Question: The curriculum for which grade states that all children should learn to swim as well as handle emergencies near water in Sweden?
About the article "Human swimming", section "Lessons".

Candidate passages:
In many places, swimming lessons are provided by local swimming pools, both those run by the local authority and by private leisure companies.
Many schools also include swimming lessons into their Physical Education curricula, provided either in the schools' own pools, or in the nearest public pool.
The Department for Education in England includes learning to swim as a compulsory element in Primary School PE Curriculum.
At the end of year 6 (age 11), all children must be able to swim 25 metres (front and back) and demonstrate an understanding of water safety.
Schools can decide when and where pupils will learn to swim.
Many children in the UK learn to swim in lessons that are not provided by their Primary School and can swim 25 metres by the age of 6.
In Sweden, Denmark, Norway and Finland, the curriculum for 11-year-olds in the fifth grade states that all children should learn how to swim as well as how to handle emergencies near water.
Most commonly, children are expected to be able to swim 200 metres (220 yards) – of which at least is on their back – after first falling into deep water and getting their head under water.
Even though about 95 percent of Swedish school children know how to swim, drowning remains the third most common cause of death among children.
In both the Netherlands and Belgium, swimming lessons during school time ("schoolzwemmen", school swimming) are supported by the government.
Most schools provide swimming lessons.
There is a long tradition of swimming lessons in the Netherlands and in Belgium; the Dutch translation for the breaststroke swimming style is "schoolslag" (schoolstroke).
The children learn a variant of the breaststroke, which is technically not entirely correct.
In Germany and Austria, school swimming ("Schulschwimmen") is part of the elementary school curriculum leading to the entry level certificate "Frühschwimmer" for about 90 percent of the children (a 95% goal set by the ministers for education with actual percentages ranging as low as 75% in some schools).
About 50 percent reach a higher swimming level certificate during school swimming.
In Switzerland most schools offer a swimming course, however only 70% of the students take part in it which has led to the "Schulschwimmen für alle“ petition in 2007.
Unlike in Germany and Austria, a swimming test including a jump from the diving tower is common in Swiss schools.
In France, school swimming ("natation scolaire") is part of the curriculum for physical education in the 2nd and 3rd grade in elementary school, or for children aged between 4 and 6 years of age.
The aim is successful completion of entry into water then swimming for 50 metres, before floating for 10 seconds, then swimming on the front and on the back (for 10 metres each), ending with retrieval of an object from deep water of more than 2 metres.
In the UK, the "Top-ups scheme" calls for school children who cannot swim by the age of 11 to receive intensive daily lessons.
These children who have not reached Great Britain's National Curriculum standard of swimming 25 metres by the time they leave primary school will be given a half-hour lesson every day for two weeks during term-time.
In Canada and Mexico there has been a call for swimming to be included in the public school curriculum.
In Singapore, most swimming schools teach the SwimSafer Programme introduced by Singapore National Water Safety Council in July, 2010 with support from the Singapore Sports Council.
The SwimSafer Programme combines instruction in swimming and life-saving skills.
Example Swimsafer level 1 and 2 video http://swim2survive.blogspot.sg/ 
Children generally do not swim independently until 4 years of age.
In Sweden, Denmark, Norway, Estonia and Finland, the curriculum for the fifth grade (fourth grade in Estonia) states that all children should learn how to swim as well as how to handle emergencies near water.
Most commonly, children are expected to be able to swim – of which at least on their back – after first falling into deep water and getting their head under water.
Even though about 95 percent of Swedish school children know how to swim, drowning remains the third most common cause of death among children.
In both the Netherlands and Belgium swimming lessons under school time ("schoolzwemmen", school swimming) are supported by the government.
Most schools provide swimming lessons.
There is a long tradition of swimming lessons in the Netherlands and Belgium, the Dutch translation for the breaststroke swimming style is even "schoolslag" (schoolstroke).
The children learn a variant of the breaststroke, which is technically not entirely correct.
In France, swimming is a compulsory part of the curriculum for primary schools.
Children usually spend one semester per year learning swimming during CE1/CE2/CM1 (2nd, 3rd and 4th grade).
In many places, swimming lessons are provided by local swimming pools, both those run by the local authority and by private leisure companies.
Many schools also include swimming lessons into their Physical Education curricula, provided either in the schools' own pool, or in the nearest public pool.
In the UK, the "Top-ups scheme" calls for school children who cannot swim by the age of 11 to receive intensive daily lessons.
These children who have not reached Great Britain's National Curriculum standard of swimming 25 metres by the time they leave primary school will be given a half-hour lesson every day for two weeks during term-time.
In Canada and Mexico there has been a call for swimming to be included in the public school curriculum.
In USA there is the Infant Swimming Resource (ISR) initiative that provides lessons for infant children, to cope with emergency situation when they have fallen into water.
They are learned how to roll-back-to-float (hold their breath underwater, to roll onto their back, to float unassisted, rest and breathe until help arrives).
New Zealand has one of the worst drowning rates in the world.
The New Zealand Curriculum now does not have learn to swim as an objective.
This means that not as many children are being taught to swim as formerly.
By 2030 New Zealand can expect 150-180 drownings per year  
Obesity is becoming a problem in the United States and children are not as healthy as they should be.
More than 30% of children in the US are considered overweight and over 16% are considered obese.
These children are at risk for several health problems such as diabetes, hypertension, liver disease, which will all lead to shorter life expectancies.
Raising awareness about this issue to the children as well as the families of children is becoming an issue that needs to be delivered.
The HOPE curriculum program was created to teach pediatric clinicians how to raise awareness and communicate with families about these health issues due to obesity.
The different learning modules will inform clinicians on how to handle these situations in order to assist children and create healthy lifestyle plans that will fit the child. 
The fundamental beliefs and principles underlying a curriculum are very important.
Traditionally high school prepared students for college.
Those students who did not intend to go to college often dropped out of high school.
During the middle of the 20th century it was believed that high school was valuable for all students so the high schools began tracking students.
Some took more rigorous classes to prepare for college while others took a general track.
Later high schools added courses to prepare for vocations that did not require college.
Now high school is desired for all students.
Should curriculum be designed as pieces or as a whole?
One concern in the 1990s and after is the fragmented curriculum.
This has resulted from adding courses and content without aligning them to what is already being taught.
The curriculum today has many pieces, but seems not to have a wholeness about it.
For example, even in the primary grades, there may be classes in phonetics, reading, language arts, and writing.
This is very fragmented as reading and writing are part of the whole system of communicating with symbols.
What is a good balance between academic achievement and developmentally appropriate curriculum is an ongoing question.
Academic achievement sets levels of standards to meet in certain grade levels which is advocated by those who believe all students should attain the same skills; however, those who are aware of developmental stages and the problems of late development believe that levels of standards should be more flexible and compared over multiage levels.
Should it be a spiral or mastery curriculum is a major design question.
The American curriculum has been a spiral curriculum in which many ideas are introduced at each grade and then repeated at following grades to add depth of understanding.
The Outcome Based curriculum advocated by Spady used a different approach, that of mastery.
For this, the students study a topic in depth until it is mastered.
The question of “what is mastery?” has been discussed by many curriculum committees as they implement this type of curriculum.
Traditional Points of View of CurriculumIn the early years of the 20th century, the traditional concepts held of the "curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn."
It was synonymous to the "course of study" and "syllabus".
Robert M. Hutchins views curriculum as "permanent studies" where the rules of grammar, rhetoric and logic and mathematics for basic education are emphasized.
Basic education should emphasize 3 Rs and college education should be grounded on liberal education.
On the other hand, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing.
It should also include mathematics, science, history and foreign language.
This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum.
Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others.
In college, discipline may include humanities, sciences, languages and many more.
To Phenix, curriculum should consist entirely of knowledge which comes from various disciplines.
Thus curriculum can be viewed as a field of study.
It is made up of its foundations (philosophical, historical, psychological, and social foundations); domains of knowledge as well as its research theories and principles.
Curriculum is taken as scholarly and theoretical.
It is concerned with broad historical, philosophical and social issues and academics.
Progressive Points of View of CurriculumOn the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and list of courses of specific discipline do not make a curriculum.
These can only be called curriculum if the written materials are actualized by the learner.
Broadly speaking, curriculum is defined as the total learning experiences of the individual.
This definition is anchored on John Dewey's definition of experience and education.
He believed that reflective thinking is a means that unifies curricular elements.
Thought is not derived from action but tested by application.
Caswell and Campbell viewed curriculum as "all experiences children have under the guidance of teachers."
This definition is shared by Smith, Stanley and shores when they defined "curriculum as a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.
"Marsh and Willis on the other hand view curriculum as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students.