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

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

TABLE OF CONTENTS
Preface	 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5Introduction  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71	Role of the National Curriculum Guide .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 91.1	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 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
2.1.3	Democracy and human rights .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
2.1.4
Equality .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
2.1.5	Health and welfare .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
2.1.6
Creativity .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
2.2
Competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
2.3	Learnability .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
3
Evaluation and supervision .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
3.1
Study assessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
3.2
Evaluation of school activities .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
3.2.1
Internal evaluation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
3.2.2
External evaluation  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
4Role of the compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 29
5
General compulsory education .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 32
6	Fundamental pillars of education and emphases  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 34of the Compulsory School Act
6.1
Knowledge, skill and competence  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 37
7
Learning and teaching  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
7.1	Appropriate education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40
7.2
Equal study opportunities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
7.3
Inclusive school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
7.4
Puils should enjoy their childhood  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 42
7.5	The role of teachers  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 42
7.6
School atmospere  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7.7
Cooperation between home and school .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7.8
Preventive measures  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
7.9
Connections between school and the local community  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 44
7.10
Specialist services in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 44
7.11
Study an vocational counselling  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 45
8Study content and study organisation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
8.1	Teaching and teaching methods .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
8.2
Educational material .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 47
8.3	Options and electives  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 48
8.4
Subjects and subject areas  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
8.5	Reference timetable  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
9Study assessment in compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
9.1	Objectives of study assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 53
9.2
Study assessment in school curriculum guide and school operation plan  .  .  .  .  .  .  .  .  . 53
9.3	Varied assessment metods  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
9.4
Criteria for study assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 54
9.5	Links with competence levels of the upper secondary school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 55
9.6
Study assessment throughout the school year  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 56

2

Ministry of Education, Science and Culture

9.7	Varied study assessment  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 56
9.8
Coherent national assessment in compulsory schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 57
9.9Standardised examinations and scanning tests in compulsory schools .  .  .  .  .  .  .  .  .  .  .  . 57
9.10
Graduation before completing 10-year education .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 57
10
Evaluation of compulsory school operations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 59
10.1
Internal evaluation in compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 59
10.2
External evaluation in compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 60
11School development  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 62
11.1
Municipal school policy .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 62
11.2
School policy  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 63
12
School curriculum guide and operation plan  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 64
12.1
School curriculum guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 64
13
Responsibilities and obligations of pupils, personnel and parents  .  .  .  .  .  . 67
13.1	Responsibilities and obligations of pupils .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 67
13.1.1 Pupils’ responsibilities for their studies .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 67
13.1.2 Pupils’ responsibilities for their behaviour and communication .  .  .  .  .  .  .  .  .  .  . 68
13.1.3	Freedom of expression  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 68
13.2
Personnel’s responsibilities and obligations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13.2.1 Professionalism and attention  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13.2.2 Positive school atmosphere  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13.2.3 Confidentiality  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
13.3
Parents’ responsibilities and obligations .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 69
14
Connections between home and school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71
14.1
Exchange of information  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 72
14.2
Parent council  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 72
14.3
School council  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 73
15
Connections between school levels  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
15.1
Connections between preschool and compulsory school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
15.1.1 Information between school levels  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
15.1.2 Cooperation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
15.2
Connections betweeen compulsory school and upper secondary school  .  .  .  .  .  .  .  .  .  . 75
16
Exemptions from the National Curriculum Guide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 77
16.1
Exemption from attending school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16.2	Recognition of study out¬side of school  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16.3	National achievement examinations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16.4
Experimental schools .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 78
16.5	Home tutoring  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 79
16.6
Special teaching because of medical condition  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 79
16.7	Distance and flexible education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 80
16.8
Exemption from compulsory education  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 80
Appendix Regulations concerning the compulsory school LEvel  .  .  .  .  .  .  .  .  .  .  .  . 82

3Aðalnámskrá grunnskóla – ALMENNUR HLUTI

4

Ministry of Education, Science and Culture

PREFACEThe National Curriculum Guide contains the frame and conditions for learning and teachingbased on the principles of existing laws, regulations and international conventions. Six
fundamental pillars have been developed within this frame and they form the essence of theeducational policy. They include the working methods, content and the learning environment
at every school level and form important continuity in the Icelandic educational system. 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, political, media
or other social sectors. Schools are factually the only institutions of society that can guarantee
youth an opportunity to prepare for active participation in a democratic society, exercise
critical and creative thinking and to face diverse social and cultural circumstances.
It has long been known that there will be no real development in educational work without
the support of teachers and school administrators. Education policy, organisation, study
material and school buildings can be improved over and over again, but if the changes are notput into effect in schools, this is all of no use. The implementation of a new way of thinking
in school activities is based on close cooperation of educational authorities with those who
are the mainstay of the work carried out in schools.
I hope that this curriculum guide will prove valuable for Icelandic schools at a time ofreconstruction, and I urge school personnel, parents, custodians and pupils to familiarise
themselves with the content of the guide and to work according to its basic ideas.

Katrín Jakobsdóttir
Minister of Education, Science and Culture

5The Icelandic National Curriculum Guide for Compulsory Schools – General Section

6

Ministry of Education, Science and Culture

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

7

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

8

Ministry of Education, Science and Culture

Role of the national curriculum
guide

1

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

The role of the National Curriculum Guide is multiple:•

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

•

	The National Curriculum Guide is the main administrative tool used by educational
authorities to ensure coordination and synchronisation in schools in the execution of
a common educational policy. The National Curriculum Guide is therefore one of the

9The Icelandic National Curriculum Guide for Compulsory 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 performance10

Ministry of Education, Science and Culture

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

1.3

Teacher professionalism

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

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

12

Ministry of Education, Science and Culture

GENERAL EDUCATION

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

13

The Icelandic National Curriculum Guide for Compulsory 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

14

Ministry of Education, Science and Culture

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

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

•

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

•

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

•

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

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

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

15

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

16

Ministry of Education, Science and Culture

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

17

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

Ministry of Education, Science and Culture

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

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

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

20

Ministry of Education, Science and Culture

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

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

21

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

22

Ministry of Education, Science and Culture

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.

23

The Icelandic National Curriculum Guide for Compulsory 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.

24

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

25

The Icelandic National Curriculum Guide for Compulsory 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

26

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 ofthese activities, comprehensive evaluation of the activities of individual schools, evaluationof school subjects and aspects of learning, and supervision of internal evaluation of schools.
Additionally, the Ministry of Education is responsible for supervising that local authorities
fulfil their relevant responsibilities created by laws on schools. Furthermore, the Ministry of
Education is to supervise the status and development of the educational system. To that end,
the Ministry of Education collects diverse data on school management, for example, throughparticipation in international surveys of learning outcomes and other aspects of educationalwork.
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 Compulsory 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.

28

Ministry of Education, Science and Culture

ROLE OF THE COMPULSORY SCHOOL

4

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

29

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

Ministry of Education, Science and Culture

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

31

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

STUDY ASSESSMENT
IN COMPULSORY SCHOOL

5

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

32

Ministry of Education, Science and Culture

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

33

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

FUNDAMENTAL PILLARS OFEDUCATION AND EMPHASES OF
THE COMPULSORY SCHOOL ACT

6

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

Literacy in the widest sense•

Education towards sustainability•

	Health and welfare•

	Democracy and human rights•

Equality•

Creativity

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

34

Ministry of Education, Science and Culture

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

35

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

36

Ministry of Education, Science and Cultureof knowledge through research in libraries and various data bases. Additionally, nature andthe environment should, as far as possible, be used as a forum for learning and teaching, forexample, in outdoor classes but also through the human resources of the local community,
for example, the experience of parents and family.
Pupils should be prepared for further studies and employment through systematic vocationaland study counselling, extensive introduction of the study offer available upon graduationfrom compulsory school, introduction of the labour market and how studies prepare people
for the variety of occupations that society has to offer.

6.1

Knowledge, skill and competence

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

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

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

37

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

38

Ministry of Education, Science and Culture

Description of competence upon study completion at compulsory school. It
includes the first level of competence at the upper secondary school.
Students have acquired:
•

•
•
•

•
•

•

Students

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

•
•

•

•

•

•

•
•
•
•
•

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

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

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

39

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

LEARNING AND TEACHING

7

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

7.1

Appropriate education

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

40

Ministry of Education, Science and Culture

7.2

Equal study opportunities

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

7.3

Inclusive school

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

41

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

7.4

Pupils should enjoy their childhood

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

7.5

The role of teachers

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

42

Ministry of Education, Science and Culture

7.6

School atmosphere

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

7.7

Cooperation between home and school

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

7.8

Preventive measures

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

43The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

7.9

Connections between school and the local
community

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

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

44

Ministry of Education, Science and Culture

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

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

45

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

STUDY CONTENT AND
STUDY ORGANISATION
8.1

8Teaching and teaching methods

Teaching aims at assisting pupils to acquire knowledge, skill and a positive attitude andthus obtain the competence that is the objective of education.
Activities in an inclusive school should involve a wide variety of working and teaching
methods. Teachers are professionally responsible for implementing the most successful
working and teaching methods to achieve the best results in accordance with thecompetence criteria laid down each time. When selecting teaching and working methods,
attention should be paid to the age, development and abilities of the pupils and thenature of the task. Carefully prepared teaching which adjusts to the requirements andstatus of individual pupils in an inclusive school is likely to be successful.
The teaching and working methods are to be conducive to the competence criteria at
which the school aims. As an example of this, one could mention those concerning
the encouragement of moral and social development, democratic participation andcivil consciousness which cannot be obtained except by enhancing the ethics and thepupils’ social competence in a systematic manner and by encouraging positive school
atmosphere characterised by democratic working methods and collaboration.
Selection of teaching methods and school organisation is to be based on the obligationof the compulsory school to provide each pupil with the best possibilities available for46

Ministry of Education, Science and Culture

education and development. Teaching is to take into consideration the requirements andexperience of individual pupils and to encourage the pupils’ interest and pleasure in theirwork. Teaching methods are to take equality and equal rights into consideration andmust not discriminate against pupils, for example, because of gender, residence, origin,race, disabilities, religion, sexual orientation or social status.

8.2

Educational materials

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

47

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

8.3

Options and electives

The possibility of choice regarding studies is part of the education policy of eachmunicipality and school. One of the roles of the school council of a compulsory school is
to discuss policy making and the characteristics of the school, including electives offered.
When deciding on study offer and the diversity of electives, it is important to take into
consideration the conditions, culture and history of the local community.
Electives are part of compulsory education. In grades 8, 9 and 10, elective subjects
and subject areas selected by pupils may account for up to one-fifth of study time, butschools can organise different ratio of electives for various grades, and this is to appear in
the annual operation plan. The purpose of pupils’ options at the lower secondary levelis to adapt studies as much as possible to the individuals’ needs and enable each pupil
to determine the emphasis of his or her study based on interest areas and plans for the
future, in cooperation with parents, teachers and school counsellors.
Selection of studies should aim at systematic preparation for studies at the upper
secondary level and is considered direct preparation for academic, vocational, artistic ortechnical study. For this purpose, pupils get an opportunity to deepen their knowledge ofthe subject areas or within mandatory subjects. Additionally, pupils can select tasks aimed
in particular at broadening their horizons or giving pleasure or deepen their knowledge,
skill and competence in specific areas in which they are interested.
Schools are to define the arrangement of electives in their operation plan and makethem known to pupils and parents after a reference from the school council and consent
from the school board. Schools are to explain the objectives of the electives offered,provide teaching plans and a summary of the study materials and decisions on study
assessment. The elective study offer is to be part of the operation plan of the school.
If parents request, pupils’ temporary participation in employment, regular participation insocial activities, sports or organised voluntary work may be evaluated as part of compulsory
education as long as it complies with school operation objectives. Additionally, organised
study carried out outside of the compulsory school, such as in upper secondary school,
art school and language school, may be evaluated as part of compulsory education. In
each case, the relevant school evaluates the extent of such education. Such cases are48

Ministry of Education, Science and Culture

to be handled with equality in mind. On the average, this study is not to exceed 160
minutes a week each school year at the lower secondary level and can then be accredited
as the pupils’ electives.

8.4

Subjects and subject areas

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

8.5

Reference timetable

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

49

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

Grades 1 - 4

Grades 5 – 7Grades 8 – 10

Weekly classes

Weekly classes

Total time in
Grades 1 - 4
Minutes per
week

Total time in
Grades 5 - 7
Minutes per
week

Total time in
Grades 8 - 10
Minutes per
week

Total time in
Grades 1 - 10
Minutes per
week

Proportion

Icelandic, Icelandic as second
language or Icelandic sign language

1.120

680

630

2.430

18,08%

Foreign languages: English, Danish
or other Nordic language

80

460

840

1.380

10,27%

Arts and crafts

900

840

340

2.080

15,48%Natural sciences

420

340

360

1.120

8,33%

Physical education

480

360

360

1.200

8,93%

Social sciences, religious studies, life
skills, equal rights affairs, ethics

580

600

360

1.540

11,46%

Mathematics

800

600

600

2.000

14,88%

Information and communication
technology

120

160

80

360

2,68%

School electives

300

160

870

1.330

9,90%

Total

4.800

4.200

4.440

13.440100%

Subjects – Subject areas

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

50

Ministry of Education, Science and Culture

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

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

51

The Icelandic National Curriculum Guide for Compulsory Schools – General Section•

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

•

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

•

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

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

52

Ministry of Education, Science and Culture

STUDY ASSESSMENT INCOMPULSORY SCHOOL
9.1

9

Objectives of study assessment in compulsory school

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

9.2

Study assessment in school curriculum guide andschool operation plan

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

53

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

9.3

Varied assessment methods

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

9.4

Criteria for study assessment in compulsory school

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

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

•

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

•

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

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

•

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

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

54

Ministry of Education, Science and Culture

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

Key CompetenceA

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

Exceptional competence with reference
to the criteria of competence.

B

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

Good competence with reference tothe criteria of competence.

C

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

Passable competence with reference tothe criteria of competence.

D

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

Defective competence with reference
to the criteria of competence.

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

9.5

Links with the competence levels of the upper secondary school

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

55

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

9.6

Study assessment throughout the school year

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

9.7

Varied study assessment

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

56

Ministry of Education, Science and Culture

9.8

Coherent national assessment in compulsory schools

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

9.9Standardised examinations and scanning tests incompulsory schools

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

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

57

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

•

The pupil has received study and vocational counselling.

•

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

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

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

58

Ministry of Education, Science and Culture

EVALUATION OF COMPULSORYSCHOOL OPERATIONS

10

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

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

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

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

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

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

59

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

60

Ministry of Education, Science and Culture

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

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

61

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

SCHOOL DEVELOPENT

11

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

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

62

Ministry of Education, Science and Culture

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

63

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

SCHOOL CURRICULUM GUIDEAND OPERATION PLAN

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

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

64

Ministry of Education, Science and Culture

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

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

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

The implementation of the fundamental pillars of education and emphases of theCompulsory School Act•

The objectives of education with regard to the provisions of the National Curriculum
Guide

•

The study assessment and reference system of the school•

Internal evaluation of achievement and quality•

Plans for improvement and development•

Cooperation between the school and the home, information dissemination•

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

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

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

65

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

The school operation plan is to give information concerning:•

The school‘s administrative infrastructure, including organisation chart•

School personnel•

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

The arrangement of teaching, for example, teaching plans•

The tasks of internal evaluation•

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

Pupils’ electives in grades 8 to10•

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

School rules•

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

Information on extra-curricular and social activities•

Continuing education plan•

Evacuation plan•

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

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

66

Ministry of Education, Science and Culture

RESPONSIBILITIES ANDOBLIGATIONS OF PUPILS,PERSONNEL AND PARENTS

13

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

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

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

67

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

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

68Ministry of Education, Science and Culture

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

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

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

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

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

69

The Icelandic National Curriculum Guide for Compulsory Schools – General Sectionof their children and that they apply themselves to their studies. Parents look after theirchildren’s study process in cooperation with them and their teachers and report to theschool issues that may influence their study process, application and behaviour. At thesame time, parents have the opportunity to take part in their children’s education andschool activities in general. Parents should consult the school regarding their children’s
schooling, follow and support their education and study process and make sure that thechildren come to school rested and obey school rules.

70

Ministry of Education, Science and Culture

CONNECTIONS BETWEENHOME AND SCHOOL

14

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

71The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

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

Ministry of Education, Science and Culture

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

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

73

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

CONNECTIONS BETWEENSCHOOL LEVELS

15

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

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

74

Ministry of Education, Science and Culture

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

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

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

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

75

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

The Ministry of Education issues regulations concerning enrolment in upper secondary
schools. The following rules are valid for compulsory school pupils enrolling in upper
secondary schools:•

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

•

Pupils who have completed compulsory school education according to the National
Curriculum Guide for the Compulsory School are entitled to enrol in the study
programmes of the upper secondary school, provided special requirements are not
made.

•

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

76

Ministry of Education, Science and Culture

EXEMPTIONS FROM THE
NATIONAL CURRICULUM GUIDE

16

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

77

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

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

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

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

78Ministry of Education, Science and Culture

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

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

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

79

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

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

16.8 Exemption from compulsory education
According to the Compulsory School Act, a head teacher is authorised to exempt apupil from compulsory education in a particular subject if there are valid arguments to
support this. This, for example, applies to exemption for pupils whose native language
is other than Icelandic for education in Danish. This also applies to teenagers who have
lived abroad for a long time. Additionally, pupils with special needs or disabilities may be
granted exemption from a particular subject in consultation with specialists. Pupils should
be offered other subjects instead, for example, in their native language or Icelandic.
Furthermore, this exemption may be used for pupils who have shown exceptional
achievement in a particular field, for example, are on the youth national teams in sports
or in artistic study as can be seen in the guidelines for schools concerning such issues
and are detailed below.
It is important that schools show consideration and understanding in discussing issues
connected to homes. This applies especially to religious beliefs and ideologies. With
regard to the special position of such factors, and especially to freedom of religion,individual students can be exempted from specific aspects of compulsory study related
to religion and ideologies on their parents’ request and if valid arguments support it.
Compulsory schools should organise their activities in such a way that pupils do not need
exemption from particular school activities because of their religion or ideologies.
If a pupil has been granted exemption from a compulsory subject at compulsory school,
it is natural that such exemption is valid for the same subjects in upper secondary school.
Guidelines for compulsory school procedure regarding parents’ request for exemption
from compulsory education in a particular subject, cf. Article 15 of the Compulsory
School Act:•The request is to be in writing. The request should be approved by the parent/guardian80

Ministry of Education, Science and Cultureof the pupil and head teacher. The request is to include name, ID number, address,
and the compulsory school of the pupil.
•

The request is to include arguments for and explanation of the reasons, or these to
be enclosed. Explanations and arguments may come from parents, teachers, specialist
services, specialists, doctors (health certificate), depending on circumstances.

•

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

•

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

Guidelines for compulsory school procedure regarding exemption from physical education
at compulsory school level, cf. Article 15 of the Compulsory School Act:•Formal request for exemption from physical education is to be sent to the head teacher
signed by the pupil’s parents and the pupil in question. Included are to be information
about the pupil, that is, name, ID number, address, compulsory school, sports club andsport, in addition to clear arguments for the exemption request.

•

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

•

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

•

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

•

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

•

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

•

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

•

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

•

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

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

81

The Icelandic National Curriculum Guide for Compulsory Schools – General Section

APPENDIX
Summary of regulations 2012 based on theCompulsory School Act, No. 91, 12 June 2008:•

No. 1111/2007 on fund for teaching materials•

No. 1150/2008 on enrolment in upper secondary school•

No. 1157/2008 on school council in compulsory school•

No. 242/2009 on venture fund for preschool, compulsory and upper secondary
school•No. 435/2009 on arrangements and implementation of national achievement
examination in grades 4, 7 and 10 of compulsory school•

No. 531/2009 on home tutoring for compulsory school pupils•

No. 656/2009 on school transportation at compulsory school•

No. 657/2009 on compulsory school buildings and school premises•

No. 658/2009 on compulsory school evaluation and supervision and themunicipalities’ duty to provide information•

No. 896/2009 on delivery and dissemination of information between preschools
and compulsory schools•

No. 897/2009 on dissemination and handling of information on compulsory school
pupils and parents‘ rights to access to information on their children•

No. 980/2009 on accreditation of compulsory schools that are not run bymunicipalities•

No. 440/2010 on activities and practices of the committee of exemptions incompulsory schools•

No. 584/2010 on specialist services of municipalities for preschools and compulsory
schools and pupils’ welfare council in compulsory schools•

No. 585/2010 on compulsory school pupils with special needs•(In process) on pupils’ responsibilities in compulsory schools•(In process) on compulsory school education of foster children82