and withconfidence in personal
handwriting, apply common
word processing functions,• use, when composing
and writing Icelandic
Sign Language text, theirknowledge of the basic
elements of text structure,such as beginning, body text,
and conclusion,• select a type of text, organise • apply orderly work methods
and formulate texts both infor recording Icelandic Sign
Icelandic Sign Language andLanguage texts and in writing,in Icelandic, such as stories,
arrange topics in logical context
narratives, descriptions andand form sentences andinstructions, in a form suitable
paragraphs,
for the occasion,• compose their own Icelandic
Sign Language text, such asa story, narrative, poem or
message,• compose a text of their own
creation, enjoy expressing
their ideas and experienceand share it with others by
presenting what they havecomposed or by allowing
others to watch or read it,• use models in composing an
Icelandic Sign Language text
and in writing, for example bywatching published Icelandic
Sign Language material,
reading books, newspapers
and electronic material,• select and write different types• read a text and examine it inof text suitable for the taskorder to study how the author
in question and use diverse
writes and use this for their
Icelandic Sign Language
own writing,vocabulary and varied imagery
in Icelandic Sign Language andtranslate this into Icelandic withdiverse vocabulary and register,
as appropriate,113• write clearly and legibly inpersonal handwriting, use word
processing with confidence,
apply finishing touches, use
dictionaries and other aids,• express their ideas and opinions
and support them in an
Icelandic Sign Language text orin writing,The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• use facial expressions andnon-manuals for punctuationin Icelandic Sign Language,use simple spelling rules in
Icelandic and available aids asappropriate,• apply the main rules ofspelling and punctuation,• apply spelling rules, haveacquired a good commandof spelling and realise that
correct spelling shows respect
for language, text and reader,• construct a structured
narrative and write notes
in Icelandic for a narrative
presented in Icelandic Sign
Language,• apply finishing touches anduse dictionaries, spelling andgrammar checkers and otheraids for writing,• use orderly work methods inwriting,• use computers for writing andapply simple word processing
functions.

• use computers for writinga text, apply several word
processing functions,• choose suitable references,
cite them and file according
to rules,GrammarAt the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• understand the importance• use role shift, space and nonof role shift and eye contact
manuals in a creative manner,in narrative, understand theuse of space and use classifier
predicates and non-manuals in
Icelandic Sign Language,• apply the concepts of classifier
predicates, role shift, spaceand non-manuals in discussionof language,• recognise the difference
between verbs, nouns andadjectives and realise thedifference of their function inboth languages,• find classifier predicates,name signs, adjectives andnon-manuals in an Icelandic
Sign Language text and findnumbers and agreement in
Icelandic Sign Language, andgender, number and case in
Icelandic,• use the basic competence
for grammatical categories
and word classes of bothlanguages in discussing,spoken language, sign
language and written
language,• sign Icelandic Sign Languagewith confidence and have
vocabulary and language
comprehension in accordancewith their maturity; know
multi-channel signs and beable to use them,• use and have acquired good
vocabulary in Icelandic and
Icelandic Sign Language,• recognise the importance ofword and sign vocabulary,
realise the structure of thelexicon of Icelandic and
Icelandic Sign Language andunderstand the different
origin of words and signs anddifferent usage depending on
circumstances,• deftly use the manualalphabet, file alphabeticallyand recognise the difference
between vowels andconsonants,• look up words that are filedalphabetically,• look up in manuals,
dictionaries and electronic
word banks and use their own
grammatical knowledge toimprove their usage, spelling
and language studies.

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Ministry of Education, Science and Culture• use the concepts of parameter,• recognise the construction• use the concepts letter,handshape, location,
elements of signs and know
parameter, sound, vowel,
movement and orientation
the concepts of fingerspelling,
consonant, syllable, word, signwhen discussing Icelandic Sign
signs, compound signs, letters,
and sentence when discussing
Language,words, compounds, andthe languages,
sentences,• describe the most common
rules for forming name signs,
recognise the difference
between common nouns andproper nouns and be able
to use this knowledge forspelling,• use their grammatical• use their knowledge ofknowledge to improve theirmorphemes and compounding
usage, spelling and language
for spelling and discussing astudies and understand thewritten text and parameters
importance of correct use ofand compounding in an
language in both Icelandic
Icelandic Sign Language text,
Sign Language and Icelandic
and the necessity of being
confident in their knowledgeof both these languages,• find synonyms and antonyms
in both languages,• show comparison through• describe the different meansnon-manuals in Icelandic
that the languages use to
Sign Language, know
express tense and comparison,corresponding comparisonsin Icelandic and be able torecognise timelines in Icelandic
Sign Language and findpresent, past and infinitive
forms of verbs in Icelandic,• realise the constructional
differences between Icelandic
Sign Language and Icelandic,• realise the usefulness ofthe grammar of Icelandic
Sign Language for learning
Icelandic and foreign
languages.

• use their grammaticalknowledge for their studies
in Icelandic and foreign
languages.

19.5.3	Recording an Icelandic Sign Language text and writing
Apart from what is stipulated concerning writing Icelandic, emphasis is to be placedon pupils becoming skilful at presenting their own material clearly and in an orderly
manner in Icelandic Sign Language, both with regard to the occasion, in digital form
and in various ways for different readers. Pupils should be able to communicate a variety
of material to others through recording in visual form in Icelandic Sign Language andin written Icelandic for their studies and for their social and personal lives. Pupils should
learn to criticise and review their texts, both in Icelandic Sign Language and Icelandic,
and also to accept constructive and professional criticism from others and to use this toimprove their work.

19.5.4 Grammar
The objective of grammar education for pupils of Icelandic Sign Language and Icelandic
is, in addition to those stipulated in the chapter on Icelandic, to kindle their interest

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in Icelandic Sign Language and Icelandic. Icelandic Sign Language and Icelandic are
discussed simultaneously and through constant comparison and translations between
the languages. Furthermore, other Nordic sign languages should be discussed and pupils
should have an opportunity to try to understand the sign languages of other Nordic
countries.
Grammatical concepts are essential when the two languages are discussed andknowledge of the grammar of Icelandic Sign Language is necessary to understand andlearn Icelandic and other languages. Children of Deaf parents, and hearing impaired
pupils, who use Icelandic for daily communication and get an opportunity to learn thegrammar of Icelandic Sign Language concurrently with Icelandic grammar, can base theirstudies of foreign languages on the grammar of the language that they understandbetter. The children do not choose between the two languages, but can use both toimprove their understanding of their structure.
It is important that grammatical tasks are based on the pupils’ linguistic competence
and aim at enhancing their self-confidence and their consciousness of their competence.
At the beginning, various games are played with the parameters of Icelandic Sign
Language, such as handshape and symmetry games that use the creative power of thelanguage. Later, the parameters are named and then it is possible to examine and playwith comparable elements in Icelandic. Finally, pupils should have acquired grammaticalconcepts and the competence to talk with understanding about both languages.

19.6	Competence criteria for Icelandic Sign Language (ÍTM)
and Icelandic
The competence criteria for Icelandic Sign Language are stipulated in four different
categories, comparable to Icelandic, that is; first, signing and expression with and withouta sign language interpreter; secondly, reading and literature; then recording an Icelandic
Sign Language text and writing; and finally, grammar. As a whole, the table shows thecompetence that pupils should have acquired at the completion of Grades 4, 7 and 10.

19.7	Teaching methods and assessment in Icelandic
It is the task of teachers of Icelandic to encourage pupils to acquire knowledge of thelanguage and the skills to use it in the most diverse circumstances. Pupils need to get an
opportunity to put their language to the test by working on assignments and expressing
their thoughts and views. Their attention should be drawn to the characteristics of thelanguage, its wonders and power. The classroom should be a forum for discussion,communication of various kinds, reading and writing, where important issues areanalysed.
Every pupil has had a linguistic upbringing of some sort. Most of them are brought up
in Icelandic, a growing number has a mother tongue other than Icelandic and quite a116

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few have been brought up with Icelandic Sign Language. This diversity requires teaching
methods where the pupils have an opportunity to come into their own, communicate
their knowledge, experience and creative thinking in a way suitable for each individual.
It is important that tasks appeal to the pupils and that they aim at increasing theirknowledge of language and improve their spoken and written usage and generalcompetence as language users.
Teaching language and its values are essential, practising usage in as many forms
as possible and applying critical thinking in reading, writing, speaking and listening.
Gradually pupils should realise that the language is theirs and at the completion ofschool it is important that they are able to use ways and means to improve themselves
as language users and thus nurture their own language. Literacy is the key to literatureand diverse information and material for new thoughts, new words and concepts anda view of life. Pupils should be able to read and understand various types of text and toevaluate them. Conversation, spoken and written expression, in addition to the courage
to express one’s opinions, support them and take part in discussions, are all importantelements in democracy and the ability to take a stand towards ethical issues. This is
the prerequisite for defending human rights, in addition to various other issues thatare essential to create a society of equality, health and sustainability. Consequently, it isessential to nurture the means that enhance the competence for participation and herea rich and living language is of importance.
Language is one of mankind’s most important tools for acquiring knowledge. This does
not only apply to pupils at school but to lifelong education. Therefore it is important toequip pupils so that they are able to select information in accordance with their goals,
expectations and longings from the data sources available at each time. Information andcommunication technology give pupils an opportunity to acquire more information thanever before. This means that users of these media have to shoulder more responsibility
than they have previously. They have to be able to ask precise questions and evaluate
the answers they get. They have to strive to evaluate their resources and to appraise
what they see and hear from an ethical and critical point of view. These changes makeincreased demands on teachers, not least teachers of Icelandic, to prepare pupils forusing these data banks in a positive, constructive and creative manner.
The competence criteria are divided into four categories: spoken language, listening andobserving; reading and literature; writing; and finally grammar. These categories are notwatertight compartments in the teaching of Icelandic but parts of an integrated whole.
Here cooperation is productive and teachers should be kept in mind.
The main objective of assessment in Icelandic and Icelandic Sign Language is to examine
the pupils’ status, use the outcome to guide them through their studies and adjust
teaching to their needs. Assessment has to be carried out constantly and should be an

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inseparable part of the studies and teaching. Assessment has to be closely related tothe competence criteria of the National Curriculum Guide and the school curriculum
guide, and be fashioned to benefit the pupils, their parents, teachers and the school
administration. It is important that pupils are informed about the prerequisites of theassessment, what is expected of them and how it is assessed.
The assessment should be used to acquire as clear information as possible about what
the pupils know and are able to do, and when they are shown the outcome it is essentialthat they get a clear picture of what they have achieved and what should be the next
step in their studies. The focus should be on the pupils developing a realistic self-image
which, with other forms of assessment, gives them a clearer view of their studies andmore effective work methods.
Icelandic and Icelandic Sign Language are complex subjects and, therefore, assessment
must be varied. Studies that involve studying the language require an assessment thatis different from, for example, assessing reading status or writing competence. Reading
rate should be measured, but no less the understanding of what is read and how diverse
a range of texts pupils are capable of reading. Regarding writing, it is necessary toassess spelling, editing and the layout of the text; furthermore it is no less important
to assess how the text is composed and how well the material succeeds in arousing thereader’s interest and understanding. The same applies to enunciation, pronunciation andexpression. Here usage and clarity have to be taken into consideration, in addition to
the quality of the narration and how well the pupils manage to deliver the material andarouse the interest of those they are speaking to or those who are listening to them.
It is important to assess the diverse competence of pupils, rather than only a few limited
issues. In this context, individual and group assignments, self-evaluation, and peer
assessment of the reactions of readers, listeners or interlocutors to what the pupil has
to offer should all be taken into consideration. Examinations, such as scanning tests,
are for detecting if there is a problem, for example in reading or writing; interviews andconversations with pupils, and long-term evaluations, such as portfolios, give the teacher
and pupils an opportunity to evaluate the study progress or the development of longterm work methods.
The mother tongue, whatever it is, is an inseparable part of the individual, a medium
to acquire knowledge, a medium to communicate one’s knowledge to others andparticipate in society. It is important to study the pupils’ opinions of language and theteaching they receive in order to, for example, find out the pupils’ views and where
their interests or lack of interests lie. Evaluation of this kind enhances awareness of thelanguage and its value and is a factor in improving self-reliance and making the studies
more effective.

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19.8	Competence criteria in Icelandic at the completionof compulsory education
The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent
a pupil has acquired a certain defined competence. The assessment criteria are only
obligatory for Grade 10 where they support assessment at the completion of compulsory
school. Schools are expected to define assessment criteria for other grades and describe
them in the school curriculum guide. The assessment criteria for Grade 10 describe
competences on a scale that appears in the National Curriculum Guide: the scale A, B,
C, D is used, where A stands for exceptional competence, B for good competence, C for
passable competence, and D for competence that does not reach the standard describedin C.
Assessment criteria in category B are based on competence criteria for Grade 10 andtheir presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on the pupils’ status. Thus teachers can gain better insight into
the studies of each pupil. For an accurate conclusion, such as from conversations or onsite inspection, it may be relevant for teachers to cooperate when they consider the datathat the assessment is based on and use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.

119The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

19.8.1 Assessment criteria for Icelandic and Icelandic as a second
languageSpecial criteria for Icelandic as a second language are not set, but the criteria for Icelandic
are expected to be used.

Assessment criteriaA

Pupils are able to express themselves in a very clear and understandable manner,with emphases that are suitable for the material and occasion. Listen attentively
and use information from spoken language for instruction, pleasure and as aresource for their work. Can enjoy visual and dramatic material and music andgive independent and well-founded evaluation of the material in question.
Read very well and with confidence general texts, with very goodunderstanding and interpretation of their subject matter, discuss Icelandic andforeign literature in a critical manner and recognise clearly the value of literature
for the culture of the nation.
Apply orderly and very good work methods for writing, arrange topics in a
logical context and form sentences and paragraphs with confidence and in aclear manner. Use spelling and punctuation with confidence and apply criteria
for structuring texts very well.
Apply grammatical concepts in discussion on usage and the development of
the language very well and with confidence, and also their knowledge of
inflectional and semantic characteristics of word classes, and understand theirrole very clearly.

B

Pupils are able to express themselves in a clear and understandable manner,with emphases that are suitable for the material and occasion. Listen and use
information from spoken language for instruction, pleasure and as resources fortheir work. Can enjoy visual and dramatic material and music and give a wellfounded evaluation of the material in question.

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Read general texts, with good understanding and interpretation of their subject
matter, discuss Icelandic and foreign literature and recognise clearly the value ofliterature for the culture of the nation.
Apply orderly and good work methods for writing, arrange topics in context andform sentences and paragraphs in a clear manner. Use spelling and punctuation
with some confidence and apply criteria for structuring texts.
Apply grammatical concepts in discussion on usage and development of thelanguage with some confidence, and also their knowledge of inflectional andsemantic characteristics of word classes, and understand their role clearly.

Pupils are able to express themselves in a fairly clear and fairly understandable
manner, with emphases that are suitable for the material and occasion. Listen andto some extent use information from spoken language for instruction, pleasure
and as resources for their work, and enjoy visual and dramatic material and music
and give a fairly good evaluation of the material in question.

C

Read general texts, with fairly good understanding and interpretation of theirsubject matter, discuss Icelandic and foreign literature and recognise the value ofliterature for the culture of the nation.
Apply to a certain extent good work methods for writing, arrange topics incontext and form sentences and paragraphs in a fairly clear manner. Use spellingand punctuation fairly well and apply criteria for structuring texts.
Apply the most common grammatical concepts in discussion on usage and thedevelopment of the language, and also to some extent their knowledge of
inflectional and semantic characteristics of word classes, and understand theirrole fairly well.

19.8.2 Assessment criteria for Icelandic and Icelandic Sign
Language (ÍTM)
The same methods and rules apply for Icelandic and Icelandic Sign Language, exceptthat the competence of pupils in using Icelandic Sign Language for expression, and theirunderstanding and knowledge of it, are added. The assessment may be carried out withvarious assignments that require expression in Icelandic or Icelandic Sign Language, withor without a sign language interpreter.

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Assessment criteriaA

Pupils are able to express themselves in a very clear and nice manner, withemphases that are suitable for the material and occasion, and have withconfidence mastered appropriate signing rate. Listen with confidence, observeand use information from signing for instruction, pleasure and as resources fortheir work, enjoy visual and dramatic material and music and give an independent
and well-founded evaluation of the material in question.
Read with confidence general texts in Icelandic Sign Language, with very goodunderstanding and interpretation of their subject matter, discuss Icelandic andforeign literature in a critical manner and understand very clearly the value ofliterature for the culture of the nation.
Apply orderly work methods for composing texts in Icelandic Sign Language,
arrange topics in a logical context and form sentences and paragraphs withconfidence and in a clear manner. Use spelling and punctuation very well andapply criteria for organising texts.
Apply with confidence grammatical concepts in discussion on usage of Icelandic
Sign Language and Icelandic written language and its development.
Apply very well their knowledge of inflectional and semantic characteristics
of grammatical categories and word classes in sign language and Icelandic andunderstand clearly their role.

B

Pupils are able to express themselves in a clear and nice manner, with emphasesthat are suitable for the material and occasion, and have mastered appropriate
signing rate. Listen, pay attention and use information from spoken sign language
for instruction, pleasure, and also with the assistance of a sign language
interpreter, enjoy visual and dramatic material and music and present their wellfounded evaluation of the material in question.
Read general texts, with good understanding and interpretation of their subject
matter, discuss Icelandic and foreign literature and recognise clearly the value ofliterature for the culture of the nation.
Apply orderly work methods for composing texts in sign language and writing;arrange topics in a logical context and form sentences and paragraphs. Use
spelling and punctuation with some confidence and generally apply criteria
for organising texts.

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Apply grammatical concepts with some confidence in discussion on usage anddevelopment of Icelandic Sign Language and written language.
Apply their knowledge of inflectional and semantic characteristics of word classes,
and understand their role fairly well.

Pupils are able to express themselves in a fairly clear manner although somewhat
lacking in signing rate and emphases.
Listen, pay attention and to some extent use signing for instruction andpleasure with the assistance of a sign language interpreter, and also enjoy visualand dramatic material and music and present their evaluation of the material inquestion.
Read general texts with a fairly good understanding and interpretation of theirsubject matter, to some extent discuss Icelandic and foreign literature andrecognise to some extent the value of literature for the culture of the nation.
Apply fairly good work methods for composing texts in Icelandic Sign Language
and writing, to some extent arrange topics in context and form sentences
and paragraphs, use spelling and punctuation fairly well and apply criteria fororganising texts to some extent.
Apply the most common grammatical concepts in discussions on the usage anddevelopment of Icelandic Sign Language and written language.
To some extent apply their knowledge of inflectional and semantic characteristics
of word classes and understand their role fairly well.

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Foreign Languages

20

The educational values and main objectives of teaching foreign languages are discussed
in this chapter. This discussion is based on the six fundamental pillars described in
Chapter 2, the emphases in education from Chapter 6, and key competences as definedin Chapters 9.4 and 18. Competence criteria for foreign languages are defined at threelevels but not at the completion of Grades 4, 7 and 10, as in other subject areas. The
reason is that pupils may begin their studies in foreign languages at a different age,depending on their school. This is followed by a discussion of teaching methods andassessment which is based on the emphases that are illustrated in the competence
criteria. Based on the competence criteria, teaching methods, as well as study materials
and assessment methods, are to be selected and described in the curriculum guide ofeach school. The assessment criteria stipulated at the end of the chapter should be used,
as appropriate, to describe the pupils’ competence at the completion of compulsory
school.

20.1	Educational values and main objectives of foreign
languages
Language is one of the most important means for mankind to put its thoughts into words,
acquire knowledge and communicate with others. Knowledge in different languages
plays an important role in the cognitive development of the individual, encourages
broadmindedness and enhances development in other fields. Discussion and knowledgeof other nations open up cultures and increase broadmindedness, understanding,tolerance and respect for other and different lifestyles and understanding of one’s own

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culture. When organising teaching of foreign languages, all competence criteria should
be kept in mind and also the framework set for the subject area in the reference timetableof the general section of the National Curriculum Guide.
English plays a major role in international communication and commerce. The evergrowing cooperation and collaboration Iceland has with other countries calls for a
substantial knowledge of English that could be crucial in commerce when Iceland’sknowledge, industry, position and interests are presented in the international market. As
English strengthens its position as a lingua franca, both in the economy and in leisure,the value of solid good command of English becomes more obvious. The world of
information and multimedia also demands competence in English. Rapid developments
in digital mass communication and information and communication technology give
Iceland access to vast material that requires an understanding of different variations ofEnglish.
Good command of English gives insight into the variety of cultures of those nations thathave English as their first language and nations where English is the second language.
Iceland has old links with the Anglo-Saxon language, culture and history. Icelandic andEnglish belong to the same branch of languages, and the history of the countries has
been interwoven through the ages.
English is the key language in higher education and science and therefore it is essential tohave a good command of English right from the beginning of university studies as moststudy material in Icelandic universities is in English. A number of Icelandic students go
for further education in English-speaking countries or in other countries where teachingtakes place in English.
Danish, or another Nordic language, is the second foreign language that pupils learn incompulsory school. Danish is generally the Nordic language that is taught in Icelandic
schools, but pupils with special relations with Norway or Sweden are offered to study
either Norwegian or Swedish. These studies replace learning Danish and begin at thesame time as the teaching of Danish begins in the school.
Pupils who are entitled to choose between Norwegian and Swedish have mastered
basic competence in one of these languages. They are, therefore, acquainted with thesociety and know its rules of communication and customs. Some of these pupils have
linguistic and cultural roots both in Iceland and Norway or Sweden. It is important thatthey nurture and strengthen their links with these countries. The basic competence thatthese pupils must have in order to be allowed to study Norwegian or Swedish is to beable to understand spoken Norwegian/Swedish fairly well, be able to understand simple
Norwegian/Swedish texts with respect to their age-group, and be able to make themselves
understood in spoken Norwegian/Swedish. This basic competence is necessary so thatthey can make use of the Norwegian/Swedish instruction that is offered.

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The Nordic languages are taught because of the relations and cultural links with theNordic countries. Our history is intertwined with their history and culture. The cultural
heritage is common for all these countries and the languages are of the same branch.
The social structure of these nations is based on the same values: democracy, cooperationand equality. The image of the Nordic nations is strong on the international scene andwith this in mind Nordic collaboration is important in strengthening the inter-Nordic
image and fellow feeling. Nordic collaboration is wide-ranging in the field of public
administration, culture, science and education, in addition to strong ties of family andfriendship. Each year, numerous Icelanders work or study in the Nordic countries. The
Compulsory School Act stipulates that the National Curriculum Guide is to include
provisions for the contents and organisation of teaching of Danish or another Nordic
language to show the intention of the authorities to give Icelanders an opportunity to be
active participants in the Nordic community.
The objective of teaching Nordic languages in Iceland is to nurture and strengthen thelinks with the Nordic countries and ensure that Icelanders have access to the common
Nordic market of education and employment. Competence and knowledge in Nordic
languages enables Icelanders to maintain their position as active participants in extensive
Nordic cooperation, education, employment and leisure. Additionally, the objective of
the studies is to make pupils aware of the relationship between the Nordic languages
and the culture on which they are based, and for them to recognise the characteristics
of each language and be able to understand and express their opinions in a Nordic
context. It is important that Icelanders consider the Nordic languages variations of thesame language, as these languages are closely related. Teaching should emphasise what
the languages and cultures have in common and for this all the languages should be
introduced when the occasion arises. Thorough knowledge of one Nordic language is a
key to any Nordic region and facilitates any form of communication.
The main objective of language studies is that pupils acquire general competence to use
the language as a tool for diverse purposes and on varied occasions. The studies are to
result in pupils acquiring the competence to internalise the subject matter of various
types of spoken and written language, and the competence to evaluate and use theknowledge that they acquire. They should have an opportunity to link the content of
their studies with their own experience, circumstances and interests. Pupils should in
their language studies acquire competence to use the language fairly well in narratives
and communication, as suitable for the purpose, circumstances and recipient on eachoccasion. The studies should give the pupils an opportunity to use both spoken andwritten language in a creative manner.
Studying languages gives pupils an opportunity to enhance their understanding of
the different living standards and social and cultural circumstances of other nations.
The studies are to make the pupils see themselves as participants and equals in the126Ministry of Education, Science and Cultureinternational community and to increase their awareness of the opportunities thatmastering foreign languages has to offer.
In their language studies pupils should learn work procedures and methods that caneasily be transferred to other languages and life in general. Pupils should learn to work
together on assignments and to use various aids critically. The studies should emphasisethat pupils learn to be responsible for their education, that they set themselves goals,
reflect on and evaluate the progress of their studies and consequently analyse theirstrengths and weaknesses. Thus the pupils’ faith in their capabilities, their development
and self-image can be encouraged.

20.2	Competence criteria for foreign languages
The reference timetable defines the total hours for English, Danish/or another Nordic
language. Schools organise language studies within this framework, for example when
English or Danish studies begin and how the total hours are divided between thelanguages. As one school may differ from another with regard to when the language
studies begin, the competence criteria are divided into three levels based on an equal
number of hours instead of linking them to the completion of Grades 4, 7 and 10. At thecompletion of compulsory school, pupils are expected to have reached Level 3 in English
and Danish or another Nordic language.
The competence criteria are organised so that first there are a sort of general criteriathat are then more clearly defined. This three-level framework is to facilitate theorganisation of individual-oriented studies, where the pupils’ competence within the
key competences varies, they do not all start with the same competence and their study
rate differs. In accordance with the Common European Framework of Reference for
Languages: Learning Teaching, Assessment, the majority of pupils are, at the completionof level three, expected to have fulfilled most of the criteria described there in the B1
self-evaluation frame.

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Listening
Level 1At the completionof Level 1, pupils areable to:Level 2At the completionof Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:understand simple language
concerning themselves andtheir immediate environment,
when spoken clearly,

understand simple language
concerning themselves,
their interests and daily life
when spoken in a clear andunderstandable manner,without difficulty understandspoken language on varied
topics in familiar circumstances
when presented in anunderstandable manner,• understand the language usedin class and react verbally or
through action,• understand most of theconversations and interviews
on subjects related to daily lifeand subjects concerned with
their studies and use this in
spoken and written language,• understand the main points ofpresentations and narratives
that are within their field of• understand the main pointsof simple narratives abouta familiar subject matterwith the support of, forexample, pictures, objects
or body language and use
this information in their own
assignments,• understand the main points
in mass media and popular
culture that appeal to themand are able to retell orprocess them in some way,

• interest, learning or knowledge
and react to their subject
matter, describe them, process
or use them in some way,

• follow simple material on
visual media and from popular
culture that is familiar tochildren and adolescents andretell the main points.

• listen for specific, precise
issues when necessary, as forexample, announcements
or instructions in familiar
circumstances and react
verbally or through action.

• without difficulty follow
readily available material inmass and visual media for
their instruction and pleasure,describe and process it, listen
for precise information, selectwhat is suitable and react tothis or process it.

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Reading comprehension
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:read and understandshort texts with the basic
vocabulary of daily life on
topics related to familiar
circumstances and interests,

read for instruction andpleasure various readable
texts on everyday life andinterests that involve general
vocabulary and apply different
reading strategies dependingon the nature of the text andthe objective of the reading,read for instruction andpleasure a variety of generaltexts with fairly diverse
vocabulary and select reading
strategies depending on thenature of the text and theobjective of the reading,• understand the main points• understand the main points
in readable newspaperof short newspaper narratives,
narratives, magazines andmagazines and web media
web media and react andwith the support of, for
discuss their subject matter,example, pictures,• acquire information fromtexts, distinguish between
relevant and irrelevant points,
recognise the most important
conclusions and use them inassignments,• find specific information ina simple text and use this inassignments,• find key information in texts
with the objective of using itin assignments,• read real texts for instruction,for example from newspapers,
magazines and web media,
on topics regarding theirlife, circumstances orenvironment, react to thismaterial, retell or process it insome way,• read for instruction andpleasure simple books andeducational material forchildren and adolescentsand discuss their subject
matter with the assistance ofteachers or classmates.

• read for instruction andpleasure simple books andmagazines for young people
and discuss their subject
matter and understandinstructions and information
concerning everyday life, forexample, leisure and travel.

• read for instruction, pleasureand development short stories
and novels for young people
and form an opinion of theirsubject matter, read andunderstand material related
to other school subjects andconcepts related to them anduse in new contexts.

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Spoken interaction
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:carry on a simple conversation
with the assistance of theperson they are talking tousing normal pronunciationand stress in key vocabulary,
and use common conventionsof politeness,show that they are capable ofcarrying on a conversation on
topics that they know well,use language, pronunciation,
stress and intonation withsome confidence, understandand use common phrases ofeveryday speech and common
conventions of politeness,
and know ways to makethemselves understood, forexample with gestures.

show that they are quite
capable of carrying
on a conversation on
familiar topics, use fairly
correct language, normal
pronunciation, stress andintonation, use common
idioms from everyday speech,
common conventions ofpoliteness and spoken
communication, filler words
and various means of making
themselves understoodand understanding others,
for example by asking for
rephrasing,• ask and give answers in a
simple manner about issues
they know well,• take part in an informal chatabout their interests andeveryday life,• exchange informationand opinions with theirschoolmates and teachers
about matters related to theirstudies,• manage in common• react to various circumstances
circumstances, for example, inin general relations, forshops, restaurants and when
example giving and receiving
travelling,
information when travelling,
as hosts or on the Internet,• take part in communicative
plays and do conversation
exercises.

• use the language for spoken
interaction in class; prepare,
have and give an interview.

130• take part in informal everyday
chat on topics that they know
well,

• exchange points of view,support their opinions in a
simple manner and show
regard for the view of thepersons they are talking to.

Ministry of Education, Science and Culture

Spoken production
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:in simple language narrate
and use key vocabulary thathas been worked on in tasks
in their studies with normal
pronunciation and stress,

talk about their everyday
life and what is familiar tothem in language that is wellunderstandable, with regard
to usage, pronunciation,
stress and choice of words,

express themselves in aunderstandable manner about
topics that they know, use thelanguage fairly precisely, withregard to rules concerning
usage, intonation and choiceof words,• talk about or describe
themselves, friends, family,
hobbies and surroundings in a
simple manner,• describe fairly well theirexperience, future plans andopinions,• express themselves in anorderly manner about
prepared or unprepared
topics that they know, havelistened to, read or worked onin their studies, express theiropinions about this and react
to questions,• retell and describe eventsor experiences in a simple
manner with the support ofobjects, pictures, music, etc.,• talk about or describe eventsand actions with the supportof checklists, music, pictures,etc.,• recite a short narrative orpresentation of a prepared
topic ad lib and with someconfidence,• recite sketches, tell a shortstory or read aloud their own
texts which they have had an
opportunity to prepare,• write, prepare and recite their• recite a simple, preparedown material, for example, apresentation of material
short sketch or story, alone or
related to their studies andwith others.
recite their own material orthat of others, for example,
short sketches or a story, alone
or with others.

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Writing
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:write a short continuous
text on a topic that they arefamiliar with, link simple
sentences, spell the mostcommon words and use themost common punctuation,such as full stops andquestion marks,

write a continuous text on a
topic that they are familiar
with, apply fairly well thebasic rules of grammar andspelling, have mastered fairly
well everyday vocabulary
and vocabulary that has
been worked on, create
cohesion in the text and use
for that purpose the mostcommon linking words andpunctuation,

write a fluent, continuous text
using fairly correct language
on a topic that they know,
show that they have masteredvocabulary and the main
rules of usage, use customary
structure and cohesion ina text and suitable linking
words,• write texts using vocabulary
from a material category thatis being worked on, with thesupport of a picture, object orchecklist,• write various types of text,
with the support of, forexample, a checklist ormodels; write in a way that issuitable for the subject matterand the recipient,• write various types of text,
both formal and informal,
and write with their recipientin mind and according to
the subject matter and the
purpose of what they are
writing,• describe in simple language
what they know well:family, hobbies, friends andsurroundings,• write a fairly fluent narrativeand react to what they have
read, seen or heard,• write about or react to what
they have listened to, seen or
read, in an orderly manner,and use a certain form of text,
when suitable,• write simple messages, text
messages and e-mail,• describe a course of events orwhat they have experienced
and use vocabulary that
describes the development ofspeed, anticipation, etc.,• express their opinions,
feelings, experience andknowledge,• write their own texts with thesupport of pictures, objects,
music, etc.

• write an imaginative text.

• use language play and allow
their creativity and imagination
to flourish.

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Ministry of Education, Science and Culture

Cultural literacy
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:show that they know various
aspects of daily life, such as
family, leisure and holy days,
and recognise what is similar
and what is different fromtheir own culture,

show that they are familiar
with certain key culturalcharacteristics of the culture
and speech community
regarding the everyday lifeand circumstances of the
inhabitants, especially thoseof young people, and are able
to put themselves in theirposition,show that they have goodknowledge of the daily lifeand culture of the speechcommunity and are wellaware of what is similar anddifferent from their own
circumstances,• show that they know someof the exterior facts of thecultural region, such as
geographical location, local
conditions and well-known
places,• show that they are familiar
with customs and traditionsof the culture and speechcommunity and are able tocompare them to their own,

• show that they are fairly
familiar with the community
structure, the characteristicsof the community and what isof current interest each time,• show that they know
characteristic elements fromthe culture of the speechcommunity’s children andadolescents, such as theheroes of children’s books,
plays, songs and fairytales,• show that they recognise therelationship of the foreign
language with Icelandic,
their mother tongue or otherlanguages that they are
studying.

• show that they have someknowledge of the diverse
origins of the citizens of the
speech community and areaware of the limitations ofstereotypes and the effects ofprejudice,• show that they realise thata number of words in theforeign language resemble
and are related to words thatthey know.

• distinguish between thechief variations of thelanguage, for example
what is Danish, Norwegian,Swedish, Faeroese, Scottish or
American English.

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Learning competence
Level 1At the completion of
Level 1, pupils areable to:Level 2At the completion of
Level 2, pupils areable to:Level 3At the completion ofcompulsory school (Level3), pupils are able to:

set themselves simple goals
and evaluate their study
progress with the assistanceof the teacher, if necessary,

set themselves fairly realistic
goals, know fairly well theirstatus regarding their studies
and apply learning strategies
to organise them and improve
where necessary,

set themselves realistic
goals, plan their studies ina systematic manner andevaluate their status andstudy progress,• apply simple learning
strategies to make theirstudies easier, for example
use the title of a text oraccompanying pictures tofacilitate the understanding of
the subject matter,• apply key learning strategies• apply diverse learning
to facilitate understanding andstrategies useful for theirusage and select a method
studies and know when theysuitable for the task, forare suitable, for example use
example rephrase if they arecontext in a text or situation to
missing a word and interpret
guess the meaning of words,
a situation and guess what a
conversation is about,• apply self-evaluation and take• apply self-evaluation relatedpart in peer assessment into the study assignments, witha realistic manner and givethe assistance of the teacher, if
reasonable feedback with thenecessary,
assistance of the teacher,• in a realistic manner use
self-evaluation and peer
assessment with regard to
study assignments and givereasonable feedback,• link new assignments to theirexperience and knowledge,• use their experience andknowledge when acquiring
new knowledge,• use their experience andknowledge to create newknowledge and use it in a newcontext,• participate in group and pairwork. Listen to and show
regard for what others haveto offer,• take part in cooperation onvarious assignments and show
regard for others,• work independently, withothers and under supervision,and show regard for what
others have to offer,• use aids, such as simple
dictionaries, online
dictionaries, spelling andgrammar checkers and web
portals.

• use common aids, such as
reference books, online
dictionaries, spelling andgrammar checkers and web
portals.

• use in a critical mannercommon aids, such as
further reading, mass media
material, dictionaries, online
dictionaries, spelling andgrammar checkers, linguistic
and search programs.

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20.3	Teaching methods and assessment in foreign
languages
For pupils to acquire the competence criteria it is necessary to ensure that working
methods, assignments, organisation and conditions optimise educational performance.
Pupils have to know the competence criteria and get an opportunity to discuss them.
Appropriate education for all pupils is to be aimed for so that they develop the selfconfidence and maturity to face repeated challenges in their studies. Tasks and teaching
methods should be suitable for the age and maturity of the pupils. It is important that
pupils regard studying foreign languages as part of a general lifelong education that isboth practical and educative. Studies should be comprehensive and reflect real usage. In
the competence criteria tables the competence categories are separated to facilitate abroad overview. In everyday usage the competence categories are integrated and linked
to activities and the same should apply for the classroom. We listen, for example, or readand process material, either in conversation or by writing about or visualising the subject.
We write or talk about what we have written. We talk to each other and retell stories,
either in a new conversation or a written text. Theme projects are, for example, suitablefor integrating the competence criteria and there the process is no less important thanthe outcome. The tasks should be diverse as the pupils’ talents are in different fields.
Furthermore, the six fundamental pillars of education and key competences should be
unaffectedly incorporated into the studies. This applies to both the subject matter andworking methods. Pupils are not beginners in studying foreign languages. Therefore, it
is important that their studies take into consideration their prerequisites and status aslanguage users, their general experience, understanding of their local community, theexternal world and cultural diversity.
When organising teaching, diversity should be kept in mind by applying methods
such as individual oriented studies, cooperative learning, pair work, group work,
peer teaching, portfolio education, carousel learning, story-telling method, outdoor
education and learning stations. A relaxed atmosphere and environment should becreated in the classroom so that pupils feel secure. It should be a place where pupils
develop academically and socially and learn democratic practices in cooperation with
their schoolmates and teachers. Pupils should have an opportunity to try their handat challenging tasks that encourage their independence and competence to plan theireducation. At the same time, there should be scope for play and creative activities inconnection with pupils’ linguistic studies. It depends mostly on the teacher to create theatmosphere and environment that has been described here.
From the beginning of their language studies, pupils should get used to hearing thelanguage and understand how it is used in real situations and have ample opportunity

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to do their best at using it themselves in a meaningful context and on their own terms.
They should listen to different types of texts and the most common variations of thelanguage with regard to speech communities. It should be kept in mind that making
mistakes is a natural feature of language acquisition, although it should be emphasisedthat they gradually learn to use it correctly and in an appropriate manner. From the
beginning normal pronunciation, stress and intonation should take priority, in addition
to the pupil mastering idioms that characterise everyday language. It would be mostadvantageous if both teacher and pupils used the foreign language in all their interaction
in class. Furthermore, pupils should be encouraged to use the language outside class,when they have a chance. It is essential to use diverse methods to train pupils in spoken
language and, in this context, various communicative games, dramatic expression andcreative usage.
In the beginning, the main emphasis should obviously be on spoken language andlistening. Gradually the importance of reading and writing increases. Reading enhances
the vocabulary and the feel for the language and therefore it is important that pupils reada lot. It is important that pupils read a variety of texts for instruction, specific purposes,
pleasure, and to encourage their development, and that they gradually become skilled
at the learning strategies that are necessary to master good reading comprehension.
The emphasis should be on reading material that appeals to the age, development andinterests of the pupils, but also on broadening their horizons and ensuring that they readmaterial linked to current affairs, culture and lifestyles in other countries, and material
that reflects the fundamental pillars of education as defined in the General Section of
the National Curriculum Guide. Pupils should gradually be trained in using their own
experience to read critically, to read between the lines and to interpret, for example,
texts that relate to matters of dispute. It should be kept in mind, especially concerning
pupils with reading difficulties, that listening also increases vocabulary and language
comprehension, for example simultaneous listening and reading or reading with thesupport of pictures.
Writing is the feature that most pupils find it most difficult to master. Therefore it isimportant to begin with simple tasks and link writing to other competence criteria. It is
important that pupils express themselves on what they know well and use the vocabularythat is being worked on, but gradually greater demands should be made concerning
format, usage, spelling, vocabulary and subject matter. It is important that pupils write
as diverse texts as possible and that their writing has a purpose; that is, to write witha recipient in mind. Most types of written text require a certain format and precise
usage. Here compromises have to be made, pupils should be given time and accuracy
requirements should not discourage them. In this context, it is important to find suitable
tasks for each pupil. At first checklists and mind maps may be used, for example, but
gradually this support should be decreased as pupils learn more. It is no less important136

Ministry of Education, Science and Culturethat pupils learn to work creatively with the language and to write in their own voice,where it is primarily subject matter, style and originality that count.
The fundamental features of each language are its structure and vocabulary. As these
are underlying and integral in the competence categories, they should be trained inconnection with these categories and the tasks of each day so that pupils realise how thestructure and vocabulary of the language function in a comprehensive and meaningfulcontext. Grammar is not a goal in itself at this school level but part of the overall cohesionof the language and serves usage in the same way as the vocabulary. The pupils’ feelfor the language increases with the systematic use of it in various situations and diverse
tasks. Pupils may also be asked to examine and explore how grammar and vocabulary
are integral to the text and give it life, colour and form. Pupils should be made aware of
the relationship between languages, their curiosity should be raised and the common
origin of the vocabulary pointed out to them. When pupils have mastered the language
to some extent, they may also examine what is similar and what is different in the
structure of the languages. Written expression is considered the best way to become
more skilful in correctly using the structure and vocabulary effectively. Therefore it isimportant that written language is a normal factor in the pupils’ tasks and also thatthey have numerous opportunities to express themselves meaningfully, without the
text having to be overly long each time. Additionally, the benefit of pupils writing texts
together should be pointed out and they should be trained in writing their text step bystep or through process writing.
Long-term educational performance is based on pupils learning to take responsibility
for their studies, planning them and evaluating their status and progress in a systematicand orderly manner. In this context, the European Language Portfolio is a useful tool, in
addition to the teacher’s assistance and assessment frameworks and checklists. Learning
strategies are defined as specific methods the pupils apply to become more independent
in their studies and to make the studies easier, more pleasant, successful and transferable
into other fields. The learning strategies are diverse; some are conscious, others learnt
but unconscious. The following are some of the linguistic learning strategies: reading,listening and understanding strategies, strategies to make oneself understood and takepart in conversations, writing and retention strategies, in addition to recognising andevaluating one’s own progress. It is obviously advantageous to master successful learning
strategies. But to do so, pupils must have the assistance of the teacher and schoolmatesand special training to know what strategies are effective and for whom. Also here theEuropean Language Portfolio is useful.
Language and culture are interwoven. Language reflects culture and culture elucidates
language. It is important to foster in pupils the curiosity for other nations, what people’s
lives are like and how they develop in different circumstances and cultures. By gaining
insight into the conditions, lifestyles, cultural heritage, views and values of other nations,137

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

pupils’ horizons broaden and they get an opportunity to see themselves and their own
conditions from another point of view. Such emphases should be effective in rooting
out prejudices and stereotypes. Aspects of the cultural heritage, for example, literature,songs and folk tales, show people’s living conditions now and in the past, and films andother visual material bring the external world closer. In order to make relations with othernations more realistic, it is ideal to organise cooperation with pupils in other countries.
Language teaching should certainly involve the numerous tools of information andcommunication technology that has during the last few decades become an active factor
in the lives of children and adolescents. School is one of the places where adolescentsuse electronic media and foreign languages to acquire information and it is likely that
pupils use these media in a different manner at school from how they use them during
their leisure hours. Through the Internet, the present is readily accessible in the classroom
as teaching material, either through text, sound or pictures. Communication technology
facilitates pupils to traverse boundaries and requires pupils to react immediately. They
have to learn to recognise secure and reliable information, use grammar and spellingcheckers, online dictionaries and encyclopaedia websites. Additionally, they should
learn to use safe tools and programs to send and receive assignments electronically, andbecome familiar with copyright. They should be trained to use the media in a responsible
manner, learn to treat their own writings and creations and those of others with respect
and according to rules.
Foreign languages are ideal for integration into other subject areas as the subject
matter and tasks of linguistic studies are part of every other school subject. The storytelling method is a good example of interdisciplinary integration with social studies,and integration with natural history may involve examining nature conservation andsustainability abroad. Through interdisciplinary studies, pupils concentrate theirknowledge on a specific subject, increase their understanding of scientific, artistic andsocial concepts and apply a register suitable for the task.
Studies, teaching and assessment should be coherent. The competence criteria are
the basis for teaching methods and assessment. It is necessary that assessment iscomprehensive, includes all competence categories and reflects the competence criteria
and the study material that has been used. Assessment should be diverse and focus on
integral usage rather than specific features of the language. The objective of assessment
is to be instructive, encouraging and informative, both for the pupils, teachers andcustodians, and to be fair, just and reliable. The assessment methods need to be amessage to the pupils of what is essential in their language studies.
Assessment criteria should be clear and pupils should be informed about the basis of
the assessment each time and they should be active participants in the assessment. The
assessment should be based on what pupils are capable of, give constructive feedback138

Ministry of Education, Science and Culture

on what needs to be improved and give them insight into their study progress and status.
Feedback is to be formulated in a way that pupils realise that their contribution is ofsome value.
The nature of language studies makes them well-suited for continuous assessment; regularassessment in connection with the assignments that pupils are working on each time.
Formative assessment is advisable to record continually the pupils’ status and progress,
and based on this the next step is decided. It is important to apply diverse methods
and data in formative assessment, such as self-evaluation, peer assessment, portfolios,
logs, the European Language Portfolio, feedback, evaluation sheets, assessment scales,
checklists, conversations and presentations.
If there are formal final examinations, they should reflect the competence criteria,
assignments and subject matter of the studies and all the competence categories, whichshould be integrated as far as possible. It is important that the written part underlines
the pupils’ competence and that the examinations are comprehensible with regard toformat, expression and subject matter. The spoken part may be either in the form of
conversation, presentation, role play, in a formal examination or in electronic format. For
beginners it is suitable to use formative assessment integrated with daily tasks.
Teachers can use the assessment to form and improve the overall organisation of theteaching, syllabus and communication with pupils and custodians. They can use theassessment to decide the next step for their pupils and how best to assist them andexpand their field of study. Assessment should be part of everyday life and enhancing
education. With systematic assessment, surveys and reflection, teachers acquire better
understanding of their pupils’ progress and their own methodology.

20.4

Assessment criteria for foreign languages at thecompletion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent a
pupil has acquired a defined competence. The assessment criteria are only obligatory
for Grade 10 where they support assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on competence criteria for Grade 10 andtheir presentation is such that most pupils are expected to acquire the competences

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that are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with the criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

Assessment criteriaA

Pupils are able to show that they understand very well and are able to use spoken
language on general topics in circumstances that they know. Have acquired
highly diverse vocabulary and can read fairly easily for instruction and pleasuregeneral texts of various types on diverse topics. They are very well able to take140

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part in a conversation and use natural language, pronunciation, stress andintonation with confidence. They are able to use idioms from everyday language
effectively and express themselves fluently and in an understandable manneron topics that they know. They are able to write a clear and orderly continuous
text on a topic that they know, follow with confidence rules on usage andcustoms regarding the structure of a text, and use the vocabulary that has been
worked on systematically. They are able to show that they know daily life andthe culture of the speech community very well and very well understand what
is similar and what is different from their own circumstances.

Pupils are able to show that they understand well and are able to use spoken
language on general topics in circumstances that they know. Have acquired
adequate vocabulary to read for instruction and pleasure general texts of various
types on diverse topics. They are well able to take part in a conversation and use
natural language, pronunciation, stress and intonation. They are able to use idioms
from everyday life and express themselves in a fairly understandable manneron topics that they know. They are able to write a fluent continuous text on a
topic that they know, use well the main rules on usage, vocabulary and customs
regarding the structure and cohesion of a text and use suitable linking words. They
know well daily life and the culture of the speech community and understandwell what is similar and what is different from their own circumstances.

Pupils are able to show that they understand fairly well and are able to use
spoken language on general topics in circumstances that they know. Haveacquired adequate vocabulary to read for instruction and pleasure, althoughwith some effort, general texts of various types on diverse topics. They are
fairly well able to take part in a conversation and use the rules of the language,
pronunciation, stress and intonation in an adequate manner and are able to use
idioms from everyday life and express themselves fairly well on topics that theyknow. They are able to write a continuous text on a topic that they know, usewell the basic rules on usage and customs regarding the structure of a text anduse the vocabulary that has been worked on, show that they know daily life andthe culture of the speech community and understand what is similar and what isdifferent from their own circumstances.

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B
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21

Arts and Crafts

In this chapter the cultural value and main objectives of arts and crafts will be described.
The starting point is the six fundamental pillars described in Chapter 2 of the National
Curriculum Guide, the educational emphases in Chapter 6 and key competences as
defined in Chapter 9.4 and Chapter 18.
Arts and crafts are numerous and diverse subjects. Although these subjects are related
in various ways, they are in other ways different. What unites them is the emphasison craftsmanship, technology, creativity, aesthetics and values, materials technology,
ergonomics, interpretation and expression. On the other hand, there are different media
and methods depending on the subject and therefore a different approach and emphasison the factors mentioned above. As a result, there is first a general discussion of arts andcrafts, their educational values, main objectives and the common competence criteria at
the completion of Grades 4, 7 and 10.
This is followed by a subdivision on arts. This part is concerned with the educational
values and main objectives of these subjects and the main objectives and common
competence criteria at the completion of Grades 4, 7 and 10 for each subject, that is,
performing arts (dance, dramatic arts), visual arts and music. The next subdivision has
the same features for crafts: that is, for home economics, design and craft, and textiles.
Next the competence criteria, teaching methods and assessment are discussed with regard
to the emphases which appear in the competence criteria. Based on the competence
criteria, teaching methods, as well as study materials and assessment methods, areselected and should be described in the curriculum guide of each school. Finally, there

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are assessment criteria for arts, on the one hand, and crafts, on the other; these should
be used, as appropriate, to describe the competence of pupils at the completion ofcompulsory school.
The reference timetable defines the total hours for arts and crafts for three age levels ofcompulsory school. Schools organise the teaching within this framework, for example
how to divide the total hours between the subjects. Each compulsory school decides if
subjects or subject areas should be taught separately or should be integrated. However,
Chapter 8.5 stipulates that arts and crafts are to have equal weight within the total hours
that are defined in the reference timetable of compulsory school. At the same time, it
is affirmed that when allotting the time which is stipulated in the reference timetable
for school options/electives at the lower secondary school level, crafts should not be
detrimentally limited. This also applies to the organisation of electives. Therefore, half ofthe electives are intended to be allocated to arts and crafts. Within the electives of thelower secondary school level, there are opportunities to enhance the competence of thepupils in the various fields of arts and crafts, introduce vocational training and prepare
pupils systematically for such studies (cf. Chapter 8.3).

21.1	Educational values and main objectives of artsand crafts
Arts and crafts are so intertwined with our everyday lives that we are often unawareof their existence and influence. The yield from arts and crafts is not limited to artistic
events, exhibitions and workshops, for our whole environment and daily life are shapedby arts and crafts. At the completion of compulsory school, arts and crafts may assist
pupils in recognising their scope of interest and the work and study opportunities thatare available within vocational and artistic studies.
In arts and crafts pupils develop independent evaluation where the emphasis is on getting
familiar with, and enjoying, the arts and technical skills. Participation and practice in
critical discussion on arts and crafts also give pupils access to the cultural discourse ofsociety. Through creative activity and problem solving, pupils are able to influence theirenvironment and take part in forming culture.
It is natural for people to express themselves visually, in crafts, with movement, playand music. History has been shaped by the product of this activity. Individuals should beaware of this formative force within society and be able to enjoy it in a constructive andcritical manner and, at the same time, use it and develop it for their own benefit and for
future generations.
Everyone is creative. In arts and crafts there are circumstances and diverse opportunities
for pupils to develop and enrich this talent and learn the means to materialise their

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creation. In creative work pupils are able to use their imagination and learn to makedecisions where they evaluate different possibilities and see the consequences of theirchoices. Pupils develop in cooperation with others, strengthen their independence andself-knowledge and discover an outlet for their talents.
In arts and crafts pupils learn about cultural literacy, processes, pictures, health,
movement, the physical expression and feelings of others, gestures, nuances in language
and intonation, techniques and man-made environment.
Arts and vocational knowledge generates a vast and profuse industry. Technical andscientific progress is based on knowledge and skills derived from occupational culture.
Even though technology and machines have supplanted man in various fields, knowledgeof work processes, semiology, organisation and division of labour is a necessary
foundation for technological and artistic development. Work skills of this kind, together
with artistic ability, are therefore a necessary basis for all development, aesthetics,
designing of machines, houses, clothes and every object and art piece that we use andenjoy in everyday life. These skills and areas of knowledge can be used in a creative
manner both at work and in leisure. It is important that pupils can link studies in arts andcrafts with the diverse employment opportunities that they offer.
Pupils have a unique opportunity to study and preserve their culture and old work
methods, nurture their cultural heritage and, at the same time, get acquainted withother cultures. This creates exceptional possibilities to study different cultures with regard
to history, democracy and human rights and thus enhance tolerance and understandingof the diversity of the world.
Education in arts and crafts can further the pupils’ ethical and social responsibility.
This subject area offers education for sustainability where pupils work on collective
responsibility, their feelings and those of others, relations with other cultures, natureand their own environment. This is the basis for their welfare and active participation in
shaping society.
The main objective of arts and crafts in compulsory schools is for every pupil to get
acquainted with a variety of work methods that involve craftsmanship, creativity, theintegration of intellect and feelings and a number of different forms of expression. Herepupils have an opportunity to make objects with their own hands, work with symbols,
sounds, food culture and the body in relation to time and space, and thus to link ideas,
realisation and objects. All of this encourages development and enhances competence
to link concrete and abstract thinking and the ability to come to grips with an everchanging world in a personal, critical and creative manner. A balance between academic
and vocational education advances the equal right of pupils to find an outlet for theirtalents.

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21.2	Common competence criteria for arts and crafts
Cultural literacy
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• carry out a simple processfrom an idea to a product,• explain and show the
work process that includes
development from an idea toa product,• independently carry out awork process from an idea toa final product and explain
different approaches to theassignment,• use the skills that they
have acquired in simple
assignments,• use the skills and knowledge
that they have acquired invaried assignments,• use the specialised skills andknowledge that they haveacquired in a creative mannerand show initiative,• carry out simple assignments
in a group,• take part in cooperative work
• show regard for others inwith the common goal of thegroup work and take initiative,
group in mind,• explain in a simple manner
the effect of their work on theenvironment,• be guided by sustainability intheir work,• organise their work withsustainability in mind,• explain the concept oftechnology and how it isrelated to their work,• apply the most common
technology that the subject
involves,• in an independent manner,
apply the technology that the
subject involves,• discuss in a simple mannercultural factors in relation totheir assignments,• describe the cultural role ofarts and crafts,• put their assignments incultural context,• present their assignment in a
simple manner,• explain the main concepts
that are related to theirassignments,• present their assignments byusing the concepts that the
subject involves,• tidy up after work,• show responsibility andorderliness when working andtidying up their work station,• show initiative in orderliness
and when tidying up theirwork station,• evaluate their works.

• evaluate their works andrecognise work methods ofgood quality.

• evaluate their work and thatof others and support theiropinions with the concepts
that the subject involves.

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21.3

Arts

Arts are divided into performing arts, that is, dance and dramatic arts, and then visualarts and music. As pointed out above, each school organises these subjects and decides
if subjects and subject areas should be taught separately or be integrated; in separate
short-term courses that are allocated more hours in the timetable for a certain periodof time or continuously throughout the school year. Generally, performing arts, visualarts and music should be taught at every age level, as the reference timetable stipulates.
It should be kept in mind that Chapter 8.5 stipulates that arts and crafts are to haveequal weight within the total hours that are defined in the reference timetable and thatin planning the hours stipulated in the reference timetable for school options/electives
at the lower secondary school level, crafts should not be detrimentally limited. This also
applies to the organisation of electives. Half of the electives at the lower secondary
school level are intended for arts and crafts.
The competence criteria of arts should be taken into account when these subjects areplanned, in addition to the common competence criteria for arts. Competence criteria
are based on competence in arts subjects as a whole.

21.4	Educational values of arts
Through art people are able to express and enrich their feelings and acquire understanding
and experience that cannot be expressed in words.
Creation of art opens up for the individuals various ways to work on ideas, ask questions,reflect and interpret their experience and that of others. Thus pupils develop theirtalent and ability to evaluate their actions and their environment in a critical manner.
New points of view on ideas and objects are often discovered through the creationof art, restraint is loosened and the pupils’ sense of humour flourishes in unusual andchallenging assignments. In such circumstances hidden talent is often discovered andpupils bond together in a way that they do not in other subjects.
Arts in the widest sense, both past and present, are concerned with concepts, ideas andobjects that are related to human beings and their environment. They affect us in various
ways, enrich our imagination and our aesthetic sense.
Artistic experience opens up channels for examining and evaluating one’s values andviews, directly or indirectly, in various ways and through different media. Through art
pupils are able to examine social values from different periods and cultures, and also
personal values concerning, for example, individuals, family, society, work and play,nature and the environment, beauty, ugliness, violence and love.

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Artistic education should make pupils more capable of:• facing an unforeseen future in a creative manner,• discovering new patterns and thinking in solutions,• developing personal expression and taste.

21.5	Competence criteria for performing arts
Competence criteria are stipulated for two forms of performing arts: that is, dance anddramatic arts.

21.5.1	Competence criteria for danceDance has a complex meaning in our culture. It is an important part of the art sceneof the country, plays a social and historical role, and, additionally, it is an inseparable
part of the exercise culture. Although dance has numerous and diverse facets, they all
encourage and develop the physical awareness, physical literacy and physical intelligenceof the individual.
A good deal of the knowledge that children acquire in life, they do through physicalmovement. Dance is an important method to nourish and encourage physical andspatial intelligence and public spirit and thus give the individual a better opportunity fordevelopment and culture.
The body encompasses a knowledge and understanding of reality that in some cases canonly be expressed through movement. Creative and artistic work in dance gives pupils an
opportunity to present this silent knowledge and for some people physical expression is
the most natural form of expression. In creative dance pupils face different tasks on theirown terms, irrespective of their status and development.
It is important to contribute to the pupils’ physical intelligence through dance andencourage them to exercise daily and at the same time to take responsibility for theirhealth. In this sense, dance is closely related to sport but adds the knowledge of creativity
and physical expression.
Dances that are danced for a social purpose, for example pair dances, round dances andgroup dances, have always been part of everyday life, although their importance andform have differed. Dance has historical and cultural value and is part of each pupil’s
heritage. Competence in social dance forms offers a possibility of fellowship within acertain framework where participants are able to interact according to a set of rules.
The social value of the dance, additionally, consists of breaking down walls regarding
languages, development and between the sexes. Dance as a defined and creative

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form, is for the most part based on cooperation and is therefore an exercise in social
competence.
The competence criteria for dance are an addition to the competence criteria for artsand crafts.

Dance
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• move freely and to music inline with the mobility of theirbody,• use their body effectively indance and movement for theirown pleasure,• dance simple movement
patterns and use them in pairdances, children’s dances andsimple folk dances,• show confidence and• dance the basic steps in paircompetence in dancing alone
dances and simple folk dances,or as a member of a pair orgroup,• take part in a creative dance
process with their peers under
the supervision of teachers,• put together a simple dance
piece, perform it and select,
under the supervision of ateacher, a suitable background(for example, music andspace),• take part in a creative work
process in dance, put together
a simple dance piece andselect a suitable background,• link movement and music ina dance and respect rules ofcommunication,• express themselves in dance,
link movement, interpretationand music and use common
conventions of politeness indance,• dance in front of audience
with a feeling for factors suchas interpretation, eye contact,
space, physical exertion andconventions of politeness,• show consideration for peersin collaboration,• work independently and withothers on dance assignments,
both give and accept
constructive criticism and use
it in dance,• choose between different
dance styles, experiment andmake independent decisions in
the interpretative and creative
process based on their own
knowledge and skill in dance,• listen to their peers’ ideas andpresent their own,

• discuss dance as a personal
experience.

• express and interpret theirideas and discuss dance in a
critical manner, use suitablevocabulary and put it in a
cultural and historical context.

• discuss movement in relation
to music as a personal
experience.

148• coordinate music andmovement with good physicalawareness and physicalexertion and dance different
dance forms for their own
pleasure,

Ministry of Education, Science and Culture

21.5.2	Competence criteria for dramatic arts
Education in dramatic arts includes training pupils in the methods of the art form, but
no less in dramatic literacy in the widest sense, enriching the pupils’ understanding ofthemselves, human nature and society. In dramatic arts, pupils have an opportunity to
put themselves in the position of others and experiment with different expression forms,
behaviour and solutions in a secure school environment. Dramatic arts encourage pupils
to express, form and present their ideas and feelings. In addition, dramatic arts constantly
test cooperation, relationships, creativity, language, expression, critical thinking, physicalexertion and voice projection. This is all done through play and creation. Pupils use spoken
language both in improvisation and written dramatic text. Experiments with different
narrative methods, usage, register and nuances of the language are an important part ofthe creative process in dramatics. In this art form the nonverbal is no less important than
the spoken word and therefore emphasises expression in the widest sense.
Drama is the art of the moment. Drama teaching is able to take on issues that are
relevant in society at any time and crucial for pupils. This enhances their social awarenessand encourages democratic participation. Furthermore, drama is by nature an integrated
art form where all art forms are combined. It is useful to enrich and enhance learning insubjects such as the mother tongue, sociology, history and foreign languages, and canplay a leading role in the integration of subjects and subject areas. Drama also includes
numerous games and exercises that may require a good deal of physical activity andrelease.
Although the creative process is no less important in dramatic arts than the final product,
it is essential that on a regular basis there is an opportunity to celebrate the outcomeof the work in presentations or performances. When the pupils come together and dotheir best in a production, the pillars of equality and democracy in school activities arestrengthened and moreover such events have a positive influence on the pupils’ fellow
feeling and the school atmosphere, and this also creates a possibility of cooperation
between the home and the school.
The competence criteria for dramatic arts are an addition to the competence criteria forarts and crafts.

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Dramatic arts
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• take an active part in a
dramatic process in a groupand show consideration for
their schoolmates,• use their peers’ ideas, andcontribute their own, in a
dramatic process and in the
preparation and creation ofshort plays,• in cooperation with theirpeers and teachers, put
together simple acts with aclear beginning, middle andend,• both give and accept• use material of diverse
constructive criticism andorigin as an inspiration in
make use of it in their
the original creation ofdramatic process,dramatic material. Write acts
in cooperation with otherswith clear characters, plot anddevelopment,• use simple props and set tosupport their creation,• use props, costumes, simple
sets and techniques tosupport their creation,• choose between different
methods for a production,
both with regard to narrative
form and acting style,experiment with and makeindependent decisions during
the creative process. Writea script of an act where
the basic rules of script
production are observed forstage or visual media,• memorise a short text anddeliver it in a clear manner infront of an audience,• deliver the text of a characterin a suitable manner in frontof an audience,• use props, costumes, simple
sets and techniques tosupport their creation invarious manners,• put themselves in the positionof others in a dramatic
process/role play and takepart in a conversation as a
specific character,• create and sustain a clear
character in a short act withsuitable voice projection andphysical exertion,• experiment with and choose
from interpretation methods
for different types of dramatic
texts,• use a simple form of dramaticart,• show that they have mastered • interpret a character on stage
in harmonious interplay withmore than one acting style intheir fellow actors. Use space,
their creation, interpretation
voice projection and physicaland analysis,exertion in a conscious
manner in order to support
their interpretation,• behave in an appropriatemanner as a theatregoer or ata performance at school,• apply more than one form ofdramatic art (such as shadow
theatre, pantomime, still
images),150• work in a group on diverse
dramatic assignments,• choose between forms andstyles in their own creationand support their choice,Ministry of Education, Science and Culture• point out dramatic material
and the different roles it hasin different contexts,• describe the process of a
production, the main tasks
carried out backstage in atheatre and common props,• record and support their work
process in dramatic arts,• describe a performance onstage and/or in visual media
with regard to the plot,
subject matter and charactersof the work,• discuss dramatic material on• discuss dramatic material onstage and in visual media
stage and in visual media
in a critical manner, usefrom more than one point ofsuitable vocabulary for thisview and connect this in someand to some extent put it into
way to their own life andcultural and historical context.
society.

21.6	Competence criteria for visual arts
Every object and every task starts with an idea that does not materialise unless it ispresented in some way. Visual arts as a subject channel ideas and use all the media ofvisual art. Since ancient times, visual arts have had a social, aesthetic and emotional
influence. Observing works of art helps us to understand history, culture and society as
a whole, and, at the same time, it enhances our personal growth.
Through visual arts pupils have an opportunity to learn and express themselves
without words. They can alternatively work in a critical manner with everyday issues
or imagination. This experience gives pupils a basis to learn to know themselves bothin connection with nature and the material world. This understanding becomes bothgeneral and personal, based on examining reality and the wonders of the imagination.
Visual arts are by nature a creative process: an important process where pupils findtheir inner voice, form connections and develop skills to apply different approaches,such as drawing, painting, moulding, printing, paper cutting, and screen media. Taking
part in creating, analysing and enjoying art makes pupils more capable of experiencing
art, and at the same time develops empathy, tolerance and critical understanding of
the world. With focused visual arts education it is possible to maintain the capability
that children use from an early age for telling a story visually. To
make this possible teachers have to give pupils a chance totake chances in order to encourage creative thinking andimagination.
When pupils create visual works, they base themeither on their research and analysis or by using their
imaginations, where they link their experience, culture
and environment. In discussions on visual arts, there isan opportunity to practise the vocabulary of visual arts,
empathy, and tolerance regarding critical discussion of thepupils’ experiences of selected artworks and their own works.

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By linking with their own experiences, pupils enhance their literacy of their environment.
This connection is described visually here, to the right.
Everywhere in our environment there are visual stimuli that pupils should learn to read andanalyse. One of the key roles of education is to learn to understand the world that we live
in so that we can become active, critical citizens who can have a positive influence. Visualarts are well suited because this subject works systematically on perception, analysis andinterpretation, which gives the pupil the possibility to see what they look at, hear what
they listen to, feel what they touch, and create using their experience. By allowing pupils
to choose the subject matter of their works, or the medium, in visual arts, it is possible
to encourage their initiative. By developing critical and creative thinking through visual
arts, pupils develop their ability to identify social problems and find solutions to them.
The competence criteria for visual arts are an addition to the competence criteria for artsand crafts.

Visual arts
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• use simple implementations
based on competence in using
chromatics, morphology andcomposition for their creation,• use the basic factors of visualarts for their own creation,• analyse and use a variety ofmethods and techniques,• create works of visual art
for different purposes using
various methods,• express their opinions
and feelings in their own
creation with relation to theirexperience,• express their opinions
and feelings in their own
creation with relation totheir experience and social
commentary,• express their feelings, opinions
and ideas in a simple mannerin a visual work,• develop an idea from asketch to a final work, both
two-dimensional and threedimensional works,• show and explain the work
process from an idea to a
final work that includes, forexample, research, experimentand conversation,• explain and show the
work process that includes
development from an idea toa visual work,• base their creation of art on
concept work linked withimagination, research andexperience,• record and present ideas indiverse ways based on theirown imagination and/or
research, visually and/or as
text,• work from inspiration whencreating their works,• use concepts and terms
that are linked with eachassignment,• use vocabulary and concepts
to express their views on visualarts and design and support
them based on their own
values,• know and use concepts andterms that are linked to thelaws and methods of eachassignment,• discuss their own works and• criticise with knowledge,
those of others in an active
fairness and respect their own
conversation with other pupils,
works and those of others,
both on their own and incooperation with others,152

Ministry of Education, Science and Culture• discuss their own works andthose of others,• describe and discuss various• analyse, compare and describe
movements in visual arts by
various styles and movements
comparing styles and periods
in visual arts and design, bothof specific works and put themin Iceland and abroad, and link
into their cultural context,
these to the culture of their
origin,• know and discuss the works
of selected artists, describe
them and analyse in a simple
manner the subject matterand describe the methods thatwere used for creating thework,• analyse, compare and evaluate • define how contemporary art
deals with relevant issues ofmethods for creating various
everyday life through a variety
works of art,of approaches that often
involve the integration of art
forms,• to some extent distinguishbetween different methods
used in visual arts,• analyse and discuss theeffect of imagery on theenvironment and society,• interpret works of art anddesign with regard to theirexperience, surroundings, thepresent, ethics and aesthetics,• describe in a simple manner
the effect of imagery on theirsurroundings,• describe the various purposesof visual arts and design.

• describe the various purposesof visual arts and design andput them in personal, culturaland historical context,• analyse how visual stimuli of
everyday life affect our life andvalues.

• understand the different
purposes of visual art anddesign.

21.7	Competence criteria for music
Music is an important factor in people’s lives and work all over the world. It is a means forcreation and communication, often without words, that individuals use to express their
feelings, views and values. Musical activity includes listening, creation and performance.
It is a process where individuals create a meaning by reacting to and working with tones,
sounds, and silence, alone or in cooperation with others. Musical activity requires physicalcoordination, analytical thinking and emotional relationships. In addition, musical activity
has a strong social reference and has through the ages been employed to unite anddifferentiate people.
Music can be part of defined culture or a defining part of culture, the latter where acertain musical movement influences, for example, clothes and behaviour that form acultural whole. Musical culture, therefore, refers to how we connect to, use, produce,compose and think about music.
Music teaching in compulsory schools should enhance pupils’ sensitivity and knowledgeof the basic factors of music: pitch, length of note, timbre, volume, chords, interpretationand form, so that they can form an opinion on different musical styles, recognise thevalue of music in their culture and life and enjoy it in a constructive, purposeful andpersonal manner.

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In view of the complex nature of music, it is important that music is integrated into otherschool activities, regardless of subject. In that way pupils get to know a variety of music
and how it is connected to life and work through a diverse and vital approach.
The competence criteria for music are an addition to the competence criteria for artsand crafts.

Music
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• recognise musical instruments
and timbre in compositionand listening,• recognise and select musicalinstruments and suitabletimbre for composition andlistening,• recognise, select and playsuitable musical instruments
and timbre for compositionand listening,• recognise different voices anduse their voice as a musicalinstrument when singing withothers and in improvisation,• use their voice in a suitablemanner in different vocal
compositions and songs, boththeir own compositions andthose of others,• take part in musicalcomposition of some sort,such as a choir or session, fortheir own pleasure or that ofothers,• play simple rhythms or
repetitive themes on
percussion instruments orother school instruments,• use simple tools andcomputer programmes
to record, document andcompose their own sound ormusical compositions,• use common tools, musicalinstruments, voice andcomputer programmes tocompose their own musicalcomposition and/or soundcomposition,• take part in creating andperforming simple musicalcompositions/soundcompositions and document
them in a simple manner,• take part in musical sessions
or sing-alongs with others
and perform and interpret
their own works or those ofothers in a suitable manner infront of an audience and to
document these events,• take part in composing
and performing their own
compositions or those ofothers, criticise and support
their views, with regard totheir taste, musical styles andaesthetics,• recognise simple musicalstyles (for example Icelandic
folk songs),• recognise different musicalstyles, form an opinion ofthem and support it,• uphold their musicalcompositions, their choiceof music and support theirchoice,• discuss their own music andthat of others with regard totaste and experience.

• analyse and explain thecohesion of music anddifferent musical styles andlink them to the culture of
their origin,• analyse and explain different
musical styles, instruments
and sounders and put this
into personal, historical andcultural context.

• analyse and to some extent
fairly evaluate and revise theirown compositions and thoseof their schoolmates.

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21.8	Crafts
Crafts consist of home economics, design and craft, and textiles. As detailed above, eachschool organises crafts classes and decides if subjects and subject areas should be taught
separately or integrated, as separate short-term courses, so that they have more weightin the pupils’ timetables for a certain time or are taught in an equal number of classes
throughout the school year. As a rule, home economics, design and craft, and textiles
should be taught at all age levels as the reference timetable stipulates.
It should be kept in mind that Chapter 8.5 stipulates that arts and crafts should have equal
weight within the total number of hours that are specified in the reference timetable andthat when organising the hours that are defined in the reference timetable for options/electives at the lower secondary school level, crafts should not be detrimentally limited.
This also applies to the organisation of electives. Therefore, half of the electives areintended for arts and crafts.
The competence criteria for crafts should be taken into account when these subjects areplanned, in addition to the common competence criteria for arts and crafts. Competence
criteria are based on competence in crafts as a whole.

21.9	Educational values of crafts
The common characteristics for crafts in compulsory school are that they encourage thegeneral development of pupils and prepare them for daily life and further educationin crafts. Crafts consist of home economics, design and craft, and textiles. Here pupils
have an opportunity to use their imagination, creativity, knowledge and work skills totackle their environment with a clear objective in mind. Pupils use their talent to findsolutions, work independently and learn to examine their work and decisions in a criticalmanner. Vocational knowledge is based on traditions, technology and work methods
that new generations should learn. Pupils work on assignments that are suitable for theirdevelopment, make experiments and apply technology in their work. This encourages
their self-confidence and job satisfaction, and, at the same time, it is a challenge for theircreativity.
Vocational education has a long history within the school system. Its goal has been bothto prepare pupils for vocational jobs and also to encourage their overall development.
Our environment is to a great extent based on technology, which is one of the creative
factors of culture and gives it form, content, meaning and purpose. The modern working
environment makes increasing demands on technical knowledge and understanding. In
crafts pupils obtain understanding of their environment and basic competences at thesame time. Work skills and understanding based on the well-established traditions ofhandicraft are also the foundation for a vigorous occupational culture and for innovation.
To understand and be able to read the environment is the prerequisite for influencing it.

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Teaching crafts is one way to build respect and positive attitudes towards vocational work
and is also preparation for further vocational studies. The role of the teacher is to assist
pupils in becoming able to work independently, in acquiring the competence to solve
problems, and in enhancing their sense of aesthetics and sensorimotor competence.
Therefore, crafts are both good preparation for life in general and for further studies.

21.10	Competence criteria for home economics
Home economics focuses on people, their lives and living conditions, and their physicaland mental requirements. The subject is intended to encourage good health, ahealthy lifestyle and consumer habits, equality, thriftiness, economic literacy, consumerawareness and environmental conservation. Home economics gives an opportunity to
influence pupils’ lifestyles through systematic instruction in wholesomeness and healthy
cooking. In order to know what wholesomeness and health consist of, it is necessary
to recognise the information concerning health that is available. In this way, home
economics enhances the capability of pupils to evaluate and analyse the validity of
information and the competence to make independent decisions that encourage healthand wellbeing. The forming of food customs begins in childhood and instruction thatemphasises a healthy diet is considered the most effective. This should be the objectiveof home economics.
Knowledge and skill in housework are the core of home economics and all otherelements of the studies are related to this, both academic and vocational. Basicallyhome economics is a vocational subject, and is intrinsically linked to nutrition, cooking
and hygiene. In order to strengthen the link between these factors, it is important tointegrate instruction in nutrition and cooking. This makes it easier for pupils to realise
the nutritional value of food and how it should be cooked to preserve the nutrients. A
good knowledge of nutrition is a necessary preparation for future housekeeping andparenthood. Public recommendations of the Directorate of Health on diet and nutrition
should be taken into consideration when teaching cooking and nutrition.
A good way to get to know the culture and customs of foreign countries is to learn
about their culinary traditions. The social value of food is essential both in everyday life
and on special occasions such as dinners and celebrations where food usually plays animportant role.
Home economics should emphasise environmental concerns, give insight into ecology
and encourage interest in the protection of the environment and sustainable ways oflife. It is also important that pupils become informed consumers and learn to select foodproducts and other consumer goods by reading information on packaging and being
critical of advertisements and information that they get from their surroundings andmass media. It is important to encourage the pupils’ cost consciousness in housekeeping,156

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not least in their own and their family’s consumption, and that they learn to do their
shopping economically.
In the competence criteria for home economics, intrinsically similar criteria are put in thesame category. This is done to give teachers a better overview of the study aspects thatare being worked on each time. They should be worked on simultaneously according
to the nature and extent of each aspect. The competence criteria are open and giveteachers an opportunity to implement them as they wish and choose how to approachthem. This opens up possibilities for varied teaching methods.
The competence criteria for home economics are an addition to the competence criteria
for arts and crafts.

Food and lifestyle
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• discuss healthy lifestyles in a
simple manner,• discuss healthy lifestyles withregard to health,• discuss healthy lifestyles withregard to health and put thisin context with the individual’s
responsibility for their health,• choose healthy food andexplain its effect on the bodyand how people feel,• discuss the main points ofnutrition,• recognise the main pointsof nutrition and explain therelationship of nutrients, rawmaterials and cooking,• follow simple instructions on
hygiene and cleaning,• follow instructions on hygiene • follow instructions on hygieneand cleaning with regard toand cleaning with regard tohousekeeping,housekeeping and cooking,• discuss the main cost items
for housekeeping in general.

• recognise the main cost
items of housekeeping
and be aware of consumer
protection.

157• recognise the main items of
expenditure for housekeeping
and take responsibility for
their own expenditure andcommitments and know
their rights and duties asconsumers,

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Food and methods of work
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• with assistance, prepare
simple and healthy meals,• prepare simple and healthy
meals using their ingredients
effectively,• plan and prepare varied,
healthy and well put together
meals made from commonand novel ingredients withemphasis on economy andefficiency,• follow simple recipes using
simple measuring equipment
and kitchen utensils,• independently follow recipes
using the most common
measuring equipment andkitchen utensils,• apply the most common
cooking methods using thevarious measuring equipment
and kitchen utensils,• describe the most common
dangers resulting fromworking in the kitchen,• describe the most common
reasons for accidents in thehome and how they can beprevented,• describe reactions toaccidents in the home,• use different media to acquire • use different media to acquire
information concerning
information on simple recipes.
cooking, nutrition and thehandling of food.

• in a critical manner, usedifferent media to obtain
information concerning
nutrition, consumer issues,
economic shopping, additives,preservation and cooking.

Food and the environment
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• put the subject matter ofhome economics in a simple
context with sustainability,• link the subject matterof home economics withequality and sustainability andrecognise the origin of themost common foods,• put the subject matter ofhome economics in a wider
context with democracy
and equality, purity andthe qualities that improve
people’s health and encouragesustainable development,• understand simple packagelabelling.

• understand and discussdifferent package labelling,evaluate appearance andquality of foods and explain
how to preserve them,• discuss the influenceof advertisements andinformation on the labelling,price and quality of consumer
goods in relation to consumer
protection and also to discuss
quality, preservation andadditives in food.

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Food and culture
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• in a simple manner, discuss
positive communication at
the table, the most prominent
holidays in Iceland, customs
linked to them and typical
Icelandic food.

• discuss different customs andtraditional Icelandic cooking.

• describe Icelandic and foreign
cuisine and prepare various
national dishes.

21.11	Competence criteria for design and craft
Design and craft as school subjects have a long history. The main objectives of the studies
are to make pupils able to work independently, encourage their job satisfaction andrespect for work, and train their concentration, diligence and work skills. In addition,
there is emphasis on craftsmanship, culture and links with future vocational studies.
The subject is based on the well-established traditions of craftsmanship and a generalemphasis on upbringing and education.
Design and craft emphasises that pupils become capable of working independently andacquire the competence to make objects with a variety of materials, tools and technology.
They obtain knowledge and competence that they can transfer to their field of work, toleisure and to housekeeping. The emphasis is on pupils being active in the design process
and forming the appearance and structure of objects with regard to their use. In this,innovation is intertwined with the utilisation of knowledge. In this way pupils influence
their environment and, at the same time, they are encouraged to show consideration
and respect for the environment.
Furthermore, in design and craft, there is an integration of creation, literacy andsustainability and this helps the pupils to understand the meaning of these concepts.
Teachers are encouraged to use materials from the school’s neighbourhood and use
Icelandic wood where possible. Pupils also get an insight into the world of technology,
which encourages their understanding and their literacy of the man-made environment.
The competence criteria for design and craft are divided into three categories, which
are the main fields of emphasis within the subject. These categories are, however,integrated. Handiwork includes objectives that aim at enhancing know-how, materials
knowledge and competence in applying tools. There is emphasis on pupils realising whena finish is considered workmanlike. Design and technology include objectives related
to design and enhancing the pupils’ appreciation of organising work, the designing
process and planning. At the same time, pupils’ technological insight and understanding

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is emphasised. Environment includes objectives that aim at enhancing the pupils’
understanding of the connection between the environment and vocational occupations
and that this is, for example, reflected in the selection of materials. There is an emphasison the pupils learning the correct use of protective equipment and being familiar withthe concept of health and safety in the workplace.
The competence criteria for design and craft are an addition to the competence criteria
for arts and crafts.

Handiwork
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• in a safe manner, select anduse several tools suitable for
their assignment,• select and use in a correctmanner common tools andmeasuring equipment,• select suitable methods,
materials and tools and showcorrect and responsible useof tools,• describe several materials thatare used.

• describe the origin andusefulness of the raw
materials that are used in theworkshop.

• describe the importance ofknow-how in modern society.

Design and technology
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• draw a simple sketch andtwo-dimensional drawing to
explain their ideas,• explain their ideas by making
a working drawing in scale,• explain their ideas in a freehand drawing and groundplan,• carry out an assignment froman idea to a completed object
with emphasis on form andappearance,• read a simple drawing, work
according to it and follow adesign process from an idea
to a final product,• work independently according
to a project schedule, draw
up a list of materials andcalculate cost,• carry out simple assemblies,• select assembly and surface
treatment suitable for eachassignment,• carry out more complicatedassemblies, such as butt
joints, dowel joints and joints
with screws,• describe energisers that
may be used in assignments
and use activity factors in
artefacts, such as leverage,
coil springs and elastics,• design and make anassignment which uses anenergiser and describe what
activity factors are at work invarious objects,• design an assignment
with regard to materials,
aesthetics, technology,
environment, usage anddurability,• point out various technicalphenomena related to their
daily life,• describe how technology
appears in their surroundings
and in society in general,• discuss how technology isused in the economy,

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• analyse requirements in theirsurroundings and discusspossible solutions.

• describe the influenceof innovation on theirsurroundings and society.

Environment
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• select material with regard toenvironmental considerations
and describe the advantagesof using materials from theirsurroundings,• detail if materials are
dangerous and how materials
used in the carpentry
workshop may be recycled
and sorted,• distinguish environmentallyfriendly materials from thosethat are not and aim atsustainability in their work,for example when selecting
materials,• show the economic utilisationof the materials used,• repair and recycle old objects
and thus lengthen theirservice life,• recognise if and how various
objects may be recycled tolengthen their service life,• show correct physical exertion
at work and use protective
equipment in a correctmanner.

• explain correct working
positions and select suitable
protective equipment.

• use suitable working positions
and protective equipment
and discuss health and safety
in the workplace and whyrules concerning this are
established.

21.12	Competence criteria for textiles
Textiles are an extensive subject that includes both design and handicraft and, additionally,
training and work skills in various fields. Textiles are deeply rooted in the culture of thenation, rooted in history, occupational culture and the arts. The subject is based ona long-standing handicraft tradition that has developed and expanded as times havechanged and new emphases in upbringing and education have appeared.
Textile studies include, for example, obtaining knowledge, concept work and creation
where pupils use the materials and tools of the subject in an independent manner. Thereis an emphasis on realisation and process that give pupils an opportunity to apply avariety of methods and understand the nature and characteristics of the subject. Textiles
studies give pupils an opportunity for psychomotor development, experience and, at thesame time, to express themselves.
Textiles are a significant factor in social reality where individuals create their own
personal style in clothes and surroundings and simultaneously learn to produce objects
that have personal value. In textiles studies it is important that pupils analyse, evaluate
and put textiles in context with the environment, culture, art, innovation and utilisationof knowledge.

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In textiles a variety of materials are used, this includes anything from environmentallysafe materials to polluting industrial products. Therefore, it is important to keep
environmental awareness and protection of the environment in mind and to encourage
recycling and sustainability.
Creativity, literacy and sustainability are factors integrated in textile culture, and studies
in this field give an opportunity to concretely engage with them and link them to otherissues in order to encourage the pupils’ understanding.
The competence criteria for textiles are divided into three categories that illustrate theprincipal emphasis of the subject. These categories are used to facilitate an overview of
those study elements that are integrated and those that work together. The competence
criteria are open and give teachers the opportunity to approach the subject with diverse
implementation and teaching methods. Handicraft, methods and technology includes
competence criteria that enhance the knowledge of the various materials and methodsof the subject, in addition to improving work skills and encouraging the use of suitable
tools. The category Creation, design and realisation includes factors that involve
creation, design and concept work, understanding of work processes and the pupils’
recognition of the value of handicraft. The third category, Culture and environment,
includes competence criteria that aim at encouraging the pupils’ understanding of
culture and the environment with regard to the world of textiles. Here the emphasis ison environmental awareness and protection of the environment.
The competence criteria for textiles are an addition to the competence criteria for artsand crafts.

Handicraft, methods and technology
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• apply simple methods of thesubject and use suitable tools,• apply the basic methods andtools of the subject,• apply various methods andtools of the subject forforming textiles,• use several textile materials,• discuss materials technology
and use a variety of textiles,• support their choice of textiles
based on assignment andmaterials technology,• work according to simple
instructions.

• work with simple patterns andinstructions.

• use patterns and instructions,take measurements, estimate
sizes and material use.

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Creation, design and realisation
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• express their ideas in a simple
sketch,• develop their ideas in textiles
and work according to aprocess,• use creative and criticalthinking in design and textile
work,• decorate textile work in a
simple manner,• use diverse methods todecorate textiles,• decorate textiles in a creativeand personal manner,• discuss different types ofhandicraft and use a few
concepts linked to the subject,• explain the practical andaesthetic values of handicraft
and discuss the aesthetics oftheir own works,• evaluate their methods ofwork and describe goodworkmanship, form anddesign using suitable concepts
to do so,• look up simple information
using a few forms of media.

• use the most common media
to acquire information on
textiles and textile work.

• in a critical manner, usevarious media to acquire
information on diverse topics
related to the history oftextiles, design and industry.

Culture and the environment
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• discuss Icelandic raw materials
and use them in a simple
manner,• discuss Icelandic raw materials
in connection with history andsustainability,• explain the expression andsymbols of textiles and fashion
as they appear in style, texture
and materiality with regard to
the characteristics of Icelandic
textiles, handicraft, textile
history and cultural heritage,• describe a few types of textile,• describe the main
characteristics of natural andsynthetic materials,• discuss the textile industry andprofessions linked to clothing
manufacture and textile
design,• discuss different clothes withregard to weather, activity andoccasion,• put textile work and textiles
in context with history, society
and the arts,• discuss the productionof textiles in different
circumstances and put incontext with sustainability andprotection of the environment.

• use new and recycledmaterials in textiles.

• describe recycling and content
providers.

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21.13	Teaching methods and assessment for arts andcraftsIn compulsory education, there are two categories of arts and crafts studies. First, there
are studies in the subjects themselves and, secondly, arts and crafts are used as teaching
methods and integrated into all general education. Whether it is a question of thefirst or second category, teaching methods in arts and crafts should be based on thework methods of the subject itself. Thus pupils are engaged in a methodology that is achallenge to both practical and aesthetic problem-solving studies.
Arts and crafts in compulsory school are divided into: arts, that is performing arts (danceand dramatic art), visual arts and music; and crafts, which is design and handicraft, home
economics, and textiles. The emphasis and ideology of arts and crafts in schools are
based on four factors that are inseparably intertwined at different levels.

• Acquisition of knowledge / concept work
• Realisation• Analysis• Context

Acquisition of knowledge and concept work consist of preparation and technical training.
Pupils obtain information and materials, examine, try out, imagine, learn techniques,
form, take chances that encourage daring and confidence both in the assignment andin their own ideas.
Realisation consists of pupils applying methods where they transform, interpret, move,show, examine, form and produce.
Analysis involves pupils enriching their understanding and experience through discussion,
expression and evaluation. Pupils analyse, verbalise, evaluate, assess, criticise, compare,interpret, reflect and examine.
Context consists of putting the process into historical, cultural, personal and social
context. Pupils verbalise, evaluate, reflect, organise/review, form theories, develop andchange.
The competence criteria in each subject are based on these four inseparable factors as

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they are intertwined at every level of the studies. As pupils get older, there is increased
emphasis on context, where their development, experience and knowledge are tested.
Education in arts and crafts consists of the pupils’ vocational and creative work, wheremind, heart and hand are tested. The studies consist of systematic training in each subject
based on the factors defined above and where the importance of these factors varies
depending on the nature of the different assignments. In this way pupils are able to use
all their senses and acquire knowledge through reading, listening, observing, movement,
project-based learning, games, expression, smelling and tasting, and experimenting with
their ideas. Under the supervision of a teacher they should have an opportunity to developthese ideas, based on knowledge, in different ways, and to practise materialising themand exhibiting on various occasions. In this process, there are numerous opportunities
for reflection and analysis of work processes, relations and the content of the works in apersonal, cultural and historical context. A final product is important, such as performinga piece of music, dance or drama, exhibiting works of handicraft, textiles or art pieces, or
tasting and serving food, but all of this shows that the process is no less important than
the final product and that in the process there are numerous opportunities to encourage
the pupils’ overall development, as well as their social development.
Education in arts and crafts should be fashioned by the nature of the subjects andtherefore it is important that facilities and knowledge are available in the schools. This is
the academic prerequisite for the pupils’ vocational and artistic training, which is basedon them working independently, their cooperation, varied work methods and dataacquisition, in addition to the facilities to realise their ideas. Facilities and knowledge
depend on the number of pupils in each class, where the tools and techniques of artsand crafts can come into their own, as well as on suitable tools and space.
The task of the arts and crafts teacher in each subject is to support the pupils in developing
their ideas, teach them suitable work methods, give them training in creative, analyticaland expressive procedures, and assist them in realising their ideas, both on their own andin group assignments. This is the prerequisite for pupils knowing their strengths, taking
the initiative and developing their works according to their age and development.
Education in arts and crafts should be meaningful and develop with the pupils’ increasing
age and development. A number of compulsory school pupils study arts and crafts in one
or more art forms in their spare time. In individual-oriented studies it is, therefore, naturaland important to take the different requirements of pupils into consideration and linkassignments within and outside the school.
As pointed out in the introduction, arts and crafts are effectively integrated with our
everyday lives and affect it in various ways. Consequently, comprehensive education
should intertwine arts with vocational and academic studies. Arts and crafts should have

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areasa respected position in education and all school activities for the greater benefit of thepupils and the school community as a whole. To smaller schools competence criteria
and study criteria in individual subjects may seem too specific, but if precise teaching
methods are applied, all these criteria can be obtained, whether the subjects are taught
in regular classes or in more compressed courses. For this to be successful, teaching
methods have to be founded on activity and creativity where the pupils’ assignments
are a concrete product made according to the methods of each subject. This means that
it is not enough to read about and listen to information on design, sewing, cooking,music, dance, dramatic or visual arts; the subject has to be put into practice. This may
be obtained with, for example, integrated assignments where the methods of arts andcrafts are applied. Such studies deepen the pupils’ understanding, knowledge andexperience in various subjects. This approach also gives pupils an opportunity to study
various subjects in a concrete manner and gives the studies increased meaning andextends their content.
Teaching, learning and assessment are an integral process, but teaching and assessment
methods differ. It is essential that the teacher’s feedback is always instructive, regularand focused, to encourage the pupils’ progress. Assessment is based on the competence
criteria for each subject in addition to the key competences that are common for all thesubjects of compulsory school. It should include all elements of the studies so that bothteachers and pupils are aware of the study progress and whether objectives have beenobtained. Assessment is to be further stipulated in the school curriculum guide.
Assessment methods in arts and crafts can be diverse, such as performance appraisal,self-evaluation, and peer assessment. The method selected each time depends on
the nature of the assignment. Performance appraisal is expedient in arts and crafts. It
involves both the learning process and the final product. Performance appraisal is a usefulassessment method to examine the pupils’ competence in applying their knowledge andskills. It assesses a variety of the pupils’ assignments and is based on specific competence
criteria. Frequently this involves assignments where more than one good solution ispossible. When using performance appraisal, checklists and rating scales are importantin evaluating the pupils’ competence or the quality of their projects.
Self-evaluation, where the pupils themselves evaluate their study progress in general or
specific aspects of their work, is a significant assessment method in arts and crafts. It
helps pupils to obtain their goals, and to recognise their strengths and in what fields theyshould improve themselves. Peer assessment is a good choice for evaluating group work,for example in drama, dance and music. Here pupils have an opportunity to evaluateeach other, and for cooperation, consideration, listening and activity. By continuallyusing peer assessment, pupils get used to giving evaluations, to accepting those of theirschoolmates and to using them in a constructive manner. As the final assessment inarts and crafts involves the learning outcome as a whole at the end of the study period,

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it often involves a final product (musical composition, an object, dramatic or dance
performance, artwork). Furthermore, pupils may select, collect and evaluate diverse data
for a portfolio, such as development, realisation of ideas, etc., done during the study
period.

21.14	Competence criteria for arts and crafts
The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent a
pupil has acquired a defined competence. The assessment criteria are only obligatory for
Grade 10 where they support the assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them intheir school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on competence criteria for Grade 10 andtheir presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and to use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.

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The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

21.14.1	Competence criteria for arts

A
B

Pupils are able to show initiative and daring, make experiments in the creationof art and select and apply suitable methods and techniques very well. Applyvarious forms and styles to create in an independent manner a work based on
their own ideas, explain and support the work process from an idea to a final
product. Perform works with good feeling for rhythm and nuances. Describe,
analyse and discuss the content of their works and those of others very well,
put them into cultural, historical and social context and use arts vocabulary
and concepts in a systematic manner. Explain the role of art in culture and theeconomy very well.

Pupils are able to show initiative and daring, make experiments in the creationof art and select and apply suitable methods and techniques. Apply various forms
and styles to create a work based on their own ideas, explain the work processfrom an idea to a final product. Perform works with some feeling for rhythm andnuances. Describe, analyse and discuss the content of their works and those ofothers, put them into cultural, historical and social context and use arts vocabulary
and concepts. Explain the role of art in culture and the economy.

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Pupils are able to show some initiative and daring, make experiments in thecreation of art and select and apply suitable methods and techniques to someextent. Apply quite a variety of forms and styles to create a work based on theirown ideas, explain the work process from an idea to a final product. Perform tosome extent rhythm and nuances. Describe the content of their works and thoseof others, put them to some extent into cultural, historical and social context
and arts vocabulary and concepts. Explain to some extent the role of art inculture and economy.

C

21.14.2	Competence criteria for crafts
Pupils are able to organise their work very well and apply a variety of methods
and techniques in independent and creative work. Express themselves in an
independent manner with a working drawing, carry out their ideas and work
confidently according to a design process. Analyse and discuss their tasks ina critical manner, using suitable concepts for supporting their views. Selectmaterials with confidence and independence and with regard to environmental
concerns, link their work to sustainable development and put this into practice.
Describe precisely the different materials and tools that they use, confidently
use correct working positions and orderliness. Analyse and support utilisationand innovation in their assignments and discuss with intuition and independence
possible solutions. Describe precisely the characteristics of Icelandic and foreignculture with regard to vocational occupations and what influence these haveon everyday life. Explain precisely of what a healthy way of life consists, its
relation to health, and put into context people’s responsibility for their own
health. Analyse and discuss with precision the subject matter of nutrition, therelationship of nutrients, ingredients, cooking and health and support why thesefactors influence health.

Pupils are able to organise their work well and apply several methods andtechniques in independent and creative work. Express themselves with aworking drawing, carry out their ideas and work according to a design process.
Analyse and discuss their tasks, using common concepts. Independently selectmaterials with regard to environmental concerns, link their work to sustainable
development and put this into practice. Describe the different materials and toolsthat they use, confidently use correct working positions and orderliness. Analyse

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utilisation and innovation in their assignments and discuss possible solutions in
an independent manner. Describe the characteristics of Icelandic and foreignculture with regard to vocational occupations and what influence these have on
everyday life. Explain of what a healthy way of life consists, its relation to healthand put into context people’s responsibility for their own health. Analyse anddiscuss the subject matter of nutrition, the relationship of nutrients, ingredients,
cooking and health and support why these factors influence health.

C

Pupils are able to organise their work fairly well and apply simple methods andtechniques in independent and creative work. Express themselves in a simple
manner with a working drawing, carry out their ideas and work under supervisionaccording to a design process. Analyse and discuss their tasks to a certain extent,
using common concepts. Under supervision, select materials with regard toenvironmental concerns, link their work to sustainable development and put this
into practice. Describe to a certain extent the different materials and tools thatthey use and generally use correct working positions and a certain orderliness.
Under supervision, analyse utilisation and innovation in their assignments
and discuss possible solutions. Describe several characteristics of Icelandic andforeign culture with regard to vocational occupations and what influence thesehave on everyday life. Explain to a certain extent of what a healthy way of life
consists, its relation to health, and put into context people’s responsibility for
their own health. Analyse and discuss to a certain extent the subject matter ofnutrition and the relationship between cooking and health.

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22

Natural Sciences

The educational values and main objectives of teaching natural sciences are discussed inthis chapter. The discussion is based on the six fundamental pillars described in Chapter
2, the emphases in education from Chapter 6 and key competences as defined in
Chapters 9.4 and 18. Competence criteria are defined at the completion of Grades 4, 7
and 10. This is followed by a discussion of teaching methods and assessment based on
the emphases that are illustrated in the competence criteria. Based on the competence
criteria, teaching methods, as well as study materials and assessment methods, are to be
selected and described in the curriculum guide of each school. The assessment criteria
stipulated at the end of the chapter should be used, as appropriate, to describe thepupils’ competence at the completion of compulsory school.

22.1	Educational values and main objectives of thenatural sciences
Icelanders, as part of the international community, have to be aware that technology,
human activity and decision-making have an effect on all mankind, now and in the
future. Everyone should be able to take an active part in society where discussions andeveryday decisions are based on informed and critical views. In the natural sciences,knowledge, skill and competence are necessary in order to do this.
The natural sciences in compulsory school include, among other things, natural history,
physics and chemistry, geology, biology and environmental education. The studies
integrate various topics of the natural sciences with criteria that involve encouraging
responsibility towards the environment, the methods and values of natural sciences,

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innovation and utilisation of knowledge, and capability for action. The natural sciences
should support the pupils’ knowledge, respect, responsibility and personal experience.
When organising studies in the natural sciences, all the competence criteria should be
kept in mind, as well as the framework for the subject area stipulated in the reference
timetable in the General Section of the National Curriculum Guide.
Competence in the natural sciences consists of knowledge and skills, but also attitudes
towards nature, technology, society and the environment. At the same time, pupils areencouraged to analyse their own situation and competence, develop their literacy, moral
strength, feelings and creativity. Studies in the natural science assist pupils in knowing
what they know and are able to do, and in knowing how best to apply what they
have learnt, their knowledge and their skills to have an influence on their environment
and to improve it. It is important to strengthen their practical and social competence,increase initiative and responsibility through active participation, for example by having
a choice of tasks and work methods. On the one hand, pupils need to realise thatknowledge is not only acquired through direct observation but also through experience,
imagination and creativity, and on the other hand that scientific knowledge is neverabsolute, final or irrefutable. For this to succeed, pupils should have opportunities toexperience and examine nature and the environment and should learn to pay attention,to acquire, process and communicate information from sources and observations, andsimultaneously to trust their own curiosity.
It is important to encourage positive attitudes and the interests of the pupils, and thisapplies to both boys and girls. The uniqueness of Icelandic nature offers a variety oflearning options for pupils. Solid understanding in the natural sciences and their role
within modern society is an essential factor in the development and education of children
and adolescents. This involves maintaining and encouraging their curiosity and interest inthemselves, their surroundings and natural phenomena.
The emphasis should be on pupils becoming scientifically literate. This involves pupils
being able to read and understand texts on the natural sciences, to use concepts fromthe natural sciences in their everyday life and to understand natural and man-madephenomena. In addition, they should be aware of the interplay of mankind and natureand man’s technological power. This competence will enrich their understanding ofmodern society and assist them in making sensible decisions on issues concerning man
and nature. Pupils should have an opportunity to form an opinion on conservation, theuse of natural resources and sustainable development. Furthermore, they can debate
matters of opinion concerning man’s relationship with nature, technology and the latest
scientific innovations. In this way, pupils’ knowledge and understanding of the basic
objectives of sustainable development will develop, as will their willingness to work inthe spirit of sustainability.

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Studying the natural sciences should be characterised by democratic working methods.
Pupils should be able to take part in forming their surroundings in various ways. They
should have an opportunity to explore, design and carry out ideas for the benefit ofsociety and explore means to gather information and processing. They should discoverthat they are able to explore the unknown, enhance their own knowledge base, analyse
the interplay of society and the environment and develop action competence. Studies in
the natural sciences are well suited for meeting the criteria for key competences that arecommon for all subject areas (cf. Chapter 18).

22.2	Competence criteria for the natural sciences
In the natural sciences there are two categories of competence criteria and it is essentialthat these are related to each other and integrated. On the one hand, there are fivecompetence criteria which guide procedural knowledge and, on the other hand, criteria
for selected topics and themes. Competence criteria for procedural knowledge are
divided into:• Action competence.
• Innovation and practical use of knowledge.
• Value and role of science and technology.
• Methods and skills in natural sciences.
• Enhancing responsibility for the environment.

Competence criteria for topics are grouped into themes:• Living on Earth.
• Living conditions for mankind.
• Icelandic nature.
• A healthy environment.
• The interplay of science, technology and development in society.

Competence criteria for procedural knowledge
Action competence
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• explain how technology
influences the qualityof human life and theenvironment,• analyse and describe how
the use of technology andautomation may increase or
decrease the quality of life ofpeople and the environment,173• analyse how factors, suchas technological levels,
knowledge, cost and societal
infrastructure affect every
solution to a problem,

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• take the initiative in acquiring
information to examine a
selected issue from different
perspectives,• analyse people’s needs intheir immediate surroundings
and present their ideas forsolutions,• analyse the state of their own
surroundings and preceding
events, and then organise
participation in actions thatlead to improvements,• demonstrate activity and show
concern for their immediatesurroundings and the living
conditions of organisms,• discuss the importance ofcooperation in coordinatedactions concerning their own
environment,• take part in and explain theirexperience and the outcomeof participation in activities
concerning nature and society,• distinguish between different
opinions concerning everyday
life.

• form an opinion on issues thatconcern their local community
by evaluating different• adopt a well-founded stancetoward issues and makeproposals on how to react
to changes, but, at the sametime, take into considerationthat in the future many things
are uncertain and complicated.

possibilities.

Innovation and practical use of knowledge
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• recognise needs and problems • describe familiar technological • describe how the findingsin their surroundings,
innovations and scientificof research have affecteddiscoveries and their effecttechnology and theon working practices andeconomy in their immediate
the way of life in their local
surroundings and in society as
community, environment anda whole, and how they havenature,not had an effect,• work according to theinnovation process; that is,search for needs in people’s
daily surroundings, find asolution, design a product,• work in groups under
supervision according to aschedule in order to design
an environment, object orsystem,• take part in organising andworking according to agroup schedule for designing
an environment, object orsystem,• identify occupations
that require specialised
knowledge.

• discuss how different
competences are useful inmodern occupations.

• demonstrate anunderstanding of how
education, training, choiceof employment and plans for
one’s own life are related tochanges in technology andthe environment.

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Value and role of science and technology
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• present, verbally and visually,
ideas related to naturalsciences,• perceive the importance ofdata and models in explaining
objects and phenomena,• recognise the value ofpresenting information onscience and technology
development in a clear
manner,• use simple concepts fromnatural sciences in writing
texts,• read and write about
concepts in the naturalsciences,• use the most common
concepts and terms in thenatural sciences at the lower
secondary school level,• explain how technology isused in their daily life,• explain the effect of scienceand technology on people’s
lives,• use examples to explain
how the natural sciences,
technology, culture, view ofthe world and nature interact,• perceive how people are apart of nature and how theirlivelihood is based on aninteraction with nature.

• link knowledge andapplication of methods in thenatural sciences to solutionsof other tasks and explain thepossible effect of new scienceand technology on scientificknowledge.

• work on integrated assignments, using the methods ofnatural sciences, and take acritical stance towards ethicalissues concerning nature,
the environment, society andtechnology.

Methods and skills
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• describe and carry out, withthe aid of everyday objects,
simple observations, bothindoors and outside,• carry out and explain simple
observations, both indoors
and outside,• carry out and explain speciallydesigned, or their own,
observations, both indoors
and outside,• take part in selecting tasks
in the natural sciences andpresenting the findings,• explain and use texts on thenatural sciences and carryout simple oral and written
instructions,• read texts on the naturalsciences for their own use,rephrase them and interpret
visual material linked to them,• obtain information concerning
nature,• obtain information concerning
the natural sciences fromsources in a language otherthan Icelandic,• obtain information concerning
the natural sciences in
Icelandic and foreign
languages,• apply scientific methods for• record events andobtaining simple information
observations, for example withwithin the natural sciences
photographs, drawings or inand explain the process,writing, and report on theseorally,• apply scientific methods,
such as experiments andobservations, in a criticalmanner, for obtaining
information within the naturalsciences,

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• use different sources for
obtaining information,• ascertain the validity of theirsources by using books, theInternet and other sources of
information,• ascertain the validity of source
material by using manuals
and technical books, theInternet and other sources of
information,• explain selected events andideas in diverse ways,• present and discuss thefindings of observations in aclear and orderly manner,• explain and debate
information selected fromobservations and source
material,• listen to and discuss the ideasof others.

• listen to, evaluate and discuss
the ideas of others.

• draw conclusions from dataand give different explanations
by using different perspectives,

Responsibility for the environment
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• notice and discuss elementsin their surroundings, show
consideration for theirschoolmates and nature,• notice and discuss elements• notice and discuss elementsin their surroundings, describe
in their surroundings, discuss
their effect on the quality of
their effect on the quality
life of the inhabitants,of life and nature, show
consideration for nature anddiscuss their own view on
this,• observe and record examplesof the effects of humanactivities on nature and the
man-made environment intheir local community,• describe examples of theeffects of human activities onnature and the man-madeenvironment in their local
community and in Iceland,and describe possible future
developments,• study and record eventsand phenomena concerning
the interaction of man andnature, and to take an active
part in critical discussion of
the issue and propose actions
for improvements,• use experience andcompetence in their studies
and their daily life, on theirown and with others,• take part in and showcompetence in cooperationthat concerns improvementsin their local community,• show their capability towork towards improvementsin their own municipality
or with non-governmentalorganisations,• discuss their view of life andvalues, and take note of
the relationship of man andnature,• understand their own view• discuss with understandingof life and understanding of
their view of life andthe interaction of nature, man
responsibility in society, taking
and their own physical health,examples from their own life,• take part in studying,
analysing and improving theirown environment and nature.

• take part in studying,
analysing and improving theirsurroundings and nature.

176• take part in studying andanalysing the status ofenvironmental affairs in
the world and discuss theobjectives of improvements.

Ministry of Education, Science and Culture

Competence criteria for topics and themes
Living on EarthAt the completion of Grade At the completion of Grade At the completion of Grade10, pupils are able to:4, pupils are able to:7, pupils are able to:• take part in and describe
simple observations of soil,
weathering and erosion,• carry out and describe
their observations of soil,
weathering, erosion andspace,• organise, carry out anddescribe observations of
their own choice from theircurriculum concerning man’slife on Earth,• describe how Iceland wasformed and how it changes,• explain how Iceland develops,
how its landscape and soilchanges,• explain and discuss
the reasons for nature
conservation,• describe land use in their local
community,• discuss how arable land
is used and various issues
concerning land use andprotection of vegetation,• explain changes in land use
and their relationship withsoil erosion and energy
production,• observe and record
information on weather intheir local community,• describe weather in their local
community and climate in
Iceland,• explain seasonal weather
conditions, climatechange, their causes andconsequences,• describe seasonal changes in
Icelandic nature and the effectthis has on people’s living
conditions,• explain the mutual positionof the Sun and the Earth andhow their orbits are related
to seasonal changes, diurnal
variations and the passing oftime,• perceive the Earth’s positionin space and its effect on lifeon Earth,• use satellite and aerial
photographs of the surfaceof the Earth to describe theirlocal community.

• use satellite and aerial
photographs of the surfaceof the Earth to describe theirlocal community, Iceland as awhole and selected parts of
the world.

• discuss the use of satellites incommunication and researchand controversial issues related
to this.

Living conditions for mankind
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• explain in a simple manner the
structure and functions of thehuman body,• describe in general terms themain organs of the humanbody and their functions,• explain the function of themain organs and organsystems of the human body,cell types, cell organs and theirfunctions,• explain the importance of• explain the connection
exercise, hygiene, healthy foodbetween health and the foodand sleep,
one eats,• explain how individuals canenhance their welfare throughresponsible consumption andbehaviour,

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• point out harmful materials
and how various diseases andpathogens are contagious,• explain people’s living
conditions and the main
hazards in the environment,• explain what characterises
human living conditions
and what it means to be
responsible for one’s own
health,• explain in a simple manner
how babies are made andknow the body’s private parts,• describe changes duringpuberty and the importanceof mutual respect in gender
relationships,• explain how a foetus comes
into being and develops, what
responsible sexual behaviour
involves and discuss their own
responsibility for physical andmental health, both their own
and that of others,• discuss the diverse use ofwater in the home and in theenvironment,• explain the difference between • discuss environmental issues
from different perspectives
clean and polluted water andwith regard to water, water
what can be done to mitigate
consumption and the oceans,water pollution,• describe their perception andexperience of changes insound, light and temperatureand the effect sunlight has on
the environment, temperatureand the body and linktemperature to everyday life.

• describe the interaction ofliving beings and inanimate
objects and link this topeople’s ideas about the origin
and evolution of life on Earth.

• describe the cycle ofsubstances and the flowof energy in nature,explain photosynthesis andmetabolism and their function.

Icelandic nature
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• describe their experience of
nature and observations ofa living being in its natural
habitat,• describe their experience,
observation and perceptionsof living beings in their natural
habitat,• explain the characteristics
of living beings, explain
with examples their living
conditions and theirrelationship with theirsurroundings,• explain the classification of• describe the characteristics
living beings, monocellular orof plants and animals, theirmulticellular organisms, howniche, their mutual relationshipheredity is transmitted byand their relationship withgenes and how living beings intheir environment,
Iceland have adapted to theirenvironment,• describe the most common
living beings in their
immediate surroundings,• describe different ecosystems
in their local community or
around Iceland,• explain the needs of different
living beings in different
ecosystems,• explain food chains and trace
food to its primary producer,• explain how the adaptation• explain ideas about natural
selection, fitness, adaptationand genetic diversity,of living beings to theirenvironment makes themmore capable of surviving andpropagating,178• describe their observations ofliving beings, their behaviourand habitats,Ministry of Education, Science and Culture• identify the most common
energy sources in Iceland,• describe and explain how
energy in Icelandic nature canchange forms,• describe different means of
producing, dispersing andusing energy in Iceland,• describe the natural disasters
that are to be expected in
Iceland and in what part ofthe country they are most
likely to occur.

• explain where and why
the most common natural
disasters that are to be
expected in Iceland take placeand how responses to themare organised.

• identify examples and explain
preventive measures thatare organised with regard tonatural disasters.

A healthy environment
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• discuss the relationship of man • describe man’s use of naturaland nature,resources,• discuss protection and use ofnatural resources in relation tosustainable development,• sort waste,• draw conclusions about the
purpose of sorting waste,• discuss in a critical manner
the production, transport anddisposal of chemicals,• describe the service thatnatural processes supply,• explain the services thatnatural processes supply,• explain the services thatnatural processes supply,• put into context the different
states of matter and their
qualities,• explain and give examples ofchemical reactions and statesof matter,• use the atomic theory andperiodic table to explain thequalities of matter, chemical
reactions and states of matter,• discuss the forces that are partof everyday life.

• describe the forces that are apart of everyday life.

• explain the physical forces ineveryday life.

The interaction of science, technology and development in society
At the completion of Grade At the completion of Grade At the completion of Grade7, pupils are able to:10, pupils are able to:4, pupils are able to:• sort synthetic and natural
materials according to their
origin,• point out common chemicals
in the home and in society,their use and effect on thehealth of people and theenvironment,• discuss in a critical manner
additives in food and methods
to increase the shelf life offoods,• discuss how innovations may
make people’s lives easier ormore difficult, in the home
and in different occupations,• describe the effect oftechnology on Icelandic
industrial sectors,• explain the prerequisites for
eco-friendly design,• describe the characteristics
of sound, light and various
phenomena with regard tonoise and colours,• describe waves and discuss
the use of sound and light intechnology and the economy,• explain different types ofradiation and how they areused in telecommunications
and medicine,179The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• describe the development ofcommon electrical appliancesand magnetic effects,• describe how electricity
is created, the quality ofmagnets and their use,

• explain simple electric circuits
and the relationship between
electricity and magnetism,• explain the compositionof healthy foods and theimportance of storage
methods for different kinds
of food.

• describe the nutritional valueof different foods and whatkind of food is produced in
Iceland,• explain the connection
between population
development and foodproduction and distribution
and the part thatbiotechnology plays in this.

22.3	Teaching methods and assessment in the naturalsciences
In their studies, pupils should be able experience procedures and topics as an integrated
whole and form positive attitudes toward the natural sciences. Furthermore, it is importantthat they have an opportunity to shape and take part in activities that encourage them totreat their surroundings with responsibility and respect.
The role of teachers is to introduce their pupils to the world of the natural sciencesby becoming familiar with their ideas and competences, thus discovering their real
understanding. The role of teachers, therefore, consists of assisting pupils, on the one
hand, to develop their concepts and ideas on life and the material world, and, on theother, to acquire competence with regard to their own welfare, that of others, and thatof the environment, both near and far. This is done through diverse teaching methods
and assessment that supports pupils in evaluating their own understanding and taking
responsibility for their education. Thus, pupils, through teaching and assessment, havean opportunity to become conscious of their own competence and to demonstrate it inaction.
The main objectives of the assessment are to obtain guidance and information on thecompetence of pupils with regard to the criteria set forth. The assessment is used tomonitor how far pupils have managed to acquire the competence criteria that are
stipulated in the natural sciences and it is essential that both pupils and teachers regularly
receive information on progress and whether the teaching is successful. The assessment
should be in harmony with the emphases in the work of the school and apply to as many
areas as possible. It is important that the assessment is based on diverse methods andconsists of reliable data on the pupils’ competence and skills, in addition to evaluating
progress.
Assessment methods may be practical, oral or written, consist of self-evaluation or peer
assessment. It is important that pupils have an opportunity to use previous experience,

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for example, in project work, discussions, group work, observations indoors or outdoors,
or by observing the phenomena in nature. The emphasis should be on formative
assessment where pupils regularly examine their learning, they should be aware of thecriteria on which the assessment is based and what objectives have been set.
Challenges in studying the natural sciences are many and varied and the competencenecessary to meet them requires organisation and, also, creative imagination. Pupils needto acquire the competence to pay attention, obtain data, measure and evaluate what
they are doing and also to communicate their experience, work methods and findings.
Findings may be presented and communicated in various ways, either orally, throughdramatic expression, written, with numbers and words, with electronic media or visually.
Diverse teaching methods are important in the natural sciences, where the teacher
makes use of the equipment and facilities at hand. The organised use of equipment andthe use of school buildings, school grounds and the school’s immediate surroundings
provide opportunities for pupils to observe the interaction of man and nature. A choiceof topics makes it possible for pupils to deal with what they are interested in and curious
about and also to reflect on their own experience. It is, therefore, essential to use thechildren’s and teenagers’ experiences and surroundings and link the topics to their daily
lives. Pupils’ competence in the natural sciences may be enhanced by giving them an
opportunity to take part in research and development work and to cover topics in diverse
contexts and societal settings. Teachers and pupils should take the initiative in suchcooperation, whether with associations, institutions, businesses or individuals.
Pupils in the natural sciences should have an opportunity to build their vocabulary in thisnew field; to practise using it and applying it. To enhance their literacy, it is important that
pupils have an opportunity to collect information and use it. Teachers should consider
using multimedia materials, databases, search websites and social networks in order toencourage scientific literacy. Technology and various computer programs open up new
possibilities, for example to record the findings of research and to monitor and observe
events that have taken or are taking place. In learning the natural sciences, pupils aretrained in methods, searching for explanations and solutions, in carrying out studies andin evaluating findings. It is important that pupils are assigned simple observations andhave an opportunity to have different experiences and draw conclusions from them.
These observations may take place in the schoolroom, in the immediate surroundings ofthe school or at museums.
Nature is sensitive and has to be treated with consideration and respect. Studies innatural sciences at the compulsory school level have to take this into consideration.
Iceland is part of the international community and children have to become aware of thefact that the decisions that people make and actions that they take affect the common
resources of everybody on Earth. The objectives of environmental education are to make

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people pay attention to their surroundings and show them consideration. There is a needto enhance pupils’ perceptions of the environment and train them to analyse their own
circumstances.

22.4

Assessment criteria for the natural sciences at thecompletion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent
a pupil has acquired defined competence. The assessment criteria are only obligatory
for Grade 10 where they support assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competence
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on the competence criteria for Grade 10 andtheir presentation is such that generally pupils are expected to acquire the competencesthat are described there. A is for those who have acquired exceptional competence and
C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use
varied methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.

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The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

Assessment criteria
Pupils are able to analyse and explain in an independent and informative manner
how factors such as technological level, knowledge, cost and infrastructure affectsolutions to each problem. Explain and discuss in a critical manner their attitude
and the results of actions concerning nature and society.
In an orderly and effortless manner, work according to an innovation process,that is, looking for needs in people’s surroundings, finding solutions and designinga product, on their own or with others.
Evaluate and analyse in a clear and independent manner information concerningscientific and technological development and explain in an informative manner
its effect on people’s daily lives, take a critical stance towards ethical factors related
to themselves, individuals, society, nature and technology. In an informative
manner, apply concepts and terms in the natural sciences in a different context.
Carry out and explain very well indoor and outdoor studies. Give informative
explanations and debate selected material from studies and sources. In an orderly
and clear manner, draw conclusions from data and give different explanations byusing different perspectives. Analyse and explain, in a clear manner, a text on
the natural sciences, rephrase it, give an opinion and interpret visual material
related to it in an independent manner.
Analyse and discuss examples from their surroundings and describe their effecton the quality of life and nature. Discuss with clear understanding, their view oflife and responsibility in society and explain examples from their own lives.

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A

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

B

Pupils are able to analyse and explain well how factors such as technologicallevel, knowledge, cost and infrastructure affect which solution to a project isselected each time. Explain and discuss their attitude and findings of activities
concerning nature and society.
In an orderly manner, work according to an innovation process, that is, looking
for needs in people’s surroundings, finding solutions and designing a product, on
their own or with others.
Evaluate and analyse in a clear manner, information concerning scientific andtechnological development and explain its effect on people’s daily lives, take acritical stance towards ethical factors related to themselves, individuals, society,nature and technology. In a clear manner, apply concepts and terms in naturalsciences in a different context.
Carry out and explain well indoor and outdoor studies. Give good explanations
and discuss selected material from their studies and data. In a clear manner, draw
conclusions from other sources and give different explanations by using different
perspectives. Analyse and explain a text on the natural sciences, rephrase it, givean opinion and interpret in a clear manner visual material related to it.
Analyse and discuss examples from their surroundings and describe their effecton the quality of life and nature. Discuss with clear understanding, their viewof life and responsibility in society. Analyse and discuss examples from theirsurroundings and explain examples from their own lives.

B

Pupils are able to analyse to a certain extent how factors such as technologicallevel, knowledge, cost and infrastructure affect which solution to a project isselected each time. Explain to a certain extent their attitude and findings ofactivities concerning nature and society.
Work fairly well under supervision according to an innovation process, looking
for needs in people’s surroundings, finding solutions and designing a product.
Evaluate information concerning scientific and technological development andexplain their effect on people’s daily lives, take a stance toward ethical factors
related to themselves, individuals, society, nature and technology. Apply common
concepts and terms in natural sciences in a different context.
Carry out and explain fairly well indoor and outdoor studies. Give explanations
and discuss selected material from studies and data, draw conclusions from data.

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Analyse and discuss a text on the natural sciences, rephrase it, give their view andinterpret fairly well visual material related to it.
Analyse examples from their surroundings and describe fairly well their effecton the quality of life and nature. Describe their view of life and responsibility insociety, using examples from their own lives.

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Physical Education

23

The educational values and main objectives of physical education are discussed in thischapter. The discussion is based on the six fundamental pillars described in Chapter 2,
the emphases in education from Chapter 6 and key competences as defined in Chapters
9.4 and 18. Competence criteria are defined at the completion of Grades 4, 7 and10. This is followed by a discussion of teaching methods and assessment based on theemphases that are illustrated in the competence criteria. Based on the competence
criteria, teaching methods, as well as study materials and assessment methods, are to be
selected and described in the curriculum guide of each school. The assessment criteria
stipulated at the end of the chapter should be used, as appropriate, to describe thepupils’ competence at the completion of compulsory school.

23.1	Educational values and main objectives ofphysical education
The National Curriculum Guide for compulsory school describes health and welfare
as one of the fundamental pillars of school activities. Health involves mental, physicaland social wellness that is dependent on the complex interaction of the individual,
circumstances and the environment. As children and teenagers spend most of the day
at school, school activities should be organised to enhance health and systematicallyencourage the welfare and wellness of the pupils. As a subject, physical education plays
a significant role in the pupils’ health education and fitness programmes all throughcompulsory school. When organising sport, all competence criteria should be kept in
mind, in addition to the framework for the subject area stipulated in the reference
timetable in the General Section of the National Curriculum Guide.

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Methodical exercise and application of the body in physical education is an importantpart of the fitness programme and health promotion that pupils need at compulsory
school. Exercise is defined as physical activity leading to energy consumption beyond
basic metabolism. In order to affect the fitness of children and adolescents, this energy
consumption has to reach at least six-fold the basic metabolism and to last at least thirty
minutes each time. This is called average intensity. Exercise intensity is a concept for therate of the exercise each minute. Another scale for intensity is the individual’s heart rate
as proportion of the individual’s maximum heart rate, and this is called exercise heartrate.
By integrating study elements from physical education in other school subjects andall school activities new possibilities open up for a positive school atmosphere andthe health-promoting environment that is necessary. This encourages the overall
development and health of each individual. The health factors that should be emphasised
are: exercise, positive self-image, nutrition, rest, mental wellbeing, creative thinking,positive communication, security, hygiene, sexual health and understanding of one’s
own feelings and those of others.
With emphasis on daily exercise and methodical training, the foundation is laid forthe lifelong welfare of the pupils. Pupils should be instructed in exercise, their mobility
enhanced and a secure environment created that encourages exercise. This should be
the focal point of physical education and all other school activities. Additionally, theschool environment should encourage healthy food through education and balanced
food supply. The pedagogical and social values of meals should be emphasised.
Methodical exercise and a good physical condition have a positive effect on the
educational performance of schoolchildren. By activating more sense organs, the functionof the brain regions increases as intensified exercise escalates the oxygen saturation of
the blood and blood flow to the brain. Thus exercise is intrinsically vital for all children.
It is important to give pupils assignments that enhance physical factors, such as stamina
to withstand prolonged pressure, physical strength to tackle maximal physical effort andstatic load, and flexibility that includes mobility and joint ranges. By teaching sport andcompetitive games, numerous goals are obtained at the same time, both physical, socialand mental. Most important, however, is the joy and the wish to take part and exercise
more; improved physical condition and self-confidence. By taking on a challenge, pupils
learn that exercise and effort lead to success both in sport and in other studies.
In physical education pupils learn to know their own body and experience its possibilities
for expression and creativity. This can encourage the self-confidence and self-image ofthe individual. Games involving singing and dancing, dramatic expression and creativity
should be part of physical education, whether this takes place in special classes forphysical education, in other subjects, or if it is organised as an integration of two or

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more subjects. Sport is suitable for encouraging pupils’ social, emotional and moral
development. Games and cooperative projects demand that pupils show self-disciplineand consideration. They also learn to collaborate and encourage their schoolmates.
Furthermore, a number of games and projects are unthinkable without cooperation andcoordination.
Physical education is an important subject for creating the circumstances for a healthy
way of life for children and adolescents, to improve their competence in communication,
increase stamina, build self-esteem, strengthen determination, and teach the settingof goals and stress management. Increased swimming competence strengthens selfimage and the individual’s self-confidence. Swimming is an effective health promotion as
good swimming pools are generally readily available in Iceland. Hygiene, personal care,discussions on gender identities and stereotypes, on bullying and other forms of violence
can easily be included in this subject.
In order to facilitate making decisions concerning their health, it is necessary that pupils
understand the effect that culture, mass media and technology can have on their healthand wellbeing. This is an essential element in their becoming critical and conscious
consumers. In this context, information and communication technology is useful inphysical education, as pupils have a means to obtain information, evaluate it and use it
in their assignments.
Concurrently with mobility training, outdoor teaching offers possibilities for using all thesense organs by linking tasks to various aspects of subject areas and subjects. Therefore,
outdoor teaching is an effective addition to regular physical education and, at the sametime, through integration with other subject areas. A variety of mobility training is
involved in outdoor activities, especially in natural surroundings. Outdoor teaching is afeasible link between health education and sustainability in everyday life. Pupils should
know, understand and respect nature and their immediate surroundings, man-madeor natural. Pupils learn to dress according to the weather and bring food and safety
equipment on their trips. Sense of direction and management are important factors andrelevant in outdoor tours.
Equal opportunities to study should be kept in mind in physical education and individual
requirements should be taken into consideration. All pupils have to use their strengths
to build a positive self-image. In this context, various hobbies and interests that pupils
have may be used to promote exercise and health. This also offers an opportunity toconsider the status of various groups regarding equality and meet different individual
requirements. In addition, physical education offers various tasks where democratic work
methods are applied so that pupils learn democracy by learning about democracy in a
democracy. Everyone is entitled to consideration and respect. Physical education shouldcounteract bullying through preventive measures, supervision and follow-up according to188

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the plans of each school. Physical education offers numerous opportunities for parental
participation, both in preparation, realisation and evaluation. A sound relationshipbetween home and school is relevant for physical education to obtain its goals of overall
exercise and health promotion.

23.2	Competence criteria for physical education
The following competence criteria for physical education define the competences thatthe vast majority of pupils are intended to obtain. The criteria are stipulated in four
categories: the first consists of body consciousness, skill and capacity; then social factors;
next knowledge regarding health; and finally safety factors. Together these categories
form the competences that each individual should have obtained at the completion ofGrades 4, 7 and 10.

Body consciousness, skill and capacity
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• do exercises that test stamina,• do exercises that test aerobic
stamina,• do exercises that test aerobic
and anaerobic stamina,• do exercises that test staticbalance and dynamic balance,• do exercises that test strengthand firmness of torso andlimbs,• show and do strength training
exercises that test maximal
capacity and stamina, both
stationary and dynamic,• show simple exercises that test • do a complicated set of
exercises that test flexibility
flexibility and coordination,and coordination,• do flexibility exercises thattest range of motion andmobility, show a set ofcomplex motions that form
a continuous whole, dorhythmic exercises and keeptime,

• show some ball skills and takepart in several ball games,• show skill in several different
sports,• take part in team sports,
individual sports and fitness
programmes in school or
elsewhere,• take part in standardised tests,• take part in standardised tests
to assess stamina and fitness,flexibility and coordination,• make use of standardised tests
to assess strength and fitness,flexibility and coordination,• dive, roll over from prostrate
to supine and back and takepart in games in the water.
Swim short distances using
dolphin kicks, breaststroke,school backstroke, backstroke
and crawl with or withoutaids.

• without stopping, swim eight
metres backstroke, crawl andunderwater swimming, divefrom the pool bank.

• show skill in, and swim
without stopping,breaststroke, backstroke,crawl, butterfly stroke andunderwater swimming, andtread water.

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Social factors
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• deal with the feelings that
result from winning or losing
a game,• show respect and good
behaviour whether they win
or lose a game, and maintainpositive and effective relations
to enhance team spirit,• understand the importance ofrespect and good behaviour
to enhance team spirit andunderstand the importanceof effort, self-discipline,
independent work methods,
cooperation and consideration
with regard to success in
sports,• understand planning concepts
in school sports and abide byrules,• explain the importance of
having rules in games, abideby them both in team andindividual sports,• know different types of rules,
abide by them and show tact
when playing, both in teamand individual sports,• realise their body
consciousness and the private
parts of the body.

• discuss body consciousness,sexual health, stereotypes in
sport coverage and take anactive stand against violence.

• discuss sexual health,stereotypes, effects of bullying
and take an active stanceagainst violence.

Health and increased knowledge
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• explain the importanceof hygiene in sport andswimming,• realise the value of healthfor the function of the
body and importance of
hygiene regarding sport andswimming,• explain the main effects
of exercise on physicaland mental wellbeing andthe importance of goodnutrition for body growth andmaintenance,• explain the physical difference
between the sexes,• explain the different physicaldevelopment of individuals
and the sexes,• discuss their responsibility forphysical and mental health,both their own and that ofothers,• use simple concepts regarding
swimming, sport and physicalexertion,• use concepts related toswimming and sport,• explain training methods
and use concepts regarding
swimming and various sports,• know the names of themain body parts, quantity,
proportion and motion
concepts,• link the role or the nervous
system, heart, blood
circulation and lungs tophysical exertion,• know the role that the mainmuscle groups of the body
have regarding physicaltraining,

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Ministry of Education, Science and Culture• set themselves simple exercise
goals in sports and fitness
programmes and work
towards them,• use the results of tests to set
themselves short-time andlong-time goals in sport andfitness programmes and work
towards them,• set themselves short-term andlong-term goals in sport andfitness programmes, plan andcarry out their own training
programme on the basis oftest results,• obtain and utilise simple
information regarding sports,• obtain diverse information
for preparation and carryingout assignments in physicaleducation and outdoor
activities,• obtain and utilise informationfor overall fitness programmes
and assessments of their own
health,• make simple measurements
and count during games,• use measurements with• use measurements anddiverse measuring accuracy for
different measurement
assessing capacity,
accuracy for assessing
capacity,• take part in traditional
Icelandic games and exercises,• take part in Icelandic wrestlingand various games,• take part in various games,• take part in outdoor activities
and prepare for them withregard to the weather. Know
their way around their school
district and know where
to walk and cycle in their
immediate neighbourhood.

• take part in outdoor activities
in a responsible manner withregard to circumstances andfind their way using a map.

• show responsibility in outdoor
activities. Explain map
symbols, use a compass fororientation and find their way
using a map.

Safety and organisation rules
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• abide by rules on safety,organisation and conduct
in swimming pools, sports
facilities and react toaccidents.

• realise the importance of ruleson safety, organisation andconduct and make decisions
based on this. Apply the main
measures of first aid andresuscitation and save a peerby swimming a short distance.

191• make decisions based on
rules on safety and conduct
and react to unexpectedcircumstances. Explain andcarry out the main measuresof first aid, resuscitation andsaving from water and theuse of rescue equipment. Use
rescue swimming for saving
peer.

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23.3	Teaching methods and assessments in physicaleducation
Teaching methods in physical education, including swimming, focus on meeting therequirements of pupils who are growing up and are at a sensitive age when they arechanging rapidly. For this to be successful, special attention should be paid to the physicalactivity of each pupil during classes, although other elements, such as academic input,
are part of the teaching. Practical classes should be organised so that each pupil takes anactive part in suitable assignments.
When planning the timetable, pupils should have enough time to get to and from thesports facilities and change clothes without this being subtracted from active time inclass. Adequate time and a suitable number of pupils decreases stress and noise and thusincreases mental wellbeing and health. Too much time may, however, cause inactivity
and lack of concentration in class. Physical education should, therefore, be divided intoclasses throughout the week.
For swimming, pupils are expected to get a least one class on the timetable throughout
the school year. Where this organisation is not possible, swimming is to be taught inannual courses. In such courses, each pupil is to have at least twenty classes. The hours
that are not used for swimming should be transferred to physical education.
In accordance with the Regulation on swimming pools and bathing places (No.
814/2010), swimming instruction should be organised so that on average there are
fifteen pupils present in each class. To guard the safety of pupils in classes and ensure thatthe objectives of the instruction are met, there should not be more than fifteen pupils
when they are ten years old and not able to swim. In organising swimming instruction,
attention has also to be paid to the facilities that are used, such as changing rooms andthe size of the pool. Cancellation of classes in swimming because of low temperaturedepends on circumstances at the swimming pool. Teachers evaluate the circumstancesat the pool each time, such as visibility and temperature. In calm weather the standard
is – 6°C. Additionally, the regulation addresses safety in swimming classes. Accordingly,
the swimming instructor, in cooperation with the personnel of the swimming pool,annually, or at the beginning of each swimming course, surveys the main rules valid forthe swimming pool and the procedures concerning swimming instruction in order tomaximise the safety of pupils. The swimming instructor should also inform pupils about
the risks that may be involved in swimming.
In view of how important swimming is in accident prevention and health promotion for
citizens, an emphasis is put on all pupils becoming able to swim during their compulsory
school years. In the later years of compulsory school, varied water exercises, where skill,strength and stamina are emphasised, increase the likelihood of pupils using water forexercising during their adolescent years and later in life.

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In physical education, more than in other school subjects, pupils are prone to injuries
or accidents. Sports instructors should, therefore, assiduously guard the safety of theirpupils and make sure there is adequate space for them with regard to their age anddevelopment and the tasks set for each lesson. Furthermore, care should be takenthat the equipment used each time is in order and used in a suitable manner. Whenorganising exercises and games, circumstances also have to be taken into account inorder to prevent accidents as far as possible. It often depends on the sports instructors
and the personnel of sports and swimming facilities whether accidents are prevented
or not. There are gyms where mattresses or goals are not securely fastened, objects arestacked so that they may fall, equipment is out of order and pupils allowed to do what
may harm them or others. This also applies to swimming pools, where pupils jump froma high poolside on to floating equipment that may turn over and they then crash into
the wall, pupils run on wet slippery surfaces, the temperature of tubs is too high, oroverly frequent or long underwater swimming is tolerated in games. Underwater racing
should be refrained from completely as this may lead to hyperventilation and drowning.
Through careful planning and by reminding pupils to abide by the rules that are valid
each time, it is possible to prevent most accidents and injuries.
Playing is fundamental to education at the youngest level, but it is also a dominant factor
at later levels. The tasks are primarily, on the one hand, free activities in work and games,
and, on the other, tasks that are either done freestyle or according to instructions. The
originality and independence of pupils should be encouraged and they should get
positive reassurance from their teacher. The pupils’ initiative in fitness programmes andparticipation in sport outside of school hours should be encouraged.
The school ground and its surroundings are convenient for various projects in physicaleducation. Games and various mobility exercises should not only play a significant rolein physical education but also in all school activities throughout the school day, in otherschool subjects and during breaks.
Playing is a means to encourage the pupils’ interest. Integration of physical education
with other school subjects is, therefore, expedient in interdisciplinary cooperation. An
example of this is linking sustainability and outdoor activities, or academic education in
the natural sciences regarding heart function, lungs and blood circulation with exercisesthat test endurance and capacity. Measuring distances, counting, timing, rhythm, etc., inphysical education may form a link with other subjects, such as mathematics and music.
Project work where pupils are to use information and communication technology inpreparing for physical education classes is also a method that encourages interdisciplinary
school work. This can be done at all age levels.
Competition comes up in games during lessons; this should be deliberately controlled sothat the pupils’ participation encourages their development. The enthusiasm of pupils

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varies and therefore equality should be kept in mind when teams are picked; pupils should
be taught politeness and to follow rules. When games are chosen, the different interestsof the pupils should be taken into consideration and equal opportunities guaranteed
for both sexes. Although the emphasis is on health promotion, and not the importanceof competition in physical education, pupils should, all the same, be taught the core ofcompetition, that is, to do one’s best and be able to accept both losing and winning.
There is always a chance that some pupils do not feel at home in physical education
and are unable to join the crowd. There can be various reasons for this, but it should be
kept in mind that these are the individuals that most need encouragement and exercise.
Teachers should find suitable assignments for these pupils in class or in special supportclasses. For the pupils who are ill at ease in general classes in physical education, it has
proved useful to create special exercise classes for smaller groups where their individual
capacity and status is taken into consideration. Exercise prescriptions, in cooperation
with school healthcare and parents, are an example of successful methods for these
pupils. Pupils who excel in sports also need suitable tasks within physical education. They
could, for example, be engaged in peer tutoring in their class and present their sport toother schoolmates. Agreements made with sports clubs about participation in sport,
academies, extra classes in fitness programmes, outdoor activities or presentations ofsports are examples of electives that add motion classes to physical education.

Age-specific emphases
During their first school years, children usually have a strong need for physical activity,
they enjoy every game and possess a natural curiosity that encourages them to explore
their surroundings. These requirements should be met when organising teaching andto maintain the pupils’ motivation. For the first few years, sensorimotor games, roleplay, games focusing on running, and systematic exercises that encourage the sensory
organs of the body and improve gross and fine motor skills should play a leading role inphysical education, but the emphasis should be on respect and tolerance. The abovementioned elements should be linked to systematic enhancement of general fitness andstamina. Physical education in the first four grades should focus on running, jumping,
throwing, catching, kicking and stationary and dynamic balance. Somersaults, rolling,
grip strength, torso strength and firmness, coordination of eyes and hands/feet with andwithout a ball, and stamina when running.
For the first two years, the main objective of school swimming should be for the childto adapt to water through games and exercises that encourage the child’s sensory
organs in water. Swimming styles should be introduced, especially swimming kicks, forexample crawl and backstroke where the strokes are simpler than kicks in breaststroke.
It is important that the pupils’ experience during lessons is positive and that they enjoy
swimming classes. As children who begin learning to swim in Grade 1 of compulsory

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school have highly diverse experiences of water, it is important that they get suitable
tasks with well-structured planning in water adaptation, mobility exercises and gradualswimming instruction. Children should experience water as a pleasant environment andbe aware of relevant safety measures. Children who do not feel secure in water find it
difficult to learn the strokes and therefore it is important to organise the motor exercises
through games, even games that they know, for example from sport. It is effective to
begin swimming instruction with crawl and backstroke, with and without aids. In Grades
3 and 4 there is a gradual emphasis on the basic strokes in crawl, breaststroke, schoolbackstroke and backstroke. For security reasons it is important to teach pupils to turnover from prone to supine. At the completion of Grade 4, pupils should have learnt theswimming styles to some extent and be able to manage in water as they are to haveaccess to swimming pools unescorted from 1 June that year.
In Grades 5 to 7 there is an increased emphasis on health education, body consciousness
and the pupils’ experience of their environment through outdoor teaching and outdoor
activities. In addition to practical classes, the pupils’ knowledge of the values of exercise
and fitness and their own evaluation of their status should be systematically increased.
There should also be increased emphasis on safety measures in case of accidents in sportor swimming. With regard to the development of the nervous system of this age group,
pupils are highly receptive to all motor exercises and are generally interested in learning.
Therefore, emphasis should also be on various flexibility-oriented objectives, such as
gymnastics, ball skills, throwing and jumping. Strengthening and limbering exercises thatform the basis for the pupils’ energy and posture should also be emphasised. Rope
climbing is a good example of an exercise that is both strengthening and enhances
coordination. Various sports and games are feasible for reaching these goals. In school
swimming the main emphasis should be on skills and on teaching all the swimmingstyles, continuing what has already been achieved and to make pupils able to swim fairly
well. There should also be an increased emphasis on using water for health promotion
through various exercises, both while swimming and in a variety of strengthening
exercises where water is used as resistance. Projects that encourage social, emotionaland moral development should be specially favoured, as they can be used as the basis
for discussions on sexual health, stereotypes in sport media coverage and prevention ofbullying and other forms of violence.
At the lower secondary level it is necessary to link physical education to a greater extent
with academic instruction in systematic fitness training, a healthy lifestyle, and to teachpupils to take responsibility for their health. Their knowledge of the structure andfunction of the body becomes the basis for pupils to build on. They should have accessto varied training, for example general fitness training and various sports and public
sports, and they should become, as far as possible, independent in their training. At thisage, training in social skills, collective responsibility and consideration becomes a special

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emphasis in group games and in discussions on social and ethical issues, stereotypes
and gender identity. An emphasis on self-discipline is, among other things, linked to thecapability of pupils to set their own objectives, explain training methods and measure
their capacity. In school swimming, the emphasis should be on the pupils’ experience.
The objective of such an approach is to encourage the pupils’ interests and prevent
drop-out and poor study effort that is often characteristic at this age. Pupils are to beoffered a variety of swimming lessons where water is used for general fitness training
in addition to diverse games, such as water polo or other ball and apparatus games.
Furthermore, pupils should learn the methods of swim training and other public water
sports. At the lower upper secondary level, the importance of rescue measures should
be increased, such as treading water and rescuing a schoolmate on to a life buoy or belt.
Additionally, there should be training in rescue swimming with a schoolmate. At thisage it is important to prepare pupils for choosing their own sport and fitness training
outside of school. Pupils should have an opportunity for further training in what they areinterested in and where they want to increase their skills and capacity.
Competence is more than knowledge and skills; it also involves attitudes and moral
maturity, feelings and creativity, social skills and initiative. These features can hardly beassessed, except subjectively. The role of teachers of physical education, therefore, is toassist children and teenagers towards their own realistic self-evaluation, to make thecriteria of the studies clear to them and how far they are achieving them.
The main objective of assessment is to obtain information that assists the pupils in theirstudies, encourages them and spurs them on. Assessment should also be kept in mind
when studies are planned. As assessment serves different purposes, it is important thatteachers apply diverse methods. Generally the role of assessment is defined as following:
Analysing assessment is primarily a means to define study problems. An example of thisis motor skill testing. These tests are used during the first years of compulsory school todefine the requirements of pupils for special assistance in additional motor skill training.
Status analysis is a means to examine the pupils’ status at the beginning of their studies.
Varied methods should be used, such as checklists or assessment scales for the pupils’
self-evaluation or the evaluation of parents and teachers. The findings of the evaluation
may show what capacity the pupils have mastered and what they have yet to obtain. This
gives the teacher an opportunity to meet the requirements of the pupils in their studies.
The basis of the evaluation is formative assessment where pupils regularly reflect on theirstudies, they should be aware of what criteria the assessment is based on and what theobjectives are.
Formative assessment aims at monitoring the situation as the studies progress. It is a process
to obtain information on the pupils’ status in their studies and interpret it. The objective

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Ministry of Education, Science and Cultureof formative assessment is to use the findings to make necessary adjustments in studies
and teaching. It is important to use varied assessment methods and assessment datain formative assessment, such as surveys, on-site inspections, conversations, questions,self-evaluation, peer assessment, portfolios, etc. Actually, this includes everything that
contributes to the pupils’ reflection on their studies. Formative assessment must be
integrated in the studies, it should be regularly executed throughout the study period,
and there should be clear performance criteria and precise and descriptive feedback foreach pupil.
Final assessment is an assessment of the outcome of studies and teaching at thecompletion of the study period. This may include skills assessment, capacity assessmentor showing some kind of a final product from what the pupils have been doing.

23.4

Assessment criteria for physical education at thecompletion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent a
pupil has acquired defined competence. The assessment criteria are only obligatory for
Grade 10 where they support the assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on the competence criteria for Grade 10
and their presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases, the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.

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The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

Assessment criteriaA

Pupils are able to perform all swimming styles very well and have very goodstamina in both swimming and running. Show very good strength and firmness
in different muscle groups and very good coordination, flexibility, skill andendurance in exercises. Explain with confidence and clear understanding therules for a team sport and individual sport and abide by them. Describe in a clear
manner the values of a healthy lifestyle with regard to the function of the body.
Explain and evaluate very well the concepts of the basic factors of training,
explain different training methods and show suitable exercises. Name the mainmuscle groups of the body and explain very well and clearly their role. Explain
and adapt very well to the safety and organisational rules of swimming pools.
Carry out, explain and apply most measures in first aid, resuscitation and rescuingfrom water and use rescue equipment with confidence. Swim with confidence
a 25-metre rescue swim with a peer.

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Pupils are able to perform well all swimming styles and have good stamina in bothswimming and running. Show good strength and firmness in different muscle
groups and good coordination, flexibility, skill and endurance in exercises. Explain
with clear understanding the rules for a team sport and individual sport andabide by them. Describe in a clear manner the values of a healthy lifestyle withregard to the function of the body. Explain and evaluate well the concepts of thebasic factors of training, explain different training methods and show suitable
exercises. Name the main muscle groups of the body and explain their role well.
Explain and adapt to the safety and organisational rules of swimming pools. Carryout, explain and apply most measures in first aid, resuscitation and rescuing fromwater and use rescue equipment. Swim a 25 metre rescue swim with a peer.

Pupils are able to perform all swimming styles fairly well and have fairly goodstamina in both swimming and running. Show reasonably good strength andfirmness in different muscle groups and fairly good coordination, flexibility,
skill and endurance in exercises. Explain most of the rules for a team sport andindividual sport and abide by them and show tact when playing. Describe thevalues of a healthy lifestyle with regard to the function of the body. Explain andevaluate fairly well the concepts of the basic factors of training, explain different
training methods and show suitable exercises. Name the main muscle groups ofthe body and explain reasonably well their role. Explain and adapt fairly wellto the safety and organisational rules of swimming pools. Carry out, explain andapply most measures in first aid, resuscitation and rescuing from water and use
rescue equipment. Swim a 25 metre rescue swim with a peer.

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B
C

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24

Social Studies

The educational values and main objectives of social studies are discussed in this chapter.
This discussion is based on the six fundamental pillars described in Chapter 2, theemphases in education from Chapter 6 and key competences as defined in Chapters
9.4 and 18. Competence criteria are defined at the completion of Grades 4, 7 and10. This is followed by a discussion of teaching methods and assessment based on theemphases that are illustrated in the competence criteria. Based on the competence
criteria, teaching methods, as well as study materials and assessment methods, are to be
selected and described in the curriculum guide of each school. The assessment criteria
stipulated at the end of the chapter are to be used, as appropriate, to describe the pupils’competence at the completion of compulsory school.

24.1	Educational values and main objectives of social
studiesIn this National Curriculum Guide for Compulsory School social studies include a wider
sphere, and more subjects and categories, than in previous guides. Social studies now
consist, for example, of subjects that have been taught in Icelandic schools under thecommon heading of social studies, sociology, as specific study categories or subject
areas. These are mainly history, geography, sociology, religious studies, life skills andphilosophy, and ethics. These studies are also based on knowledge and elements fromother subjects within the social and humanistic sciences. These subjects and categories
are not separated in this curriculum guide, it is left for the schools to decide how toorganise the division of subjects in the most reasonable, convenient and effective way
in each case. When organising social studies, all competence criteria should be kept
in mind, in addition to the framework for the subject area stipulated in the reference
timetable in the General Section of the National Curriculum Guide.

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Social studies are those subjects that pertain to society and culture in an informativeand critical manner. They are founded on the duty of each society to educate pupils
about values such as equality, democracy, concern and respect, and the importanceof these values for a happy life. Naturally, young people also obtain this education inother subject areas and elsewhere within the school system, as children have various rolemodels. Social studies are intended to assist pupils in responding to the challenges of
their environment and immediate surroundings in a sensible manner and to define forthem their responsibility for the means that individuals choose in order to find their way
among people anywhere. Social studies are intended to enhance pupils’ understandingof certain basic qualities of human life and their division, by explaining how they entail
various duties, rights and values as an inseparable part of social and ethical reality.
Examples of such qualities are justice, knowledge, freedom, friendship, respect andresponsibility.
The educational values of social studies consist of developing the competence of pupils
to have meaningful relations with other people. This competence has three origins: 1)
in relations with others that have already been formed, for example within the family;2) in relations with oneself; 3) in forming new relations with others under various
circumstances in social life in general. These origins and educational values of social
studies may be explained further in the following way:
1. Pupils’ competence to understand the reality (the environment, society, history
and culture) into which they are born, based on their own experience. Social
studies are intended to enhance this competence by widening and deepening
the pupils’ experience.
2. Pupils’ competence to understand themselves is based on the image that they
form of themselves (and others) in their minds. Social studies are intended toenhance this competence by widening and deepening the pupils’ inner world.
3. Pupils’ competence to form and develop their relations with others is based on
the social life that they have already taken part in. Social studies are intended toenhance this competence by encouraging the pupils’ participation in their socialworld, in the values and rules that are valid there.
The objective of social studies is to encourage the pupils’ understanding of the numerous
ideas and ideals on which our attitudes towards the environment, natural resources,
culture and history are based. They are intended to enable pupils to approach social andethical issues through discussion and form their attitude by reasoning. The objectives ofsocial studies should be to enable pupils to play their role as participants in the complex
interaction of the formative areas of life in a creative manner. Pupils should be given
guidance in democratic work methods as they may appear in all these areas, whether
it is the family, friends, school, local community or society in the wider sense. Social
studies aim at pupils learning fairness, evaluation and responsibility, which are based

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areason, among other things, putting themselves in the position of others, and, furthermore,
the competence to anticipate the consequences of their actions for their own interests,
the environment and society as a whole. It is, for example, important that pupils accept
responsibility for their financial affairs and, at the same time, become critical consumers
and able to understand offers that are presented in various ways.
Social studies share their subject matter, values and objectives with various other school
subjects and subject areas. Their unique position is to give pupils valuable tools todevelop their understanding of themselves, of other people and of the environmentand society that they live in. Pupils are trained in analysing various data, interpreting
different references and evaluating narratives of people’s diverse living conditions andthe development of society and culture. Pupils learn about their rights and duties, about
responsibility and social institutions. Social studies encourage both critical and creative
thinking; they encourage pupils to support their ideas and to appreciate consistency inopinions. By making use of disciplined discussions and good quality teaching materials,
pupils have an opportunity to deal with crucial and controversial questions on possible
living conditions, and the success of individuals and societies in the past, present andfuture.
Each discipline within social studies has a specific purpose so that the overall values
and objectives of the studies can be obtained. History is based on comprehensive andvaried examination of data on past societies and individuals up to the present time.
Geography deals with variable living conditions of the inhabitants of the Earth withregard to the interaction of man and nature. Religious studies are intended to enhance
the understanding of prevailing religions and different religious traditions based on
tolerance and broadmindedness. Ethics teaches how moral values may be examined,enhances moral sense and discusses controversial ethical issues. Discussions on the main
challenges of modern life refer to knowledge that has been obtained in the subjects
mentioned above and rely on the traditions and methods that pupils have been trainedin within these subjects. Subjects, such as life skills and sociology, are also important for
fostering, in a creative manner, the pupils’ daring, initiative, role, responsibility and selfimage as they face important questions regarding both their external and inner world
and their social world.

24.2	Competence criteria for social sciences
The competence criteria for social sciences are linked to the fundamental pillars ofeducation and divided into three categories; that is, their external world, the inner world
and the social world. Furthermore, they try to achieve the emphases of the Compulsory
School Act and the National Curriculum Guide for Compulsory School. Each competence
criterion is based on at least one category and some of them are repeated several times.
The components of the competence criteria are the following:202

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EXTERNAL WORLD
Environment, society, history, culture: Pupils’ competence to understand reality
•
•
•
•
•
•
•
•
•
•

Daily life
Sustainability
Morality
The status andhistory of Iceland
Local community
The Earth
World history
Religions
Natural conditions
Natural resources

•
•
•
•
•
•
•
•
•
•
•

ValuesNatural processes
Democracy
Causation
Multiculturalism
Interpretation
Family forms
Administration
The welfare state
Politics
Information literacy

•
•
•
•
•
•
•
•
•

Critical thinking
Map literacy
Media literacy
Source criticism
Historical literacy
Gender studies
Search for meaning
Cultural literacy
Financial literacy

INNER WORLD
Self-image: Pupils’ competence to understand themselves and others
•
•
•
•
•
•
•

Self-conscience
Personality formation
Evaluation
Moral sense
Education
Health and welfare
Stereotypes

•
•
•
•
•
•
•

Fairness
Responsibility
Freedom
Human values
Solidarity
Equality
View of life

•
•
•
•
•
•
•

Critical thinking
Role models
Sensitivity
Creativity
Expression
VisionReflection

SOCIAL WORLD
Relations: Pupils’ competence to form and develop relations with others
•
•
•
•
•
•
•
•

Social consciousness
Civil consciousness
Tolerance
Social conventions
Civil duty
Freedom and duties
Social skills
Sexual health

•
•
•
•
•
•
•
•

Equality
Justice
Respect
Human rights
Concern and welfare
Forgiveness
Friendship
Democracy

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•
•
•
•
•
•
•

Violence
Conversation
Critical thinking
Expression
Communication
Creativity
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EXTERNAL WORLD
Environment, society, history, culture: Pupils’ competence to understand reality
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• recognise values, such as
respect for themselves
and others, concern andforgiveness,• show their understanding ofimportant values, such as love,
human sanctity, social justice,concern for others and all life,• show their understanding of
the importance of respect forthemselves and others, forhuman rights, social justice,equality and human sanctity,• point out the relationship ofselected features in society,nature, religion and view oflife, especially in the local
community,• explain the connection
between society, nature,religion and views of life, pastand present,• reflect on the interactionof society, politics, nature,religion and views of life
through the ages with regard
to the local community andglobalisation,• describe the connection ofwords, actions and effects,• follow the process of cause
and effect in people’s conduct
and point out positive
solutions,• show their understandingof the nature of sustainable
development and its
importance for theenvironment, society and theeconomy,• find examples of thecharacteristics and status of
Iceland in the international
community with regard to its
location, history and culture,• describe the characteristics
and status of Iceland in theinternational community withregard to its location, variableculture, religion and views oflife,• discuss in an informed manner
the characteristics and status
of Iceland in the international
community with regard to
its location, history, variableculture, religion and views oflife and polity,• describe the characteristics
and history of their local
community and its relation toother regions in Iceland,• recognise the connection• show their understanding of
between their local community
their local community, explain
and the environment, history,
its surroundings, history,
culture and social activity,
culture, arts, social activity andeconomy,• obtain and use knowledge ofsocial issues from their study
material and the media,• obtain, evaluate and use
information on cultural andsocial affairs from different
data and media,• obtain, use, reflect on andevaluate information on
cultural and social affairs
from oral presentation,
conversation, text and visualpresentation,• discuss society and use
selected concepts in thiscontext,• apply important concepts
regarding cultural and social
affairs,• discuss important concepts
used in cultural and social
affairs,• recognise several
characteristics of changes innatural conditions because of
exterior influence,• describe natural processes that • describe natural processes
that create and form land
influence land and vegetation,and influence climate andvegetation,

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Ministry of Education, Science and Culture• describe examples of how
climate and vegetationinfluence peoples’ lives,• recognise how climate andvegetation influence residence
and living conditions,• explain the main
characteristics of vegetation,
climate, winds and ocean
currents and how these factors
influence different living
conditions,• point out examples of theinfluence that technology anddevelopment projects on daily
life and the environment,• describe with examples theinfluence of technology andhuman activities on society
and the environment,• recognise the patterns ofhuman activities that form andchange the environment andliving conditions,• recognise the values of natureand the environment and theimportance of orderliness,• recognise the utilisationand preservation ofnatural resources andthe environment, how allindividuals can take part inpreservation,• understand the use ofnatural resources and theenvironment, and the valueof the preservation of bothwith regard to sustainable
development,• understand the role of maps
and their usefulness,• use maps and graphs to
obtain information,• analyse and discuss
information on maps andgraphs and other forms of
picture,• describe events and people
from selected periods related
to their local community,• discuss in an informed mannerperiods, events and people
referred to in social discourse,• show their knowledge andcritical view of periods, events,
people, cultural bonds andcourses of development
during various periods that arereferred to in social discourse,• reflect on information and its
value and validity,• evaluate information anddifferent points of view incoverage of history and thepresent,• understand the role of source
material, perspectives andevaluation in history andshared memories,• point out a few factors thathave influenced daily life
through the ages, such as
the environment and social
structure,• reflect on various factors thathave had historical influence,such as the environment,social structure and social
movements,• realise how history has been
formed by environmental
factors, social structure, social
movements and ideologies,
voluntary actions andaccidents,• describe the structure andformation of Icelandic society,past and present,• describe the characteristics
and development of Icelandic
society and take examples ofinfluential factors,• explain and discuss thedevelopment of Icelandic
society with regard to national
and international influencing
factors,• describe selected factors andperiods in the history of theirfamily and local community,• describe vividly specificelements of local and national
history, near and far,• analyse defined factors within
local and national history, nearand far,• point out examples of how
history appears in objects andmemories,• recognise how history appears
in texts and objects, traditions
and memories,• explain with examples how
history appears in texts,
objects, traditions andmemories,

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• realise that people’s religious
and ethical opinions appear indifferent views, customs andtraditions,• describe the diversity of the• explain the diversity ofmain religions and views of life
religions and views of life andand their influence on people’s
realise their influence on the
lives,
life of individuals, groups andcommunities,• reflect on well-known
questions regarding religion,
view of life and conduct,• discuss topics regarding
religion, views of life, morality
and put them into context
with events of daily life,• discuss and analyse topics
related to religion, views of lifeand ethics regarding questionsof the meaning and purposeof life,• briefly describe several
narratives, main holidays andtraditions of the Christianchurch and other religions,especially in their local
community,• describe selected narratives,
traditions, holy days, customs
and symbols of the Christianchurch and other religions of
the world,• show they are literate innarratives, traditions, theories,
holy days, customs andsymbols of the Christianchurch and the other main
religions of the world,• distinguish between selected
aspects of religion and viewsof life,• compare selected religious and • discuss and compare different
secular views of life,
religions and views of life andrecognise what they have incommon and what is special
for each,• point out examples of biblicalinfluence on society,• point out examples of theinfluence of the scriptures ofthe main religions on culture
and societies,• analyse the influence of the
Bible and the scriptures of theother main religions on culture
and societies,• point out religious referencesin arts and literature,• recognise religious referencesand expression in arts andliterature,• explain religious referencesand expression in arts andliterature,• recognise the importance ofthe family and the diversity offamilies in society,• explain the diversity of thefamily and different roles
within it,• understand the role anddiversity of the family andreciprocal influences within
it in different periods andcultures,• point out examples of
democratic factors in theirlocal community,• describe some characteristics
of democratic societies,• explain different ideas of thestructure and realisation of
democracy• point out several importantsocial institutions,• describe the role of several
social institutions,• explain the role of the mainsocial institutions and thestructure of the administrationand the formal relationsof Iceland within theinternational community,• recognise the value ofinterdependency in society,• describe ideas oninterdependency and welfare
and their realisation in society,• explain and discuss ideas on
the welfare society and its
connection with politics, theeconomy and ideologies,• recognise that they are part ofa larger society,• describe with examples how
society is connected to the lifeof the individual,• describe the connection ofpolitics and social structurewith the life of the individual,

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Ministry of Education, Science and Culture• describe the cost of theirconsumption and offers thatencourage expenses andconsumption,• show that they understandthe cost of their consumption
and that they understand theinfluence that various offers
and advertisements have on
their consumption and on
society,• take responsibility for theirattitude towards their financesand consumption, be criticalconsumers, and set objectives
based on their knowledge ofthe financial environment of
individuals and society and theoffers that are available,• avoid risks in their home andneighbourhood.

• see the value of reactions toaccidents in the home, local
community and nature.

• point out, prevent and react
to various risks and accident
traps in their surroundings andin nature.

INNER WORLD
Self-image: Pupils’ competence to understand themselves and others
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• talk about themselves withregard to residence, origin,family, customs and traditions,• describe themselves and takeexamples of factors that haveinfluence on their self-image,such as the local community,
environment and culture,• reflect on and express whothey are to themselves andothers, explain how theirself-image is formed by theirsurroundings, residence,
politics and social conditions,
history and culture, religious
and secular views of life,• point out the value of positive
attitudes and values forthemselves,• describe with examples thevalues of positive attitudes,
virtues and evaluation for theirown self-consciousness,• support with arguments thevalues of a positive view oflife, virtues and evaluation
as an important factor in ahealthy self-image,• point out examples of
traditional gender roles andchanges in them,• understand different genderroles in different fields andhow they are formed andchange,• apply the concepts of sex,
sexual orientation and genderroles and explain their role in
the gender of individuals andtheir self-image,• describe what their strengths
involve,• recognise their strengths andweaknesses,• understand their own
strengths and weaknesses andmake decisions on the basis of
this self-knowledge,• point out role models thathave influenced them,• evaluate the influence ofrole models and stereotypes,
how to deal with them in an
independent and constructive
manner,• evaluate the influence of rolemodels and stereotypes in theformation of self-image andbe brave enough to form theirown image, lifestyle and viewof life in an independent andresponsible manner,

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• understand and describe
various feelings, such as joy,sorrow and anger,• describe various feelings andunderstand their influence onthinking and conduct,• describe the diversity offeelings and point out theinteraction of feelings,
thinking, behaviour andrelations,• describe their need for
nutrition, rest, exercise andhygiene,• adopt a healthy lifestyle,• show their strength by taking
responsibility for their own life,
lifestyle and health,• recognise that there arevarious stimuli, positive andnegative, that influence them,• analyse positive and negative• evaluate the positive andstimuli and withstand pressure
negative effects of variousthat puts their health andstimuli in their surroundings
welfare in danger,
on their lives and take a criticalstance towards them,• understand their equivalencewith others,• understand their equivalencewith others and discuss its
meaning,• describe their equivalence withothers and explain to others its
importance,• put themselves in the positionof their contemporaries,• put themselves in the positionof other people with different
backgrounds in certain places
and periods,• put themselves in the positionof other people with different
backgrounds and attitudes, invarious places and periods,• set objectives for themselves
and make plans for finishingspecific tasks.

• set objectives for themselves
and make plans for a varietyof tasks.

• set objectives for themselves
and plans for the future to aim
for, in accordance with theirstrengths and interests.

SOCIAL WORLD
Relations: Pupils’ competence to form and develop relations with others
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• take part in cooperation andconversation in a group ofpeers,• take part in democraticcooperation and conversation,• take part, in an independent
manner, in democraticcooperation and conversation,• understand that people live in
different family forms, havedifferent backgrounds, andshow respect for different
views of life and lifestyles,• identify people’s different
backgrounds and respect theirfreedom to different religions,
life values, views and waysof life,• explain with examples thediversity of human life andpeople’s different origins,
respect people’s freedom todifferent religions, life values,
opinions and ways of life,• listen to and analyse different
views,• evaluate and react to different
views and information in atolerant manner,• evaluate information andopinions, react to them in atolerant and fair manner,• discuss selected social andethical issues,• discuss different issues of asocial and moral nature,• examine social and ethicalissues from different pointsof view,

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Ministry of Education, Science and Culture• discuss their rights and duties
in the local community andshow responsibility in relations
with others and be familiar
with the United Nations
Convention on the Rights of
the Child,• take part in conversations on
their position as participantsin society, their rights andduties, show responsibility intheir relations and understandtheir rights according tointernational conventions,• discuss their position as
participants in society, rights,
duties and values; show
responsibility in relations,conduct and lifestyle, forexample with regard to rights
according to international
conventions,• express their knowledge andattitudes in various ways,• express their knowledge andattitudes in various ways, on
their own or in cooperation
with others,• present their knowledge
and opinions in a varied andeffective manner, alone or incooperation with others,• understand the value ofequality in everyday life,• point out examples of thevalues of equality and humanrights in society and discuss
the influence of stereotypes,• discuss the values of equality
and human rights in all areasof society and know generalprovisions on human rights,• show consideration andrespect in relations andcooperation with others,• show fairness, self-confidence
and respect in relations andcooperation with others,• reflect on their own capability
for action and realise theeffects of their actions orinactivity,• understand the various effectsof their actions,• talk about their own actions
and their consequences,• explain the values of rules forpeople’s relations within thefamily, group of friends orsociety as a whole and takepart in forming such rules,• show that they respect rules,
both written and unwritten,
in their relations with people,
and give examples of suchrules,• discuss rules in people’s
relations and take part informing common rules incooperation with others,• take part in social affairs in a
responsible manner and be
active in issues that concern
the public good,• familiarise themselves with theaffairs of the local community,• take part in social affairs in a
responsible manner,• work for the welfare andbenefit of their fellow citizens.

• show consideration andconcern in play and at work.

• show people around themconsideration and concern.

24.3	Teaching methods and assessment in social
studies
The role of teachers in social studies is to give pupils an opportunity to develop theircompetence, to have meaningful relations with others, to guide them in democratic
work methods and to give them the opportunity to develop their understanding ofthemselves, other people, the environment and the society in which they live. Teachers
should assist pupils in understanding ideas and ideals that are the basis for attitudes
toward the environment, natural resources and history. They should enable them tounderstand social and ethical matters or opinions. It is important that pupils have an
opportunity to enrich their vocabulary and are trained in using it in different situations.

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The teaching methods that can contribute to increased competence in social studies
are, for example, discussions and questioning techniques that train conversation andcritical thinking. Conversation is the forum for the enrichment of critical thinking. It iswhere pupils have an opportunity to deal with, reflect on and discuss as a group, andwith their teacher, specific fields within the study material in a systematic, demanding
and creative manner. Group work may create empathy, conversation, expression anddeeper understanding, and also increase the understanding of the attitudes and views ofothers. It heightens self-understanding and increases self-confidence and the collective
responsibility of the pupils. The goal may, for example, be to get pupils to reflect,
exchange ideas and discuss, view a certain subject from different points of view, teachthem to express themselves and show consideration for others. Pupils should always get
an opportunity to talk about the subject that is under consideration each time and theyshould work as much as possible in small groups or pairs at solving problems. Comparison
may also be organised around, for example, events, periods, ideas or methods. Suchwork methods call for integration of school subjects and subject areas. There are different
implementations for group work, for example the story-telling method, theme studies
and the settlement method.
Search methods are a constructive way to teach pupils scientific work methods andtrain them in obtaining information and using it in an orderly manner. Examples of suchmethods are the documentation method, field trips and interviews. Work on source
material is, therefore, a significant part of teaching social studies and the emphasisshould be on pupils’ information literacy. Information literacy is defined as the individual
being able to find, locate, evaluate, organise and use information in an effective mannerto address the issues and tasks at hand each time. It is important that pupils learn to
use the school library and the Internet for research. It is necessary to train pupils in
evaluating, in a critical manner, the value and validity of different sources and what
methods are most effective in searching for information and processing of sources.
Interviews give pupils an opportunity to use oral sources. They find interviewees within
the family or their immediate surroundings, people who are linked to the subject thatthey are researching; they can prepare questions and then elaborate the sources thatthey have obtained. Pupils should have an opportunity to link their local community withthe subjects that they are working on each time. Field trips are defined as a teaching
method where pupils go to the scene and thus try to connect learning to reality outside
the classroom. It is, for example, important that pupils have an opportunity to take partin what is happening in society and to actually show that they are concerned about
their fellow beings and environment, for example through volunteer work that thesociety benefits from. It is important to make use of the opportunities that the subject
matter of social studies offers to pupils for becoming responsible and critical citizens andconsumers, who recognise the stereotypes and the offers that are made in various ways
for consumption and lifestyle.

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Class meetings are an example of a method that tests democratic organisation, tolerance
and mutual respect for the opinions of others. At such meetings all the pupils haveto have a chance to express themselves and learn to show consideration for others
according to fixed rules. At these meetings it is possible to discuss current affairs, mattersof opinion or activities at school or in life in general and try to find a common ground.
Dramatic expression and role play are also teaching methods where pupils practise
putting themselves in the position of others and confront imaginary situations, social
issues and matters of opinion.
Teaching, learning and assessment constitute a whole. Assessment is part of the teaching
and learning process and organised as far as possible in accordance with the curriculum
guide, the competence criteria and the pupils’ assignments. The assessment should bevaried and give a comprehensive picture of the pupil’s competence. It should be fair andgive the pupils an opportunity to show their knowledge, skills and talents. The main
objective of the assessment is to examine the pupils’ status and to use the outcome
to guide them in their studies and how they can achieve its objectives. The assessmentof the pupils’ competence and progress should be a regular factor in school activities
and be organised in such a way that its outcome is as useful as possible for the pupils,
teachers, parents and school authorities.
There should be an emphasis on formative assessment that is based on pupils regularlyreflecting on their studies with their teachers in order to approach their objectives anddecide where to head. Through such assessments both teachers and pupils regularly
obtain information concerning study progress and whether the teaching is effective. It
is important that pupils know the prerequisites of the assessment; what is expected ofthem and how it will be assessed, and that they get descriptive feedback on where theyshould improve. Social studies emphasise, for example, theme studies, documentationand field trips, which require that the teacher’s assessments of the pupils’ assignments
are carried out in close cooperation with other teachers.
In social studies it is important that teachers apply varied assessment methods andassessment data, both individual and group assignments. These can be oral, practicaland written assessments, such as performance assessments, written examinations,assessment of written material, assessment of pupils’ conversations, assessment scales,
etc. Furthermore, it is important that pupils are active participants in their assessment.
Self-evaluation and peer assessment give teachers and pupils information that could
not be obtained in another way, but require pupils having a responsible attitude and anunderstanding of themselves and others. Pupils should have an opportunity to keep avariety of assignments that show their knowledge, skill and competence, something that
could be done in portfolios, either actual or electronic.
Education in social studies should be linked to the pupils’ previous experience and

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they should have an opportunity to have a say in what they learn and how. Selecting
assignments enables pupils to work on what they are interested in or are curious about
and to reflect on their experience. It is important to make use of their experience andimmediate surroundings and link their tasks to their everyday life and society. Social
studies offer numerous opportunities which schools should by all means use to further
the collaboration of home and school. Parents should, indeed, be encouraged toparticipate in various ways in their children’s education.

24.4

Assessment criteria for social studies at thecompletion of compulsory education

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent a
pupil has acquired a defined competence. The assessment criteria are only obligatory
for Grade 10 where they support assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on the competence criteria for Grade 10
and their presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10212

Ministry of Education, Science and Culture

are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

Assessment criteria
Pupils are able to show very good understanding of the nature of sustainable
development and its value for the environment, society and the economy. In an
orderly, independent and critical manner obtain, use and evaluate information
on cultural and social issues whether it is oral or appears in conversation, texts
or various media. Analyse and in a clear manner explain different ideas on
democracy, in an independent and critical manner support the value of positive
views of life, virtues and evaluation for a healthy self-image and responsibility as
a citizen and consumer. In an independent and critical manner, analyse andprecisely describe the influence of role models and stereotypes on the formationof self-image and in an orderly and critical manner discuss social and ethicalissues from different points of view. Finally, discuss and analyse in a criticaland orderly manner their status as participants in society, their rights, duties andvalues.

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

B
C

Pupils are able to show understanding of the nature of sustainable development
and its value for the environment, society and the economy. In an orderly andindependent manner obtain, use and evaluate information on cultural andsocial issues whether they are oral, appear in conversation, texts or various media.
Explain different ideas on democracy; support the value of positive views of life,
virtues and evaluation for a healthy self-image and responsibility as a citizen andconsumer. In an independent manner analyse and describe the influence of rolemodels and stereotypes on the formation of self-image. In an orderly mannerdiscuss social and ethical issues from different points of view. Finally, discuss andanalyse their status as participants in society, their rights, duties and values.

Pupils are able to show fairly good understanding of the nature of sustainable
development and its value for the environment, society and the economy. To acertain extent obtain, analyse and evaluate information on cultural and social
issues whether they are oral, appear in conversation, texts or various media.
Describe different ideas on democracy, to a certain extent support the valueof positive views of life, virtues and evaluation for a healthy self-image andresponsibility as a citizen and consumer. Describe the influence of role models
and stereotypes on the formation of self-image. Discuss social and ethical issues
from different points of view. Finally, analyse their status as participants in society,their rights, duties and values.

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25

Mathematics

The educational values and main objectives of mathematics are discussed in this chapter.
This discussion is based on the six fundamental pillars described in Chapter 2, theemphases in education from Chapter 6 and key competences as defined in Chapters
9.4 and 18. Competence criteria are defined at the completion of Grades 4, 7 and10. This is followed by a discussion of teaching methods and assessment based on theemphases that are illustrated in the competence criteria. Based on the competence
criteria, teaching methods, as well as study materials and assessment methods, are to be
selected and described in the curriculum guide of each school. The assessment criteria
stipulated at the end of the chapter are to be used, as appropriate, to describe the pupils’competence at the completion of compulsory school.

25.1 	Educational values and main objectives ofmathematics
Since time immemorial, mathematics has been a significant part of culture. The objectivesof mathematics are to discover, create, express and explain any form of regularity, law,system or pattern. It is, therefore, an important means for mankind to create meaning
and understand nature and society. It is also a tool to influence both. Throughout
history, the concepts and symbolic language of size, space and rules have developedwith humanity’s endeavour to gain control of the environment and increase its ability foraction. Numbers and algorithms are, for example, used to communicate, organise, draw
conclusions and make sensible decisions concerning production and consumption. Thus
sustainability is encouraged. In mathematics we also research the nature of numbers,arithmetic operations, shapes, changes and laws, without reference to the material

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world. When organising the teaching of mathematics, all competence criteria should
be kept in mind, in addition to the framework set for the subject area in the reference
timetable of the General Section of the National Curriculum Guide.
Mathematics helps us to describe circumstances precisely and to explain causation
within them, interpret data, and to predict and influence development. Our society andthe innovation within it is characterised by systems that are based on the utilisationof mathematics. This can be, for example, electoral systems, coding of information on
the Internet, positioning systems, mobile phones, weather forecasts, computer games,
animated films, databases and any statistical processing of information. Science andvarious other fields of study extensively use the concepts, findings and methods ofmathematics. Mathematical competence is, therefore, the prerequisite of literacy andcreation in most fields of technology, the humanities and occupational culture. In
addition, it helps people to make sensible decisions in everyday life, decisions that affecthealth and welfare, and to participate in a constantly developing democratic society.
Mathematics is an abstract field of study where all findings are substantiated. It has
through age-old studies become an international language and a tool to convey
information and ideas and process them. Mathematics also has its own aesthetics, which
pupils should have an opportunity to become familiar with by working on mathematical
patterns, shapes, connections and reasoning from different points of view.
The main objective of studying mathematics is for pupils to acquire the overall
competence to use mathematics as a living tool for a range of purposes and in a varietyof circumstances. In their mathematical studies, pupils should develop the ability topropose and solve assignments, to reflect on different methods and models that may be
useful in solving them and to evaluate their findings.
Teaching mathematics at school should encourage pupils to:• adopt the view that it is useful to have mastered mathematical competence andthat by making an effort they can do so,• acquire the competence to propose and solve problems by using mathematics
and evaluate their own solution methods and those of others,• acquire the competence to use mathematical concepts and analyse theirconnections,• acquire the competence to use the language of mathematics to discuss, supportand explain their own hypotheses and those of others, calculations and findings,• acquire the competence to use mathematics as a tool to solve problems andanalyse what methods are most suitable each time.

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Mathematical competence involves having a clear understanding of mathematics, being
able to use it to question and answer, and being able to use its language and tools. To
acquire this competence, pupils need to develop a positive view of mathematics, selfconfidence and the view that mathematics is sensible and useful. This involves being
able to seek solutions and propose mathematical problems in various ways by applying
creative thinking, reflection, arguments and the presentation of mathematical models.
Furthermore, pupils should develop an understanding of mathematical concepts,
operations and relationships. They should have mastered flexible, effective, precise
and suitable methods to solve any kind of problems. They need the ability to propose,
code and solve mathematical problems and to use aides for mathematical assignments,
including information technology. Mathematical competence involves being able toexpress themselves with mathematics, explain their thinking about it to others, discuss
solution methods and verify their solutions and those of others.
In a democratic society informed public discussion on matters of opinion is based on
people being able to discuss and refer to statistical data and theoretical laws, which areoften presented in the language of mathematics. Mathematical studies should aim at
pupils developing the competence to support and evaluate the rationale of others byusing mathematical means.
The teaching of mathematics based on cultural diversity takes into consideration thatmathematics has developed according to the needs of people to solve the problemsof different societies. Pupils should become familiar with the history of mathematics,
and how important concepts and methods have developed through the ages. They
should have an opportunity to reflect on the importance, usefulness and limitations ofmathematics in everyday life, in other subjects and in historical context to understandits value and influence on our culture, technology and social structure. Teaching should
be organised so that pupils develop and maintain an interest in mathematics, and gain
confidence in their ability to apply it in different circumstances and in solving various
problems. Teaching should be based on respect for pupils’ ideas and diversity and strive
to make mathematics a source of meaning. In this way, mathematics may become a toolthat they can use to examine their surroundings and society in a critical manner andto enhance equality. Mathematics may also encourage critical thinking and the pupils’
increased sense of responsibility in everyday life, for example in making decisions about
their personal finance and consumption.

25.2	Competence criteria for mathematics
The competence criteria for mathematics are detailed in seven different categories. The
first three categories are general criteria for mathematical competence and the remaining
four categories consist of competence in various fields of mathematics. Although the217

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criteria are categorised in this way, it is important to think of them as a whole. When one
criterion is considered, it should be kept in mind that learning is a continuous process
and creative activity, rather than obtaining limited knowledge and training in a specificskill.

Being able to ask and answer in and with mathematics
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:express themselves aboutmathematics, explain toothers their thoughts about
it, seek solutions and present
them in various ways byapplying creative thinking,reflection and reasoning andto follow the reasoning ofothers,express themselves aboutmathematics, explain toothers their thoughts about
it, seek solutions and present
mathematical problems invarious ways by applying
creative thinking, reflection,
informal and simple, formal
reasoning, and to follow andevaluate the reasoning ofothers,express themselves aboutmathematical topics
and reality by using thelanguage of mathematics,
verbally explain to others
their thoughts about it,
seek solutions and present
mathematical problems invarious mathematical forms
by applying creative thinking,reflection and reasoning,present, analyse, interpretand evaluate mathematicalmodels,• take part in conversation
on questions and answers
that are characteristic formathematics,• ask, express themselves, orally
and in writing, on questions
and answers that arecharacteristic for mathematics,
and to have insight into whatkind of answers to expect,• distinguish between
definitions and theorems,
between single instancesand generalisations; use
this knowledge to present
and discuss mathematicalconcepts, their purpose andlimitations,• solve mathematical problems
that offer opportunities toapply insight, use concrete
objects and their own
diagrams,• solve mathematical problems
that offer opportunities
to apply insight, theirown interpretation andpresentation based on
previous experience andknowledge,• find, propose and definemathematical problems, both
related to everyday life andmathematical issues, evaluate
solutions, for example with theaim of forming generalisations
from them,• propose, process and interpret • propose, process, interpret and • set up, interpret and criticallyanalyse simple mathematical
scrutinise a mathematical
simple mathematical models,models, drawings and graphs
model of real conditions;
number lines, diagrams
related to their surroundings
this may include calculation,and graphs related to theirand everyday life,
drawings, graphs, equations
surroundings and everyday life,and functions,• discuss with insight•proposeinformaland•find arguments for andmathematical problems
simple, formal mathematical
discuss statements concerning
concerning their own
arguments, understand andmathematics, understand andexperience, support theirevaluate oral and written
evaluate arguments that arefindings and choice ofarguments that are proposed
proposed by others and work
algorithms, and follow theby others.
with simple proofs.
reasoning of others.

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Being able to use the language and tools of mathematics
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:apply concepts andmathematical notations andsuitable tools, including
manipulatives, algorithms,
number lines, calculators andcomputers for research andconversation on mathematicalproblems,

apply concepts andmathematical notations andsuitable tools, including
manipulatives, algorithms,
number lines, calculators andcomputers, for research on
mathematical problems andexpress themselves, bothorally and in writing, on
mathematical solutions,apply concepts andmathematical notations topropose, code and solve
everyday and theoreticalproblems, discuss solutions
and make use of various
aids for mathematicaltasks, including information
technology,• use imagery, narrative
and texts, along with themathematical notations,and work with theirinterconnections,• on the one hand, use informal
mathematical presentation,
and, on the other,mathematical notations, andshow that they understandtheir interconnections,• propose and use different
presentations of the same
phenomenon, whether it
is concrete, visual, oral or
algebraic presentation, or byusing a table or graph,• interpret and use simple
mathematical symbols,
including numbers andoperation symbols and linkthem to daily life,• interpret and use simple
mathematical symbols,
including variables and simple
formulae; interpret between
mathematical notations andeveryday speech,• decode mathematicalnotations, apply them ina meaningful manner, forexample translate a text
from everyday language into
mathematical notations andunderstand the rules that
apply for their use,

• take part in conversations onmathematical problems,• orally and in writing,familiarise themselves withand express themselves
on different ways to solve
mathematical tasks,• express themselves precisely
on mathematical topics inspeech, writing and visually,
and interpret the presentationof others on mathematicaltasks,• use suitable tools, including
concrete data, algorithms,
number lines, calculators andcomputers, for research andconversation on mathematicalproblems,• select and use suitable tools,
including concrete data,
algorithms, number lines,
calculators and computers,
for research on mathematicalproblems.

• select and use various
tools, including information
technology, recognise their
possibilities and limitations;use them effectively for
researching mathematicalproblems and presenting theirfindings.

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Work methods and application of mathematics
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:work alone and incooperation with others
on researching, analysing,interpreting and proposing
hypotheses and find solutions
to tasks related to everyday
life using various methods
and present their findings;
read and evaluate a simple
mathematical text,

work alone or in cooperation
with others on researching,analysing, interpreting andproposing hypotheses andfinding solutions to tasks
related to society and theenvironment, using various
methods and present theirfindings; read and evaluate a
simple mathematical text,

work in an organised manner,alone or in cooperation
with others, on researching,analysing, interpreting andproposing hypotheses, andfinding solutions, generalising
about different tasks by using
mathematical methods; readand evaluate mathematicaltexts, use suitable tools, suchas computers and represent
their findings,• take part in developing diverse
solution strategies by, forexample, using concrete data
and drawings,• take part in developing diverse
solution strategies by, forexample, using recording withnumbers, texts and drawings,• take part in the orderly
developing of diverse solution
strategies, for example
by using information andcommunication technology,• explore and research byproposing hypotheses andmaking experiments withconcrete data,• explore, represent
systematically and reason
mathematically by, forexample, using concrete data,
recording and information andcommunication technology,• research, propose in an orderly
manner, and discuss with theaim of generalising aboutmathematical topics,• read and discuss simple
information wheremathematical concepts areapplied,• read a simple academic text
and use information wheremathematical concepts
appear,• prepare and deliver oralpresentations and write atext about their mathematicalwork, for example byusing information andcommunication technology,• prepare and deliver shortpresentations of their own
mathematical work,• prepare and deliver shortpresentations of their own
mathematical work,• cooperate with others on
finding solutions to large andsmall mathematical tasks andreact to others, for example byapplying systematic inquiry,• cooperate with others on• cooperate with others on
solving mathematical problems
solving mathematical tasks
based on pupils’ ideas,
based on diverse premises andpupils’ ideas,

220• work on authentic
assignments concerning
their surroundings where
they gather and evaluate
information and find solutions,for example related totheir own financial affairs,
consumption and social
development,

Ministry of Education, Science and Culture• use mathematics to solve tasks • know the main concepts• use what mathematics hasof everyday life and recognise
concerning financial affairs
to offer to describe reality
the value of money,
and work on social or
and imitate real phenomena,
environmental problems
for example by applying
where information is gathered,information technology, andprocessed and solutions
recognise when it is effective
found,and suitable to do so,• have a sense of thepossibilities and limitations
that exist to describe reality
with mathematics.

• realise what the possibilities
and limitations are indescribing reality withmathematics.

• read mathematical texts,
understand and appraise
information put forward withmathematical notations.

Numbers and calculation
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:record amounts and calculate
with the natural numbers,
take part in developing
solution strategies whencalculating and record theirsolutions according to thedecimal numeral system,

express quantities andproportions, calculate withrational numbers, take part indeveloping solution strategies,
write their solutions according
to the decimal numeral
system, make use of thecoherence and connection in
the arithmetic operations,use real numbers andcalculate with rational
numbers, analyse thecoherence between numbers
in different number sets, takepart in developing algorithms,
make use of coherence andconnection in operations
for calculations and use thisknowledge in algorithms andthe evaluation of them,• use natural numbers, orderthem and compare,• use rational numbers, orderthem and compare,• write numbers according to
the decimal system,• use place value notation and• use base-ten notation andshow that they understandshow that they understand theits rules,
decimal number system,• calculate with natural
numbers, using concrete
objects and abstract methods,• note proportions and fractions
in different ways and showthat they understand therelation between fractions,decimals and percentages,• show examples of different
presentations of proportions
and fractions, explain therelationship between fractions,decimals and percentages,• take part in developing
effective methods based on
their own understanding ofsolving addition, subtraction,
multiplication and division
problems,• calculate with rational
numbers, using modelling
strategies and mental
calculation,• solve problems based on
everyday life and surroundings
using mental arithmetic,
calculators, computer
programmes and written
calculations,221• use real numbers and analyse
the coherence between
numbers in different number
sets,The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• solve problems based on
everyday life and theirsurroundings, using mentalarithmetic, calculators,
computer programmes andwritten calculations,• take part in developing
effective algorithms withrational numbers based on
their own understanding,• take part in developing
effective algorithms withrational numbers based on
their own understanding, use
calculators and computers forthis purpose,• give an example of andshow how simple fractions
and proportions are used ineveryday life.

• solve problems based on
everyday life and surroundings
using mental arithmetic,
calculators, computer
programmes and written
calculations,• calculate with rational
numbers, for example solving
equations and other algebraic
tasks,• use fractions, decimals andpercentages in their everyday
tasks,• use fractions, decimals andpercentages in calculating
their everyday tasks,• make use of coherence andconnection in arithmetic
operations and use properties,
such as the commutative
property, associative property
and distributive property.

• make use of coherence andconnections in the arithmetic
operations and use thisknowledge in their calculations
and evaluation of them.

AlgebraAt the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:use diverse approaches
to examine and represent
patterns, express themselveson their regularities and solve
simple equations,

examine patterns, usevariables for unknown
quantities, solve equations
using informal methods andby applying algebraic rules forcalculation,

examine patterns andgeneralise on them, solve
equations, use variables anddescribe their connection
using expressions andfunctions,• use diverse approaches
to examine and represent
number patterns and otherpatterns, express themselveson their regularities andpredict their progression ofpatterns, for example by using
models or other objects,• examine and represent• work with number sequences
numeric patterns in an orderly
and geometric patterns
manner and work withto examine, organise andgeometric regularity, describe
generalise about them by
patterns and relatedness using
using algebraic expressions
numbers, diagrams, words andand write expressions withalgebraic notations,variables,• use mathematical notations
to evaluate truth values andexpress connections such as
equality and order,• use letters as variables forunknown quantities in simple
expressions and equations,222• solve equations and simple
inequalities, solve together
equalities with more than one
unknown variable,

Ministry of Education, Science and Culture• solve equations using informal
methods and support theirsolutions, for example withmodels and other objects,• find solutions for equations
and inequalities using
informal methods, that isusing properties such ascommutative, associative anddistributive properties, both inmental arithmetic and written
calculations.

• decide solutions for equalities
and simultaneous equations
using graphs and describe theconnections between variables
and functions.

Geometry and measurement
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:use and research geometricconcepts, work withgeometric transformations,
make models and draw
diagrams, estimate
and measure different
metrological qualities using
standardised and nonstandardised measuring units,

use basic geometric concepts
and work with geometrictransformations, similarities
and scales, make models
and draw diagrams, estimate
and measure angles, weight,
space, temperature by using
suitable scales, estimate
and measure length, areaand volume, and use
the coordinate system,
manipulatives and computers
for this purpose,• use geometric concepts, suchas shape, size and location
to talk about objects andphenomena in everyday life
and in their surroundings,• use geometric concepts andmethods to explain common
and theoretical phenomena,• research informally two- andthree-dimensional shapes,
draw graphs of them and of
objects in their surroundings,• research and analyse two- and • draw diagrams and work withthree-dimensional shapes,
the drawings of others based
draw simple planar and threeon given premises, research,dimensional graphs, reflect,describe and estimate therotate and translate planarconnection between an object
graphs to research patterns
and a drawing of it,that cover the plane,

223

use basic geometric concepts,
use similarities, rules ofangles and the coordinate
system to draw and analyse
geometric objects, propose
simple geometric arguments,
measure and calculate length,area and volume, and use
computers for this purpose,• use the basic geometricconcepts, including theconcepts of scale, mutual
configuration of lines,
geometric transformations
and the theoretical qualitiesof two- and threedimensional forms,

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas• work with scales and shapes,• use scales and similarities
in relation with drawings,
estimate perimeter, area andvolume in real circumstances,
research methods to measure
this,• use scales and work withsimilar shapes, explain the
Pythagorean Theorem and thesum of angles in a polygon
and apply it in various
contexts. Also researchrectangular triangles andcalculate the lines of triangles
and angles according toknown qualities,• estimate and measuredifferent metrologicalqualities, such as length,area, volume, weight, time
and temperature by using
standardised and nonstandardised measuring
equipment and suitablescales,• estimate and measure angles,
weight, time and temperatureusing suitable scales anddraw conclusions from theirmeasurements,• calculate perimeter, areaand volume from their own
measurements and explain
what the measurement
concept involves,• carry out simple geometricresearch and experiments
by using computers andmanipulatives,• carry out geometric researchand experiments by using
computers and concrete data,• use computers to draw,
research and propose
arguments on geometricdrawings,• reflect and translate planargraphs to research patterns
that cover the plane,• use the coordinate system toexpress and solve geometricproblems,• propose simple geometricarguments and proofs
and interpret the algebraic
notations by using geometry,• compare outcomes ofdifferent measurements andinterpret their findings.

• link numbers and calculations
to planar graphs and threedimensional objects.

• interpret equations in thecoordinate system and use
drawings in the coordinate
system to solve them.

Statistics and probability
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:examine their environment,
process and interpret theirfindings, draw simple
diagrams, take partin discussions on dataacquisition, chances andprobabilities and carry out
simple experiments on
probabilities,

carry out simple statisticalexperiments, process andinterpret their findings, draw
simple diagrams, take partin discussions on data andinformation, draw conclusions
on probabilities and calculate
probabilities in simple
incidents,

224

use statistical concepts
to organise, carry out
and interpret statisticalresearch, carry out and draw
conclusions from experimentsthat involve probabilities andchance, use simple probability
concepts and counting tocalculate and interpret theprobabilities of events,

Ministry of Education, Science and Culture• gather data in theirsurroundings and on theirinterests,• count, categorise and notate;interpret their findings andrepresent them in simple
diagrams,• take part in discussions ondata acquisition and diagrams,
both their own and those ofothers,• gather and process data,• use statistical concepts to put
communicate information
forward, describe, explain andabout them, for example using
interpret data,tables and graphs,• organise and carry out simple• carry out simple statisticalstatistical experiments andexperiments and draw simple
draw conclusions from them,conclusions from them,• fetch data from databases,
read, explain and interpret
data and information thatare put forward in tables andgraphs,• read, understand and evaluate
information concerning
probabilities represented in astatistical form, for example inthe media,• carry out experiments• draw conclusions about• take part in discussions on
involving probabilities andempirical probabilities based
chance and probabilities, suchchance and interpret theiron their own experiments
as what is likely to happen andfindings,
and compare to theoreticalwhat is based on chance,
probabilities,• carry out simple experiments• calculate probabilities in simple • use concepts such as
conditional probabilities andon chance and recognise its
incidents.
independent events, use
influence in card games.
simple counting to calculate
and interpret the probabilities
of events.

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25.3	Teaching methods and assessment inmathematics
The role of the teacher is to encourage pupils to acquire competence in mathematics
and offer them conditions for meaningful mathematical studies where pupils are active
participants in researching, proposing and verifying hypotheses. The mathematics
teacher should take an active part in pupils’ work, discuss their assignments with themand be a role model for them in using mathematical language and arguments.
Teachers should select problems where pupils can use the knowledge that they haveacquired to solve them. Problems should be meaningful and interesting to pupils. Teachers
should create a desire to build, develop or become acquainted with the mathematics
that it is important to have mastered and with problems that have a meaning and value
for pupils while they are solving them. Pupils should have an opportunity for reflection
and communication by reacting to the ideas of their schoolmates and teachers on theassignments. It is no less important that teachers try to ensure that their pupils’ solutions
fulfil the mathematical demands for clarity and precision in the use of concepts andarguments.
It is the mathematics teacher’s responsibility to create conditions that encourage studies
where the pupils’ ideas are deservedly valued. In a classroom where the aim is that
pupils acquire an understanding of mathematics, they cooperate, analyse, evaluate andbuild on each other’s contributions. The teacher’s reaction to pupils’ ideas and different
solution strategies has a decisive effect on the culture in the classroom and the pupils’
respect for everyone’s contribution towards creating a successful learning community.
Pupils’ mistakes create an opportunity to learn from them, analyse what went wrong
and thus enhance their understanding of mathematics.
In mathematical studies, pupils should be allowed to use diverse tools to acquire anunderstanding of the work methods, concepts and laws of mathematics. Handlingand using physical tools and various models to solve mathematical problems, facilitates
pupils’ understanding of mathematics. Reading of mathematical texts and the pupils’
narratives, both oral and written, are their tools to promote understanding and acquire
the competence to use mathematics as a tool to solve problems.
In a classroom where pupils have different preconditions for studying, the teacher
indicates that everyone is to be shown respect by listening carefully to the ideas thateach and every one has to offer. This is an effective way to encourage equality. In thisway teachers and pupils have an opportunity to become acquainted with the ideas ofdifferent individuals and these ideas should be respected.
It is challenging to predict what kind of knowledge the children who are beginningschool now should necessarily have learnt when they grow up. We know that those who

226Ministry of Education, Science and Culture

have mastered mathematics can apply it for implementation, influence and innovation
under different conditions and can use it successfully in everyday life, for example totake responsibility for their own financial affairs and consumption. Compulsory school
pupils should learn mathematics to encourage their understanding and for it to become
meaningful to them. Teaching methods should take into consideration that mathematics
is a creative subject and an effective tool for reasoning and critical thinking. Pupils
should be active participants in creating meaning, sharing ideas with others and, in aconstructive manner, learn from their own contributions and those of others.
The main objective of assessment in mathematics is to guide pupils through their studies
and show them how they can achieve set goals. How far pupils obtain the competence
criteria that are set for mathematics is recorded and their progress encouraged.
Assessment of competence and progress is a regular feature of school activities andan inseparable part of learning and teaching. Assessment gives information about thepupils’ progress of study, their competence, work methods and advancement and,additionally, it gives teachers valuable information on the planning of teaching and theorganisation of learning.
When education is assessed it is essential to understand what the pupils are capable ofdoing and assessment assignments should aim at giving the pupils an opportunity toshow their knowledge. Teachers should assist pupils to attain realistic self-evaluation,
explain to them the objectives of mathematical education and how far they haveprogressed. There should be an emphasis on formative assessment, which is basedon pupils periodically reflecting on their studies with their teachers in order to obtain
their own objectives and decide on what to do. Formative assessment does not aim
at judging achievement, but at assisting pupils in improving their achievement, using
positive feedback and guidance. Formative assessment assists teachers in monitoring
their pupils’ development and study progress.
The prerequisites of the assessment should be clear to the pupils; they should correspondto the competence criteria and the emphases that are prevalent in the teaching. The
study objectives and importance of study elements should be defined at the beginningof the study period so that the pupils are fully aware of the objectives, what is to beassessed and how that will be done.
Diverse aspects of the pupils’ competence should be assessed and specific study
elements should not gain too much weight. The form of assessment assignments should
be varied and in coherence with teaching methods. Therefore, oral, practical and written
assignments should be assessed, in addition to short specific tasks and more in-depth
assignments, and individual and group work. Furthermore, assignments done at homeor at school should be assessed. Homework should preferably use the possibilities ofcooperation with pupils’ homes on assignments concerning, for example, financial
affairs and consumption.

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To show their mathematical abilities, pupils should work on comprehensive assignments
where they gather information, research, process their data and interpret their findings.
Pupils may turn in their assignments by presenting or exhibiting their findings, in lecturesor reports where : computer, information and communication technology is used as a
medium. Assignments should be assessed on their own terms and be of reasonable
importance in the final assessment.
Self-evaluation, both of individuals and groups, and peer assessment are an indisputablepart of assessment. Teachers’ interviews with pupils are an advantageous way to gather
information about their knowledge and understanding of mathematics. A portfolio, forexample electronic or a workbook where pupils gather their assignments and findings,
can be well-suited for gaining an overview of their progress. Assessment should take
into consideration pupils’ special needs and specific learning difficulties, for example
more time should be given to solving problems and special aids, assistance and oral
assessment should be provided.
Pupils’ attitudes may be examined through interviews and questionnaires on mathematicalcompetence, specific study elements, work methods and their attitudes towards theirstudies in general. Furthermore, an organised survey with checklists may indicate pupils’
views and progress. A portfolio where pupils put their best assignments may lead topositive self-evaluation and increased self-esteem and can demonstrate the pupils’
attitudes. It is important to encourage the participation of parents in mathematicalstudies; that they support their children’s studies as best they can and regularly receive
information on both teaching and assessment.

25.4

Assessment criteria for mathematics at thecompletion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent
a pupil has acquired defined competence. The assessment criteria are only obligatory
for Grade 10 where they support assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the National Curriculum Guide: the scale A, B, C, D is used,
where A stands for exceptional competence, B for good competence, C for passablecompetence, and D for competence that does not reach the standard described in C.
Assessment criteria in category B are based on the competence criteria for Grade 10
and their presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence

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Ministry of Education, Science and Culture

and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.
The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

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Assessment criteriaA

Pupils are able to express themselves in a clear and varied manner aboutmathematical tasks and reality with mathematical notations. Explain their thoughts
to others in an informative manner, find solutions and propose problems ina varied and precise mathematical manner by applying creative thinking,reflection and reasoning. Propose, analyse, interpret and evaluate mathematicalmodels with confidence in a critical and clear manner.
Use with confidence mathematical concepts and notations to propose, codeand solve every-day and abstract problems and discuss solutions in a criticalmanner, select and use different aids for mathematical purposes, including
information technology.
In an independent and orderly manner research, analyse, interpret, propose
hypotheses, find solutions and generalise about any assignments with theassistance of mathematics. Read and critically evaluate mathematical texts.
Select and use suitable tools, such as computers, and present their findings in aclear and informative manner.
Use real numbers and calculate with confidence with rational numbers, analysewith confidence the correlation between numbers in different sets of numbers.
Be a leader in developing solution strategies, use correlations and connectionsof the arithmetic operations and use this knowledge flexibly in calculations andevaluations of them.
Systematically research patterns and generalise about them, solve equations
with confidence, use variables in a flexible manner and describe their connection
by algebraic expressions.
Use the basic concepts of geometry with confidence and in a varied manner.
Use similarity, rules of angles and the coordinate system to draw, analyse andcreate geometric objects. Propose precise geometric reasoning, measure andcalculate length, area and volume with confidence and use computers for thispurpose.
Use statistical concepts with confidence to organise, carry out and interpret
statistical research. Carry out and draw conclusions in an independent andcritical manner from research involving probability and chance. Use probability
concepts and counting with confidence to calculate and interpret the probabilityof events.

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Pupils are able to express themselves in a clear manner on mathematical tasks
and about reality with mathematical notations. Explain their thoughts to others,
find solutions and propose problems in a varied mathematical manner byapplying creative thinking, reflection and reasoning. Propose, analyse, interpretand evaluate mathematical models in a clear manner.
Use mathematical concepts and notations to propose, code and solve common andacademic problems and discuss solutions and use different aids for mathematical
purposes, including information technology.
In an orderly manner research, analyse, interpret, propose hypotheses,
find solutions and generalise about any assignments with the assistance ofmathematics. Read and evaluate mathematical texts. Use suitable tools, such as
computers, and present their findings in a clear manner.
Use real numbers and calculate with rational numbers, analyse the correlation
between numbers in different sets of numbers. Take part in developing solution
strategies, use correlations and connections of the arithmetic operations and use
this knowledge in calculation and evaluation of them.
Research patterns and generalise on them, solve equations, use variables anddescribe their connection with algebraic expressions and functions.
Use the basic concepts of geometry in a varied manner. Use similarity, rules ofangles and the coordinate system to draw, analyse and create geometric objects.
Propose simple geometric reasoning, measure and calculate length, area andvolume, and use computers for this purpose.
Use statistical concepts for organising, carrying out and interpreting statisticalresearch. Carry out and draw conclusions from research involving probability andcoincidence. Use probability concepts and counting to calculate and interpret theprobability of events.

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C

Pupils are able to express themselves fairly well about mathematical tasks
and reality with mathematical notations. Explain their thoughts to others, findsolutions and propose mathematical problems by applying creative thinking,reflection and simple reasoning. Follow and propose, analyse, interpret andevaluate mathematical models in a simple manner.
To a certain extent, use mathematical concepts and notations to propose, codeand solve common problems and discuss solutions and use different aids formathematical purposes, including information technology.
To a certain extent research, analyse, interpret, propose hypotheses and findsolutions with the assistance of mathematics. Read and to a certain extent
evaluate mathematical texts. Use suitable tools, such as computers, and present
their findings in a suitable manner.
Use real numbers and calculate with rational numbers, note their findings
according to the decimal numeral system and take part in developing solution
strategies. Use correlations and connections of the arithmetic operations and use
common arithmetic rules.
Research patterns, solve simple equations, use variables and use algebraic rules
for calculation.
Use the basic concepts of geometry to a certain extent. Use similarity, rules ofangles and the coordinate system to draw, analyse and create geometric objects.
Put forward simple geometric reasoning under supervision, measure andcalculate length, area and volume and use numbers for this purpose.
Use statistical concepts for organising, carrying out and interpreting statisticalresearch under supervision. Carry out and draw conclusions from research
involving probability and chance. Use simple probability concepts and counting
to calculate and interpret the probability of events.

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Information andCommunication Technology

26

The educational values and main objectives of information and communication
technology are discussed in this chapter. This discussion is based on the six fundamental
pillars described in Chapter 2, the emphases in education from Chapter 6 and key
competences as defined in Chapters 9.4 and 18. Competence criteria are defined at thecompletion of Grades 4, 7 and 10. This is followed by a discussion of teaching methods
and assessment, which is based on the emphases that are illustrated in the competence
criteria. Based on the competence criteria, teaching methods, as well as study materials
and assessment methods, are to be selected and described in the curriculum guide ofeach school. The assessment criteria stipulated at the end of the chapter are to be used,
as appropriate, to describe the pupils’ competence at the completion of compulsory
school.

26.1	Educational values and main objectives of
information and communication technology
The subject area of information and communication technology includes media studies,computer use and information and communication technology. The concept ‘informationand media literacy’ may be defined as the ability to analyse what information is necessary,
search for it, evaluate it critically and in this way increase one’s knowledge and use
it through various media to accomplish a certain goal. Information and media literacy
also involves the ability to find and use information in accordance with ethical criteria
for copyright. In this way, pupils can acquire the competence to adopt, rewrite andcreate knowledge, and communicate it in various ways in accordance with the natureof technology and the digital environment. It is important to take into consideration

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the fundamental pillars of education that are stipulated in the General Section of the
National Curriculum Guide and their relationship with information and communication
technology. When organising teaching, all competence criteria should be kept in mind
and also the framework set for the subject area in the reference timetable of the General
Section of the National Curriculum Guide. It is important that pupils understand that
information and media literacy is a lifelong process that they should enhance both intheir studies and at work.
The main objective of education in information and communication technology is toencourage the information and media literacy of pupils and to assist them in obtaining
sound general technology skill and literacy. Technological skill involves, among otherthings, the ability to make use of various tools, technological equipment and varied
processes; technology literacy consists of using equipment to acquire knowledge andcommunicate it; information literacy involves the ability to gather, categorise and process
information in a critical and creative manner; and media literacy is the ability to analyse,
obtain, evaluate and create media messages. Pupils acquire literacy of texts, pictures andstatistical data, obtain good technological skills, fingering and competence in the fieldof information and media literacy. At the completion of compulsory school, pupils are
expected to have acquired extensive competence in the field of information and media
literacy. They should be responsible for their study progress and show competence intheir work methods, both independent work and in cooperation with others. Information
studies are important for active citizens in a democratic society and encourage them todefend human rights and present their views concerning these rights in various ways.
Information and communication technology enhances flexibility, educational equality
and offers opportunities for creativity in various fields.
Pupils should be systematically trained in information and media literacy throughout
compulsory school. In addition to using information and communication technology on
the Internet, it is important that they know the general rules for secure communications
in digital media and for copyright. They should also respect ethical rules concerning
information and source material and show extensive competence in using technology
and communication.
Pupils should prepare for active participation both in their local community as well asinternationally, where communications, cooperation and international relations are ofvital importance. Pupils should know common channels for secure web communicationand defend ethical conduct in all their studies. By giving pupils comprehensive insightand training in work methods concerning most areas of society, such as science, arts andstudies, their competence to react to an ever-changing environment increases.
The Compulsory School Act defines school libraries as information centres that should
enhance every pupil’s education in close cooperation with the school community.

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The school library, which is also called an information centre, should be the focus forcooperation between subjects and subject areas where pupils can make use of a varietyof equipment and data for their studies. It should be a forum for encouraging thepupils’ literacy in the widest sense and train them in information and communication
technology. Furthermore, an emphasis is put on using various data, such as books,
equipment, computers, and a variety of software, for knowledge acquisition, creationand communication.

26.2	Competence criteria for information andcommunication technology
The competence criteria for information and communication technology are detailed infive different categories. Although the criteria are categorised in this way, it is importantto see them as a whole. When one criterion is considered, it should be kept in mind that
education is a continuous process and creative activity, rather than obtaining limited
knowledge and training in a specific skill. The definition of the criteria is as follows:

Methods of work
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• use information for theirbenefit and pleasure, suchas for reading, listening andguided discovery learning,• use information centres fortheir benefit, both in directed
learning and on their own,

• use information centresin various ways forknowledge acquisition andcommunication,• use electronic study material
in a simple form to support
work techniques and work
methods,• use various forms of electronic
study material in relation
to work techniques, work
methods and other studies,• work independently and takeresponsibility for their study
progress,• show initiative and take partin cooperative assignments
under supervision,• show independence in work
methods under supervisionand in cooperation withothers,• work in a creative and criticalmanner, independently andwith others,• recognise the different
methods of using various
technical devices,• use different technical devices
in an effective and varied
manner,• use to a full extent thepossibilities of various
technical devices in an
effective and systematicmanner,• apply basic fingering.

• apply correct fingering.

• apply correct fingering.

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Information acquisition and processing
At the completion of Grade At the completion of Grade At the completion of Grade4, pupils are able to:7, pupils are able to:10, pupils are able to:• search for information and use • use various means and search
it in assignment work,
engines for suitable systematic
information acquisition,• use software/computer
programs and other data for
information acquisition,• use electronic and interactive
study material,• use electronic and interactive
study material in various ways,• use material in various forms
and electronic support, suchas further reading, mass
media, printed and online
dictionaries, spelling andgrammar checkers, language
programmes, search
programmes, and use themcritically,• work with source material,• be critical of the validity ofcertain information,• apply critical thinking toevaluate information withregard to their quality andapproach,• use information andcommunication technology
and programmes forstructuring simple
assignments,• work with source material andcreate a simple bibliography,• work with source material,
respect ethical rules inreference work and createa bibliography according toaccepted methods,• use software/computer
programmes for presenting
simple statistical data.

• use software and computer
programmes for simple
structuring and presentationof written material,• use software and computer
programmes when writing
papers and other writtenmaterial according tostandards for structure andlayout,• use software/computer• use software/computer
programmes for presenting
programmes for simple
statistical data.
presentation of statistical data.

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Technology and equipment
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• use software/computer• use software/computer
programmes for simple written
programmes for written
assignments and presentation
assignments and presentationof statistical data,of statistical data,• use software/computer
programmes for complex
processing of written
assignments and statisticaldata,• use simple software/computer
programmes for image
processing,• use software/computer
programmes for web design,
making short films and soundand music processing,• use software/computer
programmes for image
processing, sound processing
and videotape production,• use software for simple web
design.

• use software/computer
programmes for web design.

• use software/computer
programmes for a variety of
web design.

Creation and communication
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• describe in a simple manner
their information and media
literacy,• discuss and explain in a critical • explain simple software andmanner their information andthe nature and structure of amedia literacy,
computer,• use software/computer
programmes forcommunication of knowledge
in a simple manner.

• use software/computer
programmes forcommunication of knowledge
in a creative and clear
manner.

• use software forprogramming andcommunication in a creative
manner.

Ethics and security
At the completion of
At the completion of
At the completion of Grade
Grade 4, pupils are able to: Grade 7, pupils are able to:10, pupils are able to:• show responsibility in handling • show responsibility in handling • show responsibility in
information,
information and reference
handling and distribution
work,of information, whether for
personal use or reference andassignment work,• follow simple rules forresponsible web usage and beaware of their moral value.

• follow rules on responsible
web usage, be aware of
their moral value and takeresponsibility for theircommunication and dataon the Internet and in web
media.

237• show responsibility in use ofelectronic means and social
media, work in accordancewith rules on responsible web
usage and be aware of theirmoral responsibility.

The Icelandic national curriculum guide for compulsory schools - with Subjects Areas

26.3	Teaching methods and assessment in informationand communication technology
Information and media literacy is the focus of information and communication technology
and this is an interdisciplinary subject area. The assignments are concrete and can be
integrated with most subjects and subject areas. The emphasis is on introducing pupils
to technology and methods for acquiring, processing, creating and communicating
information in relation with other studies.
An information centre supports these elements and therefore has a leading role inenhancing information and technology literacy, encouraging diversity in teaching
methods and increasing accessibility for all appropriate education. In such centres, pupils
are trained in independent work methods; they learn to acquire knowledge, evaluateit, create new knowledge, transform it and communicate in various ways. The concept‘information centre’ is known in the school system although sometimes other words areused, such as knowledge or data centres, school library, etc. In an information centre,
teachers and other professionals are expected to work together on information andcommunication technology and literacy. For pupils to acquire competence in informationand media technology, it is important that they have access to the interdisciplinary
cooperation of teachers and professionals in information and technology studies.
Pupils should learn to use technology, realise its nature and structure and increase theirunderstanding of it, for example by designing and developing software. Thus they
improve and use their knowledge in this field. Pupils need training to obtain informationin various forms and become data literate, for example at reading tables and graphs.
They need to learn to use information and communication technology for structuring
and putting finishing touches to their written assignments and have mastered fingering.
Pupils should learn to use various presentation and communication software thatenables them to communicate knowledge in various ways, such as through oral, written
or digital communication with audio and visual effects.
With interdisciplinary cooperation between various subjects and subject areas in theinformation centre, and diverse study materials and technology, the pupils’ requirements
can be met with regard to their interest and capabilities. This cooperation should havealready begun in the first grades to encourage the gradually increasing informationand media literacy of the pupils. When pupils are working on assignments that involve
creativity, inventiveness and resourcefulness, it is important to have a doorway tocooperation with the information centre of the school. This cooperation may involve
support to acquire data for guided discovery learning linked to an interdisciplinary
assignment where technical factors related to literacy and technical knowledge are
involved, or it may involve other requirements that the pupils have. Pupils should havea choice of diverse processing methods for their assignments, access to a variety of238

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study materials by using the Internet and web media and should be encouraged tocommunicate with parties outside the school in accordance with the objectives eachtime.
Cooperation in the information centre between subjects and subject areas enhances
the creation of new knowledge. Cooperation should secure a better education for
pupils and it should be possible for them to acquire new competences in more varied
ways in accordance to their interests and requirements. Rapid developments within
digital communication, information and communication technology and interactive
communications increases the need to enhance the information and media literacy ofpupils.
The information centre is not always operated in the same place. It may be part ofthe school library, in cooperation with the computer room or linked to the tools andequipment of the classroom, in a space used for independent or guided work. Work may
also take place in various spaces. The information centre offers an opportunity for further
cooperation, such as with public libraries and other information centres, and throughschool projects in information and communication technology and communication. An
information centre offers pupils a variety of work methods: to work both independently
or in a group or under the supervision of a teacher or other professionals. It can offer
complex projects, differentiated learning and opportunities for pupils to work according
to their own interests and needs.
The information and media literacy of pupils can be enhanced by integrating the subject
area with various other subjects or subject areas and by linking it to concrete assignments.
The latest information, numbers and data within social studies and natural sciences,for example, may be linked to information and communication technology. It is not
sufficient for pupils to know how to look for information, if they do not know how toevaluate the information that they find and communicate it in accordance with copyrightand ethical rules in reference work. Cooperation may lead to innovation and practicalknowledge and offer opportunities for development of equipment and programming.
Information and communication technology emphasises interdisciplinary cooperation
with other subject areas. In the case of integrated studies, it is important that all those
who take part in the teaching also take part in the assessment, although supervisory
teachers or subject teachers have the main responsibility. The competence criteria are
the primary basis for teaching methods and assessment. It is essential that assessment
is comprehensive, includes all competence categories and reflects the competence
criteria and the study material that has been used. During the study period, the pupils’competence in acquiring information, reflection, independence in work methods andresponsibility for their study progress should be assessed. Assessment should be diverse;
it should be based on how active the pupils are and the product they have worked

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The Icelandic national curriculum guide for compulsory schools - with Subjects Areason, whether it is writing, sound processing, music processing or image processing orother forms of communication. Consequently, the pupils’ various assignments should beassessed, such as recitals, lectures, presentations, writing, digital communication, bothaudial, visual and in other forms. There should be an emphasis on formative assessment,
which gives pupils information on their status, whether they need assistance and how to
encourage their improvement. The pupils’ study progress should be followed and theyshould be guided by the professionals who are in charge of teaching. Those who teachthe pupils should report on their status and how far they have obtained their objectives
within the subject in addition to competence in information and communication
technology.

26.4

Assessment criteria for information and communication technology at the completion of compulsory school

The National Curriculum Guide stipulates the assessment criteria for subjects, subject
areas and key competences. Assessment criteria are a description of to what extent a
pupil has acquired a defined competence. The assessment criteria are only obligatory
for Grade 10 where they support assessment at the completion of compulsory school.
Schools are expected to define assessment criteria for other grades and describe them inthe school curriculum guide. The assessment criteria for Grade 10 describe competences
on a scale that appears in the v: the scale A, B, C, D is used, where A stands for
exceptional competence, B for good competence, C for passable competence, and D forcompetence that does not reach the standard described in C.
Assessment criteria in category B are based on the competence criteria for Grade 10
and their presentation is such that most pupils are expected to acquire the competencesthat are described there. An A is for those who have acquired exceptional competence
and C for those who do not quite meet the requirements that are set for the B criterion.
No criterion is set for D as this assessment is used when the pupil does not meet therequirements that are set for the C criterion. In such cases the school explains thecompetence of the pupil in question. Each criterion is a general description of the pupil’scompetence.
In the final assessment it is of vital importance that teachers assess what the criteria
stipulate, make sure that the assessment is based on reliable data and that they use avariety of methods to acquire data, to give pupils, their parents and the school as clear
information as possible on their status. Thus teachers can gain better insight into thestudies of each pupil. For an accurate conclusion, such as from conversations or on-site
inspection, it may be relevant for teachers to cooperate when they consider the data thatthe assessment is based on and use precise criteria.

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The assessment scale is obligatory at pupils’ graduation at the completion of Grade 10.
In other respects, schools may decide how they conduct their assessment, grading or
school reports for pupils in other grades. School reports at the completion of Grade 10
are taken into consideration when pupils enrol in upper secondary schools and selectstudy programmes.
The following issues may be useful in securing the reliability and validity of the assessment.
• Set clear criteria or describe what is to be assessed.
• Select assessment factors that are suitable for assessment criteria, study materials
and teaching methods.
• Prepare a description of what is to be assessed or show examples of assignmentsthat are of good quality.
• Ascertain that assignments are in accordance with criteria.
• Be aware of issues that could distort the conclusion.
• Make clear instructions for assessment methods, processing and interpretationof data.

Assessment criteria
Pupils are able to use with confidence various equipment, software, computer
programs and data in a responsible and creative manner. Use software andprogrammes very well for structuring written assignments and statistical data.
In a responsible and critical manner, evaluate the validity of information forknowledge communication, respect ethical rules in reference work and work withsource material according to accepted methods. Use very well the possibilities ofelectronic support and study material in various forms.

Pupils are able to use various equipment, software, computer programmes anddata in a responsible and creative manner. Use software and programmes
well for structuring written assignments and statistical data. In a responsible
manner, evaluate the validity of information for knowledge communication,
respect ethical rules in reference work and work with source material according
to accepted methods. Use well the possibilities of electronic support and study
material in various forms.

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C

Pupils are able to use to a certain extent various equipment, software, computer
programmes and data in a responsible and creative manner. Use software andprogrammes fairly well for structuring written assignments and statistical
data. To a certain extent, evaluate the validity of information for knowledge
communication, respect ethical rules in reference work and work with source
material according to accepted methods. Use fairly well the possibilities ofelectronic support and study material in various forms.

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APPENDIXSUMMARY OF REGULATIONS 2013 BASED ON THE
COMPULSORY SCHOOL ACT, NO. 91, 12 JUNE 2008:• No. 1111/2007 on fund for teaching materials,• No. 1150/2008 on enrolment in upper secondary school,• No. 1157/2008 on school council in compulsory school,• No. 242/2009 on Venture fund for preschool, compulsory and upper secondary
school,• No. 435/2009 on arrangements and implementation of national achievement
examination in Grades 4, 7 and 10 of compulsory school,• No. 531/2009 on home tutoring for compulsory school pupils,• No. 656/2009 on school transportation at compulsory school,• No. 657/2009 on compulsory school buildings and school premises,• No. 658/2009 on compulsory school evaluation and supervision and themunicipalities’ duty to provide information,• No. 896/2009 on delivery and dissemination of information between preschools
and compulsory schools,• No. 897/2009 on dissemination and handling of information on compulsory
school pupils and parents’ rights to access to information on their children,• No. 440/2010 on activities and practices of the committee of exemptions incompulsory schools,• No. 584/2010 on specialist services of municipalities for preschools andcompulsory schools and pupils’ welfare council in compulsory schools,• No. 585/2010 on compulsory school pupils with special needs,• No. 1040/2011 on responsibilities and duties of the compulsory schoolcommunity,• No. 547/2012 on compulsory school education of foster children,• No. 699/2012 on accreditation of compulsory schools that are not run bymunicipalities and schools based on foreign or international curriculums andstudy arrangements.

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