The Icelandic National Curriculum Guide
for Upper Secondary Schools– General Section
Ministry of Education, Science and Culture

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

TABLE OF CONTENTSPREFACE .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
5
Introduction  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
7
1Role of the National Curriculum Guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  9
1.1	The 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 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  17
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
2.2
Competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
2.3	Learnability  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  24
3
Evaluation and supervision .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
3.1
Assessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  25
3.2
Evaluation of school activities .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  26
3.2.1 Internal evaluation  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  27
3.2.2 External evaluation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  28
4
Role of the upper secondary school .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  29
5
Fundamental pillars and key competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  31
5.1	Key competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 32
6	Learning and teaching .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  38
6.1	Knowledge, skill and competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  38
6.2	Learning and teaching methods  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 39
6.3	Vocational education and training  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
7
Qualification levels .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  41
8
Study completion at the upper secondary school level  .  .  .  .  .  .  .  .  .  .  47
8.1	Upper seconadary school leaving examination  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  47
8.2
Examination for professional rights  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  48
8.3
Matriculation examination  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 48
8.4	Other final examinations .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
8.5
Additional education at upper secondary school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
9Secondary school credit  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  51
10
Study programme descriptions  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  52
10.1 Qualification framework  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
10.2 Course units  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
10.3 Core subjects  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
10.3.1 Requirements for core subjects on matriculation examination  .  .  .  .  .  .  .  . 54
10.3.2 Guiding examinations for core subjects on matriculation examination  .  .  .  . 55
10.4 Sports and physical education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
10.5 Matriculation examination  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
10.6	Organising study programmes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
10.6.1 Study programmes with final learning outcomes at qualification level one  .  .  56
10.6.2 Study programmes with final learning outcomes at qualification level two  .  .  57
10.6.3 Study programmes with final learning outcomes at qualification level three  . 57
10.6.4 Study programmes with final learning outcomes at qualification level four .  .  58
10.7 Accreditation of study programmes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 58
11
Assessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  602

Ministry of Education, Science and Culture

11.1 Final school report and grades  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 61
11.2 Examination results and continuous assessment data as part of final grades  .  .  .  .  . 62
11.3 Graduation diplomas  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  62
11.4	Disputes regarding assessment  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  63
12
Schools administration and school curriculum guide  .  .  .  .  .  .  .  .  .  . 64
12.1 School curriculum guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  64
12.2 School board  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  66
12.3	Teachers’ assembly and school meetings .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 66
12.4 Students’ associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
12.5	Home and school .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  67
13
Cooperation and division between school levels  .  .  .  .  .  .  .  .  .  .  .  .  .  . 68
13.1	Upper sencondary school level .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 68
13.2 Compulsory school level  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  68
13.2.1	Links with competence levels of the upper secondary school .  .  .  .  .  .  .  .  .  69
13.3	University level  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  71
13.4	The economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
13.5 Adult education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
13.6	Other cooperatoin  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 72
14
Rights and responsibilities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  73
14.1 Student welfare .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  74
14.2 Right to ecudation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
14.3 Enrolment in upper secondary school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
14.4 Service  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
14.5 Students with special needs  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
14.6 Fee collection in public upper secondary schools .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
14.7 School regulations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  76
14.7.1 Attendance .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  77
14.7.2	Handling of matters of conflict  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 77
14.7.3 Study progress  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  78
14.8	Handling of data  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  78
14.9 Smoking and intoxicants  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  79
15
Assessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  80
15.1 Assessment of education from other schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  80
15.2	Validation of competence into upper secondary school programmes  .  .  .  .  .  .  .  .  .  81
15.2.1	Validation of competence  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 81
16
Exemptions form the National Curriculum Guide .  .  .  .  .  .  .  .  .  .  .  .  .  . 82
16.1 Subjects and course units  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 82
16.1.1 Sports .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 83
16.1.2 Students whose native language is not Icelandic  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  83
16.2 Exceptional students .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 83
17
Evaluation of upper secondary school activities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  85
17.1 Internal evaluation at the upper secondary school level .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  85
17.2 External evaluation at the upper secondary school level  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 86
APPENDIX 1	Laws and regulations, with later amendments,
		concerning the upper secondary schoo  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  88
APPENDIX 2	Descriptions of final learning outcomes at the		upper secondary school level  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  89
APPENDIX 3
Competence criteria of core subjects  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 95
Icelandic
 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 95
Mathematics  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 98
English and other foreign languages  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 103

3

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

4

Ministry of Education, Science and Culture

Preface
The 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. These
pillars 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 or political,
the media or other social sectors. Schools are factually the only institutions of society thatcan guarantee youth an opportunity to prepare for active participation in 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 National Curriculum Guide for Upper Secondary Schools – General Section

6

Ministry of Education, Science and Culture

Introduction
The general section of the National Curriculum Guide for Upper Secondary Schools stipulates theobjectives and organisation of school activities at the upper secondary level. In this curriculum
guide, the role of the National Curriculum Guide, general education and the fundamental pillars ofeducation are discussed, and so are new important issues and organisation in creating curriculum
guides at the upper secondary school level, cooperation, rights, responsibilities, school curriculum
guides, etc.
The role of the upper secondary school is extensive. It is to encourage the overall development ofpupils and their active participation in democratic society by offering each of them an education
to suit their individual requirements. Furthermore, it is to prepare pupils for participation on
the labour market and for further studies. The upper secondary school thus offers pupils achoice of a number of study programmes that provide varied preparation and rights regarding
general education, artistic, academic and vocational studies. Appropriate diplomas are issued
upon graduation from the different study programmes, such as upper secondary school leaving
certificate, vocational examination for professional rights, matriculation examination, mastercraftsman examination or other final examinations. Upper secondary school study programme
descriptions are to be organised according to this diversity. They must fulfil the requirements of
the labour market, the receiving school level, at the same time as they provide pupils with overall
general education.
According to the Upper Secondary School Act No. 92, 12 June 2008, the responsibility of curriculum
development is increasingly transferred to the upper secondary schools. They are assigned tomake proposals for the organisation, continuity and content of education in accordance with
criteria, templates and the rules set for descriptions of study programmes. Thus upper secondary
schools are given increased authority to develop studies with reference to the special status of
the school, the needs of the pupils, local community, and the labour market. At the same time,
this organisation is to give schools an opportunity to respond systematically to the requirementsof the pupils, society and the economy, research findings, and quality control. Proposals for study
programmes have to be confirmed by the Ministry of Education, Science and Culture (hereafterreferred to as the Ministry of Education) in order to become part of the National Curriculum Guide
for Upper Secondary Schools.
In this new curriculum guide, all studies at the upper secondary school are divided into four levelsof competence that, on one hand, overlap with the compulsory school, and on the other, with theuniversity level. The levels show gradually increased demand on the pupils’ knowledge, skill andcompetence, leading to greater specialisation and professionalism. The final learning outcomesof each programme are linked to a competence level. The final objectives of study programmes
are linked to competence criteria and indicate the competence that pupils are expected to haveachieved upon graduation. In structuring study programmes, upper secondary schools are to work
according to the rules of the Ministry of Education as they appear, for example, in the general
section of the National Curriculum Guide.
At the upper secondary school level a new unit-credit system is planned, secondary school credits,which make it possible to assess pupils’ work in any study programme. A secondary school
credit is the standard for work effort of upper secondary school students, whether their studies
are vocational or academic, and whether they take place at school or elsewhere. Each credit
corresponds to pupils working about three days (six to eight hours a day).

7

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

8

Ministry of Education, Science and Culturerole 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 the

9The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

main 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. The
National 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 Guide

Various 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 Schooland 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 performanceand development. Pupils should also have the opportunity to study at two school levels

10Ministry of Education, Science and Culture

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 educationand success 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
of working and nurturing creative thinking. Teachers guide children and youth in their studies

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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
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.

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Ministry of Education, Science and Culture

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.
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

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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 associated with
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 bemeasured: 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.
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

16Ministry of Education, Science and Culture

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.

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.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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 for
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.

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Ministry of Education, Science and Culture

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

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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
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 influence20

Ministry of Education, Science and Cultureof 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
personnel are important as role models. At the same time, close cooperation with parents,

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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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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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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Ministry of Education, Science and Culture

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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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

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
authorities in order to ensure the rights of pupils and promote school improvement. The

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Ministry of Education, Science and Culture

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 of these
activities, comprehensive evaluation of the activities of individual schools, evaluation of 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 tosupervise the status and development of the educational system. To that end the Ministry of
Education collects diverse data on school management, for example, through participation ininternational 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 the
National 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. The
methods 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 National Curriculum Guide for Upper Secondary Schools – General Section

classroom. Emphasis should be on the active participation of personnel, pupils, parents andother interested parties, depending on circumstances.
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. With
regard 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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Ministry of Education, Science and Culture

4

Role of the upper secondary school

Act no. 92/2008 on Upper Secondary Schools stipulates that education at the upper secondary
level is to be organised as continuation of compulsory school education. The second article of
the act details the role of upper secondary school.

Article 2. Objective
The objective of the upper secondary school is to encourage the overall developmentof all pupils and encourage their active participation in democratic society by offeringstudies suitable to the needs of each pupil.
The upper secondary school prepares pupils for employment and further studies. It
shall strive to strengthen its pupils’ skills in the Icelandic language, both spoken andwritten, develop moral values, sense of responsibility, broadmindedness, initiative, selfconfidence and tolerance in its pupils, train them to apply disciplined, autonomous
working methods and critical thought, teach them to appreciate cultural values andencourage them to seek further knowledge. The upper secondary school shall strive
to communicate knowledge and train pupils in a way that provides them with skills
to carry out specialised work and with solid foundations to pursue further education.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

This shows that the role of the upper secondary school is extensive. It is to encourage theoverall development of all pupils and encourage their active participation in democraticsociety by offering studies suitable to the needs of each pupil. It is also to prepare pupils for
employment and further studies.
The upper secondary school offers students a choice of different study programmes which
provide a range of preparation and rights regarding general education, artistic studies,academic and vocational studies. Some study programmes primarily emphasise students being
active in everyday life, preparation for further studies and employment where specialisation is
not necessary. The objective of other study programmes is to prepare students for specialised
employment or specialised studies at the next school level. Thus study programmes have tomeet the requirements of the labour market and the receiving school level as they ensure
overall general education. Graduation from study programmes can, for example, be upper
secondary school leaving examination, examination for professional rights, matriculation
examination or other final examinations.
All upper secondary school studies are founded on the premise of the objective article of thelaw. It is the responsibility of each school to decide how it is integrated into the students’tasks and working methods. Both the procedures of the school and the content of the studies
have to be taken into consideration, and these two main factors are to be inseparable in theschool activities.
The whole school community should be aware of the objective of the upper secondary school
and the welfare of the students should take precedence. Welfare and health demand that thephysical, mental and social factors of the students’ lives are to be taken into consideration.
Parents of underage students are responsible for their upbringing, but the upper secondary
school also has a pedagogical role. Important formative work takes place there in addition
to training and education. Pedagogical work aims at making students active and responsible
participants in democratic society, that they honour equality in communication and take a
responsible stand on their own welfare and that of others. Here the school atmosphere,
communication within or outside the school, and the students’ active participation in shaping
the school community, are of vital importance.

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Ministry of Education, Science and Culture

Fundamental pillars andkey competence5

Chapter two explains the six fundamental pillars of education that are to be mirrored inschool activities of the upper secondary school. The fundamental pillars should be visible inlearning and teaching, working methods, organisation and development plans of schools,
and furthermore, in its relations with its local community. Schools are to detail in their school
curriculum guides how the fundamental pillars are applied and evaluate their visibility andimplementation in the school internal evaluation.
Key competence is to link the fundamental pillars to the objectives of student competence
upon graduation. Key competence relates to the students themselves and is thus studentoriented implementation of the most important issues of the fundamental pillars. Key
competence is utilised in planning study programmes, creating course unit descriptions, inaddition to being taken into consideration in students’ assessment and reference.
Key competence and the fundamental pillars form the foundation for all school activities
at the upper secondary level, for working environment and school atmosphere, in addition
to the learning and teaching of all course units. When applying for accreditation of study
programmes, schools have to explain where and how the fundamental pillars and key
competence are applied.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

The figure to the left is anattempt to show the relation of
the fundamental pillars and key
competence
The fundamental pillars
are to be mirrored in all
school activities, but the
key competence links thefundamental pillars with thedemand for the students’competence.

5. 1	Key competence
Key competence incorporates nine areas. Below each area is described and common examples
taken of criteria. Key competence comprises both general and abstract competence.
An abstract example of health could involve health and safety at workplaces in the areaof work at which the student aims. Abstract examples of human rights could involve legal
environment and work ethic, and an abstract example of education for sustainability could
involve a sustainable workplace.

Learnability
Learnability involves self-knowledge, that is, to know one’s own strengths and weaknesses
and be able to make decisions based on those. Learnability centres on intellectual curiosity,
faith in one‘s own abilities and talents to constructively use one‘s knowledge, skills andcompetence in various tasks. It is also related to the ability to link knowledge and skills tofurther studies and employment.
Key competence incorporates, among other things, that students:•

know their own strengths and weaknesses and can set realistic goals for themselves,•

are able to share their knowledge with others,•

are able to use diverse learning methods and data,•

are able to apply independent working methods,•

are able to evaluate their own work effort,•

are able to take challenges in their studies,32

Ministry of Education, Science and Culture•

are able to organise their working hours and prioritise their tasks,•

are able to take responsibility for their studies,•

are able to use earlier experience, knowledge and understanding in solving new
problems.

HealthGood health is defined as physical, mental and social health. All students have to realise thatthey are responsible for themselves and their social environment. The responsibility involves
physical health, but in order to promote good health and general welfare, attention has to be
paid to healthy habits, exercise and a healthy lifestyle. The responsibility also involves mental
health, for example, a responsible attitude towards bullying and other forms of violence.
Social health involves positive and healthy communication and being socially active.
Key competence incorporates, among other things, that students:•

are responsible for themselves and their actions,•show responsibility for their own welfare and health,•

are aware of themselves as sexual beings,•

are aware of the value of regular exercise,•are aware of the value of exercise and that they exercise regularly,•

are aware of the importance of varied and nutritious diet,•show responsibility towards intolerance, bullying and other forms of violence,•

are aware of the damage caused by smoking and other use of tobacco, alcohol
consumption and the use of other intoxicants.

Creative thinking and utilisation of knowledge
Creativity involves forming tasks and communicating them, do something new or different
from what the individual knows or has done before. The creative process encourages initiative,reflection and critical thinking and is therefore no less important than the findings of thetask. The prerequisite for activating and maintaining the creative power of students is thatthe school creates the circumstances that encourage initiative, independence and creative
thinking in various areas. Innovation and utilisation of knowledge involves that an effort ismade to create or make something new and improve what already exists.
Key competence incorporates, among other things, that students:•

show initiative and creative thinking,•show moral responsibility for their creation and utilisation of their knowledge,

33

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section•

are able to communicate their competences in a creative manner,•are able to utilise their creative power in various ways in their life and employment,•

are able to enjoy art, culture and various forms of creative work,•

understand how culture and art are related to creation of jobs and social development,

Equality
Education towards equality is to give all students an opportunity to mature on their own
terms, develop their talents and lead a responsible life, at the same time as everyone is anactive participant in creating a society of equality, equal rights and justice. Education towards
equality involves how age, residence, disabilities, gender, sexual orientation, race, outlook onlife, culture, class, religion, descent and nationality can establish discrimination and privileges
among people. In preparing future field of employment, it is important to keep in mind agender-divided labour market and advocate a less gender-based selection of studies than isthe case now. It is essential that choice of tasks set for students is based on equality and equal
rights and they thus become less gender oriented.
Key competence incorporates, among other things, that students:•

respect equality in their communications,•are aware of their own sexual orientation and sexual health,•understand how age, residence, disabilities, gender, sexual orientation, race, outlook
on life, culture, class, religion, descent and nationality can establish discrimination andprivileges among people,•

are aware and critical of the influence that role models and stereotypes have on theirown image and lifestyle,•understand the role of sex and gender in society.

Democracy and human rights
The prerequisite for democracy is collective responsibility, consciousness and activity of thecitizens and this makes them capable of participating in shaping their society and influencing
it, both at home and away. Attitudes, values and ethics are essential factors in education for
democracy. Active citizens are aware of their own responsibility, democracy, critical thinking,tolerance, equality, human rights and respect for the opinions of others and their values of life.
Key competence incorporates, among other things, that students:•

respect the opinions of others and their values of life,•

respect human rights and human values,•

are able to express their views and participate in discussion,

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Ministry of Education, Science and Culture•

take a critical view of ethical matters of opinion,•

respect the basic principles of society,•are active and responsible participants in democratic society,•are aware of the value of good behaviour and conduct in their relations with otherpeople, animals and the environment,•

have acquired a positive and constructive social and communicative ability.

Education towards sustainability
Sustainability involves the environment, responsibility, respect and democratic working
methods and present and future justice. Education towards sustainability aims at making
people capable of addressing tasks that concern the interaction of the environment, social andeconomic factors in the development of society. Education towards sustainability emphasises
understanding the limits that the Earth ecosystem sets for mankind, equality between
generations, sensible exploitation of resources and their fair distribution. The prerequisite forsustainable society are active citizens who are aware of their values, views and feelings forthese factors.
Key competence incorporates, among other things, that students:•

are aware of the diverse natural resources and are able to form an opinion of how they
can be exploited in a sensible manner,•

know, understand and respect their environment and nature,•understand how the ecosystem of the Earth sets a limit for mankind,•understand how their own ecological footprints and those of societies and nations
can promote sustainable development,•

are able to evaluate information about the environment and nature in a critical manner,•are active and responsible citizens in their environment and in nature,•

are able to form a critical opinion of the environment, society, culture and economic
system,•understand the collective responsibility that the inhabitants have for the Earth and its
inhabitants.

Literacy, expression and communication in Icelandic
Literacy involves that individuals are capable of perceiving and understanding theirenvironment and society in a critical manner and participate in shaping it. Literacy, expression
and communication in Icelandic facilitate active communication in the social, cultural andtechnical context in Iceland. Reading is the most powerful method of acquiring knowledge

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

and written or oral expression are a prerequisite for participation in democratic society.
Icelandic language and culture link the past and the present of the nation.
Key competence incorporates, among other things, that students are able:•

to express their thoughts, feelings and views both orally and in writing,•to take part in discussion,•

to use nuanced language and varied vocabulary both orally and in writing,•to express themselves clearly and expressively,•

to read varied texts for knowledge and pleasure,•

to clearly explain and reason both orally and in writing.

Literacy, expression and communication in foreign languages
Cultural literacy of other nations, expression and communication in foreign languages lays thefoundation for understanding, broadmindedness and respect. Language skills are the key toinformation and create access to professional material in foreign languages. It is one of theprerequisites for having successful communication and cooperation with individuals of othernationalities.
Key competence incorporates, among other things, that students:•

are able to express themselves clearly,•

are able to listen and understand spoken language,•

are able to take part in discussion,•

are able to use varied vocabulary,•

are able to read for knowledge and pleasure,•are aware of the culture and customs that are characteristic for the regions where thelanguage is spoken,•

are able to link different views and values that shape the culture of the countries
where the language is spoken to their own society and culture.

Literacy, expression and communication
about numbers and information
Good numeracy is important to everyone in everyday life and employment. Numeracy involves
competence to decipher, express oneself about and utilise numeral information. Information
literacy involves, among other things, information technology as it is important for everyone
to be able to collect data, categorise, process and communicate information in a critical36

Ministry of Education, Science and Culture

and creative manner. Media literacy makes students capable of analysing the information ofdifferent media so that they can evaluate it in a critical manner.
Key competence incorporates, among other things, that students:•

are able to utilise varied technology in their search for knowledge,•

are able to use and express themselves about numbers and information concerning
education, culture and their utilisation,•

are able to acquire data, categorise and utilise information in a critical manner,•are able to use information technology in searching for and communicating knowledge
in a critical and creative manner,•are able to communicate information in a creative manner,•are information literate of different media,

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

learning and teaching

6

FVaried learning environment which is encouraging and supportive for students is one of theprerequisites for them to be able to acquire the aspects of key competence that involve selfknowledge, independence, initiative and creative thinking. Methods of learning and teaching
can also strongly influence the development of students and encourage them to acquire
critical thinking, respect and tolerance, democratic activity, equality and responsibility in theirrelations and behaviour towards the environment and nature. Tasks that link education witheveryday life and field of employment encourage students in enhancing their environmental
literacy.

6.1	Knowledge, skill and competence
Knowledge, skill and competence are concepts used in creating study programmes andcourse unit descriptions. The relationship of these concepts is reflected in that students’competence is based on their knowledge and skills, in addition to self-understanding, viewsand ethics. Having acquired knowledge is not enough, students have to be able to analyse
it and communicate. In the same way, students’ skills are reflected not only in learning
methods. They have to be able to choose and apply appropriate working methods, tools
and technology each time. Both knowledge and skill incorporate all learning whether it isacademic, artistic, or vocational studies.
Students’ competence involves overview and ability to utilise their knowledge and skills in
harmony with circumstances each time. Students should also have acquired competence and38

Ministry of Education, Science and Culture

ability to acquire new knowledge, skills and competence after graduating. In this process,learnability, information literacy, creative thinking and utilisation of knowledge are of key
importance. A more detailed definition of the concepts knowledge, skill and competenceappears in the figure below.

Definition of the concepts knowledge, skill and competence:
KNOWLEDGECOMPETENCE

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 for competence
are a sense of responsibility,
respect, broadmindedness,creativity, moral awareness andthe individuals’ understanding of
their own capabilities. Additionally,
self-confidence 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 toutilise 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 methods ofthe various forms of expression.

6.2

Learning and teaching methods

Learning and teaching methods in upper secondary schools encourage the overall
development of students and are characterised by respect for individuals and their needs.
An effort should be made to make students active and independent in their studies andcapable of acquiring knowledge autonomously. Learning and teaching methods are to give
all students an opportunity to utilise their talents and get feedback for their work. Emphasis
on students’ competence upon graduation requires that varied methods are used to assess
students’ competence and guide them towards the goal set.
Diverse working and teaching methods are one of the prerequisites for students acquiring
varied competences. It should be kept in mind that different competence criteria can beachieved in various ways and that the same methods are not equally useful for every student.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Additionally, teaching methods must not discriminate against students on the basis of gender,
residence, descent, disabilities, religion, sexual orientation or social status.
In order to acquire key competence, students have to get ample opportunities to take on
varied tasks that are related to the working environment and everyday life. In all school
activities, both in classes and at other times, students are to be encouraged to form opinions,views and competence, both generally and in specific areas. This requires that students
integrate their knowledge and skills, at the same time as they get an opportunity to exercise
their social competence that is based on ethics and respect for human rights and equality. An
effort should be made for students to express their views and explain their work methods ina responsible, critical and clear manner. The learning and teaching environment of vocational
students has to encourage students to become active and responsible professionals that haveacquired sound professionalism,

6.3

Vocational education and training

Vocational education usually takes place both at school and the workplace. A good deal of
the studies involves students being trained to apply various methods and techniques. The
training, on the one hand, takes place in specialised vocational studies under the supervisionof teachers and, on the other hand, in organised work-based learning and on-the-job training.
The concepts organised workplace learning and on-the-job training are alternatively usedfor vocational education and training. Here work-based learning is defined as making added
demands for systematic, organised teaching, guidance and supervision from what is normal
in on-the-job training. With on-the-job training an effort is made for students to get an
opportunity for further exercising those features of work and procedures they have alreadybeen taught. They are supposed to show more responsibility than in work-based learning.
Work-based learning and on-the-job training give students an important opportunity to utilise
their knowledge and skills and thus acquire competence for participation in the economy. In
order to promote systematic work-based learning and on-the-job training, an emphasis is puton the use of portfolios. Contracts are made for work-based learning and on-the-job training
according to law and regulations currently in force.

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Ministry of Education, Science and Culture

Qualification levels

7

Study programmes in the upper secondary school end at certain qualification levels. By
classifying them according to qualification levels, different requirements for the students’competence upon graduation are accented. Qualification levels form the framework for thedifferent requirements upon graduation regardless of the programme being academic, artistic
or vocational.
Key competence, fundamental pillars and increased specialisation are emphasised in thedescription of the qualification levels. The description of the qualification levels is student
oriented and independent of school level and education provider. The qualification levels
are to indicate tasks and study requirements and are guidelines for writing descriptions forcourse units and study programmes. The qualification levels are also informative for interested
parties, both students and the economy, and the school level that receives the students upon
graduation.
At the upper secondary school level there are four qualification levels. The first level extends
to both the compulsory school and the upper secondary school and focuses on general
education. There requirements for democracy, human rights, equality and sustainability arelinked to everyday life and that the individual is socially active. Students that have acquired
this key competence show in their everyday life and communication that they respect otherpeople, their values and human rights. Studies at the first level can also involve general
preparation for employment where little specialisation is required and work is done under
the supervision of others. In study programmes that end with the first qualification level,

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

requirements for study progress can be unconventional and assessment primarily meant to be
guiding for how students can reach their goals.
Study programmes that end with level two are characterised by short specialisation thatmainly aims at professional preparation for further studies or employment that requires theemployee to show responsibility and independence within a certain framework and/or under
the supervision of others. The general competence of being an active citizen is expected tohave been attained and attention is turned to being active and responsible in the working
environment.
Study programmes that end with level three are characterised by increased requirements forknowledge, skill and competence related to specialisation and professionalism. The studies
incorporate preparation for university education, regulated professions, specialised vocational
education and artistic studies. Upon graduation at level three students are to be able to work
independently, be responsible for planning and carrying out projects and evaluating theirwork.
The fourth level involves studies that take place either at the school or under its auspices,or at university. Study completion at the fourth level is characterised by either increased
specialisation and/or extension, or specialisation concerning management, guidance,development or innovation.
The Ministry of Education issues arrangement of qualification levels for confirmed study
completion of study programmes.

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Ministry of Education, Science and Culture

Qualification level 1
•

•
•
•

Study programmes are generally organised as 30 to 120 secondary school credits andusually take 1 to 4 terms. They can, however, be up to 240 secondary school credits andbe organised as 8 terms for students with mental disabilities.
Final learning outcomes are, for example, upper secondary school leaving examination orother final examinations.
The studies involve general education where the emphasis is on the overall developmentof students and their active participation in democratic society.
A study programme defined with the learning outcomes at level 1 works towards theknowledge, skill and competence objectives shown here. These objectives are to be
used when defining courses at level one.

Knowledge

CompetenceStudents 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 anactive 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

•

•

•

•

•
•
•

•

Skill
•

Students have acquired skill to:
•
•
•
•
•
•

•
•

express themselves clearly, responsibly
and creatively
take part in a conversation, support theirviews and respect the views of others
be self-sufficient at work and ineveryday 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•

43

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 areaware of how they can use theirstrengths in a creative way
can have positive and constructive
relationships and collaboration withothersrespect the values of life, humanrights and equality
show respect for the environment ina global context
have responsible attitude towards
their own welfare, both physical andmentalhave 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
their knowledge and skill witheveryday life, technology and science

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Qualification level 2••••

Study programmes are generally organised as 90 to 120 secondary school credits
and usually take 3 to 4 terms
Final learning outcomes are, for example, examinations for professional rights,
upper secondary school leaving examination or other final examinations
The studies involve preparation for further specialised and regulated professions andspecialised propaedeutic studies
A study programme defined with the learning outcomes at level 2 works towards
the knowledge, skill and competence objectives shown here. These objectives areto be used when defining courses at level two.

Knowledge

CompetenceStudents have acquired:

Students

•

•
•

•
•

varied vocabulary to be able toexpress their opinions and support
them in their everyday life andin connection with specialised
knowledge and/or profession
knowledge concerning being a
responsible participant in the economy
knowledge concerning theenvironment related to specialised
knowledge and/or profession
knowledge useful as preparation forfurther studies
vocabulary to be able to express
themselves in foreign languages inconnection with specialised knowledge, if
necessary

•

•

•
•
•

•

Skill
Students have acquired skill to:
•

•

•

•

express themselves clearly, responsibly andcreatively about their specialised knowledge
and/or profession
organise a simple procedure of aprofession and/or specialised knowledge
and employ appropriate techniques in thiscontext
show initiative and autonomy with thebasic working methods in a specialised
knowledge and/or profession
take part in a conversation about
their specialised knowledge and/or
profession

44•

have acquired competence to express
their opinions and explain practices
associated with specified working
environment in a clear, responsible
and autonomous manner
have acquired competence to express
themselves in a simple manner inforeign languages
show respect for the principles of theworking environment
respect work and working conditions
have a clear self-image and areaware of new opportunities in theenvironment
have acquired competence to be an
active and a responsible citizen in a
democratic society and within thecommunity of specialisation and/or
profession
have acquired competence to link
their knowledge and skill with theworking environment and everyday
lifeMinistry of Education, Science and Culture

Qualification level 3••••

Study programmes are generally organised as 150 to 240 secondary school creditsand
usually take 5 to 8 terms
Final learning outcomes are, for example, matriculation, examinations for professionalrights and other final examinations
The studies involve specialised preparation for university education , regulated
professions and specialised vocational and artistic studies
A study programme defined with the learning outcomes at level 3 works towards theknowledge, skill and competence standards shown here. These objectives are to be
used when defining courses at level three.

Knowledge

CompetenceStudents have acquired:

Students

•

•

•

•

•

varied vocabulary to be able toexpress their opinions and support
them in their everyday life andin connection with specialised
knowledge and/or profession
specialised knowledge useful for
employment and/or as preparation forfurther studies
knowledge concerning being an active
and a responsible participant in a
specialised society and/or profession.
knowledge concerning the environment
in a global context and is related to
specialised knowledge and/or profession
the vocabulary and knowledge in aforeign language for further studies or inconnection with a specialised knowledge, if
necessary

•

•

•
•

•

•
•

Skill
Students have acquired skill to:
•

•

•

•

express themselves clearly, critically andcreatively about their specialised knowledge
and/or profession
organise a procedure and employ
appropriate techniques and methods of aprofession and/or specialised knowledge
in a responsible mannershow initiative and autonomy withworking methods at seeking solution
within a specialised knowledge and/or
profession
take a responsible part in aconversation about their specialised
knowledge and/or profession

45

•

•
•

have acquired competence to express
their opinions and explain practices
associated with specified working
conditions in a clear, responsible andcritical manner
have acquired competence in foreign
languages necessary for employment
or further studies
have moral responsibility in creative
workshow respect for the working
conditions and the employment of
their general knowledge
are able to use their knowledge todiscover new opportunities in theenvironment
have acquired competence for further
studieshave acquired competence to be an
active citizen in a democratic society ofa speciality and/or a profession
have acquired competence to evaluate
their own work effort in a global
context
see their education in a global context
have acquired competence to link
their knowledge with technology andscienceThe Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Qualification level 4••••

Study programmes are generally organised as 30 to 120 secondary school creditsand
usually take 1 to 4 terms They are organised as continuation of qualification level three
Final learning outcomes are defined as additional studies at the upper secondary schoollevel
The studies invelve increased and/or deeper professional specialisation in connection with
development or innovation
A study programme defined with the learning outcomes at level 4 works towards theknowledge, skill and competence objectives shown here. These objectives are to be
used when defining courses at level four.

Knowledge

CompetenceStudents have acquired:

Students••

specialised knowledge useful for
professional advancement and/or as
preparation for further studies
specialised vocabulary in a foreign
language useful for professional
advancement and/or as preparation
for further studies

•

•

•

Skill
Students have acquired skill to:•••

guide and communicate their knowledge
in a simple and creative mannerorganise a procedure, employ appropriatetechniques and develop the methods of aprofession and/or specialised knowledge ina responsible mannershow initiative and autonomy in working
methods at analysing circumstances andreacting in an appropriate, realistic andcreative manner

•

•

•

46

have acquired competence toexpress their specialised knowledge
in Icelandic and a foreign language,
if necessary in work or for further
studiesare able to take part in a conversation
based on specialised knowledge andskills in a critical and clear manner
have moral responsibility for theutilisation and development of their
specialised knowledge with regard to
the working conditions
have acquired competence to be
an active and responsible citizen
in a society of a speciality and/or aprofession
have acquired competence toevaluate their own work effort andthat of others in connection withthe working conditions and/or
specialised knowledge in a critical andconstructive manner
have acquired competence toconnect their knowledge with theglobal environment

Ministry of Education, Science and Culture

STUDY COMPLETION AT
UPPER SECONDARY SCHOOL LEVEL

8

In developing study offer, the Ministry of Education emphasises that students have theopportunity to complete their studies in study programmes that are defined at different
qualification levels. Additionally, emphasis is on students having an opportunity of further
studies if they have completed the first three levels of upper secondary school.
Below is a general description of various types of graduation but a more detailed description
is in Appendix 2. Schools issue certificates to certify final learning outcomes (see also chapter
11.3)

8.1	Upper secondary school leaving examination
Upper secondary school leaving examination signifies the emphasis that is placed on the
duty to offer students education until they are 18 years of age, and that the upper secondary
school should offer education suitable for everyone. At the same time, it is meant to meetthe needs of those students who do not aim at other forms of graduation. Thus schools caneither link the upper secondary school leaving examination to a defined study programmeor to another form of the student’s participation at school designed for the student’s special
needs. However, final objectives should in all cases be clear.
The upper secondary school leaving examination can be defined either at the first or second
qualification level depending on the requirements made for the knowledge, skill andcompetence of the students. The content of the studies can be classified as vocational, artistic
or academic but involving the objectives that characterise the qualification level of the studies.

47

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

The extent of the upper secondary school leaving examination depends on the final objectivesof the studies but should always be 90 to 120 secondary school credits. If a study programme
for mentally disabled students is to be completed with upper secondary school leaving
examination, the same rules are valid for the extent of the studies.
After upper secondary school leaving examination is completed, a certificate is issued listing
the final qualification level of the studies, reference to the general knowledge, skill andcompetence of the student, a list of the courses and grades, where suitable, and a list ofother activities in which the student has participated and are related to the exam.

8.2

Vocational examination for professional rights

Vocational examination for professional rights is defined with final learning outcomes inprogrammes providing rights for regulated professions or to take journeyman’s examination.
These final learning outcomes can be defined at qualification levels two, three or four.
Qualification levels of vocational study programmes are to take into consideration therequirements of the Ministry of Education for key competence and competence requirements
defined by the trade council of the group of trades or trade concerned. Additionally, certain
rules are valid for the organisation of these study programmes.
The extent of the studies differs according to the qualification level of graduation. Vocational
examination for professional rights at qualification level two generally are 90 to 120 secondary
school credits, final learning outcomes at level three generally are 150 to 240 secondary
school credits and study completion at lever four generally are 30 to 120 secondary school
credits.
Upon graduation the upper secondary school issues vocational examination for professionalrights and the responsible ministry a special licence. The certificate from the upper secondary
school is to denote the qualification level of the final learning outcomes, a list of the courses
taken, work-based learning, vocational training and grades.

8.3	Matriculation examination
Matriculation examination aims at preparing students for university education in Iceland
or abroad. Duration of study for matriculation examination can differ depending on study
programmes and schools, but the students’ contribution is never to be less than 200 secondary
school credits. Final learning outcomes are, without exception, to be defined at qualificationlevel three. The content of the studies for matriculation depends on the final objectives ofthe study programme but is also defined according to what kind of preparation for university
education the study programme in question offers. The central issue of the studies can beeither academic, artistic or vocational.

48

Ministry of Education, Science and Culture

The qualification framework for matriculation study programmes are to be according to therequirements of the Ministry of Education and qualification requirements of the university
level. In addition to rules on minimal number of secondary school credits, special rules
concern studies for matriculation. They involve qualification requirements in core subjects
and other subjects, in addition to general rules relating to content and organisation of study
programmes with final learning outcomes at qualification level three.
Upon graduation, a matriculation certificate is issued listing the special study programme,
qualification level of final learning outcomes, list of courses and grades.
Matriculation does not automatically secure admission to all university education. Different
universities or university faculties can make various special requirements which students are
additionally expected to meet and in some cases students have to take entrance examinations.
It is important for students who aim at a specified university education to acquire information
regarding the requirements that the university in question sets for preparation. Equallyimportant is for universities to give students information through study and vocationalcounselling.

8.4

Other final examinations

Final learning outcomes other than matriculation, vocational examination for professionalrights or upper secondary school leaving examination, are classified as other final examinations.
These include various final learning outcomes that are either defined at qualification level one,
two or three. The qualification framework for the study programmes denotes the specialisationthat can be either vocational, artistic, academic or general education. Competence criteria
are to take into consideration the relevant requirements of the Ministry of Education or therequirements of the profession or university field of study in question. If the qualification
framework of study programmes neither applies to preparation for specific employment nor
further studies at university level, schools can seek guidance at the Ministry of Education
concerning qualification requirements.
The extent of other final examinations differs depending on the qualification level to which
the final learning outcomes are linked. Other final examinations with final learning outcomesat qualification level one generally are 30 to 120 secondary school credits, with qualificationlevel at level two the secondary school credits are generally 60 to 120 and at level three 150 to
240 secondary school credits. The extent of the study programmes for students with mental
disabilities can be up to 240 secondary school credits, although they are defined as final
examination at qualification level one.

8.5

Additional education at upper secondary school

Additional education at upper secondary school incorporates final learning outcomes fromstudy programmes that upper secondary schools offer as continuation of defined study

49

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

completion at qualification level three. Additional education at upper secondary school isdefined as upper secondary school studies and they are to be defined by secondary school
credits.
Icelandic or foreign universities can decide to assess additional education at upper secondary
school for ECTS credits and this can be mentioned in information about these studies. The
number of secondary school credits is, however, entirely the decision of the university inquestion.
The extent of the additional studies varies according to the final objectives. It is aimed atincreased professional specialisation, management and development of the field of work. If
the studies involve certified professional rights, for example master craftsman examination,
the upper secondary school is to act according to the requirements set by the Ministry of
Education in collaboration with the trade council

50

Ministry of Education, Science and Culture

Secondary school credit

9

All the work of upper secondary school students is assessed in standardised secondary school
credits, and each credit should be based on as equal work effort as possible. Full-time study
equals 60 secondary school credits per school year or 30 credits per term.
One secondary school credit equals 18 to 24 hours of work for an average student, that is,six to eight hours of work for three days on the average depending on the task and capacityof the student.
Calculation of the number of secondary school credits is based on:•participation of students in classes, irrespective of the form of teaching•work-based learning under supervision•

on-the-job training or training at school•assessment, for example examinations•

homework, project work and other work expected of students

51

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

descriptions ofstudy programmes

10Upper secondary schools, one or more together, make a proposal for a programme description
to the Ministry of Education for confirmation. Programme descriptions that have been confirmed
are from then on part of the National Curriculum Guide for Upper Secondary Schools.
The Ministry of Education will publish programme descriptions, examples of programmes,
which individual upper secondary schools can use for reference when creating programme
descriptions for upper secondary school leaving examinations, examinations for professionalrights, matriculation examinations and other final examinations. Examples of study programmes
will be defined in cooperation with upper secondary schools, universities and parties of thelabour market, after which these programmes will form the guidelines of the confirmation
process at the Ministry of Education. The Ministry of Education can confirm examples of study
programmes as part of the National Curriculum Guide for Upper Secondary Schools.
The Ministry of Education emphasises that when developing study programmes, students
should be given an opportunity to graduate at different qualification levels. Furthermore, thatit should be possible for students who complete their studies with learning outcomes definedat the first or second qualification level, to continue their studies.
Programme descriptions are to be organised consistent with the general section of the
National Curriculum Guide for Upper Secondary Schools and the school curriculum guide of
the school in question. A programme description is to include, among other things:•

connection of education with the economy and/or other school levels,

52

Ministry of Education, Science and Culture•organisation of studies, for example, final objectives, extent of studies, at what
qualification level the final learning outcomes are defined, whether the studies end
with upper secondary school leaving examinations, examinations for professionalrights, matriculation examinations, other final examinations or additional education
at upper secondary school,•enrolment requirements and requirements regarding student progress,•

where and how the fundamental pillars of education and key competence are
mirrored in the general and specialised education of the study programme,•learning, teaching and assessment,•

definition of education at qualification levels and course unit descriptions.

When creating programme descriptions, the following primary rules are valid for theorganisation of all study programmes, regardless of tasks and student groups.

10.1 Qualification criteria
Upper secondary schools are to offer their students suitable education where their competence
and visions for the future are taken into account. The final objectives of each study programme
are to mirror the students’ competence upon graduation. They are the qualification criteria
and are to be descriptive so students can see from the beginning at what they are aiming. An
effort should be made for all the areas of key competence to be visible in the qualification
criteria of the study programmes.

10.2 Course units
Schools can write course unit descriptions in connection with programme descriptions. Eachcourse unit description is planned as an independent unit and carries a special course unit
number.
Course units are to be linked to competence levels and at least 75% of its tasks are to fallwithin the defined level. A course unit description is to specify what knowledge, skill andcompetence students are to have acquired, the precursor requirements and the extent of thecourse unit based on secondary school credits. The Ministry of Education issues a template fordefining course unit descriptions and rules on number system.
When term begins, study plans (teaching plans) are to be available in all course units. They
are, among other things, to specify:•

criteria for knowledge, skill and competence,•

general description of the tasks of the course unit,•

study material and projects,•

organisation of assessment.

53

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

10.3 Core subjects
Core subjects of the upper secondary school are Icelandic, mathematics and English. All
study programmes are to require that students acquire at least the competence as defined at
qualification level one for core subjects in Appendix 3. When organising study programmes,
the qualification criteria of a programme may involve requirements for students to acquire
further competence in core subjects.

10.3.1	Requirements for core subjects
on matriculation examination
All study programmes for matriculation examination are to contain 45 secondary school
credits in core subjects, that is, in Icelandic, mathematics and English.
Study programmes are to be organised so that students acquire minimum competence atqualification level three according to description in Appendix 3. The total number of secondary
school credits in Icelandic in matriculation study programmes is to be at least 20 secondary
school credits, of which at least 10 secondary school credits are to be at qualification level three.
Study programmes are to be organised so that students acquire competence in mathematics
and English at qualification level two according to description in Appendix 3. The minimum
number of credits at qualification level two is 5 secondary school credits in either mathematics
or English. If mathematics is chosen for minimum number at qualification level two, students
have to take more credits in English and vice versa. These rules are furthermore shown in atable below.

Requirements for core subjects at matriculation examination
Core subject

Minimum
competence

Requirements for minimum
number of credits

Icelandic

Qualification level 3

Total number at level 2 and 3 are to be at least 20
secondary school credits, of which 10 secondary
school credits are to be at level 3.

Mathematics andEnglishQualification level 2

Minimum number at level 2 is 5 secondary
school credits in either mathematics or English. Ifmathematics is chosen for minimum number atqualification level two, students have to take morecredits in English and vice versa.
Total hast to be at least 45 secondary school credits.

Students that have Icelandic as a second language can choose mathematics or English up into
the third qualification level instead of Icelandic.

54

Ministry of Education, Science and Culture

10.3.2	Guiding examinations for core
subjects for matriculation examination
According to the Upper Secondary School Act No. 92, 12 June 2008, assessment of final
course units in core subjects for matriculation examination is to take into consideration guiding
examinations that the Minister of Education, Science and Culture provides or confirms. The
Ministry of Education will publish examples of questions that test the competence in core
subjects at qualification level two and three, and schools can use these as guidelines in final
course units for matriculation examination. Schools can also use for reference the descriptionsof knowledge, skill and competence that characterise core subjects at different qualificationlevels and appear in Appendix 3.

10.4 Sports and physical education
Upper secondary schools are to organise study programmes so that all students 18 years ofage and younger can take part in sports – physical education. At the same time, schools are
to plan study programmes so that students have an opportunity to take a course unit in sports
every term.

10.5	Matriculation examination
Academic study programmes for matriculation examination require a Nordic language up
to qualification level three and minimum requirements for a third foreign language up toqualification level two (cf. Appendix 3).
Same requirements apply for Nordic languages in other study programmes for matriculation
examination, but in those programmes the choice for requirements at qualification level two
applies additionally to the third foreign language, social studies or science.

10.6 Organising study programmes
The Ministry of Education details requirements for how course units are to be linked todifferent qualification levels. These requirements differ depending on at which qualificationlevel the final learning outcomes are defined. Certain flexibility is allowed when requirements
for the number of course units at each qualification level are given so that students andschools have a chance to plan studies with varied proportion of specialisation. Requirements
for the distribution of course units at different qualification levels form templates which upper
secondary schools are to use when organising study programmes, however, the Ministry of
Education also takes these templates into consideration when confirming study programmes.
The templates are supposed to ensure progress in education so that the study programmes
provide students with the competence that is required at study completion. Thus the templates
are an aspect of the quality assurance of education. The templates are, furthermore, meant tofacilitate comparison of study programmes, evaluation of students between schools and aretaken into consideration by the Ministry of Education when confirming study programmes.

55

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

When organising study programmes, upper secondary schools are to offer students bothareas of specialisation and free selection without, however, departing from requirements
set by the Ministry of Education. On the other hand, upper secondary schools are free torequire students to take more than the minimum number of secondary school credits in bothcore subjects and other subjects. When selecting mandatory course units, requirements for
key competence, the competence criteria of the study programme and the demands of theeconomy and the receiving school level for necessary preparation are to be kept in mind.
When planning study programmes, schools must give students an opportunity to acquire
defined key competence. How this is possible is to be done should be clearly shown indescriptions of study programmes and the school curriculum guide. Here schools can either
choose to deal with the various aspects and areas of key competence in interdisciplinary
projects or within the traditional school subjects, when appropriate, such as in Icelandic,
physical education, foreign languages, life skills, natural science, history, mathematics, andinformation technology.
Upper secondary schools can offer study programmes where students can plan most of theirstudies themselves and such study programmes are defined as other final examinations or
matriculation examinations. The same rules apply for such programmes as for other study
programmes as far as organisation and content are concerned. The rights acquired throughsuch programmes rely wholly on the composition of the studies and it is important thatstudents are fully aware of this. Here the guidance of a study and vocational counsellor is
crucial.

10.6.1 Study programmes with final learning
outcomes at qualification level one
Study programmes with final learning outcomes at qualification level one, generally are 30 to
120 secondary school credits for students with mental disabilities. Most of the studies are atqualification level one, but students can take up to 10 per cent of the studies at qualificationlevel two. Thus they have an opportunity to increase their competence..

Distribution of studies
at qualification levels
Qualificationlevel

Criteria for
proportion of studies
Minimum

Maximum

1

90%

100%

2

0

10%

56

Template for learning outcomesat qualification level 1
The template shows that at least 90%of the studies are to be defined at
qualification level one.
Up to 10% of the studies can be definedat level two.

Ministry of Education, Science and Culture

10.6.2 Study programmes with final learning
outcomes at qualification level two
Study programmes with final learning outcomes at qualification level two, generally are 90
to 120 secondary school credits. Minimum 25 per cent of the studies is set at qualificationlevel one but is never to exceed 50 per cent. At least half of the studies and up to 75 percent are to be specialisation at qualification level two. Upper secondary schools can organise
study programmes in such a way that students take up to 10 per cent of their studies atqualification level three. Thus students can acquire more specialisation.

Distribution of studies
at qualification levels
Qualificationlevel

Criteria for
proportion of studies
Minimum

Maximum

1

25%

50%

2

50%

75%

3

0

10%

Template for learning outcomes atqualification level 2
The template shows that one fourth tohalf of the studies are to be at level one,half to 75% of the studies are to be atlevel two and up to 10% can be definedat level three.

10.6.3 Study programmes with final learning
outcomes at qualification level three
Study programmes with final learning outcomes at qualification level three, generally are 150
to 240 secondary school credits. Minimum 17 per cent of the studies are defined as general
education at qualification level one but are never to exceed 33 per cent. One third (33%) up
to half of the studies is specialisation at qualification level two. Minimum 17% of the studies
are defined at qualification level three but this is never to exceed 33 per cent.
Studies at qualification level three are based on level two and therefore precursor requirements
are presupposed. Studies at qualification level three and the precursor requirements fromlevel two comprise the specialisation of the programme after which it can be named. Upper
secondary schools can organise study programmes so that students take up to 10 per centof their studies at qualification level four. Thus students have an opportunity to acquire more
specialisation.

57

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Distribution of studies
at qualification levels
Qualificationlevel

Criteria for
proportion of studies
Minimum

Maximum

1

17%

33%

2

33%

50%

3

17%

33%

4

0

10%

Template for learning outcomes atqualification level 3
The template shows that 17% to 33%
of the studies are to be defined at levelone, 33% to 50% of the studies are to
be defined at level two, 17% to 33% of
the studies are to be at level three and up
to 10% can be defined at level four.

10.6.4 Study programmes with final learning
outcomes at qualification level four
These study programmes are defined as additional education at the upper secondary schoollevel and are therefore planned as additional studies after defined study completion at
qualification level three at the upper secondary school level. Study programmes with final
learning outcomes at qualification level four, generally are 30 to 120 secondary school credits.
These study programmes are to be organised in such a way that 70 per cent of the studies aredefined at qualification level four.

Distribution of studies
at qualification levels
Qualificationlevel

Criteria for
proportion of studies
Minimum

Maximum

3

0%

30%

4

70%

100%

Template for learning outcomes atqualification level 4
The template shows that minimum 70%of the studies are defined at qualificationlevel four. This allows for maximum
30% if the studies to be defined at
qualification level three.

10.7 Accreditation of study programmes
Descriptions of study programmes at the upper secondary school level that have been
accredited by the Minister of Education, Science and Culture have thereby become part of the
National Curriculum Guide for Upper Secondary Schools. The accreditation of descriptions ofstudy programmes or elisions of such descriptions by the Minister of Education, Science andCulture are published in the Official Journal.
The Ministry of Education issues rules for receiving applications and confirmation ofdescriptions of study programmes, in addition to the rules defined in the general sectionof the National Curriculum Guide about structure and presentation of study programme
descriptions.

58

Ministry of Education, Science and Culture

When accrediting study programmes, the Ministry of Education takes into account, among
other things, the presentation of qualification criteria, manifestation of fundamental pillars andkey competence, rules on continuity of education and value of aspects of learning, connectionof school credits with the work expected from students, and if the final examination is placedat the correct qualification level. In this process, the opinions of specialist are, among otherthings, taken into consideration, for example, the representatives of the university level. The
opinions take into account the requirements that the Ministry of Education issues concerning
quality criteria of professions and fields of study.

59

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

11

study Assessment

As shown above, the role of the upper secondary school is extensive and serves students who
have different goals. The emphasis is on the competence of the students in this process and it
is important that educational evaluation supports the objectives that they set.
Often the aim of the assessment is to examine to what extent students have acquired theobjectives of the National Curriculum Guide in any given subject, but attention has also to be
paid to the key competence of the student. Preferably assessment is also to be formative, thatis, guidance for the students on how they most successfully can handle their future education.
Assessment is an important tool to gather information about the success of educational workand to what extent individual students and groups have reached their goals. Schools shouldmake an effort to form their policy concerning varied assessment and guidance for students.
Assessment is to be fair and reliable and its extent in harmony with the learning and teachingin the course unit in question.
Assessment is to be based on varied methods of educational evaluation and incorporatesound data on the competence of the students. An effort is to be made to secure thatthe assessment covers all the aspects of the education so that the students’ knowledge,
skill and competence, in addition to their progress, is evaluated. Assessment methods canbe vocational, oral or written, include self-evaluation, peer assessment, assessment on acontinuous basis and final assessment.
Upper secondary schools are to form a clear procedure policy on assessment and publish it intheir school curriculum guide.

60

Ministry of Education, Science and Culture

They are to incorporate:•criteria for value of individual aspects in the assessment,•

requirements for completing a course unit,•

final requirement of study programmes, if appropriate,•rules concerning students’ illness during examinations and their rights to resit a paper,•

students’ rights to go over their examination papers and data for assessment on
continuous basis that are part of the final grade,•

students‘ rights to special measures concerning assessment, for example, customised
examinations, oral examinations, longer time to complete the examination,
opportunity for disabled students and students with long-term illnesses to apply
for allowances from traditional assessments, etc. This assistance does not involve
decreased requirements in the studies or that they are in any way different regarding
this group of students than for students in general,•

other services offered because of examination anxiety, assistance forstudents and/or students with specific learning disabilities,•

disciplinary measures taken regarding students’ misconduct related to any form ofeducational evaluation, for example, how serious violation of rules has to be so that a
student is made to leave an examination, expelled from a course unit or from school,
temporarily or permanently.

disabled

11.1 Final school report and grades
General study assessment in upper secondary schools is the responsibility of teachers under
supervision of the principal. Upper secondary school leaving examination is to be accompanied
by reference for the general knowledge, skill and competence of the student. Students whowant to take matriculation examination are to have completed successfully every course
unit according to the curriculum guide and the result approved by the school. Assessmentin final course units in core subjects is to take into account the guiding examinations that
the Ministry of Education supplies and confirms. Studies in certified trades are completedwith journeyman’s examination but their organisation and execution is defined in a special
regulation.
The results of assessment can be published as grades and/or reference. Final school report thatappears in the published study progress and diploma of the student is to be given in whole
numbers from 1 to 10 or in a system that can be clearly connected to it. This is necessary tofacilitate evaluation when a student is transferring from one school to another. Generally 5is the minimum grade in order to complete a course unit. Exceptions are to be explained in
descriptions of study programmes and be published in the school curriculum guide.

61

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Handling and publishing of grades should be in accordance with the Act on the Protectionof Privacy as Regards the Processing of Personal Data. Schools cannot publish the grades ofindividual students with their name, social security number or other identifiable data without
the written consent of the student. Grades of students who are below the age of consent
may be given to their custodians, else the written consent of the student is necessary.
Upper secondary schools are to issue a clear procedure policy regarding grades and theirissuing. They are to incorporate:•

time limit for students to see their examination papers in the presence of a teacher,•rules on correcting grades and publishing a new grade.

11.2 Examination results and continuous
assessment data as part of final grades
Schools must keep all examination papers on file for one full year, whether they are written
or digital in accordance with the National Archives Act. Within this time, the examinee cansee his or her examination papers and receive a photocopy of them. The school principal is
responsible for disposing of all examination papers at the end of that period.
Continuous assessment data should be handled according to this provision as far as feasible
and possible. All teacher references and grades for specific tasks, limited examinations, takehome examinations, essays and reports have to be kept for a year. Handiwork and drawings
that can be considered part of a final examination are to be kept and students are not totake them away from school until after examination showing, which equals not making any
comments on the grade given.
According to the Information Act, those who wish so can receive copies of final examination
papers after these examinations have been completed.

11.3	Graduation diplomas
Schools issue diplomas to confirm the graduation of students. The graduation diploma shouldincorporate name and sign of school, information on the student’s studies, such as name of
diploma, study programme, organisation of studies according to qualification levels, subjects
and names of course units, grades for each course unit, and if appropriate, the rights thatthe studies provide. Additionally, attendance grade or record of attendance is to appear. The
diploma is to be dated, stamped and signed. Individual schools can add any information they
deem necessary.
The graduating student may have his or her diploma issued in English, on request. The
upper secondary school from which the student graduates shall be responsible for having
the diploma translated. The Ministry of Education publishes on its website an appendix with62

Ministry of Education, Science and Culture

diplomas of vocational study programmes in Icelandic and English. There the competence thatthe graduating student has acquired upon graduation is defined and final learning outcomes
linked with qualification levels in Icelandic and within the European qualification frameworks.
Schools are required to securely keep copies of graduation diplomas as per the Act on the
National Archives of Iceland no. 66/1985.

11.4	Disputes regarding assessment
Students are entitled to have explained the assessment that the final grade in a course unit
on which the grade is based within five days from the grade is issued. Should a student, who
has not obtained the minimum grade, dispute the teacher’s assessment, then he or she may
turn to the principal and ask for the assessment of a special censor. Then an impartial censor
is to be sought to assess the examination solution. The censor’s verdict is final and cannot be
appealed to higher judiciary power.
Disputes arising from the results of journeyman’s’ examinations should be dealt with according
to regulations.

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School administrationand school curriculum guide12

A principal is at the head of an upper secondary school. The principal is in charge of dailyadministration and operation of an upper secondary school and safeguards that school
activities are according to law, regulations, the National Curriculum Guide and other valid
instructions at any given time. The principal is responsible for the planning and execution of
the school budget and leads the writing of the school curriculum guide and improvement
work within the school.

12.1 School curriculum guide
Each upper secondary school is to issue a school curriculum guide divided into a general
section and descriptions of study programmes and course units. In addition to using as
reference law and regulations on upper secondary schools and other law, regulations andrules should be taken into consideration in planning a school curriculum guide where andwhen necessary and appropriate.
The school curriculum guide is prepared by the school personnel under the direction of theprincipal and confirmed by the school board after having been referred to a school meeting.
It is to be published in an accessible manner on the school website and updated regularly.

Vision, policy, plans and objectives
The school curriculum guide incorporates the school policy and vision, in addition to its
characteristics and special emphasis, for example with reference to local conditions and service
for special target groups. The school sets objectives based on its role and policy according to the64Ministry of Education, Science and Culture

school curriculum guide, operation plans and improvement plans consistent with the internal
evaluation of its activities. Additionally, the school objectives are to take into consideration
the emphases and objectives of the Ministry of Education. The objectives should describe all
the most important aspects of the school activities, for example, students, study offer, study
organisation, quality of teaching, support services, administration, personnel management
and finances. The school curriculum guide contains a description of the systematic internal
evaluation used to evaluate the quality of school activities, in addition to annual emphases
and plans for internal evaluation.
The school curriculum guide is to detail school policy in specific matters, such as preventive
measures and healthy lifestyle, Preventive measures are to act against bullying, smoking andother use of tobacco and intoxicants, contribute towards prevention of suicide or depressionof any kind. Furthermore, schools are to publish their policy on environmental affairs, equal
rights affairs, a reception plan, policy against bullying, evacuation plan, crisis and management
plan, plan against emergency such as epidemic, storm, volcanic eruption and earthquake.

Outline and organisation
The school curriculum guide deals with the framework of school activities and the organisationof teaching, for example, class-based learning, flexible learning and distance learning. It
defines a certain organisation of student enrolment in accordance with school agreements,
including the issues the school takes into special consideration when considering enrolmentof new applicants for school admission. Additionally, are rules on behaviour and conduct at
school, gatherings under the auspices of the school and in residence halls.
The school curriculum guide also describes procedure policy for handling and resolutionof matters, for example, concerning assessment, absenteeism, illness, special measures,
attendance and study progress. Additionally, there is information concerning measuresfor violation of school regulations, rules on conflict resolution and penalty. Internal andexternal ethics are explained, collaboration with parents/custodians of underage students,
collaboration with other schools in Iceland and abroad and collaboration with social partners
and the local community.

Service
The school curriculum guide describes the working conditions, facilities and general service
for students.

School atmosphere and social activities
The school curriculum guide describes the school’s emphases and means to encourage goodschool atmosphere, for example, with regard to the six fundamental pillars, health andwelfare, democracy and human rights, equality, creativity, sustainability and literacy in the65The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

widest sense. Furthermore, the school curriculum guide gives information on the students’social activities under the auspices of the school

Study offer
Each school publishes descriptions of the study programmes and course units that are being
offered at any given time.

Annual operation plan
One part of the school curriculum guide is an annual operation plan where the operating
period of the school, important dates and other basic information in the school operation aredetailed. Also reported upon are the school personnel, school council, school board, parent
council and student council.

12.2 School board
The Minister of Education, Science and Culture appoints a school board comprised of fivemembers. Two of them are appointed by nomination of the local authorities and three others
appointed without nomination. Teachers, pupils and parents each nominate one non-voting
member. The school board determines the emphases in school activities and confers with theprincipal on various matters. The principal attends school board meetings. The school board
minutes are to be accessible for the public on the school website.

12.3 Teachers’ assembly and school meetings
Upper secondary schools are to organise a teacher assembly at least twice every school
year. The principal summons the assembly, proposes a schedule and chairs the assembly, ordelegates the chair. All teachers of the school have a right to sit in the teacher assembly. The
principal prepares matters that will be addressed by the teacher assembly but everyone who
has a right to sit in the assembly is entitled to suggest matters for discussion. The teacher
assembly elects representatives for the school council and a non-voting observer for theschool board.
Upper secondary schools organise a school assembly at least once every school year. School
personnel and pupils’ representatives, according to further decision by the principal, have aright to sit in the school assembly. The school assembly discusses matters of the school. The
school assembly minutes are presented to the school board.

12.4 Students’ associations
Every upper secondary school is to operate a students’ association which manages students’social activities, their welfare and general interests. It sets its own rules regarding composition,

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Ministry of Education, Science and Culturerole and working methods. The school is responsible for its operation and provides it withfacilities. Schools may provide funding for the association and its accounts are to be subject
to the same auditing as other school finances. Students elect representatives to the school
council and appoint a representative to school meetings and a non-voting observer for theschool board.

12.5	Home and school
Upper secondary schools should make an effort to encourage the collaboration of homes
and school.
Upper secondary schools take care of both underage students and those who are of age andtherefore relations of home and school changes when the student becomes 18 years of age.
The collaboration between upper secondary schools and parents of underage students is an
important factor in minimising the division between school levels, providing students withappropriate studies and counselling and supporting preventive measures. Underage students
are in the custody of their parents or legal guardians and schools are obliged to informthem about the study progress of their children and other matters concerning their school
attendance. The permission of students who have reached the age of consent is necessary togive data concerning their studies to their parents.
A parent council is to operate in each upper secondary school and custodial parents/legal
custodians have the right to be members. The parent council nominates one observer to sit on
the school board. According to law, the role of the council is to support school activities, tend
to pupils’ interests and collaborate with the school in strengthening cooperation between
parents and legal guardians of underage pupils at the school.

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cooperation and division
between school levels

1313.1	Upper secondary school level
An effort should be made that students transferring between schools or study programmes
can make as good use of their previous studies as possible. According to law, two or more
schools can cooperate on descriptions of study programmes. Such cooperation or cooperationof common study offer is a way to make transfer between schools easier for students andfacilitates small schools to cooperate with larger schools that have more extensive study offer.
Schools can either offer the same study programmes or unite their activities in some otherway. Thus one school can offer the first part of a study programme and students can thentake the second half at the partner school. Schools can also collaborate on the teaching ofcourse units.
The cooperation of schools can also comprise support services, such as computer systems or
web service.

13.2 Compulsory school level
Relations between the compulsory and upper secondary school should be active andinformation distributed between these two levels in order to ensure continuity and thewelfare of students. Compulsory school pupils can begin their upper secondary school studies
while still at compulsory school if an agreement has been made between the compulsory andupper secondary schools in question. Additionally, an agreement has to be made between the68Ministry of Education, Science and Culture

state and the local authorities where it is stipulated that the pupil and the organisation of thestudies are the responsibility of the compulsory school.
The Ministry of Education emphasises flexible division between compulsory school and upper
secondary school. If compulsory school pupils fulfil the competence requirements in thesubjects of the upper secondary school, they are entitled to have studies that they havecompleted evaluated to credits, provided they are compatible with the curriculum guideand the study programme descriptions of the school in question and study requirements
comparable. Formal cooperation between compulsory schools and upper secondary schools
is a precondition for study organisation of this kind.

13.2.1 Links with competence levels of the upper secondary school
The first competence level of the upper secondary school overlaps with the lower secondary
level of the compulsory school as the description of the first level of the upper secondary
school is also valid for the competence objectives for the final stages of the compulsory
school.
In the general section of the National Curriculum Guide for Compulsory School, generalobjectives for evaluation of education and evaluation standards are stipulated and issued forcompletion of studies at compulsory school. Standardised evaluation criteria upon graduationfrom compulsory school are to ensure a uniform description of pupil competence upon
graduation from compulsory school, regardless of school. These criteria make it possible toevaluate the pupils’ key competences in relation to different education fields. Upper secondary
schools use final grades from compulsory school to assess, for example, what course units at
the first or second competence level are appropriate for students to begin their studies.
Evaluation criteria of key competences in the compulsory school are compatible withdescriptions of key competences in the upper secondary school and with the descriptions of
the characteristics of the first competence level. These criteria, in addition to descriptions of
final evaluation of the compulsory school within the various fields of education, are used by
the upper secondary schools when organising study programmes that are meant to bridge
the gap between the compulsory school and upper secondary school.
The compulsory school level will use the criteria and standards below in assessing thecompetences of pupils upon graduation from compulsory school in Icelandic, English, Danish(Norwegian/Swedish), mathematics, physical education, artistic and vocational subjects,
natural science, social studies and information and technology education.
Five elements constitute the criteria for assessing key competence in the compulsory school:•

Pupils’ competence to express their thoughts, feelings and opinions orally, in writing
or in another manner. Competence to communicate their knowledge and skills and69

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

express themselves clearly and in a listenable manner and in taking 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 performanceStandardised evaluation criteria are defined for each field of education and the compulsory
school is to use them when graduating pupils from compulsory school. According to thesecriteria there are four grades, A, B, C and D.
Standard

Filed of education

Key competenceA

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

Exceptional competence with reference tothe criteria of competence.

B

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

Good competence with reference to thecriteria of competence.

C

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

Passable competence with reference to thecriteria of competence.

D

Defective learning competence andperformance with reference to thecompetence criteria of the subject orfield of education.

Defective competence with reference tothe criteria of competence.

The compulsory school is responsible for fair and reliable evaluation upon graduation fromcompulsory school and that the evaluation supplies pupils, parents and upper secondary
schools with dependable guidance for the pupils’ continued studies at the upper secondary
school. Course units at upper secondary schools are defined according to competence levels,
and upon graduation from compulsory school pupils begin their studies either in course unitsof the first or second competence level depending on the precursor requirements of eachcourse unit and the competence of the pupil.

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Ministry of Education, Science and Culture

Assessment of what level is most suitable for each pupil is the responsibility of the upper
secondary school in question, but generally pupils with grade A in Icelandic, mathematics,
English and Danish should begin their studies at competence level two in these subjects

13.3	University level
The Ministry of Education emphasises flexible division between school levels, and this applies
as well to the division between the upper secondary school and university. Educational
institutions are granted added authority to develop their study offer where school levels
meet in order to increase flexibility and opportunities for students when graduating fromone school level to the next. Thus various course units at competence level four can overlap
with university studies. Cooperation between adjoining school levels is a precondition forassessment of studies between school levels.
According to the Upper Secondary School Act, schools can offer continued studies after
defined study completion at the third competence level. The studies are defined as additional
education at upper secondary school at competence level four and as secondary school
credits.
The fourth competence level can be assessed as credits at university level (ECTS), according
to the Higher Education Institution Act no. 63/2006.This is, however, on the terms of each
university institution, whether they are Icelandic or foreign. An upper secondary school should
always advertise studies at the fourth level in secondary school credits, but if an agreement
has already been made with a university institution, this can be mentioned in information on
study offered.

13.4 The economy
The collaboration of the upper secondary school and the economy is a prerequisite forthe school system responding to the needs of the economy and at the same time offering
diverse education that will be useful for students in their work following graduation. This
collaboration can take various forms and be emphasised in various ways.
Councils of specialists have been formed in some upper secondary schools where
representatives from the labour market are, for example, consulted when decisions are madeon emphasis in specific study programmes. Additionally, there is widespread cooperation
between upper secondary schools and the labour market on matters concerning the local
community. This can be related to the needs of businesses for educated personnel and/or theneeds of students at the school for work-based learning or on-the-job training. Furthermore,
there are examples where schools collaborate with workplaces that provide them withfacilities for vocational training in specific course units.

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One of the roles of trade councils, appointed as stipulated in the Upper Secondary School Act
no. 92, 12 June 2008, is to encourage mutual understanding and improving relations between
schools and the economy. They, for example, define the requirements for knowledge, skill
and competence on which the study programme descriptions for the occupation in question
are based and give recommendation on vocational study programme descriptions which
individual schools want accredited.

13.5 Adult education
The Adult Education Act no. 27/2010 is to meet the requirements of individuals with shortformal education. Primarily, this is a question of people who have dropped out of school andstarted working without having completed defined education at the upper secondary schoollevel.
Adult education comprises vocational and study counselling, validation of competence andeducation according to curriculum guides that the Ministry of Education accredits. Amongthe objectives of the adult education is giving individuals an opportunity to enhance their
vocational competence and give them increased options to participate in society. Studies
within the adult education system can be assessed for secondary school credits according
to the decision made by the authorities of individual schools. An effort should be made tovalidate as extensively as possible the studies of those who wish to return to formal upper
secondary school studies. It is important that upper secondary schools and adult education
providers cooperate on assessment of education for secondary school credits and study offerthat takes into consideration the competence and requirements of different students in orderto ensure diverse study offer and easy access to further studies.

13.6 Other cooperation
The various cooperative ventures with parties in Iceland or abroad is a productive means tostimulate the fundamental pillars of education in school activities. These can, for example,
be projects in cooperation with other schools, the local community or various organisations.
There are various possibilities for cooperative ventures between Icelandic schools or withforeign schools, in addition to student exchange. Furthermore, schools can participate inconferences, research and international school competitions.
All these possibilities can be employed to stimulate social and cultural relations of students
with different communities, in addition to enhancing their awareness of sustainability, literacy
and creativity.

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Ministry of Education, Science and Culture

rights and responsibilities

14

Upper secondary schools can be either public or private institutions. The principal is
responsible for school activities on behalf of the Minister of Education, Science and Cultureor the guarantors of a private school, in accordance with the agreements, charter or otherfounding documents of the school in question.
The Ministry of Education emphasises the duties of upper secondary schools in providing
service for their students. Upper secondary schools are to provide students with the service
that makes their studies as successful as possible. The service is to be in accordance with thedifferent needs of the students and comprise access to information and data, assistance andservices from the home room teacher, learning facilities, and service for students with special
needs.
Upper secondary schools are to issue clear guiding principles concerning the rights andresponsibilities of school and students. These are to be introduced in the school curriculum
guide and be accessible for students, their custodians and others concerned. The Ministryof Education here stipulates several rules that are to facilitate schools to address questions
concerning rights and responsibilities and service provided for students. Laws and regulations
are referred to when appropriate.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

14.1 Student welfare
Student welfare is related to physical, mental and social health.
Each school is to offer healthy food on its premises in accordance with public dietary goals
and thus contribute to the health of its students. Principals of upper secondary schools are tocollaborate with a healthcare centre in the neighbourhood of the school for healthcare andhealth promotion and describe this in the school curriculum guide.
In addition, upper secondary schools are to encourage the students’ healthy lifestyle andhealthcare. An effort is to be made in alcohol and drug prevention, sexual health andpromotion of mental health. Furthermore, it is important for schools to enhance the social
health of the students by encouraging active participation in social activities.

14.2	Right to education
Those who have completed compulsory education, have acquired comparable basic
education, or are 16 years of age may enrol in upper secondary schools. These individuals
have, furthermore, right to study until they are 18 years of age, subject to provision paragraph
33 of the Upper Secondary School Act on school regulations and handling of individual cases.
Violations of school regulations may lead to the disciplinary measures that a student is
temporarily expelled from school or a specific subject. When such a decision is made, theprincipal’s procedure is to be in accordance with the provisions in the Icelandic Administrative
Act. Care should be taken that the right of custodial parents/legal guardians to argue against
such decisions is observed before a decision is taken concerning the rights and responsibilities
of a student.
At enrolment, the upper secondary school has certain responsibilities concerning students
with disabilities, students coming directly from compulsory school, students who pass tothe subsequent term or school year, and those who are underage (not 18 years of age) at
enrolment.

14.3 Enrolment in upper secondary schools
A school agreement between an upper secondary school and the Ministry of Education
stipulates expressly the responsibilities of the school at the enrolment of students and theprerequisites and requirements that the school makes for enrolment at the school or specificstudy programmes. The Ministry of Education decides on the arrangement of enrolment andissues guidelines concerning forms of application. Otherwise, enrolment should be based on
regulations currently in force.
In order to ensure consistency in assessment at the end of the compulsory school, the Ministryof Education issues rules on criteria at the end of compulsory school in the general section of
the National Curriculum Guide.

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Ministry of Education, Science and Culture

14.4 Service
In addition to tuition free of charge, students in public upper secondary schools are offered
all the service that the school organises for students. Permissions to fee collection for public
upper secondary schools are defined in a special regulation and these are stipulated below.
An example of service bound by law is students’ right to have study and vocational counselling,
access to a library that is an information centre for students and teachers. It is to be equippedwith books and audio-visual aids, in addition to other library material related to the subjects
taught at the school. Linked to the library should be reading facilities with access to reference
books.

14.5 Students with special needs
Students with specific learning difficulties, emotional or social difficulties, dyslexic students,
students with long-term illnesses, students with health-related special needs or disabilities areentitled to special support in their studies based on confirmed special needs. Students withdisabilities should study with other students in so far as it is possible.
An effort should be made to enable students with special needs to study and give them thenecessary support that can be supplied, as per regulation concerning students with special
needs now in force. This can either be done by offering study programmes for students withdisabilities or by giving them special support in the other study programmes of the school.
Upper secondary schools can acquire information from compulsory schools concerning
students, and compulsory schools are obliged to supply this with the informed consent ofstudents who are of age or the custodial parents/legal guardians if the student is younger
than 18 years of age. Furthermore, schools are permitted to reach an agreement with thelocal authorities or other parties concerning the service of specialists for certain students inorder to secure educational continuity for them.
Transition plan is to accompany students with disabilities when they graduate from compulsory
school, as per regulation concerning students with special needs in compulsory schools.

14.6 Fee collection by public upper secondary schools
Students in public upper secondary schools are offered teaching free of charge and otherservice that the school organises for students. The following fee collection is, however,
permitted according to a special regulation on fee collection by public upper secondary
schools.
The principal decides the enrolment fee, but the Ministry of Education decides the maximum
amount. If students are enrolled outside the time announced for enrolment it is permissible toput the price up by 25 per cent per term.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Upper secondary schools are permitted to collect from students in vocational education acost of course material for material necessary in their studies with which the school supplies
students. The material fee is to take into account the real price of materials. The Ministry of
Education issues the maximum cost of materials. Upper secondary schools can offer education
outside the regular daily operational time and in distance learning. In such cases they are
permitted to collect fees from students for part of the employment cost of the teaching.
When appropriate, the Ministry of Education will issue further regulations concerning fee
collection. If studies take place during the summer, upper secondary schools are permitted tocollect fee in order to meet expenses due to instruction.
Furthermore, schools are permitted to collect fees from students for optional activities, suchas theatre trips, field studies and museum visits in relation with their studies.
Upper secondary schools may collect fee for other services that are offered and are not by
law considered part of or derived from the role of schools. The fee involves services such as
issuing certificates (other than graduation certificates), access to wireless network, computer
programming, issuing an e-mail address, data storage, locker rent, printing, photocopying
and parking space. Having consulted with the school board, principals announce fees. The
fees should at maximum bear relation to the cost and be issued on the school website before
the beginning of enrolment.
Assessment of students’ education, that has been acquired recently within the Icelandic
school system and does not require extensive assessment work, should be free of charge.
Upper secondary schools are permitted to collect a moderate fee for extensive assessment
work on validation for competence and assessment of studies. This fee should not exceed
cost and be announced in the school curriculum guide.

14.7 School regulations
School regulations are to be issued in the school curriculum guide and be accessible to all.
They are to stipulate the following issues:•

attendance,•

behaviour and conduct•

assessment, study progress and examination regulations,•disciplinary measures for violation of school regulations,•

regulations on handling matters of conflict and disciplinary measures.

In handling cases concerning students’ rights and responsibilities, expulsion from school for
more than one school day or if a student is not permitted to attend classes in a specificsubject for a period of time, principals are to take into account the provisions of the Icelandic
Administrative Procedure Act No. 37/1993. The decision of the principal can be referred to76Ministry of Education, Science and Culture

the Ministry of Education. Referral should be according to provisions in Section VII in the
Icelandic Administrative Procedure Act No. 37/1993.

14.7.1 AttendanceUpper secondary schools are to give reference on students’ attendance in study progress andgraduation certificate. Attendance regulations are to stipulate:•students’ rights and responsibilities,•

disciplinary measures for violations of attendance regulations,•

how poor attendance because of illness or other circumstances beyond their control
is handled,•

how cases concerning underage students are handled with regard to compulsory
education.

•

In issuing such regulations, special consideration should be given to students withlong-term•

illnesses and to students who are temporarily absent from school due to illnesses orother circumstances beyond their control.

In accordance with the Icelandic Administrative Procedure Act No. 37/1993 and attendance
regulations, students can be expelled from specific course units or from school because ofpoor attendance, if they have first been given a written warning by the teacher in question,home room teacher or school authorities. The right to counter such decisions is to be observedand custodial parents/legal guardians of underage students are to be informed in writing.
Final expulsion is the responsibility of the principal.

14.7.2	Handling of matters of conflict
Each school issues a regulation on communication channels and procedure policy concerning
matters of conflict that may arise. In handling such cases, provisions in the Icelandic
Administrative Act no. 37/1993 should be taken into account.
The procedure policy is to stipulate:•

in what way students, both those of age and underage, are warned before disciplinary
measures are taken,•

the right to counter the impending decision within a specific period of time,•

the handling of matters of conflict, complaints and charges because of interaction
between students and teachers and/or other personnel of upper secondary schools,•

handling of matters of conflict concerning study progress,•

handling of applications for exemption

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Violations of school regulations should be dealt with swiftly, whenever possible. Should the
involved parties not accept the decision made, the matter may be referred to the Ministry of
Education.
Upper secondary schools should record disputes arising within the school and violations ofschool regulations. In handling individual cases, provisions in the Icelandic Administrative Act
no. 37/1993, the Act on the Protection of Privacy as Regards the Processing of Personal Data,
no. 77/2000 and the Information Act no. 50/1996 (cf. Appendix 1) should be taken into
account. Violations of school regulations should be dealt with swiftly, whenever possible, but
at the same time the solution and handling should be as secure and careful as possible.

14.7.3 Study progress
Upper secondary schools are to issue clear procedure policy on student progress. It is to beannounced in the school curriculum guide and be accessible to students, custodial parents/
legal guardians. Regulations on study progress may differ according to final objectives ofstudies, at what qualification level the study programme is completed and whether students
are of age (18 years old) or not. Regulations on study progress are to be defined in study
programme descriptions and the Ministry of Education decides on them when the study
programme is accredited.

14.8	Handling of data
Data containing students’ personal information, and which is kept by the school, should be
handled in accordance with the Act on the Protection of Privacy as Regards theProcessing of Personal Data no. 77/2000, provisions in the Information Act no.
59/1996 and the National Archives Act no. 66/1985, as relevant. Personnel in upper secondary
schools are bound by confidentiality and it is illegal to give out personal information about
students without their consent and the consent of their custodial parents/legal custodians if
the student is below the age of 18. All upper secondary schools are to keep information on
students’ education and give them access to this information. Upper secondary schools are
to give access to custodial parents/legal custodians to the school’s information system where,
among other things, students’ grades and attendance are kept. The rights of noncustodial
parents to access information concerning their child is in accordance with the Act in Respectof Children no. 76/2003. When students have reached the age of consent, only they or thosethey have granted power of attorney may be given information about matters that affectthem personallyUpper secondary schools can, however, give other schools information concerning specificstudents who are transferring from one school to another or those who study at more than
one school or educational institution simultaneously. Educational authorities can, furthermore,acquire such information for a well-defined purpose. Sensitive personal information can,78

Ministry of Education, Science and Culture

however, only be given with the informed consent of students who are of age or the custodial
parents/legal guardians if the student is younger than 18 years of age.
Personal information is to be given in a secure manner and in the strictest of confidence

14.9 Smoking and intoxicants
Smoking and other use of tobacco is forbidden on upper secondary school premises. The
handling and use of alcohol and other intoxicants is strictly forbidden on school premises andat social activities under its auspices. If something happens in these matters, upper secondary
schools are to contact the custodial parents/legal guardians if the student is younger than 18
years of age.

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assessment

The Ministry of Education emphasises that when evaluating education, students’ competence
is of utmost importance. All studies at the upper secondary school are linked to levels ofcompetence. As upper secondary schools organise their study programmes themselves, they
are expected to enable their students to choose different ways to achieve the competence
criteria of each level. Generally the receiving school accepts the assessment of the school thatthe student comes from when assessing whether the student has acquired the competence
in question.

15.1 Assessment of education from other schools
Students transferring to another school operating according to the National Curriculum
Guide for Upper Secondary Schools, will have courses that they have completed successfully
accredited at the same competence level at the receiving school, provided they are a stipulatedpart of the school curriculum guide and study programme descriptions of the school where
they enrol.
Upper secondary schools are to issue clear procedure policy concerning assessment of thestudies of students who transfer from one study programme to another or from anotherschool. The following rules are valid, but upper secondary schools are expected to elaborateon them in their school curriculum guides.
•

Receiving schools are to accredit course units at the same competence level as they
are defined in the student’s former school, regardless of the organisation of teaching.

80Ministry of Education, Science and Culture•

Education that has been evaluated from other schools may be listed as such on thestudent’s graduation certificate.

15.2 Validation of competence into upper secondary
school study programmes
Validation of competence is an organised process where the overall experience and knowledgeof the student is evaluated in a formal manner. The evaluation is based on former studies,work experience and other experience that has been acquired outside the formal school
system. Validation of competence can lead to students being considered having completed
certain course units and/or their on-the-job training being reduced.
Validation of competence is especially beneficial for those who have not completed studies at
the upper secondary school level, been on the labour market for at least three years and areat least twenty-three years of age and have acquired knowledge, skill and competence in acertain field that can be advantageous in their studies towards final examination. In certified
trades, minimum five-year work experience on the labour market is mandatory and that theindividual be at least twenty-five years of age. Applicant for validation of competence is toprovide necessary data to support the application, such as articles of apprenticeship, certificate
from employer supported by a pension fund statement, an overview of studies, courses orworkshops taken or other information that can be helpful in evaluating the application.

15.2.1 Validation of competence
When validation of competence is assessed according to the competence requirements of
the upper secondary school, the objective is to evaluate the knowledge, skill and competenceof the applicant compared to given criteria concerning the studies that the applicant aims atcompleting. The competence requirements and final objectives of the studies should be taken
into account and it kept in mind that the same goal can be reached by various means. Former
education or experience does not necessarily have to be identical with the requirements ofthe curriculum guide; instead an effort should be made to evaluate equivalent studies andwork experience and whether the student has the perquisites to complete the studies thathe or she wishes.
Validation of competence is further discussed in regulation on adult education.

81

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

exemptions from thenational curriculum guide16

Upper secondary schools are responsible for their activities to correspond to the National
Curriculum Guide, but at the same time they have extensive authority to adjust the curriculum
guide to the requirements of students with disabilities, students with long-term illnesses andthose with learning disabilities. School authorities may grant exemption from the curriculum
guide for various other reasons. The student’s graduation certificate should always list
exemptions from study progress and study assessment.

16.1 Subject and course units
Students with disabilities, students with long‐term illnesses and those with specific learning
disabilities and/or other sensory disabilities confirmed by a specialist in the relevant field, may
apply to the school principal to be exempted from individual course units. Students who are
granted such an exemption should take other course units in lieu.
Students may also apply to the principal for exemptions from a particular subject if theirlearning disabilities render them unable to grasp the course materials. Such learning disabilities
must be confirmed by a specialist in the relevant field. Students that have been exemptedfrom a particular subject in compulsory school may also apply for exemption from the same
subject in upper secondary school. Those who are granted such exemptions should take othersubjects in lieu. Before the exemption is granted, the principal should make it clear to thestudents that the exemption could reduce their possibilities to study at university level and towork in the field of work in question, if the study programme is vocational.

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Ministry of Education, Science and Culture

16.1.1 Sports
Students who parallel to their studies in an upper secondary school are engaged in extensive
physical training under the auspices of a special sports association and/or athletics association
with a trained coach, athletics instructor or teacher, can apply to the principal to be exempt
from specific courses or parts of courses in sports or physical education.

16.1.2 Students whose native language is not Icelandic
Schools should make an effort to meet the needs of students of foreign origin through active
teaching of Icelandic, by educating them about Icelandic society and culture, and by providing
assistance with homework, peer-assisted learning, and through other forms of assistance.
Each school is to issue a reception plan defining the main aspects of school activities in alanguage that the students in question and their custodial parents and/or lawful custodiansof underage students understand. The reception plan is to include an individual curriculum
guide that takes into account the background and language competence of the students inquestion, and organise the cooperation of them and the school personnel and clearly describe
what assistance the school supplies, for example, regarding homework and interpretation.
Special attention should be paid to Icelandic students who have spent long periods overseas.
Many of these students require assistance parallel to that organised for students of foreign
origin.
Upper secondary schools may accredit the native language of students as an elective or in lieu
of another foreign language.
Students whose native language is not Icelandic should be given an opportunity to preserve
their native language as an elective, if they wish to do so. Upper secondary schools can offer
such studies as class-based learning or distance learning or assess studies taken elsewhere.
Each school has to approve the studies if a student wishes to have them accredited. The
upper secondary school is not responsible for these studies but can act as an intermediary,for example, with data bases, libraries, associations or others that offer students access to
education in their native language.
Students whose native language is not Icelandic have the right to instruction in Icelandic.
The same applies to hearing impaired students. Students who resided outside the Nordic
countries during compulsory school can apply to study a language other than one of theNordic languages. Students who have been granted an exemption from studying a Nordic
language in compulsory school can also be granted such an exemption in upper secondary
school. In such cases, they are required take another subject in lieu.

16.2 Exceptional students
Exceptional athletes should be accommodated in such a way as to allow their school
absences as a result of games and/or training to be overlooked when calculating a grade for83

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

school attendance. School absences as a result of games and/or training should not exclude
exceptional students from assessment at the end of the school year or term. The student inquestion should be provided with an opportunity to complete examinations or final projects
when that is possible.
Exceptional students are those who have been selected to play on a national youth team or anational team in a given sport, competition, art or occupation, or those that have been selected
for participation in and/or preparation for a Nordic tournament, European championships,
world championships, or the Olympics or other comparable tournaments in their field.
When the intended participation of a student has been confirmed, principals are advised tomake special agreements with the student in question regarding allowances for attendance,completion of assignments and examinations. At the beginning of the school year or term,
the relevant sports association/coach of a national team/national team committee shallpresent the school with a confirmed plan for the student’s participation in projects, as far asthat is possible.

84Ministry of Education, Science and Culture

EVALUATION OF UPPERSECONDARY SCHOOL ACTIVITIES

17

According to the Upper Secondary School Act, the objective of evaluation and supervision of
the quality of educational work in upper secondary schools is to:•give information about school activities, their results and development to educational
authorities, upper secondary school personnel, receiving schools, the economy,
parents and students,•

ensure that schools activities are in accordance with provisions of law, regulations andthe National Curriculum Guide for Upper Secondary Schools,•

improve the quality of education and school activities and encourage development,•

ensure that students’ rights are observed and they get the service they are entitled toaccording to law.

Evaluation of school activities in upper secondary schools is divided into two parts: On one
hand, there is evaluation that schools make themselves and is here called internal evaluation.
On the other hand, there is evaluation that an outside party makes on behalf of the Ministryof Education or another party and is called external evaluation (cf. also Chapter 3).

17.1 Internal evaluation at theupper secondary school level
Internal evaluation gives information about the working methods of the upper secondary
school, encourages improvements and increased quality and is a factor in the development of85

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

school activities. Through systematic evaluation it is defined what works and what does notwork and then decisions are made on the basis of that outcome.
Evaluation of upper secondary schools is to take into consideration the objectives and values
stipulated in law, regulations and the National Curriculum Guide for Upper Secondary Schools.
Additionally, the internal evaluation takes into account the work methods and characteristics
of each school as listed in the school curriculum guide. Internal evaluation is to be integrated
into daily work, encourage reflection and encourage a sense of responsibility among thepersonnel.
The principal, in collaboration with the personnel, is responsible for the quality of the workthat takes place in each school. Each school is to form a clear policy in accordance with thefundamental pillars of education, objectives and emphases of the Upper Secondary School
Act and the National Curriculum Guide for Upper Secondary Schools. Each school defines thecriteria for its activities and develops evaluation methods that are appropriate for the activitiesof the school. Employing democratic working methods for the internal evaluation enhances
the quality of school activities. Here school authorities, teachers, other personnel, students
and parents play an important role.
The school curriculum guide is the basis for school activities and this guide defines the policyof the school and the systematic internal evaluation that is used to evaluate the quality of theactivities of the school. The school curriculum guide is also to list the emphases and plans forinternal evaluation.

17.2 External evaluation at theupper secondary school level
The Ministry of Education is in charge of the acquisition, analysis and distribution of information
about school activities in upper secondary schools and this is part of the regular evaluationof the quality of school activities, in addition to assessments, surveys and research. External
evaluation can extend to the upper secondary school as a whole, to internal evaluation
methods or other specific factors of the activities of upper secondary schools. Furthermore,
the external evaluation can comprise several upper secondary schools at the same time.
Upper secondary schools are to assist and provide the data necessary for the evaluation,
including the findings of the internal evaluation. Upon completion of the external evaluation,
the school describes how it will respond to its findings. The Ministry of Education undertakes
to follow up internal and external evaluation through support, instruction and guidance forthe school in question so this work can lead to improvement in the operation of the school.
The Ministry of Education makes a three-year plan for surveys and reports to gather
information about the execution of law, regulations and the National Curriculum Guide forUpper Secondary Schools and other aspects of schools activities. Additionally, the Ministerof Education, Science and Culture can decide on a special external evaluation of an upper86

Ministry of Education, Science and Culture

secondary school or specific aspects of school activities, if this is considered necessary.
Assessment of a particular school should take place at least every five years
In accordance with law, the Minister of Education, Science and Culture can decide to holdachievement examinations in specific subjects of the upper secondary school, and additionallyability tests linked to the competence criteria and competence levels of education.

87

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

APPENDIX 1
Laws and regulations 2012 concerning the upper
secondary school level:
Act in in Respect of Children, No. 76/2003
The Adult Education Act, No. 27/2010.
The Upper Secondary School Act, No. 92/2008.
Act on Equal Status and Equal Rights of Women and Men, No. 10/2008.
Act on the Affairs of People with Disabilities, No. 59/1992
Act on the Protection of Privacy as regards the Processing of Personal Data, No. 77/2000
The Administrative Procedures Act, No. 37/1993
The National Archives Act, No. 66/1985
The Information Act, No. 50/1996
Act on Working Environment, Health and Safety in Workplaces, No. 46/1980
Regulations regarding:•permission for fee collection in public upper secondary schools, no. 614/2009•

the enrolment of students, no. 1150/2008•

evaluation and supervision in upper secondary schools, no.70/2010•

evaluation committee for preschools, compulsory schools and upper secondary
schools, no. 241/2009•

evaluation committee for study and vocational counsellors, no. 160/2010•

sabbaticals for upper secondary school teachers and administrators, no. 762/2010•(In process) students with special needs in upper secondary schools•

pupils with special needs in compulsory schools, no. 585/2010•

the right for instruction in Icelandic in upper secondary schools, no. 654/2009•

specialist services by local authorities for preschools and compulsory schools andPupils’ Welfare Council in compulsory schools, no. 584/2010•

appointment and role of occupational councils, no. 711/2009 and no. 1007/2009•

venture fund for preschools, compulsory schools and upper secondary schools, no.
242/2009•

personnel and organisation of upper secondary schools, no. 1100/2007•

tasks and procedures of the exemption committee for upper secondary schools, no.
669/2010•

journeyman’s certificate, no. 698/200988Ministry of Education, Science and Culture•

accreditation of private schools at the upper secondary level, no. 426/2010•

work-based learning and on-the-job training, no. 697/2009 and 1103/2009•

working environment and health based on act no. 46/1980

Appendix 2
descriptions of final learning outcomes at the upper
secondary school level
Descriptions of final learning outcomes are summarised below. The types of study completion
are defined, that is upper secondary school leaving examination, examination for professionalrights and matriculation examination. Other final examinations and additional education at
upper secondary school are collective terms for various forms of study completion which
are not defined as study completion of the types mentioned above. Some forms of study
completion can be defined at different competence levels, others not.

Upper secondary school leaving examination
The extent of the upper secondary school leaving examination depends on the final learning
objectives of the studies, but it is always 90 to 120 secondary school credits. Study completioncan be defined at competence level one or two. If a study programme for students withmental disabilities is to end with an upper secondary school leaving examination, the same
rules for extent are valid.
The upper secondary school leaving examination is to support the emphasis that is placed on
education for students until they are 18 years of age, and that the upper secondary schools
offer education that meets the requirements of each student. Furthermore, it is to meetthe requirements of students who do not aim at other study completion. Thus schools caneither link the upper secondary school leaving examination to defined study completion or
to other forms of school participation specially shaped for individual requirements. However,
final objectives should always be clear.

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The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Competencelevel

Main characteristics•

Content
the studies involve general preparation for further studies or
employment on the labour market where little specialisation isrequired and work is done under the supervision of others.

•

Organisation
the studies can involve academic, artistic and/or vocational education
and be organised as an integral study programme or be linked to thestudy programmes of the school in various ways. It can involve careerdays or on-the-job training.

•

Extent90-120 secondary school credits•

Rightsupon graduation with upper secondary school leaving examination
at the first competence level, students can choose either unskilledemployment or further studies at upper secondary school level.

•

Content
the studies are characterised by rather short specialisation that mainly
aims at professional preparation for further studies or employmentthat require the employee to show responsibility and independence
within a certain framework and/or under the supervision of others.

•

Organisation
the studies can involve academic, artistic and/or vocational education
and be organised as an integral study programme or be linked to thestudy programmes of the school in various ways. It can involve onthe-job training.

•

Extent90-120 secondary school credits•

Rightsupon graduation with upper secondary school leaving examination
at the second competence level, students can choose either
employment that does not require much specialisation, further studies
or accreditation for the study programmes of the upper secondary
school level.

12

Vocational examination for professional rights
Vocational examination for professional rights is defined as final learning outcomes inprogrammes providing rights for regulated professions or to take journeyman’s examination.
These final learning outcomes can be defined at qualification levels two, three or four.

90Ministry of Education, Science and Culture

Competence
level

2

3

4

Main characteristics•

Content
the studies are characterised by rather short specialisation that aims at
professional preparation for further studies for employment where theemployee is required to show responsibility and independence within acertain framework.

•

Organisation
the studies are organised as vocational education and involves on-the-job
training•

Extent60-120 secondary school credits•

Rightsupon graduation with vocational examination for professional rights atthe second competence level, students can choose either further studies
or employment that requires professional rights. Continued studies
involve specialisation within the vocational studies or accreditation forthe study programmes of the upper secondary school level.

•

Content
the studies are characterised by specialised preparation for regulated
professions that require the employee to be able to work independently,
be responsible for for planning and carrying out projects and evaluating
their own work.

•

Organisation
the studies are organised as vocational education and involves on-the-job
training•

Extent180-240 secondary school credits•

Rightsupon graduation with vocational examination for professional rights atthe third competence level, students can choose either further studies or
employment which requires professional rights. Further studies involve
increased specialisation and development at the workplace at the fourthcompetence level, additional studies for matriculation examination andstudies at university level, or accreditation for other study programmes of
the upper secondary school level.

•

Content
the studies are characterised by either increased specialisation and/or extension, or specialisation concerning management, guidance,development or innovation.

•

Organisation
the studies are organised as vocational education or job-related training•

Extent30 – 120 secondary school credits•

Rightsupon graduation with vocational examination for professional rights at
the fourth competence level, students can choose either further studies
at the fourth level, jobs with many responsibilities on the labour market,
or jobs in the regulated professions. The studies can, in some cases, beaccredited for certain studies at university level.

91

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Matriculation examination
Matriculation aims at preparing students for university education in Iceland or abroad.
Duration of study for matriculation can differ depending on study programmes and schools,
but students’ contribution is never to be less than 200 secondary school credits. Final learning
outcomes are, without exception, are to be defined at qualification level three. The content
of the studies for matriculation depends on the final objectives of the study programme
but is also defined according to what kind of preparation for university education the study
programme in question offers. The central issue of the studies can be either academic, artistic
or vocational.
In addition to rules on minimal number of secondary school credits, special rules concern
studies for matriculation. They involve qualification requirements in core subjects and othersubjects, in addition to general rules relating to content and organisation of study programmeswith final learning outcomes at qualification level three.
Competence
level

3

Main characteristics•

Content
the studies are characterised by specialised preparation for university.
Upon graduation from the third competence level, students are to beable to work independently, be responsible for planning and carryingout projects, and evaluating their own work..

•

Organisation
the studies are generally organised as academic but can involve
vocational training, vocational and/or artistic education•

Extent200-240 secondary school credits•

Rightsupon graduation with matriculation examination the student canchoose either further studies at university level or employment on thelabour market that does not require professional rights. Matriculation
examination does not automatically ensure admission to all studies atuniversity level. Different universities or university faculties can makevarious special requirements which students are additionally expected
to meet and in some cases students have to take entrance examinations.

Other final examinations
Final learning outcomes other than matriculation, vocational examination providing
professional rights or upper secondary school leaving examination are classified as otherfinal examinations. These include various final learning outcomes that are either defined as
qualification level one, two or three. The qualification framework for the study programmes
denotes the specialisation that can be either vocational, artistic, academic or general
education.

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Ministry of Education, Science and Culture

Competencelevel

Main characteristics•

Content
the studies involve general preparation for continued studies or
employment on the labour market that does not require extensive
specialisation and are carried out under the direction or supervision ofothers.

•Organisation
the studies are either organised as academic, artistic or vocational
education and can involve career days or on-the-job training•

Extent30 – 120 secondary school credits, but up to 240 secondary school
credits for students with mental disabilities•

Rightsupon graduation at the first competence level students can choose
unskilled employment or further studies at upper secondary school level•

Content
the studies are characterised by short specialisation which mainly aims
at professional preparation for further studies or employment where theemployee is required to show responsibility and independence within acertain framework or under the direction of others•

Organisation
the studies are organised either as academic, artistic or vocational
education and can involve career days or on-the-job training•

Extent60- 120 secondary school credits•

Rightsupon graduation at the second competence level students can choose
further studies or employment which depends on the final objectivesof the education of how specialised employment is available. Studies
following the second level require increased specialisation within
vocational education or accreditation for the study programmes of theupper secondary school level.

1

2

93

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

3•

Content
the studies are characterised by specialised preparation for specialised
vocational and/or artistic education. Upon graduation from the thirdcompetence level, students are to be able to work independently, be
responsible for planning and carrying out projects, and evaluating theirown work..

•

Organisation
the studies are organised either as academic, artistic or vocational
education and can involve on-the-job training•

Extent150-240 secondary school credits•

Rightsupon graduation at the third competence level students can choose
further studies or employment which requires professional rights.
Further studies involve increased specialisation and development at
the workplace at the fourth competence level, additional studies formatriculation examination and studies at university level, or accreditationfor other study programmes of the upper secondary school level.

Additional education at upper secondary school
The fourth competence level involves either education that takes place within the upper
secondary school or under its auspices or at university. Final learning outcomes at the
fourth level are characterised by specialisation and/or extension of specialisation concerning
management, guidance, development or innovation.
Competencelevel

Main characteristics•

Content
the studies are characterised by increased specialisation and/or extensionof specialisation concerning management, guidance, development or
innovation•

Organisation
the studies are either organised as academic, artistic or vocational
education. Additional education at upper secondary school level isdefined as upper secondary school studies and they are to be definedby secondary school credits. Precursor requirements with final learning
outcomes at this level are generally graduation from level three.

•

Extent30 – 120 secondary school credits•

Rightsupon graduation at the fourth competence level students can choose
either further studies at level four or jobs with many responsibilities on
the labour market. The studies can, in some cases, be accredited forcertain studies at university level.

494Ministry of Education, Science and Culture

Appendix 3
Competence criteria of core subjects
Core subjects in the upper secondary school are Icelandic, mathematics and English. Generally
every study programme is to require students to acquire at least the competence according
to the description of the first competence level of core subjects. The organisation of study
programmes can involve competence criteria for further competence in core subjects.
Below are descriptions of the knowledge, skill and competence which characterise eachcompetence level in core subjects.

ICELANDIC 		Competence Level 1

Knowledge

CompetenceStudents have acquired general knowledge
and understanding of:• basic concepts of essay writing• most important concepts in grammar
and spelling used in spoken and written
language• vocabulary beyond common spoken
language• various methods of reading, several genresof literature and types of functional texts,
and important concepts used to discuss
literature

Students are able to use the generalknowledge and skill which they have acquiredin order to:
•
•

•
•

Skill

•

Students have acquired skill to:
•
•
•
•
•

•

•

write various types of continuous functional texts
using clear and organised presentation
use spelling correction programmes and othermeans to improve their texts
use common grammatical concepts to improvetheir linguistic abilities
use different nuances and registers in spoken
and written language .
summarise the main points of lectures andwritten texts, find information in source
material and use it in an accepted manner
write and deliver short abstracts,
descriptions and presentations of a
specific subject
read for pleasure and purpose texts
that make demands on the reader andunderstand common figures of speech
and idioms.

95

write short texts of various kinds using
appropriate language.
study languages, for example, by using
dictionaries and the most common
grammatical terms
use nuances in language in order toavoid monotony and repetitions
carry on a conversation and support
their assertions, decisions and views in afactual mannerinterpret and assess plot and charactersin literature or other narratives

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

ICELANDIC 		Competence Level 2

Knowledge

CompetenceStudents have acquired knowledge andunderstanding of:Students are able to use the knowledge andskill which they have acquired in order to:

•
•
•
•

key concepts in essay writing
concepts in grammar and spelling rules
used in spoken and written language
vocabulary adequate to understandmodern Icelandic, written and spoken
various forms of literature, functional
texts and several key works of Icelandic
literature, in addition to basic concepts ofliterary studies

•

•

•
•

Skill
Students have acquired skill to:
•

•
•
•
•

•

•

write an argumentative essay using criticalthinking and presenting their ideas in a clear
and informative manner
use appropriate aids efficiently in essay writing
use grammatical terms and information toenhance their linguistic ability
understand and use common styles in spoken
and written language
summarise and use information from different
source material and make it a part of their own
views and conclusions in an honest way
deliver with some self-confidence speeches,
abstracts, descriptions and presentations ofspecific subjects
read for pleasure and purpose both literatureand functional texts and discuss their content

96•

work on creative projects concerning
the curriculum and have considerable
variations of usage at their disposal
increase their linguistic ability and foreign
language studies, for example, by using
grammatical information in reference
books
write and speak without mistakes clear
and nuanced language
take part in objective discussions,
underpin their reasoning clearly, present
their views and doubts about the subject
and reach a conclusion
read into a text although it has a deeper
meaning

Ministry of Education, Science and Culture

ICELANDIC 		Competence Level 3

Knowledge

CompetenceStudents have acquired knowledge andunderstanding of:Students are able to use the knowledge andskill which they have acquired in order to:

•
•

•
•

essay writing and reference work
the main characteristics of the Icelandic
language used in written ad spoken
language and for studying foreign
languages
vocabulary adequate to read the main
works of Icelandic literature
different forms of both literature andfunctional texts, literary movements in
Iceland, both modern and old, in addition
to the most important literary concepts

•

•

•

Skill

•

Students have acquired skill to:
•

•

•

•

•

•

•

apply critical thinking in writing a reference
essay and express the ideas in a clear andinformative manner in a nuanced language
arrange a reference essay and any kind of texts,
and to use the positive criticism of others to
improve the final outcome
use grammatical terms in discussions on
language and its development, culture, andhistory
understand and use appropriate rhetoricaldevices, idioms and cultural references in spoken
and written language
summarise and use in an accepted andcritical manner information from any kind ofsource material, both in spoken and written
language, and assess their authenticity
deliver with self-confidence and persuasion
a well-structured speech or a extensive
presentation of a complex subject
read all genres of written language, bothmodern and old, for pleasure and purpose,
understand key concepts and distinguishdifferent viewpoints

97

•

•

write a clear, effective text with alogical structure, and be able to choosea writing style depending on thecircumstances and recipientsassess and enhance their own linguistic
ability and that of others, for example, byusing grammatical information and theirknowledge of the Icelandic language
structure
express themselves in an appropriate andeffective manner in varied circumstances
both in spoken and written language
express a well-founded attitude invarious circumstances, explain viewpoints
and take active part in objective
discussions in order to reach a reasoned
conclusionsummarise main points, apply criticalthinking when reading, interpreting orprocessing a demanding text, discern
social references and recognise hidden
meaning and ideas
demonstrate mature moral awareness,broadmindedness, creativity andcompassion in their articulation,
discussion and actions

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Mathematics
Not all the mathematical aspects of knowledge, skill or competence are necessarily to beacquired at each level, but instead the aspects of the studies that are the basis for thecompetence criteria of the study programme. Thus specific mathematical aspects can be
developed up to higher competence levels.
Additionally, there is a description of the knowledge, skill and competence which characterises
mathematics of competence level four. This is done because study programmes that prepare
students for scientific studies at university level often teach mathematics at competence level
four.

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Ministry of Education, Science and Culture

Mathematics 		Competence Level 1

Knowledge

CompetenceStudents have acquired general knowledge
and understanding of:numbers and algebra:• priority of operations and use ofcommon mathematical symbols• arithmetics and divisibility with low
numbers• fractions, percentage calculation,
proportionality, and interest calculation• approximation and rounding of numbers• use of symbols as substitutes for numbers
geometry:• the metric system, the coordinate system,
mensuration, square and cubic measure• transformation and similarity of simple figures,
enlargement and reduction• qualities of a straight line in the coordinate
systemcalculations, statistics and probability calculus:• presentation of data in a graphic form

Students have acquired competence inthe following fields and are able to:

Skill
Students are able to use in a structured context:
symbols:• priority of operations, general mathematicalsymbols and to interpret these items verbally
numbers and algebra:• arithmetic and divisibility with low numbers• operations with fractions, percentage calculation,
proportionality, interest calculation• precision in approximation and rounding of
numbers• simple equations and the equal signgeometry:• the metric system, the coordinate system, squareand cubic mensuration of common objects• transformation of simple figures, enlargement
and reduction, maps and tables• qualities of a straight line in the coordinate
system and their interpretation in projects thatlead to linear relation
counting, statistics and calculations:• application, reading and interpretation ofgraphic data and a critical view concerning
misleading use of these• calculation of simple probability of eventsand assessment of the consequences of theeventsaids:• simple calculators and common computer
programmes

99

verbal and written communication:• understand and interpret the
explanations and arguments ofothers without prejudice, showing
respect and tolerance• write their solutions systematically,share ideas with others about themand explain their ideas and tasks,
verbally and graphically• understand the interrelation ofdifferent methods of presenting
mathematical ideas and projects•
analyse and utilise mathematicalinformation that appears at the firstlevel, whether it is verbal, written,
graphic or in tables
mathematical thinking:• understand the meaning andrelation of concepts in the
curriculum and how to appy them
• know what kind of questions leadto mathematical problems, to ask
such questions and be aware ofwhat kind of answers to expect
solving problems and projects:• apply methodical techniques inseeking solutions to problems in a
familiar context and explain thesemethods• use critical and creative thinking
and show daring, initiative, intuitionand originality in solving problems• transfer everyday problems into
mathematical form, solve them andinterpret the mathematical solution• use the solutions to the problems
for making a choice, comparison,plans and decisions
reasoning:• follow and understand verbal andwritten reasoning and apply simple
arguments• judge whether information iscorrect and/or reliable• everyday life and general
education,for example,• at work, in the field of finance,technology or art

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Mathematics 		Competence Level 2

Knowledge

CompetenceStudents have acquired knowledge andunderstanding of, for example:

Students have acquired competence inthe following fields and are able to:numbers, sets and algebra:• divisibility based on prime factors and theexistence of real numbers• rules for calculation, relations of powers androots, writing decimal powers• common rules for calculation, algebraic
fractions• first and second-degree equations, inequalities
geometry:• the importance of precision in mensuration• the concepts of Euclidian geometry andcoordinate geometry in a level plane, ratio oflengths, square and cubic measures
functions:• polynomials, trigonometric functions, logarithms
and exponential functions
counting, statistics and probability calculus:• simple rules of counting• classification of data and principal characteristics
from descriptive statistics• simple probabilities•
Skillverbal and written communication:

Students are able to use:symbols:• priority of procedures and common mathematicalsymbols and to verbally interpret them
numbers and algebra:• calculation and divisibility with low numbers• decimal fractions, percentage, propotional andinterest calculation• precision in rounding and approximation of numbers• equations and equal signgeometry:• the metric system, the coordinate system, squareand cubic mensuration of common objects• transformation, enlargement and reduction, maps
and tables• qualities of a straight line in projects that lead tolinear relation

•

•

•
•

mathematical thinking:•••application, reading and interpretation of graphic
data and a critical view concerning misleadinguse of theseprobability of events and assessment of theconsequenses of these

auds:
•

calculators and common computer
programmes

100

understand the meaning andrelation of concepts in the
curriculum
know what kind of questions leadto mathematical problems, to ask
such questions and be aware ofwhat kind of answers to expect

solving problems and projects:
•

•

•

•

•
•

counting, statistics and calculations:•

understand and interpret the
explanations and argumentsof others showing respect andtolerance without prejudice
write their solutions systematically,share ideas with others about themand explain their ideas and tasks,
verbally, graphicallyunderstand the interrelation ofdifferent methods of presentation
analyse and utilise mathematicalinformation that appears at the firstlevel verbally, in writing, graphic
form or in tables.

•••

apply methodical techniques inseeking solutions to problems
linked to known context andexplain their methods
use critical and creative thinking
and show daring, initiative,
intuition and originality in solving
problems
transform everyday projects intoa mathematiical form, solve themand and interpret the solutions
use the solutions to problems formaking a choice, comparison, plansand decisions
reasoning:
follow and understand verbal
and written arguments and apply
simple reasoning
judge if information is right and/or reliablein everyday life and general
education, for example:
in professions, finance, technology
or artMinistry of Education, Science and Culture

Mathematics 		Competence Level 3

Knowledge

CompetenceStudents have acquired specialised
knowledge and understaningog skilnings on,
for example:

Students are to be able to use the specialised
knowledge and and skill that they haveacquired in the field of, for example:

numbers, sets and algebra:• the infinity of the number system,complex numbers and sets operations• finite and infinite sequences and rows
• solutions of equations, such as
trigonometric functions and logarithms
geometry:• geometric concepts and projects in twoand three-dimensional coordinate systems
functions:• differentiation of simple and complex
functions• integration and relation of differentiationand integration
counting, statistics and probability calculus:• composite counting rules• probability calculus• correlation and the correlation concept

verbal and written communication:• understand and interpret the
explanations and arguments of others
without prejudice, showing respect andtolerance• write their solutions systematically,share ideas with others about them andexplain their ideas and tasks, verbally orgraphically• understand the interrelation of different
methods of presenting ideas and projects
and select an appropriate method• to analyse and utilise mathematicalinformation at the third level, whether it
is verbal, written, graphic or in tables
mathematical thinking:• apply the meaning and relation ofconcepts in the curriculum• understand what kind of questions leadto mathematical problems, to ask suchquestions and be aware of what kind ofanswers to expect• distinguish between necessary andadequate conditions for solving problems• understand the concept of generalisation• use mathematical knowledge to makedecisions in specialised projects
solving problems and projects:• use critical and creative thinking andshow daring, initiative, intuition andoriginality in solving verbal problems• apply methodical techniques in seeking
solutions to problems, and thoughequations• transform projects, presented verbally,
into a mathematical form, solve themand interpret the solution• use the solutions to problems forcomparison, plans and decisions
reasoning:• follow verbal and written reasoning• follow proofs in the curriculum• discern when reasoning can beconsidered satisfactory proof• give simple proofs of their own
everyday life and general education, such as:• in professions, finance, technology or art

Skill
Students are fully capable of, can form their own
demonstrations when appropriate and have acquired
training in methods and procedures on:
application of symbols:• all the principal rules on mathematical present­
ation, and verbal interpretaion of symbols
numbers, sets and algebra:• the infinity of the number system, finite andinfinite sequences and rows, complex numbers• solutions of equations of specialised functions,such as trigonometric functions and logarithms
geometry:• problems in two- and three-dimensional
coordinate systems
functions, differentiation and integration:• differentiation of complex functions, such as
logarithms and composite functions• relation of differentiation and integration
counting, statistics and probability calculus:• composite counting rules• probability based on counting, probability
distribution, correlationaids:• apply scientific calculators andmathematical programmes withconfidence and are aware of their limits

101

The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Mathematics 		Competence Level 4

Knowledge

CompetenceStudents have acquired academic
knowledge and understaning on, forexample:Students have acquired academiccompetencein the following fields and are able to:numbers and sets:• convergence of infinite sequences androws,
algebra:• concepts of pure algebra, such asgroups and their categories
geometry:• linear algebra, its principal concepts andcorrelation with geometryfunctions, differentiation and integration:• convergence concept• integration with considerable changes ofvariables
counting, statistics and probability calculus:• specialised concepts, such as randomvariables, testing of hypothesis, confidence
intervals

Skill
Students have mastered, are able to give their own
proofs, when necessary, and have acquired training
in methods and procedures on:
application of symbols:• all the principal rules on mathematicalpresentation of the curriculum, and to verballyinterpret the ideas of which the symbols
consistnumbers and sets:• comparison and research on theconvergence of infinite sequences and rows
algebra:• the principal concepts of pure algebra, suchas groups and their chief categories
geometry:• the methods of linear algebra and its
relation with geometryfunctions, differentiation and integration:• methods to research convergence
counting, statistics and probability
calculus:• computer programmes for quantitative
data
aids:
• apply scientific calculators anddifferent mathematical programmeswith confidence and are aware of
their limits

102

verbal and written communication:• understand and interpret the
explanations and arguments of others
without prejudice, showing respect andtolerance• write their solutions systematically,share ideas with others about them andexplain their ideas and tasks, verbally andgraphically• understand the interrelation of different
methods of presenting ideas and projects
and select an appropriate method eachtime
• analyse and utilise mathematicalinformation that appears verbally, inwriting, graphically or in tables.
mathematical thinking:• apply the meaning and relation ofconcepts in the curriculum• know what kind of questions lead tomathematical problems, to ask suchquestions• distinguish between necessary andadequate conditions for solving problems• understand the concept of generalisation• use mathematical knowledge to makedecisions in specialised projects
solving problems and projects:• use critical and creative thinking andshow daring, initiative, intuition andoriginality in solving verbal problems• apply methodical techniques in seeking
solutions to problems, and thoughequations• transform projects, presented verbally,
into a mathematical form, solve themand interpret the solution• use the solutions to the problems formaking a choice, comparison, plans anddecisionsreasoning:• follow and understand extensive
reasoning, whether it is verbal or written• discern when reasoning can beconsidered satisfactory proof• give a proof of their own
everyday life and general education, such as:• in professions, finance, technologyi or art

Ministry of Education, Science and Culture

English and other foreign languages
The description of knowledge, skill and competence that characterises English at different
competence levels applies to all other foreign languages. It is important to keep in mind
that the competence levels describe the knowledge, skill and competence that characterises
students regardless of school level. Thus pupils in compulsory school are studying a Nordic
language or English at the first competence level as students in upper secondary schools whoare studying a new language. The time for acquiring the competence that characterises eachcompetence level may differ from one pupil to another.
The Ministry of Education published in 2006 a translation of the European Language
Portfolio for upper secondary schools (http://www.menntamalaraduneyti.is/nyrit/nr/3931).
The Portfolio includes a self-evaluation framework that describes competence in listening,reading, writing and speaking in both interaction with others and in narrative. The descriptionof student competence is defined in six levels called A1, A2, B1, B2, C1 and C2.
The criteria of the Language Portfolio characterising levels A1, A2 and B1 can partially beapplied in the description of the knowledge, skill and competence of competence level one.
The criteria of the Language Portfolio characterising levels B1 and B2 can be applied in thedescription of the knowledge, skill and competence of competence level two.
The criteria of the Language Portfolio characterising level C1 can be applied in the descriptionof the knowledge, skill and competence of competence level three.

103The Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Foreign languages		Competence Level 1

Knowledge

CompetenceStudents have acquired general knowledge
and understanding of:Students are able to use the generalknowledge and skill which they haveacquired in order to:

•

•

•
•

the vocabulary which is necessary toacquire the learning outcomes of theleveldaily life, culture and customs in
the countries where the language isspoken and are acquainted with theircommunication practices
the basic factors of the language structure
structure and formation of a text and thedifference between spoken and written
language

•

•

•

•

Skill
Students have acquired skill to:
•
•

•

•
•

•

understand spoken language about familiar
subjects when spoken clearly and expressively
read different types of texts in their own area ofinterest or texts on familiar subjects and employ
appropriate methods each time, according to the
purpose of the readingtake part in general conversation on subjects
in their own area of interest or texts on familiar
subjects and adhere to appropriate politenessroutines, stress and intonation
narrate clearly by using satisfactory (vocabulary),
usage, pronunciation, stress and intonation
write a continuous text on familiar subjects
or in their areas of interest using appropriate
language adhere to basic rules on written
languageuse information technology and aids inlanguage learning

104

•

•

•
•
•
•

•

follow narratives and talks andunderstand the main points in the
media and visual media if the subject
is familiar
acquire information, discern the main
points and employ them in theirstudies
understand the main points in a
magazine or newspaper article and beable to draw conclusions from what
they read
read for pleasure and instruction
literature of a suitable difficulty leveland express their opinions on it
adopt to various situations in everyday
life, use appropriate language andcommunication practices and carry on
a conversation
express their own knowledge, views
and feelings, in addition to personal
experience, hopes and expectations
explain and support decisions andplans, and make compromises
share material that they have acquired
knowledge ofwrite about events, imagined and real
write a summary based on a specificsubject, such as a film or newspaper
articlewrite about their interests and hobbies

Ministry of Education, Science and Culture

Foreign languages		Competence Level 2

Knowledge

CompetenceStudents have acquired knowledge andunderstanding of:Students are able to use the knowledge andskill which they have acquired in order to:

•

•

•

•

the basic structure of the societies
where the language is a native
language/first language
different views and values and how they
form the culture in the countries where
the language is used and can relatethese to their own society and culture
the vocabulary which is necessary toacquire the learning outcomes of the level,
including phrases and interdisciplinary
vocabulary
the usage to acquire the learning outcomesof the level, both in spoken and written
form; the main tradition for text setup andorganisation, such as punctuation

Skill

•

•

•
•

•
•

Students have acquired skill to:
•

•
•
•

•

understand language spoken with different
accents and in different situations, andunderstand common phrases characteristic for
spoken language
read different types of texts and employ thereading methods appropriate for the type of text
actively participate in communication in an
appropriate manner and language
express themselves clearly and without errors
on subjects they have acquainted themselves
withwrite different types of texts, formal andinformal, and follow the principal traditions
and rules on language performance

•

•

•

•

•

105

understand everyday language, suchas conversations and the media,
whether they know the topic or notunderstand without difficulty the main
points of talks and discussions, evenon rather complicated topics, if they
are familiar
understand the meaning of a written
text and utilise it in various ways
read texts where certain views or
opinions are introduced, realize thepurpose and attitude of the author,
react or express their opinions on the
topic in writing or verballyread between the lines, understandthe deeper meaning of a text
solve various problems that arise inrelations and use language appropriate
for the situationexchange ideas, give reasons for theirideas and answer objections andcounterarguments in an appropriatemannertake the initiative in conversation andreact to unexpected questions andremarks
express themselves in a clear andexpressively and use the languagewith comparative accuracy in various
situations
explain attitudes concerning current
affairs and outline different attitudes
for and against
write a presentable text on a chosen
topic of their own where imagination
comes into its own; write many typesof texts and adhere to the writing
traditions that are appropriate eachtimeThe Icelandic National Curriculum Guide for Upper Secondary Schools – General Section

Foreign languages		Competence Level 3

Knowledge

Competence

The student is to have acquired knowledge
and understanding of:Students are able to use the knowledge andskill which they have acquired in order to:

•

•

•
•

•

politics, the media and history
and their influence on the social
development in the countries where
the language is spoken
the culture of the nations where thelanguage is spoken, in addition to theirown culture in a global context
the origin and distribution of the target
language, and its relation to Icelandic
the vocabulary required to easily
understand written material in further
studies or occupation.
traditions related to written or spoken
language, for example, different registers

•

•

•

•

•
•

Skill
•

Students have acquired skill to:
•
•
•

•
•
•

understand well specialised texts in an area
they are familiar with
understand ordinary spoken language, evenwhen the narrative is incoherent
read for pleasure and purpose texts that makegreat demands on the reader, either because of
vocabulary and structure or imagery and figuresof speech
use the language in a flexible and effective
manner in conversation
be able to express themselves with confidence
on various subjects, both general and personal
employ written language for various
purposes, academic and personal, withappropriate figures of speech and registers
and meeting the requirements of the level

•

•

•

•

•

•
•

106

use lectures, conversations anddiscussions on topics they are familiarwithunderstand for their own advantage
when a complicated topic is being
discussed, whether it is academic ortechnologicaldiscern different registers styles inspoken language and the underlying
attitudes and purpose of the speaker
analyse historical, social, cultural andpolitical context in a text, e.g., inliterature and other texts
make a critical assessment of a text
use an academic text and evaluate
source material in a critical manner
use the language without major
problems to take an active partin conversations and discussions
on personal, cultural, social andmulticultural topics
deliver a well-structured narrative,
presentation or report, summarise themain points and support their views
fairly accurately with examples andreact to questions
describe in a clear and well-definedmanner complex objects or processes
in a field they know wellapply the writing traditions appropriate
in writing a text, including introduction
with a topic sentence, body text
with well-defined paragraphs andconclusion
use various data banks and bring
together as a whole according tosource material traditions
write a concise, intelligible andwell-structured text suitable for theintended reader
write a argumentative text weighing
the arguments for and against
expressing feeling, using imagination
and apply rhetorical devices, e.g.,
imagery and figures of speech