Lgr22 Curriculum for Compulsory School, Preschool Class, and School-Age Educare PDF

Curriculum for Compulsory School, Preschool Class SCHOOL COMPULSORY and School-Age Educare Lgr22 Curriculum for Compulsory School, Preschool Class and School-Age Educare ISBN: 978-91-7559-619-8 Upplaga 2 Illustration: Typoform Grafisk form: Typoform Contents 1. Fundamental values and mission of the school........................ 5 2. Overall objectives and guidelines........................................ 11 2.1 Norms and values........................................................... 11 2.2 Knowledge................................................................... 12 2.3 Pupils’ responsibility and influence......................................... 15 2.4 School and home............................................................ 16 2.5 Transition and cooperation.................................................. 17 2.6 School and the surrounding world.......................................... 17 2.7 Assessment and grades...................................................... 18 2.8 Head teacher’s responsibility................................................ 19 3. Preschool class................................................................ 22 3.1 Aim and core content of the preschool class................................ 22 4. School-age educare.......................................................... 27 4.1 Aim and core content of school-age educare................................ 27 5. Syllabuses...................................................................... 31 5.1 Art............................................................................ 31 5.2 Crafts......................................................................... 37 5.3 English....................................................................... 43 5.4 Home and consumer studies................................................ 51 5.5 Mathematics................................................................. 56 5.6 Modern languages........................................................... 67 5.7 Mother tongue............................................................... 88 Mother tongue, except national minority language......................... 88 Mother tongue – Finnish as a national minority language.................. 97 Mother tongue – Meänkieli as a national minority language.............. 111 Mother tongue – Romani Chib as a national minority language.......... 126 Mother tongue – Yiddish as a national minority language................ 140 5.8 Music....................................................................... 154 NATURAL SCIENCES............................................................. 160 5.9 Biology..................................................................... 160 5.10 Chemistry.................................................................. 167 5.11 Physics..................................................................... 174 5.12 Physical education and health............................................ 181 5.13 Sami....................................................................... 188 5.14 Sign language for the hearing............................................. 209 SOCIAL STUDIES................................................................ 218 5.15 Civics....................................................................... 218 5.16 Geography................................................................. 226 5.17 History..................................................................... 233 5.18 Religion.................................................................... 241 5.19 Swedish.................................................................... 248 5.20 Swedish as a second language............................................ 260 5.21 Technology................................................................ 273 Fundamental values and mission of the school 1. Fundamental values and mission of the school Fundamental values The school system is rooted in democracy. The Education Act (2010:800) states that education within the school system aims to enable pupils to acquire and develop knowledge and values. It shall promote development and learning for all pupils and a lifelong desire to learn. Education shall communicate and instil respect for human rights and the fundamental democratic values on which Swedish society is based. Each person actively involved in the school system shall also encourage respect for the intrinsic value of every human being and respect for the environment we all share. The sanctity of human life, the freedom and integrity of the individual, the equal value of all people, equality between women and men and solidarity between people are the values that schools shall embody and impart. In keeping with the ethics embodied in the Christian tradition and Western humanism, this is achieved by fostering in the individual a sense of justice, generosity, tolerance and responsibility. The teaching provided in schools must be non-denominational. Schools shall embody and communicate the values and rights expressed in the United Nations Convention on the Rights of the Child (CRC). The education must be based on what is deemed to be the best interests of the child, and pupils must be made aware of their rights. The role of the school is to enable each individual pupil to discover what makes them unique, which enables them to take part in society by giving their best in responsible freedom. Understanding and compassion for others Schools shall promote understanding of other people and the ability to empathise. Education shall be characterised by openness and respect for people’s differences. At school, no one shall be subjected to discrimination related to sex, ethnicity, religion or other beliefs, transgender identity or expression, sexual orientation, age or disability, or be subjected to any other form of victimisation. Schools must work actively to combat all such tendencies. Intolerance, oppression and violence, such as racism, sexism and honour-based abuse and oppression, must be prevented and addressed through knowledge and active measures. 5 Fundamental values and mission of the school The internationalisation of Swedish society and the growing mobility across national borders place high demands on people’s ability to live with and recognise the values inherent in cultural diversity. Awareness of one’s own cultural origins and sharing in a common cultural heritage provides a secure identity, which is important to develop along with the ability to understand and empathise with the conditions and values of others. The school is a social and cultural meeting space with both the opportunity and the responsibility to strengthen this ability in everyone active there. Objectivity and inclusiveness Schools shall be open to different ideas and encourage their expression. They shall emphasise the importance of forming personal opinions and provide opportunities for doing this. Teaching shall be objective and inclusive. All parents shall be able to send their children to school, fully confident that their children will not be subjected to bias in favour of one view or another. Everyone actively involved in the school must uphold the fundamental values set out in the Education Act and in this curriculum, and clearly distance themselves from anything that conflicts with them. Educational equity Teaching shall be adapted to the circumstances and needs of each pupil. It shall promote pupils’ continued learning and knowledge development based on their background, previous experiences, language or languages, and knowledge. The Education Act stipulates that education in each type of school and in school-age educare must be of equal quality, regardless of where in the country it is provided. The standards for educational equity are set out in the national objectives. Educational equity does not mean that education should be the same everywhere or that school resources should be allocated equally. The different circumstances and needs of the pupils must be taken into account. There are also different ways of attaining this goal. Each school has a special responsibility for pupils who, for various reasons, have difficulties achieving the objectives of their education. Thus, teaching can never be structured in the same way for everyone. Schools must actively and consciously promote the equal rights and opportunities of pupils, regardless of gender affiliation. Schools are also responsible for calling attention to and combating gender patterns that limit pupils’ learning, choices and development. How the school organises education, how pupils are treated and what demands and expectations are placed on them are all contributing factors that shape their perceptions of 6 Fundamental values and mission of the school what is feminine and what is masculine. Schools shall therefore organise education in a way that enables pupils meet and work together and test and develop their abilities and interests with equal opportunities and on equal terms regardless of gender affiliation. Rights and obligations Schools must clearly communicate to pupils and parents the objectives of the education, the requirements the school imposes, and the rights and obligations of pupils and their guardians. A prerequisite for pupils and their guardians being able to exercise their right to have a voice and influence decisions is the individual school clearly communicating the objectives, content and ways of working. This is important, not least as a basis for the individual to make choices in school. It is not enough for teaching to simply impart knowledge about fun- damental democratic values. Democratic ways of working shall also be applied in practice and prepare pupils for active participation in society. Teaching shall develop their ability to take personal responsibility. By participating in the planning and evaluation of daily teaching and being able to select courses, subjects, themes and activities, pupils can develop their ability to exercise influence and take responsibility. Mission of the school The mission of the school is to promote learning by stimulating each individual to acquire and develop knowledge and values. In partnership with the home, schools shall promote the all-round personal development of pupils into active, creative, competent and responsible individuals and citizens. Schools shall be characterised by care for the individual, consid- eration and generosity. In a deeper sense, educating and raising children involve developing and passing on a cultural heritage – values, traditions, language, knowledge – from one generation to the next. Schools shall support families in their responsibility for raising and educating their children. The work must therefore be performed in partnership with the home. Schools are tasked with communicating and instilling fundamental values and promoting pupils’ learning as a means of preparing them to live and work in society. Schools shall provide the more enduring knowledge that forms the common frame of reference needed by all members of society. Pupils shall be able to navigate and act in a complex reality of a high information flow, increased digitalisation and rapid change. Study skills and methods for acquiring and using new knowledge are therefore essential. It is also necessary for pupils to develop their 7 Fundamental values and mission of the school ability to critically examine information, facts and circumstances and to recognise the consequences of different alternatives. Schools shall actively promote gender equality. Accordingly, schools shall model and communicate equal rights, opportunities and obligations for girls and boys, women and men. In accordance with the fundamental values, schools shall also promote interaction between pupils regardless of gender affiliation. Through education, pupils shall develop an under- standing of how different notions of what is female and male can affect people’s opportunities. Schools must thereby help pupils to develop their ability to critically examine gender patterns and how they can limit people’s life choices and living conditions. Schools have a responsibility to ensure that pupils repeatedly discuss issues relating to sexuality, consent and relationships during their school- ing. Education shall thus promote the health and well-being of all pupils and empower them to make informed and independent choices. Schools shall help pupils to develop an understanding of both their own rights and the rights of others, and convey the importance of sexuality and relationships being consensual. Education shall critically examine power structures linked to gender and honour-based abuse and oppression. Pupils shall also be given the opportunity to develop a critical approach to how relationships and sexuality are portrayed in various media and contexts, including pornography. Language, learning and the development of identity are closely linked. Providing ample opportunities for discussion, reading and writing will enable each pupil to develop their ability to communicate and thus gain confidence in their linguistic abilities. Creative and exploratory work and play are essential elements of active learning. During the early school years in particular, play is of great impor- tance in helping pupils to acquire knowledge. Schools shall also endeavour to offer all pupils daily physical activity throughout the school day. Schools shall stimulate pupils’ creativity, curiosity and self-confidence, as well as their willingness to test and implement ideas to solve problems. Pupils shall have the opportunity to take initiative and responsibility and develop their ability to work both independently and with others. Schools shall help pupils to develop an understanding of how digitalisation affects the individual and societal development. All pupils shall be given the opportunity to develop their ability to use digital technology. They shall also be given the opportunity to develop a critical and responsible approach to digital technology, so that they are able to recognise oppor- tunities, understand risks and evaluate information. Education shall thus 8 Fundamental values and mission of the school provide pupils with the conditions to develop digital competence and an approach that promotes entrepreneurship. An important role of schools is to provide an overview and context, and it is important to adopt some overarching perspectives in all teaching. Through a historical perspective, pupils can develop an understanding of the present, prepare for the future and develop their ability to think dynamically. An environmental perspective enables them to take responsibility for the environment they can directly influence and to adopt a personal approach to general and global environmental issues. Education shall highlight how the functions of society and our way of living and working can be adapted to create sustainable development. An international perspective is important for being able to see one’s own reality in a global context and for building international solidarity, as well as for living in a society with close contacts across cultural and national borders. Having an international perspective also involves developing an understanding of cultural diversity within the country. An ethical perspective is important for many of the issues addressed in schools. This perspective shall permeate school activities to provide a foundation and foster pupils’ ability to make personal decisions and act responsibly in relation to themselves and others. The school’s mission to promote learning requires an active discus- sion in the individual school about concepts of knowledge, about what constitutes important knowledge both today and in the future, and how knowledge development takes place. Different aspects of knowledge and learning are natural starting points for such discussions. Knowledge is a complex concept that can be expressed in a variety of forms – such as facts, understanding, skills and familiarity – all of which depend on and interact with each other. The work of the school must therefore focus on providing scope for expressing these different forms of knowledge, as well as creating a learning process in which these forms are balanced to form a meaningful whole. Schools shall promote the harmonious development of pupils. This shall be achieved by means of a varied and balanced combination of content and working methods. Shared experiences and the social and cultural world of the school create space and conditions for learning and development in which different forms of knowledge are parts of a whole. Interconnection between the pedagogical approaches of the preschool class, the school and school-age educare can enrich pupils’ development and learning. 9 Fundamental values and mission of the school Through the activities, schools shall stimulate each pupil to learn and grow. School work shall focus not only on intellectual aspects, but also practical, sensory and aesthetic aspects. Health and lifestyle issues shall also receive attention. Pupils shall be given the opportunity to experience knowledge in different forms of expression. They shall be allowed to try out and develop different forms of expression and experience emotions and moods. Drama, eurhythmics, dance, music and creativity in image, text and form shall be a part of school activities. Harmonious development and educational pathways include opportunities to test, explore, acquire and express different knowledge and experiences. As part of their learning, pupils shall develop their own creative ability. Good environment for development and learning At school, pupils shall be treated with respect for their person and their work. Schools shall endeavour to be a vibrant social community that provides security and fosters a willingness and desire to learn. Schools operate in a setting with many different sources of knowledge. They shall endeavour to create the best overall conditions for pupils’ learning, thinking and development of knowledge. The foundations for a sense of security and self-esteem are established at home, but the school also plays an important role. Pupils shall know how to get help if they feel unsafe in or outside of school. The activities shall be centred around the health, well-being and development of each individual pupil. Every pupil has the right to develop at school, feel the joy of personal growth, and experience the satisfaction of making progress and overcoming difficulties. Each school’s development The school’s activities must be developed to meet the national objectives. The school organiser is responsible for ensuring that this takes place. The daily educational management of the school and the professional responsibility of the teachers are prerequisites for the qualitative devel- opment of the school. This requires that the activities are constantly assessed, that the results are monitored and evaluated, and that new methods are assessed and developed. Such work must take place in an active collaboration between the school’s staff and pupils and in close contact with both the home and the wider community. 10 Overall objectives and guidelines 2. Overall objectives and guidelines The overall objectives set out the norms, values and knowledge that all pupils shall have developed by the time they leave compulsory school. The objectives indicate the orientation of the school’s work. 2.1 Norms and values Schools shall actively and consciously influence and stimulate pupils to embrace the common values of our society and express them in practical everyday action in different contexts. Objectives The school’s objectives are that each pupil ș can make and express conscious ethical judgements based on knowledge of human rights, fundamental democratic values and personal experience, ș respects the intrinsic value of other people and their physical and personal integrity, ș does not accept people being subjected to violence, oppression, discrimination and victimisation, and takes part in helping other people, ș can empathise with and understand other people’s situation and develops a willingness to act in their best interests, and ș shows respect and care for the local environment as well as the environment from a broader perspective. Guidelines Everyone working in the school shall ș contribute to developing pupils’ sense of belonging, solidarity and responsibility for others, including people outside their immediate group, ș in their activities, contribute to the school being characterised by gender equality and solidarity between people, ș in their activities, contribute to pupils interacting with one another regardless of gender affiliation, ș actively combat discrimination and victimisation of individuals or groups, 11 Overall objectives and guidelines ș show respect for each individual pupil and apply a democratic and norm-conscious approach in their daily work, and ș in activities involving norms and values, pay attention to both opportu- nities and risks associated with increasing digitalisation. Teachers shall ș clarify and discuss with pupils the fundamental values of Swedish society and their consequences in terms of individual actions, ș openly present and discuss differing values, perceptions and problems, ș highlight and discuss with pupils how different notions of what is female and male can affect people’s opportunities and how gender patterns can limit personal life choices and living conditions, ș plan and teach in such a way that pupils interact and work together regardless of gender affiliation, ș be watchful of and, in consultation with other school staff, take the necessary measures to prevent and combat all forms of discrimination and victimisation, ș together with the pupils, develop rules for work and behaviour in their own group, and ș work in partnership with the home in educating the pupils, and explain the school’s norms and rules as a basis for work and cooperation. 2.2 Knowledge Schools are responsible for ensuring that pupils acquire and develop the knowledge necessary for each individual and member of society. This knowledge also provides a foundation for further education. Schools shall contribute to the harmonious development of pupils. A sense of discovery, curiosity and the desire to learn shall form the basis of the school’s activities. Schools shall offer pupils structured teaching under the supervision of teachers, both as a whole class and individually. In their teaching, teachers shall endeavour to balance and integrate knowledge in its various forms. In order for pupils in need of support to meet the assessment criteria for knowledge in mathematics, Swedish and Swedish as a second language in years 1–3 of compulsory school to receive this support at an early stage and adapted to their needs, Chapter 3 of the Education Act (2010:800) contains provisions on a guarantee for early support measures in the preschool class and years 1–3 of compulsory school. The chapter also contains provisions on support to enable pupils 12 Overall objectives and guidelines to meet the minimum assessment criteria for knowledge and grading criteria in all subjects and year levels, as well as provisions on pupils’ progress towards the objectives of education in general. Objectives Schools are responsible for ensuring that, after completing compulsory school, every pupil ș can use the Swedish language in speech and writing in a rich and nuanced way, ș can communicate in English in speech and writing and is given oppor- tunities to communicate in another foreign language in a functional way, ș can use mathematical thinking for further studies and in everyday life, ș can use knowledge from the subject areas of natural sciences, technology, social sciences, humanities and aesthetics for further studies, in society and in everyday life, ș can solve problems and put ideas into practice in a creative and respon- sible way, ș can use both digital and other tools and media for knowledge seeking, information processing, problem solving, creation, communication and learning, ș can use critical thinking and independently formulate opinions based on knowledge and ethical considerations, ș can learn, explore and work both independently and with others and have confidence in their own abilities, ș has acquired knowledge and insight into the Swedish, Nordic and Western cultural heritage and acquired basic knowledge of the Nordic languages, ș has acquired knowledge of the culture, language, religion and history of the national minorities (Jews, Roma, the indigenous Sami people, Swedish Finns and Tornedalians), ș can interact in encounters with other people based on knowledge of similarities and differences in living conditions, culture, language, religion and history, ș has acquired knowledge of society’s laws and norms, human rights and democratic values in school and in society, 13 Overall objectives and guidelines ș has acquired knowledge in the area of sexuality, consent and relation- ships and about honour-based abuse and oppression, ș has acquired knowledge of the conditions for a good environment and sustainable development, ș has acquired knowledge and understanding of the importance of their own lifestyle for health, the environment and society, ș can use and engage in many different forms of expression, such as l anguage, art, music, drama and dance, and has developed knowledge of society’s cultural offerings, and ș can make well-informed choices about further studies and career path. Guidelines Everyone working in the school shall ș recognise and support pupils in need of extra adaptations or special support, and ș work together to make the school a good environment for development and learning. Teachers shall ș take into account each individual’s needs, circumstances, experiences and mindset, ș strengthen pupils’ desire to learn and their confidence in their own abilities, ș provide space for the pupil’s ability to create and use different means of expression, ș stimulate, guide and provide extra adaptations or special support to pupils who have difficulties, ș collaborate with other teachers in the work to achieve the educational objectives, and ș organise and carry out the work so that the pupil Ȫ develops according to their abilities and at the same time is stimulated to use and develop all of their abilities, Ȫ perceives knowledge as meaningful and that their own knowledge development is progressing, Ȫ receives support in their language and communication development, 14 Overall objectives and guidelines Ȫ can use school books, other educational materials and tools needed for good knowledge development in accordance with the objectives of education, Ȫ is progressively given more and larger independent tasks and increased personal responsibility, Ȫ is given opportunities for in-depth subject study, overview and context, and Ȫ is given opportunities for interdisciplinary work. 2.3 Pupils’ responsibility and influence The democratic principles of influence, responsibility and participation shall apply to all pupils. Pupils shall be given influence over their educa- tion. They shall be continuously encouraged to take an active part in the further development of their education and be kept informed of issues that concern them. The information and the means by which pupils exercise influence shall be adapted to their age and maturity. Pupils shall always have the opportunity to take the initiative on issues to be addressed within the context of their influence on their education. Objectives The school’s objectives are that each pupil ș takes responsibility for their learning and for contributing to a good working environment through their own efforts and participation, and based on their own circumstances, ș shows respect and consideration for the school’s staff and other pupils as part of the shared responsibility for the working environment at the school, ș progressively exercises increasing influence over their own education and the inner workings of the school, and ș has knowledge of the principles of democracy and develops their ability to work in democratic forms. 15 Overall objectives and guidelines Guidelines Everyone working in the school shall ș promote pupils’ ability and willingness to take responsibility for and influence the social, cultural and physical school environment. Teachers shall ș assume that pupils are able and willing to take personal responsibility for their learning and their work at school, ș ensure that all pupils have a real influence on approaches, ways of working and the content of teaching and ensure that this influence increases as they get older and more mature, ș work to ensure that pupils have equal influence over and space in the teaching, irrespective of gender affiliation, ș ensure that pupils are able to try out different approaches and ways of working, ș plan and evaluate the teaching together with the pupils, and ș prepare pupils for participation and shared responsibility, and for the rights and obligations that characterise a democratic society. 2.4 School and home The responsibility that the school and the guardians share for the education of pupils shall create the best possible conditions for the development and learning of children and adolescents. Guidelines Everyone working in the school shall ș work with the pupils’ guardians to jointly develop both the content and the activities of the school. Teachers shall ș work with and continuously inform parents about the pupil’s school situation, well-being and knowledge development, and ș stay informed of the individual pupil’s personal situation and demon- strate respect for the pupil’s integrity. 16 Overall objectives and guidelines 2.5 Transition and cooperation The preschool class, school-age educare and school shall work in mutual trust with each other and the preschool in order to support pupils’ development and learning in a long-term perspective. Prior to transitions, the school type involved and school-age educare shall share knowledge, experiences and information about the content of the education in order to create coherence, continuity and progression in the pupils’ development and learning. The school shall also cooperate with the upper-secondary study programmes in which the pupils continue their studies. There shall also be forms of cooperation aimed at preparing pupils and their guardians for transitions. Guidelines Teachers shall ș in cooperation with preschool teachers in the preschool, teachers in other relevant school types and school-age educare, share knowledge, experiences and information about the content of the education in order to create coherence, continuity and progression in the pupils’ development and learning. ș in cooperation with the preschool team, teachers in other relevant school types and school-age educare, prepare pupils and their guardians for transitions, ș in connection with transitions, be especially attentive so as to recognise pupils in need of extra adaptations or special support, and ș take advantage of opportunities for continuous cooperation on teaching in the preschool class, school and school-age educare. 2.6 School and the surrounding world Pupils shall receive a high-quality education at school. They shall also be given a good foundation for making choices about further education. This requires that compulsory schools cooperate closely with the upper- secondary education programmes in which the pupils continue their studies. It also requires cooperation with the working world and the local community in general. 17 Overall objectives and guidelines Objectives The school’s objectives are that each pupil ș can examine different options and form an opinion on issues related to their own future, ș has insight into the local community and its working life, clubs and associations, and cultural life, and ș is informed about the opportunities for further education in Sweden and in other countries. Guidelines Everyone working in the school shall ș strive to develop contacts with cultural and working life, clubs and associations, and other activities outside the school that can enrich it as a learning environment, and ș contribute to ensuring that pupils’ study and career choices are not limited by gender affiliation or by social or cultural background. Teachers shall ș provide support to pupils when making choices regarding their further education, and ș help to develop contacts with schools that will be receiving the pupils, and with organisations, companies and others who can help enrich the school’s activities and anchor them in the surrounding community. The study and career guidance counsellor, or staff performing equivalent tasks, shall ș provide information and guidance to pupils with regard to further studies and career path, paying particular attention to opportunities for pupils with disabilities, and ș support the study and career guidance counselling efforts of other staff. 2.7 Assessment and grades The grade expresses the extent to which the individual pupil has met the national grading criteria for a particular subject. As support for grading, there are subject-specific grading criteria for different grade levels. 18 Overall objectives and guidelines Objectives The school’s objectives are that each pupil ș progressively takes on greater and greater responsibility for their studies, and ș develops the ability to assess their own results and to relate these and the assessments of others to their own achievements and circumstances. Guidelines Teachers shall ș through personal development dialogues and individual development plans, foster the knowledge and social development of the pupils, ș based on the requirements of the syllabus, assess each pupil’s knowledge development in a comprehensive way, report this orally and in writing to the pupil and their home, and inform the head teacher, ș based on the wishes of the parents, regularly inform pupils and the home about study outcomes and development needs, and ș when grading, make a comprehensive assessment of the pupil’s knowledge in relation to the national grading criteria. 2.8 Head teacher’s responsibility As educational leader and manager of the teachers and other staff in the school, the head teacher has overarching responsibility for ensuring that the activities as a whole are geared towards the national objectives. The head teacher is responsible for monitoring and evaluating the school’s performance in relation to the national objectives, the criteria for assess- ing knowledge and the grading criteria. The head teacher is responsible for the school’s performance and, within the given framework, has a special responsibility to ensure that ș all pupils are offered structured teaching led by teachers ș all pupils get access to and opportunities to use school books, other educational materials and tools needed for good knowledge development in accordance with the objectives of education, ș all pupils get access to and opportunities to use a school library, 19 Overall objectives and guidelines ș all teachers get access to teacher manuals needed to provide pupils with good knowledge development in accordance with the objectives of education, ș the education and teaching are characterised by a gender equality perspective and are organised so that pupils interact and work together regardless of gender affiliation, ș the school’s working methods are developed so that active pupil participation is encouraged, ș the working environment of the school is structured in such a way that all pupils, in order to be able to independently seek and develop knowledge, are given active teacher support and have access to and conditions for using high-quality teaching materials and other learning aids for modern education, including school libraries and digital tools, ș all pupils are ensured a school environment that feels safe and is conducive to learning, ș the activities of teaching and pupil health services are designed so that pupils receive the guidance and stimulation, the extra adaptations or special support, and the help they need, ș contact is established between school and home if problems and difficulties arise for the pupil at school, ș the allocation of resources and support measures are aligned with teachers’ assessment of pupils’ development, ș the knowledge area of sexuality, consent and relationships, and nowledge of honour-based abuse and oppression are regularly k addressed throughout the pupil’s education, ș the teaching in different subject areas is coordinated so that pupils are given opportunities to gain understanding of broader areas of knowledge as a whole, ș the teaching in different subjects integrates interdisciplinary areas of knowledge, such as the environment, traffic, gender equality, consumer issues and the risks of tobacco, alcohol and other drugs, ș forms of cooperation are developed between the preschool class, the school and school-age educare to support each pupil’s multifaceted development and learning, ș cooperation is established with the preschool to create the conditions for a shared understanding and cooperation based on mutual trust, 20 Overall objectives and guidelines ș forms of cooperation between the school and the home are developed, and the parents are informed of the school’s objectives and ways of working, the school’s rules, and the various choices available, ș cooperation with schools and working life outside of school is developed so that pupils can gain tangible experience of the importance of their further studies and career path, ș the study and career guidance activities are organised so that pupils receive guidance for the various choices offered by the school and for further studies, ș staff receive the continuing professional development required to enable them to perform their duties in a professional manner, and are continuously given opportunities to share their knowledge and learn from each other to develop the education offered, ș school library activities are used as part of the teaching process to strengthen pupils’ language skills and digital competence, ș the school’s international contacts are developed, and ș school staff are made aware of the international agreements that Sweden has undertaken to observe in education. 21 Preschool class 3. Preschool class 3.1 Aim and core content of the preschool class Teaching in the preschool class shall be based on the fundamental values and mission as well as the overarching objectives and guidelines set out in Sections 1 and 2 of this curriculum. This section supplements Sections 1 and 2 by specifying the aim and core content of teaching in the preschool class and how the teaching shall provide pupils with what they need for continued development towards meeting the assessment criteria for knowledge and the grading criteria that will later apply in the relevant school type. Aim Teaching in the preschool class shall aim to stimulate pupils’ general development and learning. The teaching shall be based on pupils’ needs and interests as well as on the knowledge and experience previously acquired by the pupils. It shall also continuously challenge the pupils by inspiring them to make new discoveries and acquire new knowledge. In the teaching, the pupils shall be offered a variety of working methods, forms of expression and learning environments that facilitate their tran- sition from preschool to school and school-age educare. Thus, teaching in the preschool class shall contribute to the continuity and progression of the pupils’ development and learning and prepare pupils for continued education. The teaching aims to foster pupils’ imagination, empathy and ability to learn together with others through play, movement and creation through forms of aesthetic expression as well as through explorative and practical approaches. Through play, pupils shall be given the opportunity to process impressions, test different identities, develop creativity and their ability to cooperate and communicate. The teaching shall encourage and challenge pupils to test their own ideas and the ideas of others, solve problems and put their ideas into practice. This gives pupils the opportu- nity to develop creativity, curiosity and confidence in their own abilities. The teaching shall give pupils the opportunity to develop good peer relationships and to feel a sense of belonging and security in the pupil group. Pupils shall also be given the opportunity to develop and test their identity and perceptions in encounters and interactions with others. The teaching shall take advantage of differences and diversity, thereby giving pupils the opportunity to deepen their understanding of different ways of 22 Preschool class thinking and being. In the teaching, pupils shall also be given the opportu- nity to develop familiarity with democratic principles, working methods and processes by being involved, exercising influence and taking respon- sibility in the activities. In this way, pupils shall be given the conditions to develop confidence in themselves and their ability to work with others and handle conflicts in a constructive way. Teaching shall make good use of pupils’ curiosity and give them the opportunity to develop their interest in and ability to communicate using spoken and written language by giving them opportunities to read, listen to, write and talk about both fiction and other types of texts and events. In addition, teaching in everyday activities shall in various ways create opportunities for pupils with a mother tongue other than Swedish to use both Swedish and their mother tongue. The teaching shall also give pupils the opportunity to create and express themselves through various forms of aesthetic expression, thus providing pupils with the conditions to be able to think, learn and communicate in different contexts and for differ- ent purposes. Teaching shall make good use of pupils’ curiosity and provide opportunities for them to develop their interest in mathematics and an understanding of how mathematics can be used in different situations. Pupils shall therefore be challenged and stimulated to use mathematical concepts and reasoning to communicate and solve problems in different ways with different forms of expression, and to explore and describe the world around them. Furthermore, the teaching shall help to develop pupils’ interest in and knowledge of nature, technology and society by giving them opportunities to explore, ask questions about and discuss phenomena and relationships in the world around them. The teaching shall also give pupils the oppor- tunity to develop knowledge about how the various choices people make can contribute to sustainable development. The teaching shall challenge and stimulate pupils’ interest in different times, places and cultures. Pupils shall be given the opportunity to develop all-round mobility by participating in physical activities and spending time in different natural environments. The teaching shall give pupils the opportunity to expe- rience the joy of movement, thereby developing their interest in being physically active. Moreover, the teaching shall help pupils to develop an understanding of how physical activity can affect health and well-being. 23 Preschool class In summary, teaching in the preschool class shall provide pupils with the conditions to develop their ability to ș test and develop ideas, solve problems and put ideas into practice, ș create and maintain good relationships and cooperate based on a democratic and empathetic approach, ș communicate in speech and writing in different contexts and for different purposes, ș create and express themselves through different forms of aesthetic expression, ș use mathematical concepts and reasoning to communicate and solve problems, ș explore and describe phenomena and relationships in nature, technology and society, and ș move versatilely in different environments and understand what can affect health and well-being. Core content Teaching shall cover the following core content. Language and communication ș Discuss, listen, ask questions and express their own thoughts, opinions and arguments about different areas familiar to the pupils, such as ethical issues and everyday events. ș Discuss the content and message of different types of texts. ș Narrative texts, non-fiction texts and texts that combine words, images and sounds. ș Letters and other symbols to communicate messages. ș Rhyming words, nursery rhymes and other word games. ș Digital tools and media for communication. ș Safe and responsible communication, including in digital contexts. ș Words and concepts that express needs, feelings, knowledge and opinions. How words and statements can be perceived by and affect oneself and others. 24 Preschool class Creation and forms of aesthetic expression ș Creation through play, art, music, dance, drama and other forms of aesthetic expression. ș Different materials, tools and techniques for creation and self-expression. ș Interpret and discuss the content and message of different forms of aesthetic expression. ș Digital tools for the production of different forms of aesthetic expression. Mathematical reasoning and forms of expression ș Simple mathematical reasoning to examine and reflect on problems and different ways of solving problems. ș Natural numbers and their properties, and how they can be used to indicate quantity and order. Part of a whole and part of a number. ș Mathematical concepts and various forms of expression to explore and describe space, location, shape, direction, pattern, time and change. Nature, technology and society ș Different ways of exploring phenomena and relationships in nature, technology and society, for example through observations, meas- urements and discussions about observations. How phenomena and relationships relevant to pupils can be described, for example using words and images or simple tables and diagrams. ș Norms and rules in pupils’ everyday lives, such as in games and play, and why rules may be needed. ș Democratic values and principles, in contexts that are familiar to pupils. How joint decisions can be made and how conflicts can be managed constructively. ș Children’s rights as set out in the Convention on the Rights of the Child (CRC). ș Life issues relevant to the pupil, such as friendship, justice and gender roles. ș Nature and people’s living conditions at home and elsewhere at different times, based on pupils’ experiences and interests. ș Sorting and grouping of plants and animals, and the names of some common species. 25 Preschool class ș Chemical and physical phenomena familiar to pupils, such as the tran- sition from ice to water, friction and visible astronomical phenomena. ș Some common technological solutions in pupils’ everyday life, and how they are constructed, work and could be improved. ș Design and construction using different materials, tools and techniques. ș How people’s everyday choices can contribute to sustainable develop- ment. Games, physical activities and outdoor activities ș Initiate, organise and participate in different types of games. ș Indoor and outdoor physical activities in different seasons and weather conditions. ș Safety and consideration for the environment and other people when in different natural environments. ș Diet, sleep and physical activity and how these affect health and well-being. 26 School-age educare 4. School-age educare 4.1 Aim and core content of school-age educare Teaching in school-age educare shall be based on the fundamental values and mission as well as the overarching objectives and guidelines set out in Sections 1 and 2 of this curriculum. This section supplements Sections 1 and 2 by specifying the aim and core content of teaching in school-age educare. The term teaching shall be interpreted broadly in relation to school-age educare, where care, development and learning are integrated to form a whole. Aim Teaching in school-age educare shall stimulate pupils’ development and learning and offer pupils a meaningful way to spend their free time. This shall be done through teaching based on pupils’ needs, interests and expe- riences, as well as by continuously challenging pupils by inspiring them to make new discoveries. In teaching, pupils shall be offered a variety of working methods, forms of expression and learning environments that integrate care and learning. Teaching in school-age educare complements the preschool class and school by making learning more situation driven, experience based and group oriented, and based on the pupils’ needs, interests and initiatives. The teaching aims to foster pupils’ imagination and ability to learn together with others through play, movement and creation through forms of aesthetic expression as well as through explorative and practical approaches. Through play, pupils shall be given the opportunity to pro- cess impressions, test their identity, develop creativity and their ability to cooperate and communicate. The teaching shall encourage and challenge pupils to test their own ideas and the ideas of others, solve problems and put their ideas into practice. This gives pupils the opportunity to develop creativity, curiosity and confidence in their own abilities. Teaching in school-age educare shall complement the preschool class and school by offering pupils recreation and rest for health and well-being. The teaching shall give pupils the opportunity to develop good peer relationships and to feel a sense of belonging and security in the pupil group. Pupils shall also be given the opportunity to develop and test identities and perceptions in encounters and interactions with others. The teaching shall make good use of differences and diversity, thereby giving pupils the opportunity to deepen their understanding of different ways of thinking and being. In the teaching, pupils shall also be given the 27 School-age educare opportunity to develop familiarity with democratic principles, working methods and processes by being involved, exercising influence and taking responsibility in the activities. In this way, pupils shall be given the con- ditions to develop confidence in themselves and their ability to work with others and handle conflicts in a constructive way. Teaching shall make good use of pupils’ curiosity and provide oppor- tunities for them to develop their interest in and ability to communicate using different linguistic forms of expression. In addition, teaching shall endeavour to create opportunities for pupils with a mother tongue other than Swedish to use both Swedish and their mother tongue in different ways. The teaching shall also give pupils the opportunity to create and express themselves through various forms of aesthetic expression, thus providing pupils with the conditions to be able to think, learn and com- municate in different contexts and for different purposes. Furthermore, the teaching shall help to develop pupils’ interest in and knowledge of nature, technology and society by giving them opportunities to explore, ask questions about and discuss phenomena and relationships in the world around them. The teaching shall also give pupils the oppor- tunity to use mathematics to describe the world around them and solve everyday problems. Moreover, the teaching shall give pupils the oppor- tunity to develop knowledge about how the various choices people make can contribute to sustainable development. By allowing pupils to spend time in nature and society, the teaching shall give them greater opportu- nities to actively take part in clubs and associations, culture and outdoor activities in the local environment. Pupils shall be given the opportunity to develop all-round mobility by participating in physical activities and spending time in different natural environments. The teaching shall give pupils the opportunity to experience the joy of movement, thereby developing an interest in being physically active. Moreover, the teaching shall help pupils to develop an understanding of how physical activity and spending time outdoors can affect health and well-being. In summary, teaching in school-age educare shall provide pupils with the conditions to develop their ability to ș test and develop ideas, solve problems and put ideas into practice, ș take personal needs into account to find a balance between activity and rest, ș create and maintain good relationships and cooperate based on a democratic and empathetic approach, 28 School-age educare ș communicate using linguistic forms of expression in different contexts and for different purposes, ș create and express themselves through different forms of aesthetic expression, ș explore and describe phenomena and relationships in nature, technology and society, and ș move versatilely in different environments and understand what can affect health and well-being. Core content Teaching shall cover the following core content. Language and communication ș Discuss, listen, ask questions and express their own thoughts, opinions and arguments about different areas, such as ethical issues and every- day events. ș Discuss different types of texts. ș Digital tools and media for communication. ș Safe and responsible communication, including in digital contexts. ș Words and concepts that express needs, feelings, knowledge and opinions. How words and statements can be perceived by and affect oneself and others. Creation and forms of aesthetic expression ș Creation through different forms of aesthetic expression, such as play, art, music, dance and drama. ș Different materials, tools and techniques for creation and self-expression. ș Interpret and discuss different forms of aesthetic expression. ș Digital tools for the production of different forms of aesthetic expression. Nature and society ș Different ways of exploring phenomena and relationships in nature, technology and society, for example through discussions, study visits and digital media. How phenomena and relationships can be described, for example using words and images. ș Mathematics as a tool to describe everyday phenomena and to solve everyday problems. ș Design and construction using different materials, tools and techniques. 29 School-age educare ș Norms and rules in pupils’ everyday lives, such as in games and play, and why rules may be needed. ș Ethnicity, gender roles, body ideals and consumption, and critical examination of how these phenomena are portrayed in the media and popular culture. ș Democratic values and principles, in contexts that are familiar to pupils. How joint decisions can be made and how conflicts can be managed constructively. ș Children’s rights as set out in the Convention on the Rights of the Child (CRC). ș How people’s everyday choices can contribute to sustainable development. ș The array of activities and places for culture, leisure and recreation offered by the local community, clubs and associations. ș Orientation in the local environment and how to behave safely in traffic. Games, physical activities and outdoor activities ș Initiate, organise and participate in different types of games. ș Indoor and outdoor sports and other physical activities in different seasons and weather conditions. ș Outdoor activities in different seasons, as well as opportunities in the local environment for spending time in nature and other places for physical activity and nature experiences. ș Safety and consideration for the environment and other people when in different natural environments. Rights and obligations in nature according to the right of public access. ș The importance of lifestyle for health, such as how diet, sleep and the balance between physical activity and rest affect mental and physical well-being. 30 ART 5. Syllabuses 5.1 Art Art plays an important role in the way people think, learn and perceive themselves and the world around them. We are constantly surrounded by works of art that inform, persuade, entertain and provide us with aesthetic and emotional experiences. Knowledge of art and visual com- munication is important for expressing personal opinions and participat- ing actively in society. By working with different types of art, people can develop their creativity and artistic abilities. Aim Art teaching shall aim to ensure that pupils develop knowledge of how art is created and interpreted. Through the teaching, pupils shall gain experience of visual culture in the form of film, photography, design, fine art, architecture and environments. The teaching shall provide pupils with opportunities to develop knowl- edge of how to produce and present their own artwork using different methods, materials and forms of expression. The teaching shall help pupils to develop their creativity and their interest in creating and communicating visually. Through the teaching, pupils shall be given the prerequisites for developing ideas and for considering different solutions and approaches in their artistic work. Pupils shall also be encouraged to take their own initia- tive and to work in an exploratory and problem-solving manner. The teaching shall help pupils develop an understanding of how visual messages are designed in different media. The teaching shall also give pupils opportunities to discuss and critically examine different visual messages and help pupils to develop knowledge of both contemporary and historical art in different cultures. Through the teaching, pupils shall also be given the opportunity to use their knowledge of different types of art in their own art creation. Art teaching shall provide pupils with the prerequisites for developing ș the ability to communicate with art to express messages, ș the ability to create art using different techniques, tools and materials, ș the ability to develop ideas and choose and justify approaches based on the purpose of the art activity, and ș the ability to analyse the content, expression and functions of contem- porary and historical art. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 31 ART Core content Years 1–3 Art production ș Production of narrative art, such as fairy tale art and illustrations for stories. ș Drawing, painting, modelling and construction. ș Reuse of artwork, for example in collages. ș Photography and transfer of artwork using digital tools. ș Ethical issues that may arise in the creation and use of artwork in different contexts. Techniques, tools and materials ș Different elements that build up the shape, surface, foreground and background of artwork, such as lines and colour. ș Some tools and materials for drawing, painting, modelling and construction, and for photography and other digital artwork. Art analysis ș Contemporary and historical art and what the pieces tell us, such as documentary art and fine art pieces. ș Art from pupils’ visual cultures that represents norms and stereotypes. Years 4–6 Art production ș Production of narrative and informative art, such as comic art and illustrations for text. ș Drawing, painting, printing and three-dimensional work. ș Reuse and processing of artwork, for example in collages and montages. ș Photography, film and other digital image creation, as well as editing of photography and moving images. ș Rights, obligations and ethical issues when using artwork in different contexts. Techniques, tools and materials ș Different elements that build up and create spatiality in two- and three-dimensional art, such as lines and colour, and how combinations of these can be used in artistic work. 32 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE ART ș Tools and materials for drawing, painting, printing techniques, three-dimensional work, photography, work with moving images and digital image processing. Art analysis ș Fine art pieces, documentary art and architecture from different times and cultures. ș Art in media, such as advertising and news images. ș Art from pupils’ visual cultures that represents identity, group affilia- tion and norms. ș How art influences and conveys messages. Words and concepts for discussing the content, expression and functions of art. Years 7–9 Art production ș Production of narrative, informative and society-orientated art dealing with issues of concern to pupils. ș Two- and three-dimensional art. ș Combinations of image, sound, object and text in one’s own art creation. ș Digital creation and processing of photographs, moving images and other types of art. ș Presentations of the pupil’s own art creation from idea and process to final result. ș Rights, obligations and ethical issues when using and disseminating artwork. Possible conflicts between freedom of expression and privacy in the use and dissemination of artwork. Techniques, tools and materials ș Shapes, colours and image compositions and their meaning-conveying properties, and how these can be used in artistic work. ș Tools and materials for two- and three-dimensional art. How these tools and materials can be used for specific purposes. Art analysis ș Contemporary fine art pieces and documentary art, as well as fine art and architecture from different times and cultures. How the images and works are designed and what messages they convey. ș The design and impact of art in media, and how these pieces can be interpreted and critically examined. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 33 ART ș Art that deals with identity and power relations, such as sexuality, e thnicity and gender. How these perspectives are shaped and con- structed. ș How art can be linked to pupils’ own experiences and phenomena in their visual cultures. Words and concepts for reading, writing and discussing the content, expression and functions of art. Grading criteria Grading criteria for grade E at the end of year 6 The pupil produces different types of art with somewhat developed forms of expression. In the art activity, the pupil uses different techniques, tools and materials in a generally functional manner. Based on the purpose of the art activity and an idea, the pupil chooses a generally functional approach. During the work process, the pupil contributes to formulating and choosing alternative courses of action. The pupil describes the content and function of art in a simple manner. Grading criteria for grade D at the end of year 6 The pupil’s overall proficiency level is assessed as being between C and E. Grading criteria for grade C at the end of year 6 The pupil produces different types of art with developed forms of expression. In the art activity, the pupil uses different techniques, tools and materials in a functional manner. Based on the purpose of the art activity and an idea, the pupil chooses a functional approach. During the work process, the pupil formulates and chooses alternative courses of action that, after some reworking, lead to progress. The pupil describes the content and function of art in a developed manner. Grading criteria for grade B at the end of year 6 The pupil’s overall proficiency level is assessed as being between A and C. Grading criteria for grade A at the end of year 6 The pupil produces different types of art with well-developed forms of expression. In the art activity, the pupil uses different techniques, tools and materials in a well-functioning manner. 34 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE ART Based on the purpose of the art activity and an idea, the pupil chooses a well-functioning approach. During the work process, the pupil formu- lates and chooses alternative courses of action that lead to progress. The pupil describes the content and function of art in a well-devel- oped manner. Grading criteria for grade E at the end of year 9 The pupil produces different types of art with somewhat developed forms of expression adapted to the purpose and context so that the message is clear. In the art activity, the pupil uses different techniques, tools and materials in a generally functional manner and tests how these can be combined to create different expressions. To some extent, the pupil develops ideas based on sources of inspira- tion and other ideas. Based on the purpose of the art activity, the pupil chooses a generally functional approach and gives simple reasons for their choices. During the work process, the pupil contributes to formu- lating and choosing courses of action. The pupil makes simple inferences about content, expression and functions in their own art and the art of others. Grading criteria for grade D at the end of year 9 The pupil’s overall proficiency level is assessed as being between C and E. Grading criteria for grade C at the end of year 9 The pupil produces different types of art with developed forms of expression adapted to the purpose and context so that the message is clear. In the art activity, the pupil uses different techniques, tools and materials in a functional manner and tests and retests how these can be combined to create different expressions. To a relatively large extent, the pupil develops ideas based on sources of inspiration and other ideas. Based on the purpose of the art activity, the pupil chooses a functional approach and gives developed reasons for their choices. During the work process, the pupil formulates and chooses courses of action that, after some reworking, lead to progress. The pupil makes developed inferences about content, expression and functions in their own art and the art of others. Grading criteria for grade B at the end of year 9 The pupil’s overall proficiency level is assessed as being between A and C. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 35 ART Grading criteria for grade A at the end of year 9 The pupil produces different types of art with well-developed forms of expression adapted to the purpose and context so that the message is clear. In the art activity, the pupil uses different techniques, tools and materials in a well-functioning manner and systematically tests and retests how these can be combined to create different expressions. To a large extent, the pupil develops ideas based on sources of inspi- ration and other ideas. Based on the purpose of the art activity, the pupil chooses a well-functioning approach and gives well-developed reasons for their choices. During the work process, the pupil formulates and chooses courses of action that lead to progress. The pupil makes well-developed inferences about content, expression and functions in their own art and the art of others. 36 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE CRAFTS 5.2 Crafts Making objects and transforming materials with the help of tools is a way for people to think and express themselves. Craft work is a form of creation that involves finding concrete solutions within the tradition of handicraft and design. Craft activities involve manual and intellectual work in tandem, which develops creativity and the ability to act, and also boosts confidence in one’s own ability to deal with various practical problems in everyday life. This is important for individual and societal development and for promoting sustainable development. Aim Teaching in crafts shall aim to enable pupils to develop the ability to design and produce objects by working with various materials and handicraft techniques. In the work, pupils shall be given opportunities to develop their skills in a process in which thought, sensory experience and action are intertwined. Through the teaching, pupils shall also be given the prerequisites for working with colour, form and function to create aesthetic and cultural expressions. The teaching shall give pupils the prerequisites for developing ideas and for considering different solutions and approaches in their handicraft work. In this way, the teaching shall spark pupils’ curiosity and desire to explore and experiment with different materials, handicraft techniques and expressions, and to approach tasks in a creative way. As part of the teaching, pupils shall encounter craft objects and traditions from yester- year as well as contemporary designs to serve as inspiration in their own creative work. Moreover, the teaching shall help pupils to develop the ability to use craft-specific concepts that describe work processes, materials, tools and handicraft techniques. The teaching shall give pupils opportunities to reflect on work pro- cesses and results in order to deepen their learning. Through reflection both during the work and when it is completed, pupils can develop awareness of what characterises quality in execution and results. The pupils shall also be given the prerequisites for developing their ability to choose and handle materials in a way that promotes sustainable devel- opment. In this way, the teaching can help pupils to develop an environ- mentally aware approach. The pupils shall also be given opportunities to develop knowledge of working environment and safety issues in connec- tion with handicraft work. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 37 CRAFTS Teaching in crafts shall provide pupils with the prerequisites for developing: ș the ability to design and produce objects in different materials using appropriate tools and handicraft techniques, ș the ability to develop ideas and choose and justify approaches in the handicraft work based on the purpose of the work, and ș the ability to reflect on work processes and results based on quality, expression and sustainable development. Core content Years 1–3 Materials, tools and techniques used in craft activities ș Metal, textiles and wood. Properties and uses of materials. ș Tools and equipment, their names, and how to use them safely and appropriately. ș Some simple forms of handicraft techniques, and concepts used in connection with them. ș Simple sketches and work instructions; how they can be understood and followed. Work processes in crafts ș The different elements of the handicraft process: idea development, consideration, production, and reflection on the work process. ș Exploration of the properties of different materials. Expressions of crafts and its significance to sustainable development ș Images, objects and other sources of inspiration for one’s own creation. ș The origin and environmental impact of some craft materials, such as steel wire, wool and pine. ș Economical and sustainable use of resources when using materials in handicraft work. Years 4–6 Materials, tools and techniques used in craft activities ș Metal, textiles, wood and other materials. The properties, uses and possible ways to combine materials with each other. ș Tools, equipment and machines, along with their names and how to use them safely and appropriately. 38 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE CRAFTS ș Simple forms of handicraft techniques, and concepts used in connec- tion with them. ș Sketches, patterns and work instructions, how they can be understood and followed. Work processes in crafts ș The different elements of the handicraft process: idea development, consideration, production, and reflection on the work process. How the parts of the work process combine to form a whole. ș Exploration of the properties of different materials and how they can be used in one’s own handicraft. Expressions of crafts and its significance to sustainable development ș Handicrafts and craft traditions from different cultures as sources of inspiration in one’s own creation. ș How colour, shape and materials contribute to the different expres- sions of craft objects. ș The origin, production and environmental impact of craft materials, such as tin, cotton fabric, teak and leather. ș Economical and sustainable use of resources through the reuse of materials. Years 7–9 Materials, tools and techniques used in craft activities ș Metal, textiles, wood and other materials. Possible ways to combine materials with each other. ș Tools, equipment and machines, along with their names and how to use them safely and appropriately. ș Developed forms of handicraft techniques, and concepts used in connection with them. ș Two- and three-dimensional sketches, models, patterns and work instructions, created both with and without digital tools. Work processes in crafts ș The different elements of the handicraft process: idea development, consideration, production, and reflection on the work process and result. How the parts of the work process combine and affect the result. ș Exploration of different materials and handicraft techniques based on their combination and design possibilities. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 39 CRAFTS Expressions of crafts and its significance to sustainable development ș Design, fashion, art handicrafts and domestic crafts from different cul- tures and times as sources of inspiration in one’s own creation. ș How colour, shape and materials can be combined to create personal expressions in one’s own craft objects. ș Comparisons between different craft materials based on their quality and impact on the environment, for example between natural and artificial materials, and between renewable and non-renewable materials. ș Economical and sustainable use of resources through reuse, repair and care of materials and objects. Grading criteria Grading criteria for grade E at the end of year 6 The pupil designs and produces simple craft objects in different materials and using simple handicraft techniques in a somewhat developed man- ner. During handicraft work, the pupil uses tools in a safe and generally functional manner. Based on the purpose of the handicraft work and an idea, the pupil chooses a generally functional approach. During the work process, the pupil contributes to formulating and choosing alternative courses of action. The pupil describes, in a simple manner, the work process and how it has affected the quality of the craft object. Grading criteria for grade D at the end of year 6 The pupil’s overall proficiency level is assessed as being between C and E. Grading criteria for grade C at the end of year 6 The pupil designs and produces simple craft objects in different materials and using simple handicraft techniques in a developed manner. During handicraft work, the pupil uses tools in a safe and appropriate manner. Based on the purpose of the handicraft work and an idea, the pupil chooses a functional approach. During the work process, the pupil formulates and chooses alternative courses of action that, after some reworking, lead to progress. The pupil describes, in a developed manner, the work process and how it has affected the quality of the craft object. Grading criteria for grade B at the end of year 6 The pupil’s overall proficiency level is assessed as being between A and C. 40 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE CRAFTS Grading criteria for grade A at the end of year 6 The pupil designs and produces simple craft objects in different materials and using simple handicraft techniques in a well-developed manner. During handicraft work, the pupil uses tools in a safe, appropriate and effective manner. Based on the purpose of the handicraft work and an idea, the pupil chooses a well-functioning approach. During the work process, the pupil formulates and chooses alternative courses of action that lead to progress. The pupil describes, in a well-developed manner, the work process and how it has affected the quality of the craft object. Grading criteria for grade E at the end of year 9 The pupil designs and produces craft objects in a somewhat developed manner. During handicraft work, the pupil uses tools in a safe and generally functional manner. To some extent, the pupil develops ideas based on sources of inspiration and then tests how materials and handicraft techniques can be combined with regard to the form and function of the objects. Based on the purpose of the handicraft work, the pupil chooses a generally functional approach and gives simple reasons for their choices. During the work process, the pupil contributes to formulating and choosing courses of action. The pupil makes simple inferences about the work process and results, and about how the completed work has affected the quality, expression and environment. Grading criteria for grade D at the end of year 9 The pupil’s overall proficiency level is assessed as being between C and E. Grading criteria for grade C at the end of year 9 The pupil designs and produces craft objects in a developed manner. During handicraft work, the pupil uses tools in a safe and appropriate manner. To a relatively large extent, the pupil develops ideas based on sources of inspiration and then tests and retests how materials and handicraft techniques can be combined with regard to the form and function of the objects. Based on the purpose of the handicraft work, the pupil chooses a functional approach and gives developed reasons for their choices. During the work process, the pupil formulates and chooses courses of action that, after some reworking, lead to progress. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 41 CRAFTS The pupil makes developed inferences about the work process and results, and about how the completed work has affected the quality, expression and environment. Grading criteria for grade B at the end of year 9 The pupil’s overall proficiency level is assessed as being between A and C. Grading criteria for grade A at the end of year 9 The pupil designs and produces craft objects in a well-developed manner. During handicraft work, the pupil uses tools in a safe and appropriate manner with precision. To a large extent, the pupil develops ideas based on sources of inspira- tion and then systematically tests and retests how materials and hand- icraft techniques can be combined with regard to the form and function of the objects. Based on the purpose of the handicraft work, the pupil chooses a well-functioning approach and gives well-developed reasons for their choices. During the work process, the pupil formulates and chooses courses of action that lead to progress. The pupil makes well-developed inferences about the work process and results, and about how the completed work has affected the quality, expression and environment. 42 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE ENGLISH 5.3 English Language is the primary tool human beings use for thinking, communi- cating and learning. Knowing more than one language can provide new perspectives on the world, greater opportunities for interaction, and a better understanding of different ways of living. The English language surrounds us in our daily lives and is used in areas as diverse as politics, education and economics. English language skills therefore increase an individual’s ability to be part of different social and cultural contexts and to participate in international studies and working life. Aim The aim of English teaching is to help pupils develop knowledge of the English language and of the areas and contexts in which English is used. The teaching shall give pupils the opportunity to develop plurilingualism and confidence in their ability to use the language in different situations and for a variety of purposes. Through the teaching, pupils shall be given the opportunity to develop an all-round communicative ability. This ability involves understanding spoken and written language, being able to express themselves and inter- act with others in speech and writing, and being able to adapt their use of the language to different situations, purposes, and listeners or readers. Communicative ability also includes linguistic confidence and the ability to use different strategies to aid communication when language skills on their own are not sufficient. When engaging with spoken language and texts, pupils shall be given the opportunity to develop the ability to relate the content to their own experiences, life circumstances and interests. The instruction shall also give pupils opportunities to develop an understanding of different living, cultural and social conditions in areas and contexts in which English is used. The teaching shall help pupils to develop skills in searching for, evaluating, choosing and understanding the content of spoken language and texts from different sources. They shall also be given the ability to use different tools for learning, understanding, creation and communication. The teaching shall stimulate pupils’ interest in languages and cultures, and convey the benefits of language skills. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 43 ENGLISH English teaching shall provide pupils with the prerequisites for developing ș an understanding of spoken and written English, ș the ability to express themselves and communicate in spoken and written English, ș the ability to adapt the language to different purposes, listeners or readers, and contexts, and ș an understanding of the cultural and social conditions in different contexts and areas in which English is used. Core content Years 1–3 Communication content ș Subject areas that are familiar to the pupils. ș Everyday situations, interests, people and places. ș Everyday life and ways of living in different contexts and areas in which English is used. Listening and reading – reception ș Clearly spoken English and simple texts that are instructional, descriptive and stimulate interaction, from a variety of media, also in combination with illustrations. ș Simple dialogues and conversations. ș Films and dramatised stories for children. ș Songs, rhymes, poems and fairy tales. ș Words and phrases in the local environment, such as on signs, in advertisements and other simple texts. Speaking, writing and conversation – production and interaction ș Simple presentations, messages, descriptions and dialogues in speech and writing. ș Simple conversations. ș Songs, rhymes and dramatisations. Years 4–6 Communication content ș Subject areas that are familiar to the pupils. ș Everyday situations, interests, people, places, activities and events. 44 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE ENGLISH ș Opinions, feelings and experiences. ș Everyday life, ways of living and social relationships in different con- texts and areas in which English is used, also in comparison with per- sonal experience and knowledge. Where in the world English is used. Listening and reading – reception ș Clearly spoken English and simple texts that are instructional, descrip- tive and stimulate interaction, from a variety of media. ș Dialogues, conversations and interviews. ș Stories and other fiction for children and adolescents, including in spoken or dramatised form. ș Songs, poems and fairy tales. ș Oral and written messages and information, such as advertisements, timetables and notices. ș Strategies for identifying meaning-carrying words and contexts and for adapting listening and reading to the form and content of the language output. ș Seeking simple information from a limited range of oral and written sources of various kinds for use in the pupils’ own production and interactions. ș Linguistic phenomena, including pronunciation, words and fixed expressions, grammatical structures and spelling, in the language that the pupils encounter. ș How different wording is used to start and end different types of lan- guage output, including conversations. Speaking, writing and conversation – production and interaction ș Conversations and writing for contact and communication. ș Presentations, instructions, messages, stories and descriptions in cohesive speech and writing. ș Strategies, including rephrasing, questions and supporting phrases, to contribute to and facilitate conversation and written interaction, including digital interaction. ș Linguistic phenomena, including pronunciation, words, polite phrases, forms of address and other fixed expressions, as well as grammatical structures and spelling in the pupils’ own production and interactions. ș Revision of one’s own oral and written language output to clarify and adapt communication to the purpose and the listener or reader. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 45 ENGLISH Years 7–9 Communication content ș Subject areas that are current and familiar to the pupils. ș Everyday situations, interests, activities and events. ș Opinions, feelings, experiences and future plans as well as relationships and ethical issues. ș Living conditions, traditions, social relations and cultural phenomena in different contexts and areas in which English is used, also in com- parison with personal experience and knowledge. Listening and reading – reception ș Spoken English, including regional and sociolectal variation, and texts, from different media. ș Spoken English and texts that instruct, inform, describe, narrate, discuss, argue and stimulate interaction – individually or in different combinations – such as conversations, interviews, news, reports and newspaper articles. ș Literature and other fiction, including audio and films. ș Songs and poems. ș Strategies for perceiving details, understanding context, and for adapting listening and reading to the form, content and purpose of the language output. ș Searching and evaluating the content of oral and written sources of various kinds, for different purposes. ș Linguistic phenomena, including pronunciation, grammatical structures and sentence structure, words with different stylistic values and fixed expressions, and spelling, in the language that the pupils encounter. ș How linking words and other expressions are used to create structure and linguistic coherence. Speaking, writing and conversation – production and interaction ș Conversations, discussions and writing in which pupils explain, describe, instruct and defend their opinions. ș Strategies for contributing to and facilitating conversation and written interaction, including digital interaction, for example by acknowledging, asking follow-up questions, listening actively, rephrasing, explaining, contributing new perspectives and concluding politely. 46 CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE ENGLISH ș Linguistic phenomena, including pronunciation, words and fixed expressions, grammatical structures and sentence structure, and spelling in the pupils’ own production and interactions. ș Revision of one’s own oral and written language output to clarify, vary, specify and adapt communication to the purpose, listener or reader, and context. Grading criteria Grading criteria for grade E at the end of year 6 The pupil listens to, understands and interprets the most essential con- tent of language with a simple structure which is spoken clearly and at a relaxed pace and deals with everyday and familiar topics. The pupil reads, understands and interprets the most essential content of simple texts about everyday and familiar topics. The pupil selects simple information from a limited range of oral and written sources and uses the selected material in a somewhat relevant manner in their own production and interactions. In oral language output of various kinds, the pupil expresses themself in a simple and comprehensible manner using phrases and sentences. In written language output of various kinds, the pupil expresses themself in a simple and comprehensible manner using phrases and sentences. In interactions, the pupil expresses themself in a simple and compre- hensible manner using words, phrases and sentences. The pupil also uses strategies that facilitate and improve the interaction to a limited extent. The pupil comments in English, in a simple manner, on conditions in different contexts and areas in which the language is used. Grading criteria for grade D at the end of year 6 The pupil’s overall proficiency level is assessed as being between C and E. Grading criteria for grade C at the end of year 6 The pupil listens to, understands and interprets the main content and clear details of language with a simple structure which is spoken clearly and at a relaxed pace and deals with everyday and familiar topics. The pupil reads, understands and interprets the main content and clear details of simple texts about everyday and familiar topics. The pupil selects simple information from a limited range of oral and written sources and uses the selected material in a relevant manner in their own production and interactions. CURRICULUM FOR COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 47 ENGLISH In oral language output of various kinds, the pupil expresses themself in a simple, relatively clear and somewhat cohesive manner. In written language output of various kinds, the pupil expresses themself in a simple, relatively clear and somewhat cohesive manner. In interactions, the pupil expresses themself in a simple and relatively clear manner using words, phrases and sentences. The pupil also uses strategies that facilitate and improve the interaction to some extent. The pupil comments in English, in a simple manner, on conditions in different contexts and areas in which the language is used. Grading criteria for grade B at the end of year 6 The pupil’s overall proficiency level is assessed as being between A and C. Grading criteria for grade A at the end of year 6 The pupil listens to, understands and interprets the whole and essential details of language with a simple structure which is spoken clearly and at a relaxed pace and deals with everyday and familiar topics. The pupil reads, understands and interprets the whole and essential details of simple texts about everyday and familiar topics. The pupil selects simple information from a limited range of oral and written sources and uses the selected ma

Lgr22 Curriculum for Compulsory School, Preschool Class, and School-Age Educare PDF

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