COMPULSORY SCHOOL

Curriculum for the compulsory

school, preschool class and
school-age educare
REVISED 2018
Curriculum for the compulsory
school, preschool class and
school-age educare 2011
Revised 2018
To order, please contact:
Norstedts Juridik kundservice
SE-106 47 Stockholm
Phone: +46 8 598 191 90
E-mail: kundservice@[Link]
[Link]/offentligapublikationer

ISBN: 978-913832734-0
Illustration: Tobias Flygar
Production: AB Typoform
Print: DanagårdLitho 2018
Contents

1. Fundamental values and tasks of the school................................ 5

2. Overall goals and guidelines...................................................... 10

2.1 Norms and values................................................................... 10

2.2 Knowledge.............................................................................. 11

2.3 Responsibility and influence of pupils....................................... 13

2.4 School and home.................................................................... 14

2.5 Transition and collaboration..................................................... 15

2.6 The school and the surrounding world....................................... 15

2.7 Assessment and grades.......................................................... 16

2.8 Responsibility of the headteacher............................................. 17

3. Preschool class........................................................................ 19

The aim and core content of the preschool class............................. 19

4. School-age educare.................................................................. 23

The aim and core content of school-age educare............................. 23

5. Syllabuses................................................................................ 27

5.1 Art......................................................................................... 27

5.2 English................................................................................... 34

5.3 Home and consumer studies................................................... 42

5.4 Physical education and health.................................................. 48

5.5 Mathematics........................................................................... 55

5.6 Modern languages................................................................... 66

5.7 Mother tongue tuition
Mother Tongue – except national minority languages.............................. 86

Mother Tongue – Finnish as a national minority language....................... 95

Mother Tongue – Yiddish as a national minority language..................... 111

Mother Tongue – Meänkieli as a national minority language................ 127

Mother Tongue – Romani as a national minority language.................... 143

5.8 Music................................................................................... 159

5.9 Biology................................................................................. 166

5.10 Physics............................................................................... 177

5.11 Chemistry .......................................................................... 188

5.12 Geography.......................................................................... 198

5.13 History............................................................................... 208

5.14 Religion.............................................................................. 218

5.15 Civics................................................................................. 227

5.16 Sami.................................................................................. 238

5.17 Crafts................................................................................. 255

5.18 Swedish............................................................................. 262

5.19 Swedish as a second language............................................ 274

5.20 Sign language for the hearing............................................... 287

5.21 Technology.......................................................................... 296

1. Fundamental values and tasks of the school

Fundamental values
The national school system is based on democratic foundations. The Education Act
(2010:800) stipulates that education in the school system aims at pupils acquiring and
developing knowledge and values. It should promote the development and learning of
all pupils, and a lifelong desire to learn. Education should impart and establish respect
for human rights and the fundamental democratic values on which Swedish society is
based. Each and everyone working in the school should also encourage respect for the
intrinsic value of each person and the environment we all share.
The inviolability of human life, individual freedom and integrity, the equal value of
all people, equality between women and men, and solidarity between people are the
values that the school should represent and impart. In accordance with the ethics
borne by a Christian tradition and Western humanism, this is achieved by fostering in
the individual a sense of justice, generosity, tolerance and responsibility. Teaching in
school must be non-denominational.
The task of the school is to encourage all pupils to discover their own uniqueness as
individuals and thereby be able to participate in the life of society by ­giving of their
best in responsible freedom.

Understanding and compassion for others

The school should promote understanding of other people and the ability to empa-
thise. Concern for the well-being and development of the individual should permeate
all school activity. No one should be subjected to discrimination on the grounds of
gender, ethnic affiliation, religion or other belief system, transgender identity or its
expression, sexual orientation, age or functional impairment or other degrading treat-
ment. All such tendencies should be actively combated. Xenophobia and intolerance
must be confronted with knowledge, open discussion and active measures.
The internationalisation of Swedish society and increasing cross-border mobility place
high demands on the ability of people to live with and appreciate 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 it is important to develop, together
with the ability to understand and empathise with the values and conditions of others.
The school is a social and cultural meeting place with both the opportunity and the
responsibility to strengthen this ability among all who work there.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 5
FUNDAMENTAL VALUES AND TASKS OF THE SCHOOL

Objectivity and open approaches

The school should be open to different ideas and encourage their expression. It should
emphasise the importance of forming personal standpoints and provide opportunities
for doing this. Teaching should be objective and encompass a range of different
approaches. All parents should be able to send their children to school, fully confident
that their children will not be prejudiced in favour of any particular view.
All who work in the school should uphold the fundamental values that are set out
in the Education Act and in this curriculum, and clearly dissociate themselves from
anything that conflicts with these values.

An equivalent education
Teaching should be adapted to each pupil’s circumstances and needs. It should
promote the pupils’ further learning and acquisition of knowledge based on ­pupils’
backgrounds, earlier experience, language and knowledge.
The Education Act stipulates that the education provided in each school form and
in school-age educare should be equivalent, regardless of where in the country it is
provided. National goals specify the norms for equivalence. However, equivalent
education does not mean that the education should be the same everywhere or that
the resources of the school are to be allocated equally. Account should be taken of the
varying circumstances and needs of pupils. There are also different ways of attaining
these goals. The school has a special responsibility for those pupils who for different
reasons experience difficulties in attaining the goals that have been set up for the
education. For this reason education can never be the same for all.
The school should actively and consciously promote the equal rights and opportunities
of pupils, regardless of gender. The school also has a responsibility to combat gender
patterns that limit the pupils’ learning, choices and development. How the school
organises education, how pupils are treated and what demands and expectations are
made of them all contribute to shaping their perceptions of what is female and what
is male. The school should therefore organise education so that pupils meet and work
together, and test and develop their abilities and interests, with the same opportunities
and on equal terms, regardless of gender.

Rights and obligations

The school should make it clear to pupils and parents what the goals of the education
are, what requirements the school imposes, and what rights and obligations pupils and
guardians have. A prerequisite for pupils and their guardians to be able to use their
right to exercise influence is that the individual school is clear in specifying its goals,
content and working forms. This is important not least as a basis for the individual to
make choices in school.

6 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 FUNDAMENTAL VALUES AND TASKS OF THE SCHOOL

It is not in itself sufficient that teaching only imparts knowledge about fundamental
democratic values. Democratic working forms should also be applied in practice and
prepare pupils for active participation in the life of society. This should develop their
ability to take personal responsibility. By taking part in the planning and evaluation of
their daily teaching, and being able to choose courses, subjects, themes and activities,
pupils will develop their ability to ­exercise influence and take responsibility.

Tasks of the school

The task of the school is to promote learning by stimulating the individual to acquire
and develop knowledge and values. In partnership with the home, the school should
promote the all-round personal development of pupils into a­ ctive, creative, competent
and responsible individuals and citizens. The school should be permeated by concern
for the individual, consideration and generosity. In a deeper sense education and
upbringing involve developing and passing on a cultural heritage – values, traditions,
language, knowledge – from one generation to the next. The school should support
families in their role of being responsible for the upbringing and development of their
children. As a result there must be close co-operation between the home and school.
The school has a mandate to convey and embed fundamental values and to promote
the pupils’ learning in order to prepare them to live and work in society. The school
should convey the more enduring knowledge that constitutes the common reference
framework that everyone in society needs. Pupils should be able to find their way
around and act in a complex reality with a vast information flow, increased digitalisa-
tion and a rapid pace of change. It is therefore important to have the ability to study
and methods to acquire and use new knowledge. It is also necessary for pupils to
develop their ability to critically review information, facts and relationships, and to be
aware of the consequences of different alternatives.
The school should strive to promote equality. In doing so, the school should represent
and impart equal rights, opportunities and obligations for all people, regardless of
gender. In accordance with fundamental values, the school should also promote
interaction between pupils regardless of gender. Through education, the pupils should
develop an understanding of how different perceptions of what is female and what is
male can affect people’s opportunities. The school should thus contribute to pupils
developing their ability to critically examine gender patterns and how they can restrict
people’s life choices and living conditions.
Language, learning, and the development of a personal identity are all closely related.
By providing a wealth of opportunities for discussion, reading and writing, all pupils
should be able to develop their ability to communicate and thus enhance confidence
in their own language abilities.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 7
FUNDAMENTAL VALUES AND TASKS OF THE SCHOOL

Creative and investigative activities and play are essential components of active learning.
In the early years of schooling, play in particular is of great importance in helping pupils to
acquire knowledge. The school should also strive to provide all pupils with daily physical
activity within the framework of the entire school day.
The school should stimulate pupils’ creativity, curiosity and self-confidence, as well as
their desire to translate ideas into action and solve problems. Pupils should have the
opportunity to take initiatives and assume responsibility, and to develop their ability
to work both independently and together with others. The school should contribute
to pupils developing an understanding of how digitalisation is affecting the individual
and the development of society. All pupils should be given the opportunity to develop
their ability to use digital technology. They should also be given the opportunity to
develop a critical, responsible attitude towards digital technology, so that they can
see opportunities and understand risks, and also be able to evaluate information. The
educational programme should thus provide pupils with conditions to develop digital
competence and an attitude that promotes entrepreneurship.
An important task for the school is to provide overview and context. In all education,
it is important that overall, well-balanced perspectives are e­ stablished. An historical
perspective enables pupils to develop an understanding of the present, and a prepared-
ness for the future, and develop their ability to think in dynamic terms.
An environmental perspective provides opportunities not only to take respon­sibility
for the environment in areas where they themselves can exercise direct influence, but
also to form a personal position with respect to overarching and global environmental
issues. Teaching should illuminate how the functions of society and our ways of living
and working can best be adapted to create s­ ustainable development.
It is important to have an international perspective, to be able to understand one’s own
reality in a global context and to create international solidarity, as well as prepare for
a society with close contacts across cultural and national borders. Having an inter-
national perspective also involves developing an understanding of cultural diversity
within the country.
An ethical perspective is of importance for many of the issues that are taken up in the
school. This perspective should permeate schooling in order to provide a foundation
and support pupils in developing their ability to form personal standpoints and to act
responsibly towards themselves and others.
The school’s task of promoting learning presupposes that there is an active ­discussion
in the individual school about concepts of knowledge, and about what constitutes
important knowledge today and in the future, as well as how learning and the
acquisition of knowledge take place. Different aspects of knowledge and learning are
natural starting points for such a discussion. Knowledge is a complex concept, which
can be expressed in a variety of forms – as facts, u
­ nderstanding, skills, familiarity
and accumulated experience – all of which presuppose and interact with each other.
The work of the school must therefore focus on providing scope for expressing these

8 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 FUNDAMENTAL VALUES AND TASKS OF THE SCHOOL

different forms of knowledge, as well as creating a learning process where these forms
are balanced to form a meaningful whole.
The school should promote the harmonious development of pupils. This should be
achieved by means of a varied and balanced combination of content and working
methods. Shared experiences and the social and cultural world that make up the
school provide scope as well as the preconditions for learning and development where
different forms of knowledge make up a meaningful whole. Reciprocal exchange
between the pedagogical approaches of the preschool class, the school and school-age
educare can together help to enrich the pupils’ developm­ent and learning.
The school should stimulate each pupil towards self-development and personal
growth. It should focus not only on intellectual but also practical, sensual and aesthetic
aspects. Health and lifestyle issues should also receive attention.
Pupils should have the opportunity of experiencing knowledge in different ways.
They should also be encouraged to try out and develop different modes of expression
and experience emotions and moods. Drama, rhythm, dance, ­music and creativity
in art, writing and design should all form part of the school’s activities. Harmonious
development and educational activity provide opportunities for exploring, researching,
acquiring and communicating different forms of knowledge and experiences. Creative
ability is a part of what the pupils should acquire.

Good environment for development and learning

The pupils should meet respect for their person and work in school. The school
should strive to be a living social community that provides security and generates the
will and desire to learn. The school works in settings where there are many different
sources of knowledge. The aim should be to create the best conditions for the pupils’
all-round development, thinking and acquisition of knowledge. The foundations for
a sense of security, and self-esteem are established in the home, but the school also
has an important role to play in this context. Every pupil has the right to develop
in school, to feel the joy of growth and experience the satisfaction that comes from
making progress and o­ vercoming difficulties.

Each school’s development

School activities must be developed so that they match up to the national goals. The
principal organiser has a clear responsibility for ensuring that this takes place. Both
the daily pedagogical leadership of the school, as well as the professional responsibility
of the teachers are necessary conditions for the qualitative development of the school.
This necessitates continuous review, following up and evaluating results, as well as
assessing and developing new methods. Such work has to be carried out in active
co-operation between school staff and ­pupils, and in close contact with the home and
the local community.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 9
2. Overall goals and guidelines
The overall goals set out the norms and values, as well as the knowledge that all pupils
should have acquired by the time they leave the compulsory school. The goals specify
the orientation of work in the school.

2.1 NORMS AND VALUES

The school should actively and consciously influence and stimulate pupils into
embracing the common values of our society, and their expression in practical daily
action in various contexts.

Goals
The goals of the school are that each pupil
• can consciously determine and express ethical standpoints based on knowledge of
human rights and basic democratic values, as well as personal experiences,
• respects the intrinsic value of other people,
• rejects the subjection of people to discrimination, oppression and victimisation,
and becomes involved in helping other people,
• can empathise with and understand the situation other people are in and also
develops the will to act with their best interests at heart, and
• shows respect and care for both the immediate environment, as well as the environ-
ment from a broader perspective.

Guidelines
All who work in the school should
• contribute to developing the pupils’ sense of togetherness and solidarity, and
responsibility for people outside the immediate group,
• in their activities, contribute to the school being permeated by equality and
solidarity between people,
• in their activities, contribute to pupils interacting with one another regardless of
gender,
• actively resist discrimination and degrading treatment of individuals or groups,
• show respect for the individual pupil and perform their daily work in democratic
ways, and
• in activities involving norms and values, be aware of both the opportunities and
the risks of increasing digitalisation.

10 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 OVERALL GOALS AND GUIDELINES

Teachers should
• clarify and discuss with the pupils the basic values of Swedish society and their
consequences in terms of individual actions,
• visualise and discuss with pupils how different perceptions of what is female and
what is male can affect people’s opportunities, and how gender patterns can restrict
their own life choices and living conditions,
• plan and implement tuition so that pupils meet and work together regardless of
gender,
• be observant and together with other school staff take the necessary steps to prevent
and counteract all forms of discrimination and degrading treatment.
• together with the pupils develop rules for working and participating in their own
group, and
• work together with the home in the upbringing of the pupils and clarify the school’s
norms and rules as a basis for work and co-operation.

2.2 KNOWLEDGE
The school should take responsibility for ensuring that pupils acquire and develop the
knowledge that is necessary for each individual and member of society. This will also
provide a basis for further education.
The school should support the harmonious development of the pupils. A sense of explo-
ration, curiosity and desire to learn should form the foundations for school activities.
The school should provide pupils with structured teaching under the teacher’s supervi-
sion, both as a whole class and on an individual basis. Teachers should endeavour in their
teaching to balance and integrate knowledge in its various forms.

Goals
The school is responsible for ensuring that each pupil on completing
compulsory school
• can use the Swedish language, both in speech and writing, in a rich and ­varied way,
• can communicate in English, both in the spoken and written language, and also be
given opportunities to communicate in some other foreign language in a functional
way,
• can use mathematical reasoning for further studies and in everyday life,
• can use knowledge from scientific, technical, social science, humanistic and
aesthetic areas of knowledge for further studies, in societal and everyday life,
• can solve problems and transform ideas into action in a creative and responsible way,

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 11
OVERALL GOALS AND GUIDELINES

• can use both digital and other tools and media for attaining knowledge, processing
information, problem-solving, creation, communication and learning,
• can make use of critical thinking and independently formulate standpoints based on
knowledge and ethical considerations,
• can learn, explore and work both independently and together with others, and feel
confident in their own ability
• has obtained knowledge about and an insight into the Swedish, Nordic and Western
cultural heritage, and also obtained basic knowledge of the Nordic languages,
• has obtained knowledge about the cultures, languages, religion and history of the
national minorities (Jews, Roma, indigenous Samis, Sweden Finns and Tornedalers),
• can interact with other people based on knowledge of similarities and d
­ ifferences
in living conditions, culture, language, religion and history,
• has obtained knowledge of society’s laws and norms, human rights and ­democratic
values in school and in society,
• has obtained knowledge about the prerequisites for a good environment and
sustainable development,
• has obtained knowledge about and an understanding of the importance of the
individual’s own lifestyle and its impact on health, the environment and society,
• can use and understand many different forms of expression such as language, art,
music, drama and dance, and also has developed an awareness of the range of
culture existing in society, and
• can make well-informed choices regarding further education and vocational
orientation.

Guidelines
All who work in the school should
• be observant of and support pupils in need of extra adaptations or special support,
and
• co-operate in order to make the school a good environment for development and
learning.

Teachers should
• take into account each individual’s needs, circumstances, experiences and thinking,
• reinforce the pupils’ desire to learn as well as the pupil’s confidence in their own
ability,

12 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 OVERALL GOALS AND GUIDELINES

• provide scope for pupils to exercise their ability to create and use different means
of expression,
• stimulate, guide and offer extra adaptations or special support to pupils who have
difficulties,
• co-operate with other teachers in order to attain the goals of the education, and
• organise and carry out the work so that pupils:
– develop in accordance with their own capacity, and at the same time are stimu-
lated into using and developing all their ability,
– view knowledge as meaningful and that they make progress in their own
learning,
– receive support in their language and communicative development,
– use digital tools in a way that promotes the development of knowledge,
– gradually receive more and increasingly independent tasks to perform, and take
greater personal responsibility,
– receive opportunities to study subjects in greater depth, develop a frame of
reference and context, and
– have opportunities to work along interdisciplinary lines.

2.3 RESPONSIBILITY AND INFLUENCE OF PUPILS

The democratic principles of being able to influence, take responsibility and be
involved should cover all pupils. Pupils should be given influence over their education.
They should be continuously encouraged to take an active part in the work of further
developing the education and kept informed of issues that concern them. The informa-
tion and the means by which pupils exercise influence should be related to their age and
maturity. Pupils should always have the opportunity of taking the initiative on issues
that should be treated within the framework of their influence over their education.

Goals
The goals of the school are that each pupil
• takes personal responsibility for their studies and working environment,
• gradually exercises increasingly greater influence over their education and the
internal work of the school, and
• has knowledge of democratic principles and develops the ability to work in
democratic forms.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 13
OVERALL GOALS AND GUIDELINES

Guidelines
All who work in the school should
• support the pupils’ ability and willingness to both influence and take r­ esponsibility
for the social, cultural and physical school environment.

Teachers should
• take as their starting point that the pupils are able and willing to take p
­ ersonal
responsibility for their learning and work in school,
• be responsible for ensuring that all pupils can exercise real influence over working
methods, forms and contents of education, and ensure that this influence grows
with increasing age and maturity,
• strive to ensure that pupils have just as much influence on and involvement in
tuition, regardless of gender,
• be responsible for pupils having opportunities to try different working m
­ ethods and
forms,
• together with the pupils plan and evaluate the teaching, and
• prepare pupils for participating and taking responsibility, and applying the rights
and obligations that characterise a democratic society.

2.4 SCHOOL AND HOME

The joint responsibility of the school and guardians for the pupils’ schooling should
create the best possible conditions for the development and learning of children and
youth.

Guidelines
All who work in the school should
• work together with the pupils’ guardians to jointly develop both the content and
activities of the school.

Teachers should
• work together with and continuously inform parents about the pupil’s school
situation, well-being and acquisition of knowledge, and
• keep themselves informed about the individual pupil’s personal situation and show
respect for the pupil’s integrity.

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 OVERALL GOALS AND GUIDELINES

2.5 TRANSITION AND COLLABORATION

The preschool class, school-age educare and the school should collaborate in a trusting
way with each other and the preschool in order to support the pupils’ development
and learning in a long-term perspective. Before transitions, the school forms involved
and school-age educare should share knowledge, experiences and information
about the content of the educational programme, continuity and progression in the
pupils’ development and learning. The school should also collaborate with the upper
secondary educational programmes to which the pupils will continue. There should
also be forms of co-operation that aim to prepare pupils and their guardians before
transitions.

Guidelines
Teachers should
• in collaboration with preschool teachers at the preschool, teachers in other school
forms involved and school-age educare share knowledge, experiences and infor-
mation about the content of the educational programme in order to create context,
continuity and progression in the pupils’ development and learning,
• in collaboration with the team in the preschool, teachers in other school forms
involved and school-age educare, prepare pupils and their guardians before transitions,
• in connection with transitions, be particularly observant of pupils in need of extra
adaptations or special support, and
• make use of opportunities for continuous cooperation in education in the preschool
class, the school and school-age educare.

2.6 THE SCHOOL AND THE SURROUNDING WORLD

Pupils should receive an education of high quality in the school. They should also
obtain a foundation for making choices in their further education. This presupposes
that the compulsory school works closely with the upper secondary schools pupils will
later attend. It also presupposes close co-operation between working life and the local
community in general.

Goals
The goals of the school are that each pupil
• can examine different options and make decisions on questions concerning their
own future,
• has an insight into the local community, its organisations, cultural life and associa-
tions, and
• is informed about the opportunities for further education in Sweden and in other
countries.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 15
OVERALL GOALS AND GUIDELINES

Guidelines
All who work in the school should
• act to enrich the school as a learning environment by establishing contacts not only
with working, cultural and organisational life, but also with other activities outside
the school, and
• contribute to the pupil’s study and career choices not being limited by gender or
by social or cultural background.

Teachers should
• support individual pupils when making choices over their further education, and
• assist in establishing contacts with schools that will be receiving the pupils, as well as
with organisations, companies and others who can help enrich the school’s activities
and establish it in the surrounding society.

Study and vocational guidance counsellors, or staff performing equivalent

tasks, should
• inform and guide pupils prior to the next stage of their education and v­ ocational
orientation, and focus particularly on the opportunities for pupils with functional
impairments, and
• assist the study and vocational guidance efforts of other members of staff.

2.7 ASSESSMENT AND GRADES

Grades express the extent to which the individual pupil has attained the national
knowledge requirements laid down for different subjects. To support grade assessment,
subject specific knowledge requirements exist for the different grades.

Goals
The goals of the school are that each pupil
• develops increasingly greater responsibility for their studies, and
• develops the ability to assess their own results and relate these and the a­ ssessments
of others to their own achievements and circumstances.

Guidelines
Teachers should
• through development dialogues and personal development plans further the pupils’
knowledge and social development,

16 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 OVERALL GOALS AND GUIDELINES

• on the basis of the requirements laid down in the syllabuses assess each pupil’s
learning, and orally and in writing report this to pupils and the home, and also
inform the headteacher,
• take the wishes of the parents as the starting point, and keep pupils and the home
regularly informed about study outcomes and development needs, and
• when awarding grades, make use of all available information about the pupil’s
knowledge and learning in relation to the national knowledge requirements, and
make an all-round assessment of this knowledge.

2.8 RESPONSIBILITY OF THE HEADTEACHER

As both pedagogical leader and head of the teaching and non-teaching staff in the
school, the headteacher has overall responsibility for ensuring that school activities
as a whole are focused on the national goals. The headteacher is also responsible for
following up and evaluating school results in relation to the national goals and the
knowledge requirements. The headteacher is responsible for the results of the school
and within given constraints, has special responsibility for ensuring that:
• education and tuition are organised so that pupils meet and work together
regardless of gender,
• the working methods at the school are developed so that active pupil influence is
encouraged,
• the working environment in the school is organised such that all pupils, in order to
be able to independently search for and develop skills, receive active support from
teachers and access to and the conditions to use teaching material of high quality,
as well as other learning aids for a modern education, including school libraries and
digital tools,
• the teaching and health services for pupils are organised so that pupils receive the
guidance and stimulation, the extra adaptations or the special support and help they
need,
• contacts are established between the school and the home in the event pupils
experience problems and difficulties at school,
• the allocation of resources and remedial measures are related to teachers’ ­assessments
of the pupils’ development,
• teaching in different subject areas is co-ordinated such that the pupils are provided
with opportunities to understand larger domains of knowledge as a whole,
• teaching in different subjects integrates cross-disciplinary areas of knowledge,
such as the environment, traffic, gender equality, consumer issues, sex and ­human
relationships, and also the risks inherent in tobacco, alcohol, and other drugs,

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OVERALL GOALS AND GUIDELINES

• forms of co-operation are developed between the preschool class, the school and
school-age educare in order to support each pupil’s all round ­development and
learning,
• co-operation is established with the preschool to create the conditions for a shared
view, and close and confidential co-operation,
• structures for co-operation between the school and the home are developed, and
parents receive information on the school’s goals, working methods and different
choice alternatives,
• co-operation with schools and working life outside the school are developed so that
pupils can obtain concrete experiences of importance for their choice of further
education and vocational orientation,
• study and vocational guidance is organised such that pupils receive guidance prior
to making the different choices the school provides and prior to their further
education,
• staff receive the competence development required to be able to perform their
work in a professional manner and are continuously given opportunities to share
their knowledge and learn from each other in order to develop the educational
programme,
• the school library’s activities are used as an element of education in order to
strengthen the linguistic ability and digital competence of pupils,
• the school’s international links are developed, and
• school staff are informed of the international agreements that Sweden has under-
taken to observe in education.

18 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
3. Preschool class

The aim and core content of the preschool class

The educational programme for preschool classes should be determined by the princi-
ples and activities as well as the comprehensive goals and guidelines that are expressed
in Sections 1 and 2 of the curriculum.
This section complements Sections 1 and 2, by clarifying the purpose and core
content of educational programme for preschool classes, as well as how the educational
programme should provide pupils continued development in line with the educational
requirements, required by compulsory school, at a later date.

Aim
The educational programme for the preschool class should aim to stimulate the pupil’s
general development and learning. The educational programme should be based on
the pupils’ needs and interests in combination with the knowledge and experience
pupils have previously gained; however, it should continuously challenge the pupils by
inspiring them to make new discoveries and acquire new knowledge. The educational
programme should offer pupils a variety of ways to work and express themselves, and
expose them to different learning environments in order to ease their transition from
preschool into compulsory school and school-age educare. Thus, the educational
programme for preschool classes should contribute to the continuity and progression
of the pupils’ development and learning as well as prepare the pupils for continued
education.
The aim of the educational programme is to further pupils’ fantasy, experiences and
ability to learn, in co-operation with others, through play, movement and creation
using aesthetic forms of expression as well as explorative and practical working
methods. Through play, the educational programme should provide pupils with the
opportunity to cultivate perceptions, try out different identities and develop creativity,
as well as their ability to collaborate and communicate. The educational programme
should encourage and challenge pupils to try their own and others’ ideas, solve prob-
lems and put these ideas into action. Consequently, the pupils should be given the
opportunity to develop creativity, curiosity and belief in their own capabilities. The
educational programme should provide the pupils with the opportunity to develop
good peer relationships and to feel a sense of belonging and security in the pupils’
groups. The pupils should also be given the opportunity to develop and test their
identity and views, in meetings and interactions with others.
The programme should take advantage of diversity and differences, and use them
to give pupils the opportunity to deepen their understanding of different ways of
thinking and being. The educational programme should also provide pupils with the
opportunity to develop familiarity with democratic principles, working methods and

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 19
PRESCHOOL CLASS

processes through participation, exercising influence and taking responsibility in the

activities. Thus, the pupils will be given the conditions to develop self-confidence and
their ability to co-operate and handle conflicts in a constructive manner.
The educational programme should take advantage of the pupils’ curiosity and provide
them with the opportunity to develop their interest in the ability to communicate in
both written and spoken language, by providing them with the opportunity to read
and listen, as well as write and discuss fiction and other types of writing and events.
In addition, regular educational activities should utilise different ways to create oppor-
tunities for pupils, whose mother tongue is not Swedish, to use both Swedish and their
mother tongue. Moreover, the educational programme should provide pupils with
the opportunity to create and express themselves through different forms of aesthetic
expression. In this way, educational programme should provide pupils with the condi-
tions to be able to think, learn and communicate in different contexts and for different
reasons.
The educational programme should take advantage of the pupils’ curiosity and provide
them with the opportunity to develop their interests in mathematics and an under-
standing of how mathematics can be used in different situations. Therefore, pupils
should be challenged and stimulated to use mathematical concepts and reasoning to
communicate and solve problems in different ways and with different forms of expres-
sion, as well as to investigate and describe the world around them.
Furthermore, the educational programme should contribute to the development of
the pupils’ interest in and knowledge of nature, technology and society, by giving
them the opportunity to explore and pose questions on and discuss phenomena and
relationships in the world at large. Additionally, education should provide pupils with
the opportunity to develop knowledge of how the different choices people make can
contribute to sustainable development. Education should also challenge and stimulate
the pupils’ interest in different times, places and cultures.
Pupils should be given the conditions that will enable them to develop general motor
skills, by participating in physical activities and visiting different natural environments.
The educational programme should provide pupils with the opportunity to experience
the joy of movement and thereby, develop their interest in being physically active.
Furthermore, the educational programme should contribute to an understanding of
how physical activity can affect health and well-being.
Through the educational programme for the preschool class, pupils should summarily
be given conditions to develop their abilities to
• experiment with and develop ideas, solve problems and put their ideas into action,
• create and maintain good relationships, as well as learn to co-operate using a
democratic and empathetic approach,
• communicate, verbally and in writing, in different situations and for different
purposes,

20 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 PRESCHOOL CLASS

• create and express themselves through different aesthetic forms of expression,

• use mathematical concepts and reasoning to communicate and solve problems,
• explore and describe phenomena and relationships in nature, technology and
society, and
• versatilely move in different environments as well as understand what can affect
health and well-being.

Core Content
The educational programme should cover the following core content.

Language and communication

• Discuss, listen, ask questions and express their own thoughts, opinions and argu-
ments in different areas that are known to the pupils, such as aesthetic issues and
ordinary events.
• Discuss the content of and message in different types of texts.
• Narrative texts, non-fiction texts and texts that combine words, images and sound.
• Letters and other symbols to convey a message.
• Rhymes, jingles and other word games.
• Digital tools and media for communication.
• Safe and responsible communication, including digital situations.
• Words and concepts that express needs, emotions, knowledge and opinions.
How words and expressions can be perceived by and affect oneself and others.

Creative and aesthetic forms of expression

• Create through play, drawing and painting, music, dance, drama and other aesthetic
forms of expression.
• Different materials, tools and technologies for creating and expressing oneself.
• Interpret and discuss the content and message in different forms of aesthetic
expression.
• Digital tools for presenting different forms of aesthetic expression.

Mathematical reasoning and forms of expression

• Simpler mathematical reasoning to explore and analyse problems and ways to solve
problems.
• Natural numbers and their characteristics and how they can be used for counting
and order. Part of a whole and part of a quantity.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 21
PRESCHOOL CLASS

• Mathematical concepts and different forms of expression to explore and describe

space, time, form, direction, pattern, time and change.

Nature, technology and society

• Different ways to explore phenomena and relationships in nature, technology
and society, for example through observations, measurements and discussions of
findings. How pupil relevant phenomena and relationships can be described, for
example with words and pictures or simpler tables and diagrams.
• Norms and rules associated with pupils’ everyday lives, for example for playing
and games, and why rules are necessary.
• Democratic values and principles, in situations that are familiar to the pupils.
How common decisions can be made and how conflicts can be handled
constructively.
• Children’s rights in accordance with the Convention on the Rights of the Child
(UNCRC).
• Vital questions and their significance to the pupils, such as friendship, justice and
gender roles.
• Nature and people’s living conditions, both where they live and in other places,
during different periods of time, based on the pupils’ experiences and interests.
• Sorting and grouping plants and animals as well as the names of common species.
• Chemical and physical phenomena that are familiar to the pupils, for example the
transition of ice to water, friction and visible astronomical phenomena.
• Some common technical solutions ordinarily occurring in pupils’ lives, how they are
designed, work and could be improved.
• Design and construction using different materials, tools and techniques.
• How different everyday choices people make can contribute to sustainable develop-
ment.

Games, physical activities, and outdoor excursions

• Initiate, organise and participate in different types of play and games.
• Physical indoor and outdoor activities during different seasons and in different types
of weather.
• Safety and consideration of the environment and other people during excursions to
different natural environments.
• Diet, sleep and physical activity and how it affects health and well-being.

22 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
4. School-age educare

The aim and core content of school-age educare

The educational programme, for school-age educare, should be determined by the
principles and activities as well as the overall goals and guidelines specified in Sections
1 and 2 of this curriculum. This section complements Sections 1 and 2, by clarifying
the purpose and core content of educational programmes in school-age educare.
The concept of an educational programme should be given a broad interpretation in
school-age educare, where care, development and teaching constitute a whole.

Aim
The educational programme, in school-age educare, should stimulate the pupils’
development and learning, as well as offer the pupils meaningful leisure time. This
should be done through the educational programme being based on the pupils’ needs,
interests and experiences, while ensuring that the pupils are continuously challenged,
by inspiring them to make new discoveries. The educational programme should intro-
duce pupils to a variety of ways of working and expressing themselves, and offer them
learning environments that integrate childcare and learning.
The educational programme, in school-age educare, complements preschool and
compulsory school, to a greater degree, by having learning be situationally governed,
experience-based and group oriented, as well as being based on the pupils’ needs,
interests and initiative. The purpose of the educational programme is to promote
pupils’ fantasy and ability to learn, together with others, through games, play, motion
and creativity, using aesthetic forms of expression as well as explorative and practical
working methods. Through play, the educational programme should provide pupils
with the opportunity to cultivate perceptions, test their identity, develop their
creativity and ability to work cooperatively and communicate. The educational
programme should encourage and challenge the pupils to test their own and others’
ideas, solve problems and put their ideas into action. Thus, pupils should be given the
opportunity to develop their creativity, curiosity and belief in their own capabilities.
The educational programme in school-age educare also complements preschool and
primary classes by offering pupils recreational activities and rest, for good health and
well-being.
The educational programme should provide the pupils with the opportunity to
develop good peer relationships and to feel a sense of belonging and security in the
pupils’ groups. The pupils should also be given the opportunity to develop and test
identities and perceptions, in meetings and relationships with others.
The educational programme should utilise differences and variety in order to provide
pupils with the opportunity to broaden their understanding of different ways of
thinking and being. The educational programme should also provide pupils with the

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 23
SCHOOL-AGE EDUCARE

opportunity to develop familiarity with democratic principles, working methods and

processes through participation, exercising influence and taking responsibility in the
activities. Thus, the pupils will be given the conditions to develop self-confidence and
their ability to co-operate and handle conflicts in a constructive manner.
The educational programme should take advantage of the pupils’ curiosity and provide
them with the opportunity to develop their interest in and ability to communicate,
using different linguistic forms of expression. In addition, the educational programme
should use different methods to strive to create opportunities for pupils, whose mother
tongue is not Swedish, to use both Swedish and their mother tongue. The educational
programme should also provide pupils with the opportunity to create and to express
themselves, using different aesthetic forms of expression. In this way, the educational
programme should provide pupils with the necessary requirements to be able to think,
learn and communicate, in different situations and for different purposes.
Furthermore, the educational programme should contribute to the development of the
pupils’ interest in and knowledge of nature, technology and society, by providing them
with the opportunity to examine and ask on phenomena and relationships, connected
to the world at large. The educational programme should also provide pupils with the
opportunity to use mathematics to describe the world at large and to solve everyday
problems. Furthermore, the educational programme should provide pupils the oppor-
tunity to develop knowledge on how the different choices people make can contribute
to sustainable development.
By having the pupils be out in nature and society, the educational programme also
strengthens their opportunities to actively participate in clubs and associations,
cultural and outdoor activities in their local environments. Pupils should be given
the conditions that will enable them to develop general motor skills, by participating
in physical activities and visiting different natural environments. The educational
programme should provide pupils with the opportunity to experience the joy of
movement and thereby, develop an interest in being physically active. Furthermore,
the educational programme should contribute to an understanding of how physical
activities and outdoor excursions can affect health and well-being.
Through the educational programme for school-age educare, pupils should summarily
be given conditions to develop their abilities to
• experiment with and develop ideas, solve problems and put their ideas into action,
• pay attention to the personal need to maintain a balance between activity and rest,
• create and maintain good relationships, as well as learn to co-operate using a
democratic and empathetic approach,
• communicate with linguistic forms of expression, in different situations and for
different reasons,

24 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 SCHOOL-AGE EDUCARE

• create and express themselves through different aesthetic forms of expression,

• explore and describe phenomena and relationships in nature, technology and
society, as well as
• versatilely move in different environments and understand what can affect health
and well-being.

Core Content
The educational programme should cover the following core content.

Language and communication

• Discuss, listen, ask questions as well as express their own thoughts, opinions and
arguments in different areas, such as aesthetic issues and ordinary events.
• Discuss different types of texts.
• Digital tools and media for communication.
• Safe and responsible communication, including digital situations.
• Words and concepts that express needs, emotions, knowledge and opinions.
How words and expressions can be perceived by and affect oneself and others.

Creative and aesthetic forms of expression

• Create through different aesthetic forms of expression, such as play, drawing and
painting, music, dance and drama.
• Different materials, tools and technologies for creating and expressing oneself.
• Interpret and discuss different forms of aesthetic expression.
• Digital tools for presenting different forms of aesthetic expression.

Nature and society

• Different ways to explore phenomena and relationships in nature, technology and
society, for example, through conversations, study visits and digital media. How
phenomena and connections can be described, for example with words and pictures.
• Mathematics as a tool to describe ordinary phenomena and solve ordinary
problems.
• Design and construction using different materials, tools and techniques.
• Norms and rules associated with pupils’ everyday lives, for example for playing and
games, and why rules are necessary.
• Ethnicity, gender roles, body image and consumption as well as critical examination
of how these phenomena are presented in the media and pop-culture.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 25
SCHOOL-AGE EDUCARE

• Democratic values and principles, in situations that are familiar to the pupils.
How common decisions can be made and how conflicts can be handled in a
constructive manner.
• Children’s rights in accordance with the Convention on the Rights of the Child
(UNCRC).
• How different everyday choices people make can contribute to sustainable
development.
• Local communities, clubs and associations that offer activities and room for culture,
leisure time and recreational activities.
• Orient themselves in their local environments and safely behave in traffic.

Games, physical activities, and outdoor excursions

• Initiate, organise and participate in different types of play and games.
• Sports and other indoor and outdoor physical activities during different seasons and
in different types of weather.
• Outdoor excursions during the different seasons, as well as the opportunities for
nature excursions, in the local environment and elsewhere, for physical activities
and nature experience.
• Safety and consideration of the environment and other people during excursions
to different natural environments.
• The rights and obligations that are involved when we interact with nature,
according to the law of Outdoor Access Rights (Allemansrätten).
• How lifestyle affects health, for example how diet, sleep and balancing physical
activity and rest affects our psychological and physical well-being.

26 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ART

5. Syllabuses

5.1 ART
Pictures are of great importance in how people think, learn and experience themselves
and the surrounding world. We are continuously surrounded by i­mages that have the
purpose of informing, convincing and entertaining us, and giving us aesthetic and
emotional experiences. Knowledge of images and visual communication is important
to be able to express views and participate actively in society. By working with different
types of images, people can develop their creativity and ability to create images.

Aim
Teaching in art should aim at helping the pupils to develop knowledge of how pictures
are created and can be interpreted. Through teaching, pupils should gain experience of
visual cultures comprising film, photos, design, art, architecture and various environ-
ments.
Teaching should provide pupils with opportunities to develop their knowledge about
how to produce and present their own images using different methods, materials and
forms of expression. Teaching should contribute to pupils developing their creativity
and their interest in being creative. It should also encourage pupils to take their own
initiatives and work using an investigative and problem-solving approach.
Teaching should contribute to pupils developing their understanding of how visual
messages are designed in different media. Teaching should also give pupils the oppor-
tunities to discuss and critically examine different forms of visual communication and
contribute to pupils developing knowledge of pictures and images in different cultures,
both historically and in modern times. Through teaching pupils should also be given
the opportunity to use their knowledge of different types of images in their own
creativity.
Teaching in art should essentially give pupils the opportunities to develop their
ability to:
• communicate with images to express messages,
• create images using digital and handcraft techniques and tools, and with d
­ ifferent
materials,
• examine and present different subject areas using images, and
• analyse historical and contemporary documents, content and functions.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 27
ART

Core content
In years 1–3
Producing pictures
• Production of narrative pictures, such as illustrations for story books.
• Drawing, painting, modelling and design.
• Photography and transfer of images using computer software.

Tools for producing pictures

• Different elements that make up a picture: colour, form, line, surface, ­foreground
and background.
• Some tools for drawing, painting, modelling, designing and photographing and
what these are called.
• Materials that are flat and can be shaped, such as paper, clay, plaster and ­natural
materials and how these can be used in art work.

Analysis of pictures
• Informative pictures, such as those for textbooks and how they are designed and
function.
• Historical and contemporary pictures and what they relate, such as ­documentary
images from the local area and art pictures.

In years 4–6
Producing pictures
• Production of narrative and informative pictures, such as comics and ­illustrations
for text.
• Drawing, painting, printing and three-dimensional production.
• Reuse of images when producing pictures, such as in collages and visual ­montages.
• Photography and filming, and editing using computer programs.

Tools for producing pictures

• Different elements that make up and create a sense of space in pictures, such as lines
and colours and how these can be used when creating pictures.
• Tools for drawing, painting, printing, three-dimensional production, ­photography,
filming and digital image processing and what these are called.
• Materials that are flat and can be shaped, and how these can be used when
producing pictures.

28 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ART

Analysis of pictures
• Images for advertisements and news, how they are designed and ­communicate
a message.
• Art, documentary pictures and architectural works from different periods and
cultures, how they are designed and what message they communicate.
• Words and terms for interpreting, writing and discussing a picture’s design and
message.

In years 7–9
Producing pictures
• Production of narrative, informative and societally oriented pictures of their own
experiences and views.
• Combinations of pictures, sound and text when creating their own pictures.
• Reuse of images, materials and objects in personal creations, such as for
­installations.
• Digital processing of photographs and other types of images.
• Presentations of their own productions.
• Rights and obligations, ethics and values regarding use of pictures, and also freedom
of speech and integrity in the media and other contexts.

Tools for producing pictures

• Forms, colours, and pictorial compositions and their meaning properties, and how
they can be used when creating pictures.
• Materials and tools for two- and three-dimensional work and how these can be used
for specific purposes.

Analysis of pictures
• Pictures which deal with questions of identity, sexuality, ethnicity and power
relations, and how these perspectives can be designed and communicated.
• Mass media communications and impact, and how they can be interpreted and
critically examined.
• Contemporary art and documentary images, and works of art and architectural
works from different periods and cultures in Sweden, Europe and other parts of the
world. How images and works are designed and what messages they communicate.
• Words and terms for interpreting, writing and discussing a picture’s design and
message.

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ART

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can produce some types of narrative and informative pictures that communicate
experiences and views using a simple visual language and partly developed forms of
expression to communicate a message. In their work, pupils use a few different tech-
niques, tools and materials in a basically functional way to create different expressions.
In addition, pupils combine some different pictorial elements in a basically functional
way.
Pupils when producing pictures can contribute to developing ideas in some different
subject areas by reusing contemporary or historical pictures and working with other
reference and inspirational material. During work processes, pupils contribute to
formulating and choosing action alternatives that lead to improvements. In addition,
pupils can present their pictures with some adaptation to purpose and context. Pupils
can also make simple assessments of work processes and quality in the work.
Pupils can apply simple and to some extent informed reasoning about expression,
content and function in pictures from different periods and cultures, and make
connections to their own experiences, other pictures and phenomena in the
surrounding world.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can produce some types of narrative and informative pictures that communicate
experiences and views by applying a developed visual language and relatively well
developed forms of expression to communicate a message. In their work, pupils use
some different techniques, tools and materials in a relatively well functioning and
varied way to create different expressions. In addition, pupils combine some picture
elements in a relatively well functioning way.
Pupils when producing pictures can develop to some extent their own ideas in some
different subject areas by reusing contemporary or historical pictures and processing
other reference and inspirational material. During the work process, pupils formulate
and choose action alternatives which with some adaptation lead to improvements. In
addition, pupils can present their pictures with relatively good adaptation to purpose
and context. Pupils can also make developed assessments of work processes and quality
in their work.
Pupils can apply developed and relatively well informed reasoning about expression,
content and function of pictures from different periods and cultures and make
connections to their own experiences, other pictures and phenomena in the
surrounding world.

30 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ART

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can produce some types of narrative and informative pictures that communicate
experiences and views in a well developed visual language and well developed forms
of expression to communicate the message. In their work, p ­ upils can use different
techniques, tools and materials in a well functioning, varied and creative way to create
different expressions. In addition, pupils combine some different picture elements in a
well functioning way.
Pupils when producing pictures can develop their own ideas in some different subject
areas by reusing contemporary or historical pictures and processing other reference and
inspirational material. During the work process, pupils formulate and choose action
alternatives that lead to improvements. In addition, pupils present their pictures with
good adaptation to purpose and context. Pupils can also make well developed assess-
ments of work processes and quality in the work.
Pupils can apply developed and well informed reasoning about expression, content
and function in pictures from different periods and cultures and make connections to
their own experiences, other pictures and phenomena in the surrounding world.

Knowledge requirements for grade E at the end of year 9

Pupils can produce some types of narrative and informative pictures that communicate
experiences and views in a simple visual language and to some extent developed forms
of expression to communicate a message. In their work, pupils can use different tech-
niques, tools and materials in a basically functional way and explore how these can be
combined to create different expressions. In addition, pupils combine forms, colours
and pictorial compositions in a basically functional way.
Pupils when producing pictures can contribute to developing ideas in different subject
areas by reusing contemporary or historical pictures and processing other reference
and inspirational material. During the work process, pupils contribute to formulating
and choosing action alternatives that lead to improvements. In addition, pupils can
present their pictures with some adaptation to purpose and context. Pupils can also
make simple assessments of work processes and show simple relationships between
expression, content, function and q­ uality in the work.
Pupils can interpret contemporary as well as historical pictures and visual culture and
apply simple and to some extent informed reasoning with connections to their own
experiences, other works and phenomena in the surrounding world. In addition,
pupils describe pictures and what they express, their content and function in a simple
way with some use of topic-specific concepts.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 31
ART

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can produce different types of narrative and informative pictures that commu-
nicate experiences and views in a developed visual language and rela­tively well
developed forms of expression to communicate a message. In their work, pupils can
use different techniques, tools and materials in a relatively well functioning and varied
way and test and retest how these can be combined to create different expressions. In
addition, pupils combine form, colour and ­pictorial compositions in a relatively well
functioning way.
Pupils when producing pictures can develop to some extent their own ideas in
different subject areas by reusing contemporary or historical pictures and processing
other reference and inspirational material. During the work process, pupils formulate
and choose action alternatives which with some adaptation lead to improvements. In
addition, pupils can present their pictures with relatively good adaptation to purpose
and context. Pupils can also make developed assessments about the work process
and show relatively complex relationships between expression, content function and
quality in the work.
Pupils can interpret contemporary as well as historical pictures and visual c­ ulture and
apply developed and relatively well informed reasoning with c­ onnections to their
own experiences, other works and phenomena in the ­surrounding world. In addition,
pupils describe pictures and what they express, their content and function in a
developed way with relatively good use of t­ opic-specific ­concepts.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can produce different types of narrative and informative pictures that commu-
nicate experiences and views in a well developed visual language and well developed
forms of expression to communicate a message. In their work, pupils can use different
techniques, tools and materials in a well functioning, varied and creative way and
systematically test and retest how these can be combined to create different expres-
sions. In addition, pupils combine form, ­colour and pictorial compositions in a well
functioning way.
Pupils when producing pictures can develop their own ideas in some different subject
areas by reusing contemporary or historical pictures and processing other reference and
inspirational material. During the work process, pupils formulate and choose action
alternatives that lead to improvements. In addition, pupils present their pictures with

32 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ART

good adaptation to purpose and context. Pupils can also make well developed
assessments about the work process and show complex relationships between
expression, content, function, and quality in the work.
Pupils can interpret contemporary as well as historical pictures and visual culture and
apply well developed and well informed reasoning with connections to their own
experiences, other works and phenomena in the surrounding world. In addition,
pupils describe pictures and what they express, their content and function in a well
developed way with good use of topic-specific concepts.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 33
ENGLISH

5.2 ENGLISH
Language is the primary tool human beings use for thinking, communicating and
learning. Having a knowledge of several languages can provide new perspectives on
the surrounding world, enhanced opportunities to create contacts and greater under-
standing of different ways of living. The English language surrounds us in our daily
lives and is used in such diverse areas as politics, e­ ducation and economics. Knowledge
of English thus increases the individual’s opportunities to participate in different social
and cultural contexts, as well as in international studies and working life.

Aim
Teaching of English should aim at helping the pupils to develop knowledge of the
English language and of the areas and contexts where English is used, and also pupils’
confidence in their ability to use the language in different situations and for different
purposes.
Through teaching, pupils should be given the opportunity to develop all-round
communicative skills. These skills involve understanding spoken and written English,
being able to formulate one’s thinking and interact with others in the spoken and
written language, and the ability to adapt use of language to ­different situations,
purposes and recipients. Communication skills also cover confidence in using the
language and the ability to use different strategies to support communication and
solve problems when language skills by themselves are not sufficient.
In order to deal with spoken language and texts, pupils should be given the
­opportunity to develop their skills in relating content to their own experiences, living
conditions and interests. Teaching should also provide pupils with opportunities to
develop knowledge about and an understanding of different living conditions, as well
as social and cultural phenomena in the areas and contexts where English is used.
Teaching should help pupils to develop their skills in searching for, evaluating,
choosing and assimilating the content of spoken language and texts from different
sources. They should also be equipped to be able to use different tools for learning,
understanding, being creative and communicating. Teaching should encourage pupils
to develop an interest in languages and culture, and convey the benefits of language
skills and knowledge.
Teaching in English should essentially give pupils the opportunities to develop their
ability to:
• understand and interpret the content of spoken English and in different types
of texts,
• express themselves and communicate in speech and writing,
• use language strategies to understand and make themselves understood,

34 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ENGLISH

• adapt language for different purposes, recipients and contexts, and

• reflect over living conditions, social and cultural phenomena in different contexts
and parts of the world where English is used.

Core content
In years 1–3

Content of communication
• Subject areas that are familiar to the pupils.
• Interests, people and places.
• Daily life and ways of living in different contexts and areas where English is used.

Listening and reading – reception

• Clearly spoken English and texts from various media.
• Simple instructions and descriptions.
• Different types of simple conversations and dialogues.
• Films and dramatised narratives for children.
• Songs, rhymes, poems and tales.
• Words and phrases in the local surroundings, such as those used on signs and other
simple texts.

Speaking, writing and discussing – production and interaction

• Simple presentations.
• Simple descriptions and messages.
• Songs, rhymes and dramatisations.

In years 4–6
Content of communication
• Subject areas that are familiar to the pupils.
• Everyday situations, interests, people, places, events and activities.
• Views, emotions and experiences.
• Daily life, ways of living and social relations in different contexts and areas where
English is used.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 35
ENGLISH

Listening and reading – reception

• Clearly spoken English and texts from various media.
• Oral and written instructions and descriptions.
• Different types of conversations, dialogues and interviews.
• Films and dramatised narratives for children and youth.
• Songs, tales and poems.
• Strategies for understanding significant words and context in spoken language and
texts, for example by adapting listening and reading to the form and content of
communications.
• Different ways of searching for and choosing texts and spoken English from the
internet and other media.
• Language phenomena such as pronunciation, intonation, grammatical structures,
spelling and also fixed language expressions in the language pupils encounter.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and spoken language in different situations.
• How different expressions are used to initiate and complete different types of
communications and conversations.

Speaking, writing and discussing – production and interaction

• Presentations, instructions, messages, narratives and descriptions in continous
speech and writing.
• Language strategies to understand and make oneself understood when ­language
skills are lacking, such as through reformulations.
• Language strategies to participate in and contribute to discussions, such as
questions, and phrases and expressions to confirm understanding.
• Language phenomena to clarify and enrich communication such as ­pronunciation
and intonation, spelling and punctuation, politeness phrases, and other fixed
language expressions and grammatical structures.

In years 7–9
Content of communication
• Current subject areas familiar to the pupils.
• Interests, everyday situations, activities, sequences of events, relations and ethical
questions.
• Views, experiences, emotions and plans for the future.
• Living conditions, traditions, social relations and cultural phenomena in ­various
contexts and areas where English is used.

36 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ENGLISH

Listening and reading – reception

• Spoken English and texts from various media.
• Spoken English with slight regional and social accents.
• Oral and written instructions and descriptions.
• Different types of conversations, dialogues, interviews and oral ­communications.
• Literature and other fiction in spoken, dramatised and filmed forms.
• Songs and poems.
• Oral and written information, as well as discussions and argumentation for different
purposes, such as news, reports and newspaper articles.
• Strategies for understanding details and context in spoken language and texts, such
as adapting listening and reading to the type of communication, ­contents and
purpose.
• Different ways of searching for, choosing and assessing texts and spoken ­language in
English from the internet and other media.
• Language phenomena such as pronunciation, intonation, grammatical ­structures,
sentence structure, words with different registers, as well as fixed language expres-
sions pupils will encounter in the language.
• How texts and spoken language can be varied for different purposes and ­contexts.
• How connecting words and other expressions are used to create structure and
linguistically coherent entities.

Speaking, writing and discussing – production and interaction

• Different ways of working on one’s own production and interaction to vary, clarify,
specify and adapt them for different purposes.
• Oral and written narratives, descriptions and instructions.
• Conversations, discussions and argumentation.
• Language strategies to understand and be understood when language skills are
lacking, such as reformulations, questions and explanations.
• Language strategies to contribute to and actively participate in conversations
by taking the initiative in interaction, giving confirmation, putting follow-up
questions, taking the initiative to raise new issues and also concluding
­conversations.
• Language phenomena to clarify, vary and enrich communication such as
­pronunciation, intonation and fixed language expressions, grammatical ­structures
and sentence structures.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 37
ENGLISH

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can understand the most essential content in clearly spoken, simple English at
a relaxed pace and in simple texts about daily and familiar topics. Pupils show their
understanding by reporting content in a simple form with comments on content
and also with acceptable results act on the basis of the message and instructions in
the content. To facilitate their understanding of the content of the spoken language
and texts, pupils can choose and apply a strategy for listening and reading. Pupils can
choose texts and spoken language of a simple nature and from different media and
with some relevance use the selected material in their own production and interaction.
In oral and written production of different kinds, pupils can express themselves simply
and under­standably in phrases and sentences. To clarify and vary their communi-
cation, pupils can work on and make some simple improvements to their commu-
nications. In oral and written interaction, pupils can express themselves simply and
understandably in words, phrases and sentences. In addition, pupils can choose and
use a strategy to solve problems and improve their interaction.
Pupils comment in simple forms on some phenomena in different contexts and
areas where English is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand the main content and clear details in simple English, clearly
spoken at a relaxed pace, and also in simple texts on daily and familiar topics. Pupils
show their understanding by reporting content in a simple form with comments on
content and details and also with satisfactory results act on the basis of the message
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature and from different media and in a relevant way use the selected material
in their own production and interaction.
In oral and written production of different kinds, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their commu-
nications. In oral and written interaction, pupils can express themselves simply and
relatively clearly in words, phrases and sentences. In addition, pupils can choose and
apply some different strategies to solve problems and improve their i­nteraction.

38 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ENGLISH

Pupils comment in simple forms on some phenomena in different contexts and areas
where English is used, and can also make simple comparisons with their own experi-
ences and knowledge.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the whole and essential details in clearly spoken, simple
English at a relaxed pace and in simple texts on daily and familiar topics. Pupils show
their understanding by presenting an overview with their comments on content and
details and also with good results act on the basis of the message and instructions in
the content. To facilitate their understanding of the content of the spoken language
and the texts, pupils can to some extent choose and apply strategies for listening and
reading. Pupils can choose from texts and spoken language of a simple nature and
from different media and in a relevant and ­effective way use the material chosen in
their own production and interaction.
In oral and written production of different kinds, pupils can express themselves
simply, relatively clearly and relatively coherently. To clarify and vary their communi-
cation, pupils can work on and make simple improvements to their communications.
In oral and written interaction, pupils can express themselves simply and clearly in
words, phrases and sentences, which to some extent are adapted to purpose, recip-
ient and situation. In addition, pupils can choose and apply several d ­ ifferent strategies
to solve problems and improve their interaction.
Pupils comment in overall terms on some phenomena in different contexts and
areas where English is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the main content and clear details in English spoken at a
moderate pace and in basic texts in various genres. Pupils show their understanding by
presenting an overview with discussion and comments on content and details and also
with acceptable results act on the basis of the message and instructions in the content.
To facilitate their understanding of the content of the spoken language and texts,
pupils can choose and apply a strategy for listening and reading. Pupils can choose
texts and spoken language from different media and with some relevance use the
selected material in their own production and interaction.
In oral and written production in various genres, pupils can express themselves simply,
understandably and relatively coherently. To clarify and vary their communication,
pupils can work on and make simple improvements to their communications. In oral

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 39
ENGLISH

and written interaction in different contexts, pupils can express themselves simply and
understandably and also to some extent adapted to purpose, recipient and situation.
In addition, pupils can choose and apply basically ­functional strategies which to some
extent solve problems and improve their interaction.
Pupils discuss in overall terms some phenomena in different contexts and areas where
English is used, and can also make simple comparisons with their own experiences and
knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and essential details in English spoken at a
moderate pace and in basic texts in various genres. Pupils show their understanding
by presenting a well grounded account with discussion and comments on content
and details and also with satisfactory results act on the basis of the message and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose texts and spoken language from different
media and in a relevant way use the selected material in their own production and
interaction.
In oral and written production in various genres, pupils can express themselves in
relatively ­varied ways, relatively clearly and relatively coherently. Pupils express
themselves also with some ease and to some extent adapted to purpose, recipient and
situation. To clarify and vary their communication, pupils can work on and make
well grounded improvements to their own communications. In oral and written inter-
action in different contexts, pupils can express themselves clearly and with some ease
and with some adaptation to purpose, recipient and situation. In addition, pupils can
choose and use functional strategies to solve problems and improve their interaction.
Pupils discuss in detail some phenomena in different contexts and areas where English
is used, and can then also make well developed comparisons with their own experi-
ences and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand both the whole and the details in English spoken at a moderate
pace in basic texts in various genres. Pupils show their understanding by giving a

40 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 ENGLISH

well grounded and balanced account where they discuss and comment on content
and details, and with good results act on the basis of the message and instructions in
the content. To facilitate their understanding of the content of the spoken language
and the texts, pupils can to some extent choose and apply strategies for listening and
reading. Pupils can choose texts and spoken language from different media and in a
relevant and effective way use the material chosen in their own production and inter-
action.
In oral and written production, pupils can express themselves in relatively varied ways,
clearly and coherently. Pupils express themselves with ease and some adaptation to
purpose, recipient and situation. To clarify and vary their communication, pupils
can work on and make well grounded improvements to their own communications.
In oral and written interaction in different contexts, pupils can express themselves
clearly and with ease, and also with some adaptation to purpose, recipient and situ-
ation. In addition, pupils can choose and apply well functioning strategies to solve
problems and improve their interaction and take it forward in a constructive way.
Pupils discuss in detail and in a balanced way some phenomena from different
contexts and areas where English is used, and can also make well developed and
balanced comparisons with their own experiences and knowledge.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 41
HOME AND CONSUMER STUDIES

5.3 HOME AND CONSUMER STUDIES

Life in the home and in the family is of crucial importance for people. Our habits
at home influence not only the well-being of the individual and the family, but
also society and nature. Knowledge of consumer issues and work in the home gives
people important tools for creating a functioning daily reality, and the ability to make
conscious choices as consumers with reference to health, fi
­ nance and the environment.

Aim
Teaching in home and consumer studies should aim at helping the pupils to develop
knowledge about and an interest in work, finance and consumption in the home.
In a process where thinking, sensory experiences and action are all interlinked, pupils
should be given the opportunity to develop expertise with regard to food and meals.
Teaching as a result should contribute to pupils developing their ability to take initia-
tives and be creative when preparing food, creating meals and other tasks in the home.
Through teaching, pupils should have the opportunity to develop awareness of the
consequences of making different choices in the household on health, well-being and
use of resources. Teaching should also contribute to pupils developing knowledge of
legal conditions concerning savings, credit and loans. In this way, pupils should be
given the preconditions to make well grounded choices in terms of personal finances,
and be able to handle the different problems and situations the young consumer may
face.
Teaching should help pupils to develop their knowledge about, and giving opportuni-
ties to reflect over gender equality and the distribution of work in the home. Teaching
should also give pupils the opportunity to develop knowledge of cultural variations
and traditions in different households.
Teaching in home and consumer studies should essentially give pupils the
­opportunities to develop their ability to:
• plan and prepare food and meals for different situations and contexts,
• manage and solve practical situations in the home, and
• assess choices and actions in the home and as a consumer, and from the ­perspective
of sustainable development.

Core content
In years 1–6

Food, meals and health

• Recipes and instructions, how they can be interpreted and followed, as well as
common words and terms for baking and food preparation.
• Different methods of baking and cooking.

42 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 HOME AND CONSUMER STUDIES

• Planning and organising the preparation of meals and other tasks in the home.
• Tools and technical equipment that can be used for baking and food ­preparation
and how these are used in a safe way.
• Hygiene and cleaning when handling, preparing and storing food.
• Different tools to support planning of varied and balanced meals, and also how
meals can be distributed over a day.
• Importance of meals for a sense of community.

Consumption and personal finance

• Finance, saving and consumption for young people.
• The difference between advertising and objective information for consumers.
• Comparisons between some ordinary goods, based on price comparisons.

Environment and lifestyle

• Some different forms of environmental labelling of products and their ­importance.
• Choice and use of goods and services in the home, and how they impact the
environment and health.
• Recycling in the home and in the local area and how it functions.
• Different traditions in food, such as celebration of special occasions.

In years 7–9
Food, meals and health
• Comparisons between recipes and calculating quantities when preparing food.
Creating own recipes.
• Different methods of baking and cooking. How choice of method influences the
work process and results.
• Planning and organising the preparation of food and other tasks in the home.
• Tools and technical equipment that can be used for baking and food ­preparation,
and how these are used in a functional and safe way.
• Hygiene and cleaning when handling, preparing and storing food.
• Individual needs for energy and nutrition, such as for sports, and also how meals
can be composed to satisfy different needs.
• How meals can be arranged and organised, and the importance of meals in
developing a sense of community and well-being.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 43
HOME AND CONSUMER STUDIES

Consumption and personal finance

• Personal finance for young people, such as buying over the internet, borrowing
money, buying on credit or hire purchase and subscriptions.
• Household finances and calculating the cost of housing, consumption, travel and
credit.
• Rights and obligations of consumers.
• The influence of advertising and the media on individual and group ­consumption
behaviour.
• Issues to consider when choosing goods and services, such as the purchase of
clothes, food and travel from the perspective of economic, social and ­environmental
sustainability.
• Comparisons of products based on a number of different aspects, such as price and
quality.

Environment and lifestyle

• How food and other goods are produced and transported, and how they impact
the environment and health.
• How to be economical and make effective use of food and other consumption
goods in the home.
• Different routines and methods for washing and cleaning.
• Distribution of work in the home from a gender equality perspective.
• Current societal issues concerning personal finances, food and health.
• Different food traditions, their origins and importance.

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can plan and prepare meals and carry out other tasks related to meals, and do
this with some adaptation to the requirements of the activity. In their work, pupils
can use methods, food and tools in a basically functional and safe way. Pupils can also
make simple assessments of work processes and results. In addition, pupils can apply
simple reasoning to producing varied and b­ alanced meals.
Pupils can apply simple reasoning to the relationship between consumption and
personal finances, and also to some frequently recurring goods and compare these in
relation to their price and impact on the environment and health. In addition, pupils
apply simple reasoning to the differences between advertising and consumer informa-
tion.

44 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 HOME AND CONSUMER STUDIES

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can plan and prepare meals and carry out other tasks related to meals, and do
this with relatively good adaptation to the requirements of the activity. In their work,
pupils can use methods, food and tools in a relatively well ­functioning and safe way.
Pupils can also make developed assessments of work processes and results. In addition,
pupils can apply developed reasoning to p ­ roducing varied and balanced meals.
Pupils can apply developed reasoning to the relationship between consumption and
personal finances, and also to some frequently recurring goods, and compare these in
relation to their price and impact on the environment and health. In addition, pupils
apply developed reasoning to the differences between advertising and consumer infor-
mation.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can plan and prepare meals and carry out other tasks related to meals, and do
this with good adaptation to the requirements of the activity. In their work, pupils can
use methods, food and tools in a well functioning and safe way. Pupils can also make
well developed assessments about work processes and results. In addition, pupils can
apply well developed reasoning to producing varied and balanced meals.
Pupils can apply well developed reasoning to the relationship between consumption
and personal finances, and also to some frequently recurring goods, and compare these
in relation to their price and impact on the environment and health. In addition,
pupils apply well developed reasoning to the differences b­ etween advertising and
consumer information.

Knowledge requirements for grade E at the end of year 9

Pupils can plan and prepare meals and carry out other tasks which occur in the home,
and do this with some adaptation to the requirements of the a­ ctivity. In their work,
pupils can use methods, food and equipment in a safe and b ­ asically functional way.
Pupils choose approaches and give simple reasons for their choice with reference to
aspects covering health, finance and the environment. Pupils can also make simple
assessments of work processes and results. In a­ ddition, pupils can apply simple and
to some extent informed reasoning about how varied and balanced meals can be
composed and adapted to ­individual needs.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 45
HOME AND CONSUMER STUDIES

Pupils make comparisons between different consumption alternatives and a­ pply

simple reasoning with some connection to the impact on personal fi ­ nances. P
­ upils can
describe and apply simple reasoning to basic rights and obligations for consumers, and
give examples of how they are used in different consumption situations.
Pupils can apply simple and to some extent informed reasoning to the consequences
of different consumer choices and actions in the home with regard to aspects
concerning sustainable social, economic and ecological development.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can plan and prepare meals and carry out other tasks which occur in the home,
and do this with relatively good adaptation to the requirements of the activity. In
their work, pupils can use methods, food and equipment in a safe and relatively
well functioning way. Pupils choose approaches and give developed reasons for their
choices with reference to health, finance and environmental aspects. Pupils can also
give developed assessments of work processes and results. In addition, pupils can apply
developed and relatively well informed reasoning about how varied and balanced
meals can be composed and adapted to individual needs.
Pupils make comparisons between different consumption alternatives and apply devel-
oped reasoning with relatively good connection to the impact on personal finances.
Pupils can describe and apply developed reasoning to basic rights and obligations for
consumers, and give examples of how they are used in different consumption situa-
tions.
Pupils can apply developed and relatively well informed reasoning to the consequences
of different consumer choices and actions at home based on aspects concerning
sustainable social, economic and ecological development.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can plan and prepare meals and carry out other tasks which occur in the
home, and do this with good adaptation to the requirements of the activity. In their
work, pupils can use methods, food and equipment in a safe and well functioning
way. Pupils choose approaches and give well developed reasons for their choices with
reference to aspects concerning health, finance and the environment. Pupils can also
make well developed assessments about work processes and results. In addition, pupils

46 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 HOME AND CONSUMER STUDIES

can apply well developed and well informed reasoning about how varied and balanced
meals can be composed and adapted to individual needs.
Pupils make comparisons between different consumption alternatives and apply well
developed reasoning with good connection to the impact on personal finances. Pupils
can describe and apply well developed reasoning to basic rights and obligations for
consumers, and give examples of how they are used in d
­ ifferent consumption situa-
tions.
Pupils can apply well developed and well informed reasoning to the consequences of
different consumer choices and actions at home based on aspects concerning sustain-
able social, economic and ecological development.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 47
PHYSICAL EDUCATION AND HEALTH

5.4 PHYSICAL EDUCATION AND HEALTH

Physical activities and a healthy lifestyle are fundamental to people’s well-being.
Positive experiences of movement and outdoor life during childhood and adolescence
are of great importance if we are to continue to be physically active later on in life.
Having skills and knowledge about sports and health is an asset for both the individual
and society.

Aim
Teaching in physical education and health should aim at pupils developing all-round
movement capacity and an interest in being physically active and spending time
outdoors in nature. Through teaching, pupils should encounter a range of different
kinds of activities. Pupils should also be given the opportunity to develop knowledge
about what factors affect their physical capacity, and how they can safeguard their
health throughout their lives. Pupils should also be given the opportunities to develop
a healthy lifestyle and also be given knowledge about how physical activity relates to
mental and physical well-being.
Teaching should give pupils the opportunity to develop knowledge in planning,
applying and evaluating different types of activities involving physical movement.
Pupils should also through teaching develop knowledge of concepts which describe
physical activities and be given the opportunities to determine their standpoints on
issues related to sports, health and lifestyle. Through teaching, pupils should be given
the opportunity to develop their interpersonal skills and respect for others. Teaching
should create the conditions for all pupils throughout their schooling to regularly
take part in physical activities at school, and contribute to the pupils developing good
physical awareness and a belief in their own physical capacity.
Through teaching, pupils should develop the ability to spend time in outdoor settings
and nature during different seasons of the year, and acquire an understanding of the
value of an active outdoor life. Teaching should also contribute to pupils developing
knowledge of the risks and safety factors related to physical activities and how to
respond to emergency situations.
Teaching in sports and health should essentially give pupils the opportunities to
develop their ability to:
• move without restriction in different physical contexts,
• plan, implement and evaluate sports and other physical activities based on different
views of health, movement and lifestyle,
• carry out and adapt time recreational and outdoor life to different conditions and
environments, and
• prevent risks during physical activities, and manage emergency situations on land
and in water.

48 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 PHYSICAL EDUCATION AND HEALTH

Core content
In years 1–3
Movement
• Basic physical movements such as running, jumping and climbing. Combi­nations
of these in exercises using equipment, games, dance and movement to music,
both indoors and outdoors.
• Simple games and dances and their rules.
• Pace and rhythm in games, dance and movement to music.
• Games and movement in water. Balancing, floating and swimming in breast,
stomach and back positions.

Health and lifestyle

• Words and concepts for and discussions about experiences derived from games,
health, time in nature and outdoor activities.

Outdoor life and activities

• Orienting oneself in the local environment and simple maps. Concepts ­describing
spatial awareness.
• Games and movement in nature and the outdoor environment.
• Foundations of public right of access.
• Factors concerning safety and consideration to others in connection with games,
sports and time spent outdoors.

In years 4–6
Movement
• Combinations of basic forms of movement with gymnastic and other ­equipment.
• Different games and sports, indoors and outdoors, and dance and movement to
music.
• Pace and rhythm in games, dance and movement to music.
• Swimming in breast, stomach and back positions.

Health and lifestyle

• Physical and mental effects of some different types of training.
• Cultural and geographical conditions in the surrounding environment that have
an impact and make possible choice of physical activities.
• Prevention of injuries, such as through warm up exercises.
• Words and concepts, and talking about experiences of different physical ­activities
and forms of training, lifestyle, understanding of the human body and self-image.

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PHYSICAL EDUCATION AND HEALTH

Outdoor life and activities

• Using maps, both with and without digital tools, to orient oneself in the surrounding
nature and outdoor environment. The structure and symbols of maps.
• Games and other physical activities in changing natural and outdoor ­environments
during different seasons of the year.
• Rights and obligations in nature as set out in the public right of access to land.
• Safety and consideration to others in training, playing, games, sports, nature and
time spent outdoors.
Practises and safety guidelines for outdoor life in and close to water during different
seasons.

In years 7–9
Movement
• Complex movement in games and sports, indoors and outdoors, and also dance and
movement to music.
• Weight training, fitness training, mobility and mental training. How these activities
affect capacity for movement and health.
• Digital and other tools to plan, perform and evaluate movement activities.
• Traditional and modern dance, and movement and training programs to music.
• Different ways of swimming n breast, stomach and back positions.

Health and lifestyle

• Setting up goals for physical activities, such as improving fitness.
• Words and concepts, and talking about experiences and outcomes from ­different
physical activities and forms of training.
• Working positions and load such as during physical activity and prevention of
injury, through e.g. all-round training.
• Different definitions of health, relationships between movement, diet and health,
and the relationship between addictive substances and ill-health.
• Physical body models in sports and society as a whole. Doping and the laws and
rules regulating this.
• First aid and cardiopulmonary resuscitation.
• How the individual’s choice of sports and other physical activities are ­influenced
by different factors, such as gender.

50 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 PHYSICAL EDUCATION AND HEALTH

Outdoor life and activities

• Orientation in unfamiliar environments using maps and other aids to locate
position, both with and without digital tools.
• How different outdoor activities can be planned, organised and carried out.
• Rights and obligations in nature as set out in the public right of access to land.
• Cultural traditions in connection with outdoor life and recreational activity.
• Practises and safety guidelines for outdoor life in and close to water during different
seasons. Dealing with emergencies in and around water using different kinds of
equipment, based on the principle of the extended arm.

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can participate in games and sports involving sequences of basic movements
in different settings, and vary and adapt their movements to some extent to different
activities. In movement to music and in dance, pupils adapt to some extent their
movement to pace and rhythm. Pupils can also swim 200 m ­ etres, of which 50 metres
are in the back position. Pupils can talk about their own experiences from physical
activities, and apply simple and to some extent informed reasoning about how the
activities can affect health and ­physical ­capacity.
Pupils can carry out different activities in nature and the outdoor e­ nvironment with
some adaptation to different conditions, and rules governing public ­access to land. In
addition, pupils can with some certainty orient themselves in ­familiar surroundings
using maps.
Pupils can give simple descriptions of how to prevent injuries associated with games
and sports. In addition, pupils can handle emergencies around water using different
equipment during different periods of the year.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can participate in games and sports involving sequences of basic movements
in different settings, and vary and adapt their movements relatively well to activities.
When moving to music and dance, pupils adapt their movements relatively well to
pace and rhythm. Pupils can also swim 200 metres, of which 50 metres are in the back
position. Pupils can talk about their own experiences of physical activities and apply
developed and relatively well informed reasoning about how the activities can affect
health and physical capacity.

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PHYSICAL EDUCATION AND HEALTH

Pupils can carry out different activities in nature and the external environment with
relatively good adaptation to different conditions and the rules governing public
access to land. In addition, pupils can with relatively good safety orient themselves in
familiar settings using maps.
Pupils can give developed descriptions of how to prevent injuries associated with
games and sports. In addition, pupils can handle emergencies around water using
different equipment during different periods of the year.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can participate in games and sports involving sequences of basic movements
in different settings, and vary and adapt their movements well to activities. When
moving to music and dance, pupils adapt their movements well to pace and rhythm.
Pupils can also swim 200 metres, of which 50 metres are in the back position. Pupils
can talk about their own experiences of physical ­activities and apply well developed
and well informed discussion on how the activities can affect health and physical
capacity.
Pupils can carry out different activities in nature and the external environment with
good adaptation to different conditions and the rules governing public ­access to land.
In addition, pupils can with good safety orient themselves in ­familiar settings using
maps.
Pupils can give well developed descriptions of how to prevent injuries associated with
games and sports. In addition, pupils can handle emergencies around water using
different equipment during different periods of the year.

Knowledge requirements for grade E at the end of year 9

Pupils can participate in games and sports involving complex movements in different
settings, and vary and adapt their movements to some extent to activities and context.
In dance, and movement and training programs to music, pupils adapt to some extent
their movements to beat, rhythm and context. Pupils can also swim 200 metres, of
which 50 metres are in the back position.
Pupils in a basically functional way can set up goals and plan their training and
other physical activities. Pupils can also evaluate activities by talking about their own
experiences and applying simple and to some extent informed reasoning about how
the activities together with dietary and other factors can affect health and physical
capacity.

52 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 PHYSICAL EDUCATION AND HEALTH

Pupils plan and carry out outdoor activities with some adaptation to different condi-
tions, setting and rules. In addition, pupils can with some safety orient themselves in
unfamiliar settings, using maps and other aids.
Pupils can in a basically functional way prevent injuries through foresight and give
simple descriptions of risks associated with different physical activities. In addition,
pupils can handle emergency situations around water using different ­equipment
during different periods of the year.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can participate in games and sports involving complex movements in ­different
settings, and vary and adapt their movements relatively well to activities and context.
In dance, and movement and training programs to music, p ­ upils adapt their move-
ments relatively well to beat, rhythm and context. ­Pupils can also swim 200 metres, of
which 50 metres are in the back position.
Pupils in a relatively well functioning way can set up goals and plan their ­training and
other physical activities. Pupils can also evaluate activities by t­ alking about their own
experiences and applying developed and relatively well informed reasoning about how
the activities together with dietary and other ­factors can affect health and physical
capacity.
Pupils plan and carry out outdoor activities with relatively good adaptation to
different conditions, settings and rules. In addition, pupils can with relatively good
safety orient themselves in unfamiliar settings, using maps and other aids.
Pupils can in a relatively well functioning way prevent injuries through foresight and
giving developed descriptions of risks associated with different physical activities.
In addition, pupils can handle emergencies around water using different equipment
during different periods of the year.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can participate in games and sports involving complex movements in different
settings, and vary and adapt their movements well to activities and context. In dance,
and movement and training programs to music, pupils adapt their movements well to

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 53
PHYSICAL EDUCATION AND HEALTH

beat, rhythm and context. Pupils can also swim 200 metres, of which 50 metres are in
the back position.
Pupils can in a well functioning way set up goals, and plan training and other physical
activities. Pupils can also evaluate activities by talking about their own experiences and
applying well developed and well informed reasoning about how activities together
with dietary and other factors can influence health and physical capacity.
Pupils plan and carry out outdoor activities with good adaptation to different condi-
tions, settings and rules. In addition, pupils can with good safety orient themselves in
unfamiliar settings and use maps and other aids.
Pupils can in a well functioning way prevent injuries through foresight and g­ iving well
developed descriptions of risks associated with different physical activities. In addi-
tion, pupils can handle emergencies around water using different equipment during
different periods of the year.

54 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

5.5 MATHEMATICS
Mathematics has a history stretching back many thousands of years with contributions
from many cultures. Mathematics has developed not only out of practical necessity,
but also as a result of Man’s curiosity and desire to explore and expand mathematics
as an end in itself. Mathematics is by its nature a creative, reflective, problem-solving
activity that is closely linked to societal, social, technological and digital development.
Knowledge of mathematics gives people the preconditions to make informed decisions
in the many choices faced in everyday life and increases opportunities to participate in
decision-making processes in society.

Aim
Teaching in mathematics should aim at helping the pupils to develop knowledge of
mathematics and its use in everyday life and in different subject areas. Teaching should
help pupils to develop their interest in mathematics and confidence in their own
ability to use it in different contexts. It should also provide pupils with the opportu-
nity to experience aesthetic values in mathematical patterns, forms and relationships.
Teaching should help pupils to develop their knowledge in order to formulate and
solve problems, and also reflect over and evaluate selected strategies, methods, models
and results. Pupils should also be given the preconditions to develop knowledge to
be able to interpret situations in daily life and mathematics, and also describe and
formulate these by using mathematical forms of expression.
Through teaching, pupils should be given the preconditions to develop their famili-
arity with basic mathematical concepts and methods, and their usefulness. In addition,
through teaching pupils should be given opportunities to develop knowledge in using
digital tools and programming to explore problems and mathematical concepts, make
calculations and to present and interpret data.
Teaching should help pupils to develop their ability to argue logically and apply
mathematical reasoning. Pupils should through teaching be given the opportunity to
develop familiarity with mathematical forms of expression and how these can be used
to communicate about mathematics in daily life and ­mathematical contexts.
Teaching should give pupils the opportunities to develop knowledge about historical
contexts where important concepts and methods in mathematics have been developed.
Through teaching, pupils should also be given opportunities to reflect over the impor-
tance of mathematics, its use and limitations in daily life, in other school subjects
and in historical processes, and as a result be able to see the context and relevance of
mathematics.

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MATHEMATICS

Teaching in mathematics should essentially give pupils the opportunities to ­develop

their ability to:
• formulate and solve problems using mathematics and also assess selected ­strategies
and methods,
• use and analyse mathematical concepts and their interrelationships,
• choose and use appropriate mathematical methods to perform calculations and
solve routine tasks,
• apply and follow mathematical reasoning, and
• use mathematical forms of expression to discuss, reason and give an account of
questions, calculations and conclusions.

Core content
In years 1–3

Understanding and use of numbers

• Natural numbers and their properties and how numbers can be divided, and how
they can be used to specify quantities and order.
• How the positioning system can be used to describe natural numbers. ­Symbols
for numbers and the historical development of symbols in some ­different cultures
through history.
• Parts of a whole and parts of a number. How parts are named and expressed as
simple fractions, and how simple fractions are related to natural numbers.
• Natural numbers and simple numbers as fractions and their use in everyday
situations.
• Properties of the four operations, their relationships and use in different ­situations.
• Main methods of calculating using natural numbers when calculating mental
arithmetic and approximate estimates, and calculations using written methods and
digital tools. Using the methods in different situations.
• Assessing plausibility when using simple calculations and estimates.

Algebra
• Mathematical similarities and the importance of the equals sign.
• How simple patterns in number sequences and simple geometrical forms can be
constructed, described and expressed.
• How unambiguous, step-by-step instructions can be constructed, described and
followed as a basis for programming. The use of symbols in step-by-step instruc-
tions.

56 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

Geometry
• Basic geometrical objects, including points, lines, distances, quadrilaterals, triangles,
circles, spheres, cones, cylinders, cuboids and their relationships. Basic geometrical
properties of these objects.
• Construction of geometrical objects. Scale for simple enlargement and ­reduction.
• Common terms to describe an object’s position in space.
• Symmetry, for example in pictures and nature, and how symmetry can be
constructed.
• Comparisons and estimates of mathematical quantities. Measurement of length,
mass, volume and time in common contemporary and older ­measurement units.

Probability and statistics

• Random events in experiments and games.
• Simple tables and diagrams and how they can be used to categorise data and
describe results from simple investigations, both with and without digital tools.

Relationships and changes

• Different proportional relationships, including doubling and halving.

Problem solving
• Strategies for mathematical problem-solving in simple situations.
• Mathematical formulation of questions based on simple everyday situations.

In years 4–6
Understanding and use of numbers
• Rational numbers and their properties.
• The positioning system of numbers in decimal form.
• The binary number system and how it can be applied in digital technology, as well
as number systems used in some cultures through history, such as the Babylonian
culture.
• Numbers in fractions and decimals and their use in everyday situations.
• Numbers in percentage form and their relation to numbers in fraction and decimal
form.
• Main methods of calculating using natural numbers and simple numbers in decimal
form when calculating approximations, mental arithmetic, and calculations using
written methods and digital tools. Using the methods in different situations.
• Plausibility assessments when estimating and making calculations in everyday situations.

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MATHEMATICS

Algebra
• Unknown numbers and their properties and also situations where there is a need
to represent an unknown number by a symbol.
• Simple algebraic expressions and equations in situations that are relevant for pupils.
• Methods of solving simple equations.
• How patterns in number sequences and geometrical patterns can be ­constructed,
described and expressed.
• How algorithms can be created and used in programming. Programming in visual
programming environments.

Geometry
• Basic geometrical objects such as polygons, circles, spheres, cones, cylinders, pyra-
mids, cuboids and their relationships. Basic geometrical properties of these objects.
• Construction of geometrical objects, both with and without digital tools. Scale and
its use in everyday situations.
• Symmetry in everyday life, in arts and nature and how symmetry can be
­constructed.
• Methods for determining and estimating circumference and areas of different two-
dimensional geometrical figures.
• Comparing, estimating and measuring length, area, volume, mass, time and angles
using common units of measurement. Measurements using ­contemporary and older
methods.

Probability and statistics

• Probability, chance and risk based on observations, simulations or statistical material
from everyday situations. Comparisons of probability in different random trials.
• Simple combinatorial analysis in concrete situations.
• Tables and diagrams to describe the results of investigations, both with and without
digital tools. Interpretation of data in tables and diagrams.
• Measures of central tendency – average, mode and median and how they are used in
statistical investigations.

Relationships and change

• Proportionality and percentage and their relationship.
• Graphs for expressing different types of proportional relationships in simple
investigations.
• The coordinate system and strategies for scaling coordinate axes.

58 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

Problem solving
• Strategies for mathematical problem-solving in everyday situations.
• Mathematical formulation of questions based on everyday situations.

In years 7–9
Understanding and use of numbers
• Real numbers and their properties and also their use in everyday and ­mathematical
situations.
• Development of the number system from natural numbers to real numbers.
Methods of calculation used in different historical and cultural contexts.
• Numbers as powers. Numbers in scientific notation to express small and large
numbers and the use of prefixes.
• Main methods for calculating numbers in fractions and decimals when making
approximations, mental arithmetic and also calculations using written methods and
digital technology. Using the methods in different situations.
• Plausibility assessments when estimating and making calculations in everyday and
mathematical situations, and also in other subject areas.

Algebra
• Meaning of the concept of variable and its use in algebraic expressions, ­formulae
and equations.
• Algebraic expressions, formulae and equations in situations relevant to pupils.
• Methods for solving equations.
• How patterns in sequences of numbers and geometric patterns can be constructed,
designed and expressed in general.
• How algorithms can be created and used in programming. Programming in
different programming environments.

Geometry
• Geometrical objects and their relationships. Geometrical properties of these objects.
• Depiction and construction of geometrical objects, both with and without digital
tools. Scales for reducing and increasing two and three dimensional objects.
• Similarity and plane symmetry.
• Methods of calculating area, circumference and volume of geometrical ­objects,
and also changing units in connection with this.
• Geometrical theorems and formulae and the need to argue for their validity.

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MATHEMATICS

Probability and statistics

• Standard probability and methods for calculating probability in everyday s­ ituations.
• How combinatorial principles can be used in simple everyday and ­mathematical
problems.
• Tables, diagrams and graphs, and how they can be interpreted and used to describe
the results of the pupils’ own and others’ investigations, both with and without
digital tools. How measures of central tendency and measures of dispersion can be
used for assessing results of statistical studies.
• Assessment of risk and chance based on computer simulations and statistical
material.

Relationships and change

• Percent as a means of expressing change and rate of change, and also calculations
using percentages in everyday situations and in situations in different subject areas.
• Functions and linear equations. How functions can be used, both with and without
digital tools, to examine change, rate of change and relationships.

Problem solving
• Strategies for problem-solving in everyday situations and in different subject areas
and also evaluation of chosen strategies and methods.
• Mathematical formulation of questions based on everyday situations and ­different
subject areas.
• Simple mathematical models and how they can be used in different situations.
• How algorithms can be created, tested and improved when programming for
mathematical problem-solving.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils can solve simple problems in familiar situations by choosing and applying a
strategy with some adaptation to type of problem. Pupils describe their ­approaches
and give simple assessments of the plausibility of results.
Pupils have basic knowledge about mathematical concepts and show this by using
them in commonly recurring contexts in a basically functional way. Pupils can describe
the properties of concepts using symbols and concrete materials or diagrams. Pupils
can also give examples of how some concepts are related to each other. Pupils have a
basic knowledge of natural numbers and can show this by describing interrelationships
between numbers and also by dividing whole numbers. Pupils show basic knowledge
of numbers as fractions by dividing whole numbers into different parts and also
comparing and naming the parts as simple fractions. In addition, pupils can use basic
geometric concepts, and common location terms to describe properties of geometrical

60 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

objects, their location and relationships. Pupils can also give and provide examples of
simple proportional relationships in situations they are familiar with.
Pupils can choose and use basically functional mathematical methods with some
adaptation to the context to make simple calculations with natural numbers and
solve simple routine tasks with satisfactory results. Pupils can use mental arithmetic
to perform calculations using the four operations when the numbers and the answers
are in the range 0–20, and also for calculations of simple numbers in higher ranges of
numbers. For addition and subtraction, pupils can choose and use written methods of
calculation with satisfactory results when numbers and answers lie within an integer
range of 0–200. Pupils can handle simple mathematical similarities and use the
equals sign in a functional way. Pupils can also reproduce and, based on instructions,
construct simple geometrical objects. Pupils can make simple measurements, compar-
isons and estimates of length, mass, volume and times, and use common units of
measurement to express results.
Pupils can describe and discuss their approaches in a basically functional way and
then use concrete materials, diagrams, symbols and other mathematical forms of
expression with some adaptation to the context. In addition, for different types of
studies in familiar situations pupils can read and create simple tables and diagrams
to categorise and report results. Pupils can apply and follow mathematical reasoning
to choice of methods and methods of calculation, and also for plausibility of results,
random events, geometrical patterns and patterns in number sequences by putting and
answering questions which are basically related to the subject.

Knowledge requirements for grade E at the end of year 6

Pupils can solve simple problems in familiar situations in a basically functional way
by choosing and applying strategies and methods with some adaptation to the type of
problem. Pupils describe their approach in a basically functional way and apply simple
and to some extent informed reasoning about the plausibility of results in relation to
the problem situation, and can also contribute to making some proposals on alterna-
tive approaches.
Pupils have basic knowledge of mathematical concepts and show this by using them in
familiar contexts in a basically functional way. Pupils can also describe different concepts
using mathematical forms of expression in a basically functional way. In the descriptions,
pupils can switch between different forms of expression and also apply simple reasoning
over how the concepts relate to each other.
Pupils can choose and apply basically functional mathematical methods with some
adaptation to the context to carry out simple calculations and solve simple routine
tasks in arithmetic, algebra, geometry, probability, statistics and also ­relationships and
change with satisfactory results.

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MATHEMATICS

Pupils can account for and discuss their approaches in a basically functional way and
use diagrams, symbols, tables, graphs and other mathematical forms of expression
with some adaptation to the context. In their accounts and discussions, pupils can
apply and follow mathematical reasoning by putting questions, putting forward and
responding to mathematical arguments in a way which to some extent takes the
reasoning forward.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can solve simple problems in familiar situations in a relatively well ­functioning
way by choosing and using strategies and methods with relatively good adaptation to
type of problem. Pupils describe their approach in a relatively well functioning way
and apply developed and relatively well informed reasoning about the plausibility of
results in relation to the problem situation, and can make some proposals on alterna-
tive approaches.
Pupils have good knowledge of mathematical concepts and show this by using them in
familiar contexts in a relatively well functioning way. Pupils can also describe different
concepts using mathematical forms of expression in a relatively well functioning way.
In the descriptions, pupils can switch between different forms of expression and also
apply developed reasoning over how the concepts relate to each other.
Pupils can choose and apply appropriate mathematical methods with relatively good
adaptation to the context to carry out simple calculations and solve simple routine
tasks in arithmetic, algebra, geometry, probability, statistics, and also relationships and
change with good results.
Pupils can account for and discuss their approaches in an appropriate way and use
diagrams, symbols, tables, graphs and other mathematical forms of expression with
relatively good adaptation to the context. In their accounts and discussions, pupils
apply and follow mathematical reasoning by putting questions, putting forward and
responding to mathematical arguments in a way which takes the reasoning forward.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can solve simple problems in familiar situations in a well functioning way
by choosing and using strategies and methods with good adaptation to the type of
problem. Pupils describe their approach in a well functioning way, and a­ pply well

62 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

developed and well informed reasoning about the plausibility of results in relation to
the problem situation, and can make proposals on ­alternative ­approaches.
Pupils have very good knowledge of mathematical concepts and show this by using them
in new contexts in a well functioning way. Pupils can also describe different concepts
using mathematical forms of expression in a well functioning way. In the descriptions,
pupils can switch between different forms of expression and also apply well developed
reasoning over how the concepts relate to each other.
Pupils can choose and apply appropriate and effective mathematical methods with
good adaptation to the context to carry out simple calculations, and solve simple
routine tasks in arithmetic, algebra, geometry, probability, statistics, and also relation-
ships and change with very good results.
Pupils can account for and discuss their approaches in an appropriate and ­effective
way and use diagrams, symbols, tables, graphs and other mathematical forms of
expression with good adaptation to the context. In their accounts and discussions,
pupils can apply and follow mathematical reasoning by putting questions, putting
forward and responding to mathematical arguments in a way which takes the
reasoning forward and deepens or broadens them.

Knowledge requirements for grade E at the end of year 9

Pupils can solve different problems in familiar situations in a basically functional way
by choosing and using strategies and methods with some adaptation to the type of
problem, and also contribute to formulating simple mathematical models that can be
applied in the context. Pupils apply simple and to some extent informed reasoning
about their choice of approach and the plausibility of results in relation to the problem
situation, and can also contribute to making some proposals on alternative approaches.
Pupils have basic knowledge of mathematical concepts and show this by using them
in familiar contexts in a basically functional way. Pupils can also describe different
concepts using mathematical forms of expression in a basically functional way. In the
descriptions, pupils can switch between different forms of expression and also apply
simple reasoning over how the concepts relate to each other.
Pupils can choose and use basically functional mathematical methods with some
adaptation to the context in order to make calculations and solve routine tasks in
arithmetic, algebra, geometry, probability, statistics, and also relationships and change
with satisfactory results.
Pupils can account for and discuss their approaches in a basically functional way
and use symbols, algebraic expressions, formulae, graphs, functions and other math-
ematical forms of expression with some adaptation to purpose and context. In their
accounts and discussions, pupils apply and follow mathematical reasoning by putting
forward and responding to mathematical arguments in a way which to some extent
takes the reasoning forward.

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MATHEMATICS

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can solve different problems in familiar situations in a relatively well func-
tioning way by choosing and using strategies and methods with relatively good
adaptation to the type of problem and also formulate simple mathematical models
which after some reworking can be applied in the context. Pupils apply developed
and relatively well informed reasoning about their approaches and the plausibility of
their results in relation to the problem situation, and also can make some proposals on
alternative approaches.
Pupils have good knowledge of mathematical concepts and show this by using them in
familiar contexts in a relatively well functioning way. Pupils can also describe different
concepts using mathematical forms of expression in a relatively well functioning way.
In the descriptions, pupils can switch between different forms of expression and also
apply developed reasoning over how the concepts relate to each other.
Pupils can choose and use appropriate mathematical methods with relatively good
adaptation to the context in order to make calculations and solve routine tasks in
arithmetic, algebra, geometry, probability, statistics, and also relationships and change
with good results.
Pupils can account for and discuss their approaches in an appropriate way and use
symbols, algebraic expressions, formulae, graphs, functions and other mathematical
forms of expression with relatively good adaptation to purpose and context. In
their accounts and discussions, pupils apply and follow mathematical reasoning by
putting forward and responding to mathematical arguments in a way which takes the
reasoning forward.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can solve different problems in familiar situations in well functioning ways by
choosing and applying strategies and methods with good adaptation to the type of
problem, and also formulate simple mathematical models that can be applied in the
context. Pupils apply well developed and well informed reasoning to their approaches
and the plausibility of their results in relation to the problem situation, and can also
make proposals on alternative approaches.

64 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MATHEMATICS

Pupils have very good knowledge of mathematical concepts and show this by using
them in new contexts in a well functioning way. Pupils can also describe different
concepts using mathematical forms of expression in a well functioning way. In the
descriptions, pupils can switch between different forms of expression and also apply
well developed reasoning over how the concepts relate to each other.
Pupils can choose and use appropriate and effective mathematical methods with good
adaptation to the context in order to make calculations and solve routine tasks in
arithmetic, algebra, geometry, probability, statistics, and also relationships and change
with very good results.
Pupils can account for and discuss their approaches in an appropriate and ­effective
way and use symbols, algebraic expressions, formulae, graphs, f­ unctions and other
mathematical forms of expression with good adaptation to purpose and context. In
their accounts and discussions, pupils apply and ­follow mathematical reasoning by
putting forward and responding to ­mathematical ­arguments in a way which takes the
reasoning forward and deepens or ­broadens them.

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MODERN LANGUAGES

5.6 MODERN LANGUAGES

Language is the primary tool human beings use for thinking, communicating and
learning. Having knowledge of several languages can provide new perspectives on
the surrounding world, enhanced opportunities to create contacts and greater under-
standing of different ways of living. Knowledge of several languages also increases the
individual’s opportunities to participate in different social and cultural contexts, and
participate in international studies and working life.

Aim
The teaching of modern languages should aim at helping the pupils to develop
knowledge and skills in the target language, and knowledge of areas and contexts
where the language is used, and also confidence in their ability to use the language
in different situations and for different purposes.
Through teaching, pupils should be given the opportunity to develop all-round
communicative skills. This skill involves understanding the spoken and written
language, being able to express oneself and interact with others in the spoken and
written language, and being able to adapt use of language to different situations,
purposes and recipients. Communicative skills also cover confidence in using the
language and the ability to use different strategies to support communication and
solve problems when language skills by themselves are not ­sufficient.
In order to deal with spoken language and texts, pupils should be given the opportu-
nity to develop their skills in relating content to their own experiences, living condi-
tions and interests. Teaching should also provide pupils with opportunities to develop
knowledge about and an understanding of different living conditions, as well as social
and cultural phenomena in the areas and contexts where the language is used.
Teaching should help pupils to develop their skills in searching for, evaluating,
choosing and assimilating the content of spoken language and texts from different
sources. They should also be equipped to be able to use different tools for learning,
understanding, being creative and communicating. Teaching should encourage pupils
to develop an interest in languages and cultures, and convey the benefits of language
skills and knowledge.
Teaching in modern languages should essentially give pupils the opportunities to
develop their ability to:
• understand and interpret the content of spoken language and different kinds of texts,
• express themselves and communicate in speech and writing,
• use language strategies to understand and make themselves understood,
• adapt language for different purposes, recipients and contexts, and
• reflect over living conditions, social and cultural phenomena in different ­contexts
and parts of the world where the language is used.

66 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

Core content
In years 4–9, within the framework of pupils’ options
Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people and places.
• Views and emotions.
• Daily life and ways of living in different contexts and areas where the language is
used.

Listening and reading – reception

• Clearly spoken language and texts that are instructive and descriptive, such as from
various media.
• Different types of conversations and dialogues.
• Narratives and other fiction also in spoken and dramatised forms as well as songs.
• Oral and written information, such as that used in signs and advertisements.
• Strategies for understanding significant words and drawing conclusions about
content, for example by means of pre-understanding.
• Different ways of orienting themselves in texts and the spoken language from the
internet and other media.
• Language phenomena such as pronunciation, intonation, grammatical structures,
spelling and punctuation in the language the pupils encounter.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and spoken language in different situations.

Speaking, writing and discussing – production and interaction

• Presentations, instructions, messages, narratives and descriptions in speech and
writing.
• Strategies for solving language problems in conversations, such as questions,
reformulations and gestures.
• Language phenomena to clarify and enrich communication, such as pronuncia-
tion and intonation and words, grammatical structures, spelling and punctuation,
politeness phrases, and other fixed language expressions.

In years 4–6, within the framework of language options

Content of communication
• Subject areas that are familiar to the pupils.
• Everyday situations, interests, people and places.
• Daily life and ways of living in different contexts and areas where the language is used.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 67
MODERN LANGUAGES

Listening and reading – reception

• Clearly spoken language and simple texts that are instructive and descriptive, for
example from different media and in combination with illustrations.
• Different forms of simple conversations and dialogues.
• Songs and rhymes.
• Simple information and simple messages.
• Strategies for understanding significant words in speech, for example by guessing
and drawing conclusions using the context.
• Different ways of finding simple, clear information in specific sources on the
internet and in other media.
• Language phenomena in the language the pupils encounter, with an emphasis on
pronunciation and intonation, and also the correlation between written language
and pronunciation.
• How words and everyday phrases are used in different situations.

Speaking, writing and discussing – production and interaction

• Simple presentations, messages, descriptions and dialogues in spoken and written
language.
• Strategies to solve linguistic problems in conversations, for example gestures and
questions.
• Language phenomena to clarify communication with an emphasis on pronunciation
and intonation.

In years 7–9, within the framework of language options

Content of communication
• Subject areas that are familiar to the pupils.
• Everyday situations, interests, people, places, activities and events.
• Opinions, emotions and experiences.
• Everyday life, ways of living and social relationships in different contexts and areas
where the language is used.

Listening and reading – reception

• Clearly spoken language and texts that are instructive and descriptive from different
media.
• Different forms of conversations, dialogues and interviews.
• Narratives and other fiction also in spoken or dramatised forms as well as songs and
poetry.
• Oral and written information, for example advertisements, timetables and news reports.

68 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

• Strategies for perceiving significant words and context in spoken language and texts,
for example adapting listening and reading to the form and content of the presentation.
• Different ways of searching for and choosing texts and spoken language from the
internet and other media.
• Language phenomena such as pronunciation, intonation, grammatical structures,
spelling and punctuation in the language the pupils encounter.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and the spoken language in different situations.
• How different formulations are used to introduce and end conversations, and
different kinds of oral and written presentations.

Speaking, writing and discussing – production and interaction

• Presentations, instructions, messages, narratives and descriptions in coherent spoken
and written language.
• Linguistic strategies to understand and make oneself understood when language is
insufficient, for example reformulations.
• Linguistic strategies to take part in and contribute to conversations, for example
questions, and phrases and expressions to confirm understanding.
• Language phenomena to clarify and enrich communication such as pronunciation
and intonation, spelling ands punctuation, politeness phrases and other fixed
language expressions and grammatical structures.

In years 4–9, within the framework of pupils’ options, Chinese

Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people and places.
• Daily life and ways of living in different contexts and areas where Chinese is used.

Listening – reception
• Clearly spoken language that is instructive and descriptive, for example from
different media and combined with illustrations.
• Different types of dialogues and conversations.
• Songs and poetry.
• Information and simple messages.
• Strategies to perceive phonemes, tonemes and significant words and to draw
conclusions about the content.
• Language phenomena in the language the pupils encounter, with an emphasis on
pronunciation and basic sentence structures.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 69
MODERN LANGUAGES

• How words and phrases are used in different situations.

• Pinyin as a support for understanding the spoken language the pupils encounter.

Speaking and discussing – production and interaction

• Simple presentations, instructions, messages and descriptions.
• Strategies to solve linguistic problems in conversations, for example gestures and
questions.
• Language phenomena to clarify and enrich communication with an emphasis on
pronunciation and basic sentence structures, as well as fixed language expressions,
for example polite phrases.
• Pinyin as a means of developing the spoken language of the pupils, as well as
pronunciation and vocabulary.

Reading – reception (simplified Chinese characters)

• Simple texts that are descriptive, for example from various media and combined
with illustrations.
• Simple messages and written dialogues.
• Different language tools for reading, for example Pinyin, synthetic speech and
electronic dictionaries.
• The origin, usage and structure of the simplified characters in the texts the pupils
encounter, including principles of stroke order and analysis of character parts.

Writing – production and interaction (simplified Chinese characters)

• Simple texts, for example presentations, messages and written dialogues.
• How commonly occurring characters that are relevant for the content of communi-
cation are written by hand, including stroke order.
• Pinyin and other language tools, including digital ones, as support for written
production and interaction.

In years 4–6, within the framework of language options, Chinese

Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people and places.
• Daily life and ways of living in different contexts and areas where Chinese is used.

Listening – reception
• Clearly spoken language that is instructive and descriptive, for example from
different media and in combination with illustrations.
• Simple dialogues and conversations.

70 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

• Songs and rhymes.

• Simple information and simple messages.
• Strategies to perceive significant words and to draw conclusions about the content.
• Language phenomena in the language the pupils encounter, with an emphasis on
pronunciation and intonation.
• How words and everyday phrases are used in different situations.
• Pinyin as a support for understanding the spoken language the pupils encounter.

Speaking and discussing – production and interaction

• Short, simple presentations, messages, descriptions and dialogues.
• Strategies to solve linguistic problems in conversations, for example gestures.
• Language phenomena to clarify communication with an emphasis on pronunciation
and intonation.
• Pinyin as a means of developing the spoken language of the pupils, as well as
pronunciation and vocabulary.

Reading – reception (simplified Chinese characters)

• Simple texts that are descriptive, for example from various media and in combina-
tion with illustrations.
• Simple messages and written dialogues.
• Different language tools for reading, for example Pinyin, synthetic speech and
electronic dictionaries.
• The structure of the simplified characters in the texts the pupils encounter.

Writing – production and interaction (simplified Chinese characters)

• Short, simple texts, for example messages.
• How some commonly occurring characters that are relevant for the content of
communication are written by hand, including stroke order.
• Pinyin and other language tools, including digital ones, as support for written
production and interaction.

In years 7–9, within the framework of language options, Chinese

Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people and places.
• Opinions and emotions.
• Everyday life, ways of living and social relationships in different contexts and areas
where Chinese is used. The spread of Chinese throughout the world.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 71
MODERN LANGUAGES

Listening – reception
• Clearly spoken language that is instructive and descriptive, for example from
different media and in combination with illustrations.
• Different types of dialogues and conversations.
• Narratives and other fiction in spoken or dramatised forms as well as songs.
• Information and messages.
• Strategies to perceive significant words and to draw conclusions about the content.
• Different ways of making sense of and choosing spoken language from the internet
and other media.
• Language phenomena such as pronunciation, intonation and grammatical
structures in the language the pupils encounter.
• How words, fixed language expressions and everyday phrases are used in different
situations.
• Pinyin as a support for understanding the spoken language the pupils encounter.

Speaking and discussing – production and interaction

• Presentations, instructions, messages and descriptions in coherent speech.
• Strategies to solve linguistic problems in conversations, for example reformulations,
gestures and questions.
• Language phenomena to clarify and enrich communication with an emphasis on
pronunciation and intonation, as well as words, politeness phrases and other fixed
language expressions.
• Pinyin as a means of developing the spoken language of the pupils, as well as
pronunciation and vocabulary.

Reading – reception (simplified Chinese characters)

• Simple texts that are instructive, descriptive and narrative, for example from
different media and combined with illustrations.
• Messages and information on, for example, signs.
• Strategies to use language tools for reading, for example Pinyin, synthetic speech
and electronic dictionaries.
• Different ways of finding their way around in texts and locating information on
the internet and in other media.
• The origin, usage and structure of the simplified characters in the texts the pupils
encounter, including principles of stroke order and analysis of character parts.

Writing – production and interaction (simplified Chinese characters)

• Presentations, messages, descriptions and written dialogues.

72 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

• How commonly occurring characters that are relevant for the content of communi-
cation are written by hand, including stroke order.
• Pinyin and other language tools, including digital ones, as support for written
production and interaction.

Knowledge requirements
Within the framework of pupils’ options
Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple words and phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about familiar topics. Pupils show
their understanding by commenting on content in a very simple form and also with
acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves very
simply and largely understandably in single words and phrases. In oral and written
interaction, pupils can express themselves very simply and largely understandably in
single common words and phrases. In addition, pupils can apply a strategy to solve
single simple problems with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where the language is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand simple words and phrases in clearly spoken, simple language at
a slow pace and in short, simple texts about familiar topics. Pupils show their under-
standing by commenting on content in a very simple form and also with satisfactory
results acting on the basis of messages and instructions in the content. To facilitate
their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves very
simply and understandably in common words and phrases. In oral and written inter-
action, pupils can express themselves very simply and understandably in common
words and phrases. In addition, pupils can apply a strategy to solve simple problems
with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where the language is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 73
MODERN LANGUAGES

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and perceive clear details in clearly spoken,
simple language at a slow pace and in short, simple texts about familiar topics. Pupils
show their understanding by commenting on content in a simple form and also with
good results acting on the basis of messages and instructions in the content. To facili-
tate their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves simply
and relatively clearly in common words and phrases. In oral and written interaction,
pupils can express themselves simply and relatively clearly in common words and
phrases. In addition, pupils can apply some strategies to solve simple problems with
therir interaction.
Pupils comment in a simple form on some phenomena in different contexts and areas
where the language is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand common words and simple phrases in clearly spoken, simple
language at a slow pace, and in short, simple texts about daily and familiar topics.
Pupils show their understanding by reporting content in a very simple form and also
with acceptable results act on the basis of the message and instructions in the content.
To facilitate their understanding of the content of the spoken language and texts,
pupils can choose and apply a strategy for listening and reading. Pupils can choose
texts and spoken language of a simple nature and from different media and with some
relevance use the selected material in their own production and interaction.
In oral and written production, pupils can express themselves simply and understand-
ably in single words and phrases. To clarify and vary their communication, pupils can
work on and make some simple improvements to their communications. In oral and
written interaction, pupils can express themselves simply and understandably using
single words and phrases. In addition, ­pupils can choose and apply a strategy to solve
problems and improve their i­nteraction.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where the language is used, and can also make simple comparisons with their
own experiences and knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and most obvious details in simple language,
clearly spoken at a slow pace, and also in short, simple texts about daily and familiar
topics. Pupils show their understanding by reporting on content and details in very
simple forms and also with satisfactory results act on the basis of the message and
instructions in the content. To facilitate their understanding of the content of the

74 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose texts and spoken language of a simple
nature and from different media and in a relevant way use the selected material in
their own production and i­nteraction.
In oral and written production, pupils can express themselves simply and relatively
clearly in phrases and sentences. To clarify and vary their communication, pupils
can work on and make some simple improvements to their communications. In oral
and written interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and use some different
strategies to solve problems and improve interaction.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where the language is used, and can also make simple comparisons with their
own experiences and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the main content and essential details in simple language, clearly
spoken at a slow pace, and also in short, simple texts about daily and familiar topics.
Pupils show their understanding by reporting content and details in a simple form,
and with good results act on the basis of the message and instructions in the content.
To facilitate their understanding of the content of the spoken language and the texts,
pupils can to some extent choose and apply strategies for listening and reading.
Pupils can choose from texts and spoken language of a simple nature and from
different media and in a relevant and effective way use the material chosen in their
own production and interaction.
In oral and written production, pupils can express themselves simply, relatively clearly
and to some extent coherently. To clarify and vary their communication, pupils can
work on and make simple improvements to their communications. In oral and written
interaction, pupils can express themselves simply and clearly in words, phrases and
sentences. In addition, pupils can choose and use several different strategies to solve
problems and improve their interaction.
Pupils comment in simple forms on some phenomena in different contexts and areas
where the language is used, and can also make simple comparisons with their own
experiences and knowledge.

Within the framework of language options

Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple words and phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about familiar topics. Pupils show
their understanding by commenting on content in a very simple form and also with

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 75
MODERN LANGUAGES

acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves very
simply and largely understandably in single words and phrases. In oral and written
interaction, pupils can express themselves very simply and largely understandably in
single common words and phrases. In addition, pupils can apply a strategy to solve
single simple problems with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand simple words and phrases in clearly spoken, simple language at
a slow pace and in short, simple texts about familiar topics. Pupils show their under-
standing by commenting on content in a very simple form and also with satisfactory
results acting on the basis of messages and instructions in the content. To facilitate
their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves very
simply and understandably in common words and phrases. In oral and written inter-
action, pupils can express themselves very simply and understandably in common
words and phrases. In addition, pupils can apply a strategy to solve simple problems
with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where the language is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and perceive clear details in clearly spoken,
simple language at a slow pace and in short, simple texts about familiar topics. Pupils
show their understanding by commenting on content in a simple form and also with
good results acting on the basis of messages and instructions in the content. To facili-
tate their understanding of the content, pupils can apply a strategy for listening.
In different kinds of oral and written production, pupils can express themselves simply
and relatively clearly in common words and phrases. In oral and written interaction,
pupils can express themselves simply and relatively clearly in common words and
phrases. In addition, pupils can apply some strategies to solve simple problems with
their interaction.

76 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

Pupils comment in a simple form on some phenomena in different contexts and areas
where the language is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content in clearly spoken, simple language
at a relaxed pace, and in simple texts about daily and familiar topics. Pupils show their
understanding by reporting content in a simple form with comments on content
and also with acceptable results act on the basis of the message and instructions in
the content. To facilitate their understanding of the content of the spoken language
and texts, pupils can choose and apply a strategy for listening and reading. Pupils can
choose from texts and spoken language of a simple nature and from different media
and with some relevance use the ­selected material in their own production and inter-
action.
In oral and written production, pupils can express themselves simply and
­understandably in phrases and sentences. To clarify and vary their communication,
pupils can work on and make some simple improvements to their communications.
In oral and written interaction, pupils can express themselves s­ imply and understand-
ably in words, phrases and sentences. In addition, p
­ upils can choose and apply a strategy
to solve problems and improve their interaction.
Pupils comment in simple forms on some phenomena in different contexts and areas
where the language is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in simple language, clearly
spoken at a relaxed pace, and also in simple texts on daily and familiar topics. Pupils
show their understanding by reporting and commenting in a simple form on content
and details, and with satisfactory results act on the basis of the message and instruc-
tions in the content. To facilitate their understanding of the content of the spoken
language and the texts, pupils can to some extent choose and apply strategies for
listening and reading. Pupils can choose from texts and spoken language of a simple
nature and from different media and in a relevant way use the selected material in
their own production and interaction.
In oral and written production, pupils can express themselves simply, relatively clearly
and to some extent coherently. To clarify and vary their communication, pupils can
work on and make simple improvements to their communications. In oral and written
interaction, pupils can express themselves simply and relatively clearly in words,
phrases and sentences. In addition, pupils can choose and use some different strategies
to solve problems and improve interaction.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 77
MODERN LANGUAGES

Pupils comment in simple forms on some phenomena in different contexts and areas
where the language is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and the important details in clearly spoken, simple
language at a relaxed pace in simple texts and also on daily and familiar topics. Pupils
show their understanding by presenting an overview with their comments on content
and details and also with good results act on the basis of the message and instructions
in the content. To facilitate their understanding of the content of the spoken language
and the texts, pupils can to some extent choose and apply strategies for listening and
reading. Pupils can choose from texts and spoken language of a simple nature and
from different media and in a relevant and effective way use the material chosen in
their own production and i­nteraction.
In oral and written production, pupils can express themselves simply, relatively clearly
and relatively coherently. To clarify and vary their communication, pupils can work
on and make simple improvements to their communications. In oral and written
interaction, pupils can express themselves simply and clearly in words, phrases and
sentences, which to some extent are adapted to purpose, recipient and situation. In
addition, pupils can choose and use several different strategies to solve problems and
improve their interaction.
Pupils comment in overall terms on some phenomena in different contexts and areas
where the language is used, and can also make simple comparisons with their own
experiences and knowledge.

Within the framework of pupils’ options, Chinese

Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple words in clearly spoken, simple Chinese at
a very slow pace about familiar topics. Pupils show their understanding by reporting
content in a very simple form and also with acceptable results acting on the basis
of messages and instructions in the content. To facilitate their understanding of the
content of spoken Chinese, pupils can apply a strategy for listening.
In oral productions, pupils can express themselves very simply and largely understand-
ably in simple words and phrases. In oral and written interaction, pupils can express
themselves very simply and largely understandably in simple words and phrases. In addi-
tion, pupils can apply a strategy to solve single simple problems with their interaction.
Pupils can understand very common words in short, simple texts about familiar
subjects that are written using simplified characters. Pupils show their understanding

78 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

by reporting content in a very simple form and also with acceptable results acting on
the basis of messages and instructions in the content.
Pupils can write some commonly occurring characters by hand and using digital
language tools.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand common, simple words and phrases in clearly spoken, simple
Chinese at a very slow pace about familiar topics. Pupils show their understanding by
reporting content in a very simple form and also with satisfactory results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content of spoken Chinese, pupils can apply a strategy for listening.
In oral productions, pupils can express themselves very simply and understandably
in single words and phrases. In oral interaction, pupils can express themselves very
simply and understandably in single words and phrases. In addition, pupils can apply
a strategy to solve single simple problems with their interaction.
Pupils can understand very common words in short, simple texts about familiar
subjects that are written using simplified characters. Pupils show their understanding
by reporting content in a very simple form and also with satisfactory results acting on
the basis of messages and instructions in the content.
Pupils can write some commonly occurring characters by hand and using digital
language tools.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand simple words and phrases in clearly spoken, simple Chinese at
a very slow pace about familiar topics. Pupils show their understanding by reporting
content in a very simple form and also with good results acting on the basis of
messages and instructions in the content. To facilitate their understanding of the
content of spoken Chinese, pupils can apply a strategy for listening.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 79
MODERN LANGUAGES

In oral productions, pupils can express themselves simply and relatively clearly in
single common words and phrases. In oral interaction, pupils can express themselves
simply and relatively clearly in single common words and phrases. In addition, pupils
can apply some strategies to solve simple problems with their interaction.
Pupils can understand common words in short, simple texts about familiar subjects
that are written using simplified characters. Pupils show their understanding by
reporting content in a very simple form and also with good results acting on the basis
of messages and instructions in the content.
Pupils can use some commonly used characters in order to write very short, simple
texts by hand and using digital language tools.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand common words and simple phrases in clearly spoken, simple
Chinese at a very slow pace about familiar topics. Pupils show their understanding by
reporting content in very simple forms and also with acceptable results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content of spoken Chinese, they can apply a strategy for listening.
In different kinds of oral production, pupils can express themselves simply and under-
standably in single words and phrases. In oral interaction, pupils can express them-
selves simply and understandably in single words and phrases. In addition, pupils can
apply a strategy that solves problems with and improves their interaction.
Pupils can understand common words in short, simple texts about familiar subjects
that are written using simplified characters. Pupils show their understanding by
reporting content in a very simple form and also with acceptable results acting on the
basis of messages and instructions in the content.
Pupils can use some of the most commonly used characters in order to write with some
degree of confidence short, simple texts by hand and by using digital language tools.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content in clearly spoken, simple Chinese at a very
slow pace about familiar topics. Pupils show their understanding by reporting content in
very simple forms and also with satisfactory results acting on the basis of messages and

80 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

instructions in the content. To facilitate their understanding of the content of spoken

Chinese, pupils can apply a strategy for listening.
In different kinds of oral production, pupils can express themselves simply and under-
standably in phrases and sentences. In oral interaction, pupils can express themselves
simply and understandably in words, phrases and sentences. In addition, pupils can
apply some different strategies to solve problems and improve their interaction.
Pupils can understand common words and simple phrases in short, simple texts about
familiar subjects that are written using simplified characters. Pupils show their under-
standing by reporting content in very simple forms and also with satisfactory results
acting on the basis of messages and instructions in the content.
Pupils can use some commonly used characters in order to write with confidence
short, simple texts by hand and by using digital language tools.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the main content and essential details in clearly spoken, simple
Chinese at a very slow pace about familiar topics. Pupils show their understanding
by reporting content and details in a very simple form and also with good results
acting on the basis of messages and instructions in the content. To facilitate their
understanding of the content of the spoken Chinese, pupils can to some extent apply
strategies for listening.
In different kinds of oral production, pupils can express themselves simply and relatively
clearly in phrases and sentences. In oral interaction, pupils can express themselves
simply and relatively clearly in words, phrases and sentences. In addition, pupils can
apply several different strategies to solve problems and improve their interaction.
Pupils can understand the main content in short, simple texts about familiar subjects
that are written using simplified characters. Pupils show their understanding by
reporting content in a very simple form and also with good results acting on the basis
of messages and instructions in the content.
Pupils can use several commonly used characters in order to write with confidence
short, simple texts by hand and using digital language tools.
Pupils comment in simple forms on some phenomena in different contexts and areas
where Chinese is used.

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MODERN LANGUAGES

Within the framework of language options, Chinese

Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple words in clearly spoken, simple Chinese at
a very slow pace about familiar topics. Pupils show their understanding by reporting
content in a very simple form and also with acceptable results acting on the basis
of messages and instructions in the content. To facilitate their understanding of the
content of spoken Chinese, pupils can apply a strategy for listening.
In oral productions, pupils can express themselves very simply and largely under-
standably in simple words and phrases. In oral and written interaction, pupils can
express themselves very simply and largely understandably in simple words and
phrases. In addition, pupils can apply a strategy to solve single simple problems with
their interaction.
Pupils can understand very common words in short, simple texts about familiar
subjects that are written using simplified characters. Pupils show their understanding
by reporting content in a very simple form and also with acceptable results acting on
the basis of messages and instructions in the content.
Pupils can write some commonly occurring characters by hand and using digital
language tools.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand common, simple words and phrases in clearly spoken, simple
Chinese at a very slow pace about familiar topics. Pupils show their understanding by
reporting content in a very simple form and also with satisfactory results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content of spoken Chinese, pupils can apply a strategy for listening.
In oral productions, pupils can express themselves very simply and understandably
in single words and phrases. In oral interaction, pupils can express themselves very
simply and understandably in single words and phrases. In addition, pupils can apply
a strategy to solve single simple problems with their interaction.
Pupils can understand very common words in short, simple texts about familiar
subjects that are written using simplified characters. Pupils show their understanding
by reporting content in a very simple form and also with satisfactory results acting on
the basis of messages and instructions in the content.
Pupils can write some commonly occurring characters by hand and using digital
language tools.

82 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand simple words and phrases in clearly spoken, simple Chinese at
a very slow pace about familiar topics. Pupils show their understanding by reporting
content in a very simple form and also with good results acting on the basis of
messages and instructions in the content. To facilitate their understanding of the
content of spoken Chinese, pupils can apply a strategy for listening.
In oral productions, pupils can express themselves simply and relatively clearly in
single common words and phrases. In oral interaction, pupils can express themselves
simply and relatively clearly in single common words and phrases. In addition, pupils
can apply some strategies to solve simple problems with their interaction.
Pupils can understand common words in short, simple texts about familiar subjects
that are written using simplified characters. Pupils show their understanding by
reporting content in a very simple form and also with good results acting on the basis
of messages and instructions in the content.
Pupils can use some commonly used characters in order to write very short, simple
texts by hand and using digital language tools.
Pupils comment in a very simple form on some phenomena in different contexts and
areas where Chinese is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand common words and simple phrases in clearly spoken, simple
Chinese at a slow pace about everyday and familiar topics. Pupils show their under-
standing by reporting content in a very simple form and also with acceptable results
acting on the basis of messages and instructions in the content. To facilitate their under-
standing of the content of the spoken Chinese, pupils can choose and apply a strategy
for listening.
Pupils can with some relevance choose and use spoken Chinese of a simple nature
from different media in their own production and interaction.
In different kinds of oral production, pupils can express themselves simply and under-
standably in single words and phrases. In oral interaction, pupils can express them-
selves simply and understandably in single words and phrases. In addition, pupils can
choose and apply a strategy to solve problems and improve their interaction.
Pupils can understand common words and simple phrases in short, simple texts
about everyday, familiar subjects that are written using simplified characters. Pupils

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MODERN LANGUAGES

shows their understanding by reporting content in a very simple form and also with
acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the texts, pupils can choose and
apply a strategy for reading.
Pupils can find and with some relevance use written information from different media
in their own production and interaction.
Pupils write using digital language tools and to some extent also by hand. In written
with simplified characters, pupils can express themselves simply and understandably
in single words and phrases. In written interaction with simplified characters, pupils
can express themselves simply and understandably in single words and phrases.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where Chinese is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in clearly spoken, simple
Chinese at a slow pace about everyday, familiar topics. Pupils show their under-
standing by reporting content and details in very simple forms and also with
satisfactory results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the spoken Chinese, pupils can to
some extent choose and apply strategies for listening.
Pupils can in a relevant way choose and use spoken Chinese of a simple nature from
different media in their own production and interaction.
In different kinds of oral production, pupils can express themselves simply and
relatively clearly in phrases and sentences. To clarify and vary their communication,
pupils can work on and make some simple improvements to their own production.
In oral interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and apply different
strategies to solve problems and improve their interaction.
Pupils can understand common words and simple phrases in short, simple texts
about everyday, familiar subjects that are written using simplified characters. Pupils
show their understanding by reporting content in very simple forms and also with
satisfactory results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the texts, pupils can to some extent
choose and apply some strategies for reading.
Pupils can in a relevant way use written information from different media in their
own production and interaction.

84 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MODERN LANGUAGES

Pupils write using digital language tools and to some extent also by hand. In written
production with simplified characters, pupils can express themselves simply and relatively
clearly in phrases and sentences. In written interaction with simplified characters, pupils
can express themselves simply and understandably in single words and phrases.
Pupils comment in very simple forms on some phenomena in different contexts and
areas where Chinese is used, and can also make simple comparisons with their own
experiences and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the main content and essential details in clearly spoken, simple
Chinese at a slow pace about everyday, familiar topics. Pupils show their under-
standing by reporting content and details in a simple form and also with good results
acting on the basis of messages and instructions in the content. To facilitate their
understanding of the content of the spoken Chinese, pupils can to some extent choose
and apply strategies for listening.
Pupils can in a relevant, effective way choose and use spoken Chinese of a simple
nature from different media in their own production and interaction.
In different kinds of oral production, pupils can express themselves simply, relatively
clearly and to some extent coherently. To clarify and vary their communication,
pupils can work on and make simple improvements to their own production. In oral
interaction, pupils can express themselves simply and relatively clearly in words,
phrases and sentences. In addition, pupils can choose and apply several different
strategies to solve problems and improve their interaction.
Pupils can understand the main content and clear details in short, simple texts about
everyday, familiar subjects that are written using simplified characters. Pupils show
their understanding by reporting content in a very simple form and also with good
results acting on the basis of messages and instructions in the content. To facilitate
their understanding of the content of the texts, pupils can to some extent choose and
apply strategies for reading.
Pupils can in a relevant, effective way use written information from different media in
their own production and interaction.
Pupils write using digital language tools and to some extent also by hand. In written
with simplified characters, pupils can express themselves simply, relatively clearly and
to some extent coherently. In written interaction with simplified characters, pupils
can express themselves simply and relatively clearly in words, phrases and sentences.
Pupils comment in simple forms on some phenomena in different contexts and areas
where Chinese is used, and can also make simple comparisons with their own experi-
ences and knowledge.

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MOTHER TONGUE TUITION

5.7 MOTHER TONGUE TUITION

Mother Tongue – except national minority languages

Language is the primary tool human beings use for thinking, communicating and
learning. Through language people develop their identity, express their emotions
and thoughts, and understand how others feel and think. Rich and varied language
is important in being able to understand and function in a society where different
cultures, outlooks on life, generations and language all interact. Having access to their
mother tongue also facilitates language development and learning in different areas.

Aim
Teaching in the mother tongue should aim at helping the pupils to develop knowledge
in and about the mother tongue. Through teaching, pupils should be given the oppor-
tunity to develop their spoken and written language so that they become confident in
their language skills and can express themselves in d
­ ifferent contexts and for different
purposes. The teaching should help the pupils to master their knowledge of the
structure of the mother tongue and become conscious of its importance for their own
learning in different school subjects.
Teaching should stimulate the pupils’ interest in reading and writing in their mother
tongue. In the teaching, the pupils should meet and acquire knowledge of literature,
other aesthetic narratives and different forms of non-fiction in the mother tongue. In
this way, the pupils should be given the opportunity to develop their language, their
identity and their understanding of the surrounding world. The teaching should also
help pupils to develop their knowledge of how they can formulate their own opinions
and thoughts in different types of texts. They should also be encouraged to express
themselves through other forms of aesthetic expression.
Teaching should give pupils the opportunities to develop their cultural identity and
become multilingual. Through teaching the pupils people should be given the oppor-
tunities to develop their knowledge of cultures and societies where the mother tongue
is spoken. The teaching should also help pupils to develop a comparative perspective
to cultures and languages.
Teaching in the mother tongue should essentially give pupils the opportunities to
develop their ability to:
• express themselves and communicate in speech and writing,
• use their mother tongue as an instrument for their language development and learning,
• adapt language to different purposes, recipients and contexts,
• identify language structures and follow language norms,
• read and analyse literature and other texts for different purposes, and
• reflect over traditions, cultural phenomena and social questions in areas where the
mother tongue is spoken based on comparisons with Swedish conditions.

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 MOTHER TONGUE TUITION

Core content
In years 1–3
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as ­adapting
reading to the form and content of texts.
• Strategies for writing different types of texts in areas familiar to pupils.
• Direction of reading and forms and sounds of written characters in ­comparison
with Swedish.
• Word order and punctuation as well as spelling rules for frequently occurring words
in texts familiar to the pupils. Comparisons with the Swedish word order, punctua-
tion and spelling rules.

Speaking, listening and talking

• Oral narratives for different recipients.
• Pronunciation, emphasis and intonation, and the importance of ­pronunciation in
making oneself understood.
• Pronunciation in the mother tongue compared to Swedish.

Narrative texts and non-fiction texts

• Narrative and poetic texts for children in the form of picture books, chapter books,
lyrics, tales and myths from different periods and areas where the mother tongue
is spoken. Narrative and poetic texts which provide an insight into people’s experi­
ences.
• Rhymes, jingles and riddles from mother tongue traditions.
• Descriptive and explanatory texts for children related to traditions, phenomena and
language expressions used in areas where the mother tongue is spoken.

Use of language
• Words and terms used to express emotions, knowledge and opinions.

Culture and society

• Traditions and festivals which pupils meet in different contexts.
• Games and music from areas where the mother tongue is spoken.

In years 4–6
Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.

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MOTHER TONGUE TUITION

• Strategies for writing different types of texts adapted to their typical structures
and language features.
• Basic structure of the mother tongue in comparison to Swedish.
• Dictionaries and other aids for spelling and understanding words.

Speaking, listening and talking

• Oral presentations for different recipients.
• Pronunciation, emphasis and intonation and the importance of pronunciation in
making oneself understood.
• Pronunciation in the mother tongue compared to Swedish. Narrative texts and
non-fiction texts.
• Narrative and poetic texts for children and youth in the form of literature, lyrics,
tales and myths from different periods and areas where the mother tongue is
spoken. Narrative and poetic texts which provide an insight into people’s condi-
tions, and issues related to identity and life.
• Typical language elements of narrative and poetic texts, as well as their words and
terms.
• Descriptive, explanatory and instructional texts for children and youth related to
traditions, phenomena and language expressions used in areas where the mother
tongue is spoken.
• The contents of texts and their typical words and terms.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and value connotations.
• Synonyms and antonyms.

Culture and society

• Customs, usage and traditions in areas where the mother tongue is spoken in
comparison to Swedish customs, usage and traditions.
• Schooling in areas where the mother tongue is spoken in comparison to schooling
in Sweden.

In years 7–9
Reading and writing
• Reading strategies to understand and interpret literary texts. Understanding the
explicit and implicit message of a text.

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 MOTHER TONGUE TUITION

• Strategies for writing different types of texts adapted to their typical structures and
language features. Creating texts where words and pictures interact.
• Basic structure of the mother tongue in comparison to Swedish. Word formation
and sentence structure in the mother tongue compared to Swedish.
• Dictionaries and other aids for spelling and understanding words.

Speaking, listening and talking

• Oral presentations and oral narratives for different recipients. Adaptation of
language, content and structure to purpose and recipient.
• Pronunciation, emphasis and intonation in comparison to Swedish as well as
different spoken variants of the mother tongue.

Narrative texts and non-fiction texts

• Literature for youth and adults, lyrics, drama, tales and myths from different
periods and areas where the mother tongue is spoken. Literature that provides
an insight into the conditions under which people live, issues related to life and
identity.
• Language features, words and terms in literature for youth and adults.
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and task descriptions. Content of texts, typical language features and their
words and terms.
• Texts which combine words, pictures and sound, and their language and drama-
turgical components. How expressions can interact with each other, such as in
television series, theatrical performances and web texts.

Use of language
• Translation of and comparisons between texts in the mother tongue and in Swedish.
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and value connotations. Figurative ­language and
idiomatic expressions.
• Differences in the use of language depending on the context, the person and the
purpose of communication.

Culture and society

• Current social questions in areas where the mother tongue is spoken, in ­comparison
to similar questions in Sweden.
• Cultural forms of expression from areas where the mother tongue is spoken, such as
visual arts, music and architecture.

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MOTHER TONGUE TUITION

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can read texts for children and youth closely related to their interests and age
with some ease by choosing and using reading strategies in a basically functional way.
By making simple, chronological summaries of the contents of ­different texts and
commenting on the main points with some connection to the context, pupils show
basic reading comprehension. In addition, on the basis of their own experiences and
frames of reference, pupils apply simple and to some extent informed reasoning to the
main message contained in the texts.
Pupils on the basis of the specific characteristics of their mother tongue can
express themselves simply in writing with some variation in language using some
topic-related words and terms. Pupils use with some certainty basic rules for
correct language and can spell words that they often use and which are commonly
found in texts related to their interests. By comparing the written language of the
mother tongue with that of Swedish, pupils can apply simple reasoning about
similarities and differences between the mother tongue and Swedish.
Pupils can with a basically functional vocabulary and repertoire of terms discuss
familiar topics in a simple way. In conversations, pupils can put questions and express
their opinions in a way that to some extent maintains the conversation. When pupils
relate daily events, they can describe them so that the main content is expressed with
some clarity. Pupils based on their own frames of reference and experiences can in a
simple way describe and reason about important areas of knowledge related to their
mother tongue and areas where the mother tongue is spoken.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can read texts for children and youth closely related to their interests and
age with relatively good ease by choosing and using reading strategies in an appro-
priate way. By making developed summaries of the contents of different texts and
commenting on the main parts with relatively good connection to the context, pupils
show good reading comprehension. In addition, based on their own experiences and
frames of reference, pupils apply developed and relatively well informed reasoning to
the main message contained in the texts.
Pupils on the basis of the specific characteristics of their mother tongue can express
themselves in a developed way in writing with relatively good variation in language
using topic-related words and terms. Pupils use with relatively good certainty basic
rules for correct language and can spell words that they often use and which are
commonly found in texts related to their interests. By comparing the written language

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 MOTHER TONGUE TUITION

of the mother tongue with that of Swedish, pupils can apply developed reasoning
about similarities and differences between the mother tongue and Swedish.
Pupils with appropriate vocabulary and terms can discuss familiar topics in a devel-
oped way. In conversations, pupils can put questions and express their opinions in a
way that maintains the conversation relatively well. When pupils relate daily events,
they can describe them so that the main content is expressed with relatively good
clarity. Pupils based on their own terms of reference and experience can in a developed
way describe and reason about important areas of knowledge areas related to the
mother tongue and areas where the mother tongue is spoken.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can read texts for children and youth adapted to their age and interests with
good ease by using reading strategies in an appropriate and effective way. By making
well developed summaries of the contents of various texts and ­commenting on the
main parts with good connection to the context, pupils show very good reading
comprehension. In addition, based on their own experiences and frames of reference
pupils apply well developed and well informed reasoning to the main message
contained in the texts.
Pupils on the basis of the specific characteristics of their mother tongue can express
themselves in well developed ways in writing with good variation in l­anguage using
topic-related words and terms. Pupils use with good certainty basic rules for correct
language and can spell words that they often use and which are commonly found
in texts related to their interests. By comparing the written language of the mother
tongue with that of Swedish, pupils can apply well developed reasoning about similar-
ities and differences between the mother tongue and Swedish.
Pupils can with an appropriate and effective vocabulary and repertoire of terms
discuss familiar topics in a well developed way. In conversations, pupils can put
questions and express their opinions in a way that maintains the conversation well.
When pupils relate daily events, they can describe them so that the main content is
expressed with good clarity. Pupils on their own terms of reference and experiences
can in a well developed way describe and reason about important areas of knowledge
related to their mother tongue and areas where the mother tongue is spoken.

Knowledge requirements for grade E at the end of year 9

Pupils can read different texts with ease by using and choosing reading strategies
based on the specific characteristics of different texts in a basically functional way.
By making simple summaries of the contents of different texts and commenting on

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MOTHER TONGUE TUITION

the main parts with some connection to time aspects and causal r­ elationships, pupils
show basic reading comprehension. In addition, on the b­ asis of their own experiences
and reference frameworks, pupils can interpret and apply simple and to some extent
informed reasoning about the main ­message in different works.
Pupils on the basis of the specific characteristics of the mother tongue can write
different texts with understandable content and some variation in language
combining in a basically functional way daily and topic-related words and terms. The
texts are characterized by simple descriptions and simple narrative structures. Pupils
adapt in a simple way the content and language of their texts so that they basically
function in the situations for which they are intended. By in a basically functional way
comparing and translating words, terms and ­phrases between the mother tongue and
Swedish, pupils can apply simple and to some extent informed reasoning about the
similarities and differences b­ etween the mother tongue and Swedish.
Pupils can with a basically functional combination of everyday related and topic-re-
lated language, talk about and discuss various topics in a simple way. In such situa-
tions, pupils can put questions and express opinions with simple and to some extent
informed arguments in a way which to some extent takes the dialogues and discus-
sions forward. In addition, pupils can prepare and give simple oral accounts with a
basically functional introduction, content and ending, and with some adaptation to
purpose, recipient and context. Pupils can apply simple and to some extent informed
reasoning about some knowledge areas and social questions related to the mother
tongue and areas where the mother tongue is spoken. Pupils make simple comparisons
with their own experiences and conditions in Sweden and draw simple and to some
extent informed ­conclusions about what their causes may be and what they can lead to.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can read different texts with good ease by using and choosing reading strategies
based on the specific characteristics of different texts in an appropriate way. By making
developed summaries of the contents of different texts and commenting on the main
points with relatively good connection to time aspects and causal relationships, pupils
show good reading comprehension. In addition, on the basis of their own experiences
and frames of reference, pupils can interpret and apply developed and relatively well
informed reasoning about messages which are explicit and implicit in different works.
Pupils on the basis of the specific characteristics of their mother tongue can write
different texts with relatively clear content and relatively good variation in language
combining in a basically functional way daily and topic-related words and terms. The
texts are characterised by developed descriptions and developed narrative structures.
Pupils adapt in a developed way the content and language of their texts so that they

92 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MOTHER TONGUE TUITION

function relatively well in the situations for which they are intended. By in a relatively
well functioning way, comparing and translating words, terms and phrases between
the mother tongue and ­Swedish, pupils can apply developed and relatively well
informed reasoning about the similarities and differences between the mother tongue
and Swedish.
Pupils can with an appropriate combination of daily and topic-related language talk
about and discuss various subjects in a developed way. In such situations, pupils can
put questions and express opinions with developed and relatively well informed
arguments in a way which takes the dialogues and discussions forward. In addition,
pupils can prepare and give developed oral accounts with a relatively well functioning
introduction, contents and ending, and relatively good adaptation to purpose, recip-
ient and context. Pupils can apply developed and relatively well informed reasoning
about some knowledge areas and social questions related to the mother tongue and
areas where the mother tongue is spoken. Pupils make developed comparisons with
their own experiences and conditions in Sweden and draw developed and relatively
well informed conclusions about what their causes may be and what they can lead to.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can read different texts with very good ease by using reading strategies based
on the characteristics of different texts in an appropriate and effective way. By making
well developed summaries of the contents of different texts and commenting on the
main points with good connection to time aspects and causal relationships, pupils
show very good reading comprehension. In addition, on the basis of their own expe-
riences and frames of reference, pupils can interpret and apply developed and well
informed reasoning about explicit and implicit messages in different works.
Pupils on the basis of the specific characteristics of their mother tongue can write
different texts with clear content and good variation in language combining in a
basically functional way daily and topic-related words and terms. The texts are charac-
terised by well developed descriptions and well developed narrative structures. Pupils
adapt in a well developed way the contents of their texts and language so that they
function well in the situations for which they are intended. By in a well functioning
way comparing and translating words, terms and phrases between the mother tongue
and Swedish, pupils can apply well developed and well informed reasoning about the
similarities and differences between the mother tongue and Swedish.
Pupils can with an appropriate and effective combination of daily and topic-related
language talk about and discuss various topics in a well developed way. In such situ-
ations, pupils can put questions and express opinions with well developed and well

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MOTHER TONGUE TUITION

informed arguments in a way which takes the dialogues and discussions forward and
deepens or broadens them. In addition, pupils can prepare and give well developed
oral accounts with well functioning introductions, contents and endings, and good
adaptation to purpose, recipient and context. Pupils can apply well developed and
well informed reasoning about some knowledge areas and social questions related to
their mother tongue and areas where the mother tongue is spoken. Pupils make well
developed comparisons with their own experiences and conditions in Sweden and
draw well developed and well informed conclusions about what their causes may be
and what they can lead to.

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 MOTHER TONGUE – FINNISH

Mother Tongue – Finnish as a national minority language

Sweden Finns are a national minority with several hundred years of history in Sweden.
Their language, Finnish, is an official national minority language. There is a huge need
to reinforce the status of national minority languages in Sweden. In order to secure
the future of these languages in the country, more people need to develop language
skills. Languages are important cultural assets that express shared experiences, values
and knowledge that unite the national minorities in Sweden with people who speak
the same language in other parts of the world. Possessing skills in the language and
knowledge of the minority’s culture can provide new perspectives on a person’s own
identity and strengthen opportunities to participate in social life in Sweden and other
countries.

Aim
Teaching in Finnish as a national minority language should aim to help pupils develop
skills in and knowledge of the language, as well as knowledge of the minority’s culture.
The educational programme should give pupils an opportunity to develop their multi-
lingual competences, their understanding of the world around them and their identity.
The educational programme should stimulate the pupils’ interest in reading, writing
and talking in the national minority language. Through the educational programme,
pupils should be given an opportunity to encounter and develop knowledge of texts
in the language in different genres. The educational programme should provide the
conditions for pupils to develop a versatile communicative ability, linguistic confi-
dence in the spoken and written language, and confidence in their ability to express
themselves in different contexts and for various purposes. This means that pupils
should be given an opportunity through the educational programme to develop
knowledge of how to express themselves and interact with others in both spoken and
written language, as well as awareness of how the use of language varies depending on
the situation and social context.
Through the educational programme, pupils should be given an opportunity to
develop knowledge of the history, cultural expression and traditions of the national
minority. The educational programme should also provide pupils with the conditions
to develop knowledge of the national minority’s music, literature and other forms of
aesthetic expression. Pupils should also be provided with conditions to develop know­
ledge of the national minority language’s origin, development and present status.
To summarise, teaching Finnish as a national minority language within the mother
tongue subject should give pupils the opportunities to develop their ability to
• express themselves and communicate in spoken and written language,
• adapt language to different purposes, recipients and contexts,
• understand and interpret the content of spoken language and different kinds of texts,
• identify language structures and follow language norms,

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MOTHER TONGUE – FINNISH

• reflect on social, historical and cultural phenomena in areas where the language is
used, and
• reflect on the origin, development and present status of the language.

Core Content
In years 1–3, within the framework of Finnish as a first language
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting
reading to the form and content of texts.
• Strategies for writing different types of texts about topics familiar to the pupils.
• Spelling rules for frequently occurring words in texts familiar to the pupils.
• The Finnish alphabet and the relationship between sounds and letters.

Speaking, listening and talking

• Conversations about everyday phenomena and events.
• Oral presentations and oral narratives for different listeners. Images and other
language tools that can support the presentation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
poems, tales and songs.
• Factual texts for children.
• Texts connected to Sweden Finnish and Finnish traditions and cultural forms of
expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Sweden Finnish and Finnish culture.

Sweden Finnish culture

• The cultural life of Sweden Finns in the form of music and other aesthetic forms
of expression.
• The lives of Sweden Finns nowadays with reference to their history and culture.

In years 4–6, within the framework of Finnish as a first language

Reading and writing

• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.

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• Strategies for writing descriptive and factual texts adapted to their typical structures
and language features.
• The basic structure of Finnish including spelling rules, conjugation patterns and
sentence structure.
• Dictionaries and other language tools for spelling and understanding words.

Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences and about everyday
phenomena and events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.

Texts
• Narrative and poetic texts, as well as factual texts for children and young people
from different times and areas where Finnish is used.
• Texts that highlight issues of identity and way of living, as well as texts connected
to Sweden Finnish and Finnish traditions and forms of cultural expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms connected to Sweden Finnish and Finnish culture.
• Similarities and differences between the spoken and written Finnish language.

Sweden Finnish culture

• The cultural life of Sweden Finns in different art forms, for example music, film and
fiction.
• The history of the Finnish-speaking population in Sweden.
• Some social issues that affect Sweden Finns nowadays.

In years 7–9, within the framework of Finnish as a first language

Reading and writing
• Reading strategies to interpret and analyse texts from different media.
• Strategies for writing different kinds of texts adapted to their typical structures and
language features.
• The structure of Finnish, including word formation, the conjugation patterns of
words, word classes and sentence structure.
• Language tools for information searches and understanding words.

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Speaking, listening and talking

• Talking about topics familiar to the pupils and about current events, thoughts,
emotions and opinions.
• Oral presentations and oral narratives for different listeners. Adaptation of language,
content and disposition according to purpose and recipient.
• Some language varieties of spoken Finnish.

Texts
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to Sweden Finnish and Finnish traditions and forms of cultural expression.
Fiction that highlights issues relating to identity and way of living.

Use of language
• Words and terms to express emotions, knowledge and opinions. Words and terms,
their shades of meaning and emotional language. Metaphorical language and
idiomatic expressions.
• Words and terms connected to Sweden Finnish and Finnish culture.
• Differences in the use of language depending on the context, the recipient and the
purpose of communication.
• Sweden Finnish language variety in relation to Finnish in Finland.

Sweden Finnish culture

• Traditional and modern Sweden Finnish and Finnish music as well as other forms
of aesthetic expression.
• The origin, development and future of Finnish in Sweden. Organisations that work
to promote the language and Sweden Finnish culture.
• Some Sweden Finnish and Finnish authors and their works.
• Historical and contemporary living conditions and social issues in Finland.

In years 1–3, within the framework of Finnish as a second language

Reading and writing
• Reading strategies for understanding and interpreting words and phrases in simple
texts.
• Strategies for writing simple presentations, descriptions and messages.
• The Finnish alphabet and the relationship between sounds and letters.

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Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as interests, people and places.
• Strategies for understanding significant words and drawing conclusions about the
content of spoken Finnish, for example using preconception.
• Language phenomena such as pronunciation and intonation in the language that
the pupils encounter.

Texts
• Narrative and poetic texts for children in the form of picture books, poems, tales
and songs.
• Simple instructive and descriptive texts.
• Simple texts connected to Sweden Finnish and Finnish traditions and cultural
phenomena.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Sweden Finnish and Finnish culture.

Sweden Finnish culture

• The cultural life of Sweden Finns in the form of music and other aesthetic forms of
expression.
• The lives of Sweden Finns nowadays with reference to their history and culture.

In years 4–6, within the framework of Finnish as a second language

Reading and writing
• Reading strategies for understanding and interpreting simple texts from different
media.
• Strategies for writing simple narrative texts, descriptions and instructions.
• Language phenomena such as spelling rules and grammatical structures in the
language the pupils encounter.
• Different ways of making sense of texts from the internet and other media.

Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as everyday situations, events
and activities.
• Strategies for understanding significant words and contexts in spoken Finnish, for
example using preconception.
• Strategies for solving linguistic problems in conversations, for example gestures,
questions and reformulations.

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• Different ways of making sense of the spoken language from the internet and other
media.

Texts
• Narrative and poetic texts for children in the form of picture books, poems, tales
and songs.
• Simple instructive and descriptive texts.
• Simple texts that highlight people’s perceptions and experiences, as well as simple
texts connected to Sweden Finnish and Finnish traditions and cultural phenomena.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Sweden Finnish and Finnish culture.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and the spoken language in different situations.

Sweden Finnish culture

• The cultural life of Sweden Finns in different art forms, for example music, film
and fiction.
• The history of the Finnish-speaking population in Sweden.
• Some social issues that affect Sweden Finns nowadays.

In years 7–9, within the framework of Finnish as a second language

Reading and writing
• Reading strategies for understanding and interpreting texts from different media.
• Narratives and descriptions in the form of coherent text.
• Language phenomena such as spelling, grammatical structures and fixed language
expressions in the language the pupils encounter.
• Different ways of searching for and choosing texts from the internet and other
media.

Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as different courses of events as
well as their own and other people’s experiences.
• Oral presentations and oral narratives for different listeners.
• Strategies for understanding significant words and contexts in spoken Finnish, for
example using preconception.

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• Strategies for participating in and contributing to discussions, by such means as

questions, and phrases and expressions to confirm understanding.
• Different ways of searching for and choosing spoken language from the internet and
other media.

Texts
• Narratives and other fiction for children and young people. Songs and poetry.
• Instructive and descriptive texts. The purpose, content and some typical language
features of texts.
• Texts that highlight issues of identity and life, as well as texts connected to Sweden
Finnish and Finnish traditions, cultural phenomena and forms of linguistic
expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms connected to Sweden Finnish and Finnish culture.
• How different formulations are used to introduce and end conversations, and
different kinds of oral and written presentations.
• Similarities and differences between the spoken and written Finnish language.

Sweden Finnish culture

• Traditional and modern Sweden Finnish and Finnish music as well as other forms
of aesthetic expression.
• The origin, development and future of Finnish in Sweden. Organisations that work
to promote the language and Sweden Finnish culture.
• Some Sweden Finnish and Finnish authors and the works for which they are
known.
• Historical and contemporary living conditions and social issues in Finland.

Knowledge requirements
Within the framework of Finnish as a first language
Knowledge requirements for grade E at the end of year 6
Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that to some extent maintains the conversation or discus-
sion. Pupils can also prepare and perform simple oral presentations with a substan-
tially functioning structure, content and language, and with some adaptation to the
recipient. By using different language tools for communication in a substantially
functioning way, pupils clarify the message of the presentation and make it come alive.

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Pupils can write texts with understandable content and some variation in language.
In doing so, pupils use basic rules for spelling, sentence structure and conjugation of
words with some certainty. The narrative texts pupils write contain simple expressive
descriptions and simple plots. Pupils can also present information in the form of
factual texts with a substantially functioning structure, simple descriptions, personal
formulations and some use of topic-specific words and terms.
By producing simple, chronological summaries of the content of different texts and
commenting on key parts with some reference to the context, pupils show basic reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and to some extent informed reasoning to explicit messages
in different works, and also describe their experience of reading in a simple way. Pupils
can also search for and select information from factual texts in a substantially func-
tioning way.
Pupils have basic knowledge of society, history and culture in a Sweden Finnish
context. Pupils demonstrate this by making simple descriptions of the culture of
Sweden Finns in different forms of art. Pupils can also apply simple and to some
extent informed reasoning to the history of Sweden Finns and to some social issues
concerning the group today.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion relatively
well. Pupils can also prepare and perform developed oral presentations with a rela-
tively well functioning structure, content and language, and with relatively good
adaptation to the recipient. By using different language tools for communication in an
appropriate way, pupils clarify the message of the presentation and make it come alive.
Pupils can write texts with relatively clear content and relatively good variation
in language. In doing so, pupils use basic rules for spelling, sentence structure and
conjugation of words with relatively good certainty. The narrative texts pupils write
contain developed expressive descriptions and developed plots. Pupils can also present
information in the form of factual texts with a relatively well functioning structure,
developed descriptions, personal formulations and relatively good use of topic-specific
words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages

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in different works, and also describe their experience of reading in a developed way.
Pupils can also search for and select information from factual texts in an appropriate
way.
Pupils have good knowledge of society, history and culture in a Sweden Finnish
context. The pupils demonstrate this by making developed descriptions of the culture
of Sweden Finns in different forms of art. Pupils can also apply developed and
relatively well informed reasoning to the history of Sweden Finns and to some social
issues concerning the group today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion well. Pupils
can also prepare and perform well developed oral presentations with a very effective
structure, content and language, and with good adaptation to the recipient. By using
different language tools for communication in an appropriate and effective way, pupils
clarify the message of the presentation and make it come alive.
The pupils can write texts with clear content and good variation in language. In doing
so, pupils use basic rules for spelling, sentence structure and conjugation of words
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and well developed plots. Pupils can also present information in the form
of factual texts with a very effective structure, well developed descriptions, personal
formulations and good use of topic-specific words and terms.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a well developed
way. Pupils can also search for and select information from factual texts in an appro-
priate and effective way.
Pupils have very good knowledge of society, history and culture in a Sweden Finnish
context. Pupils illustrate this by making well developed descriptions of the culture
of Sweden Finns in different forms of art. Pupils can also apply well developed and
well informed reasoning to the history of Sweden Finns and to some social issues
concerning the group today.

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Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
develops the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in a
substantially functioning way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with some variation of language and simple adaptation to the
type of text. In their texts, pupils apply basic rules for correctness of language with
some certainty. The narrative texts pupils write contain simple expressive descriptions
and narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with a
substantially functioning structure, simple descriptions and explanations, and simple
and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting
on key parts with some reference to time aspects and causal relationships, pupils
show basic reading comprehension. Based on their own experiences and framework
references, as well as different issues concerning life and the surrounding world, pupils
can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works. Pupils can also search for and select information from
different kinds of non-fiction in a substantially functioning way.
Pupils have basic knowledge of society, history and culture in a Sweden Finnish
context. Pupils show this by applying simple and to some extent informed reasoning
to the origin, development and future of the language in Sweden. Pupils also provide
examples of how Finnish in Sweden differs from Finnish in Finland. Pupils also apply
simple and to some extent informed reasoning to living conditions and social issues
in Finland during different periods. In addition, pupils make simple descriptions of
Sweden Finnish and Finnish music as well as some literary works and other forms of
aesthetic expression.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and

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language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and make it come alive.
Pupils can write texts with relatively good variation of language and developed a
daptation to the type of text. In their texts, pupils apply basic rules for correctness
of language with relatively good certainty. The narrative texts pupils write contain
developed expressive descriptions and narrative devices, and dramaturgical elements
with developed structures. Pupils can also present facts and values in the forms
of different kinds of non-fiction texts with a relatively well functioning structure,
developed descriptions and explanations, and developed and functioning topic-related
language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply developed and relatively well informed reasoning to
messages that are explicit and implicit in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.
Pupils have good knowledge of society, history and culture in a Sweden Finnish
context. Pupils illustrate this by applying developed and relatively well informed
reasoning to the origin, development and future of the language in Sweden. Pupils also
provide examples of how Finnish in Sweden differs from Finnish in Finland. Pupils
also apply developed and relatively well informed reasoning to living conditions and
social issues in Finland during different periods. In addition, pupils provide developed
descriptions of Sweden Finnish and Finnish music as well as some literary works and
other forms of aesthetic expression.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that develops
the conversation or discussion well. Pupils can also prepare and perform well devel-
oped oral presentations with a well functioning structure, content and language, and
with good adaptation to the situation and the recipient. By combining different kinds
of text, aesthetic expression and media so that the various elements interact in an
appropriate and effective way, pupils clarify the message of the presentation and make
it come alive.

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Pupils can write texts with good variation of language and well developed adaptation
to the type of text. In their texts, pupils apply basic rules for correctness of language
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and narrative devices, and dramaturgical elements with well developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a well functioning structure, well developed descriptions and
explanations, and well developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can also interpret and apply well developed and well informed reasoning to
messages that are explicit and implicit or hidden in different works. Pupils can also
search for and select information from different kinds of non-fiction in an appropriate
and effective way.
Pupils have very good knowledge of society, history and culture in a Sweden Finnish
context. Pupils show this by applying well developed and well informed reasoning
to the origin, development and future of the language in Sweden. Pupils also provide
examples of how Finnish in Sweden differs from Finnish in Finland. Pupils also apply
well developed and well informed reasoning to living conditions and social issues in
Finland during different periods. In addition, pupils provide well developed descrip-
tions of Sweden Finnish and Finnish music as well as some literary works and other
forms of aesthetic expression.

Within the framework of Finnish as a second language

Knowledge requirements for grade E at the end of year 6
Pupils can understand common words and simple phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday and familiar topics.
Pupils show their understanding by reporting content in a very simple form and also
with acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the spoken language and the texts,
pupils can choose and apply some strategy for listening and reading. Pupils can make
sense of texts and spoken language of a simple character from different media and
with some relevance apply the selected material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and understandably in single words and phrases. To clarify and vary their commu-
nication, pupils can work on and make some simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
understandably in single words and phrases. In addition, pupils can choose and apply
some strategy to solve problems and improve the interaction.

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Pupils have basic knowledge of society, history and culture in a Sweden Finnish
context. Pupils demonstrate this by making simple descriptions of the culture of
Sweden Finns in different forms of art. Pupils can also apply simple and to some
extent informed reasoning to the history of Sweden Finns and to some social issues
concerning the group today.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand the main content and clear details in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday, familiar topics.
Pupils illustrate their understanding by giving an account of the content and details
in very simple forms and also with satisfactory results acting according to messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can make sense of texts and spoken language of a
simple nature from different media and in a relevant way apply the selected material
to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and relatively clearly in phrases and sentences. To clarify and vary their communica-
tion, pupils can work on and make some simple improvements to their production. In
oral and written interaction, pupils can express themselves simply and understandably
in words, phrases and sentences. In addition, pupils can choose and apply different
strategies to solve problems and improve the interaction.
Pupils have good knowledge of society, history and culture in a Sweden Finnish
context. Pupils demonstrate this by making developed descriptions of the culture of
Sweden Finns in different forms of art. Pupils can also apply developed and relatively
well informed reasoning to the history of Sweden Finns and to some social issues
concerning the group today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and important details in clearly spoken,
simple language at a slow pace and in short, simple texts about everyday, familiar
topics. Pupils illustrate their understanding by reporting content and details in a
simple form and also with good results acting according to the messages and instruc-
tions in the content. To facilitate their understanding of the content of the spoken

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language and the texts, pupils can to some extent choose and apply strategies for
listening and reading. Pupils can make sense of texts and spoken language of a simple
nature from different media and in a relevant, effective way apply the selected material
to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their produc-
tion. In oral and written interaction, pupils can express themselves simply and clearly
in words, phrases and sentences. In addition, pupils can choose and apply several
different strategies to solve problems and improve their interaction.
Pupils have very good knowledge of society, history and culture in a Sweden Finnish
context. Pupils illustrate this by making well developed descriptions of the culture
of Sweden Finns in different forms of art. Pupils can also apply well developed and
well informed reasoning to the history of Sweden Finns and to some social issues
concerning the group today.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content in clearly spoken, simple language
at a slow pace and in short, simple texts about everyday and familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
in a simple form and also with acceptable results acting according to messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can choose and apply some strategy for listening
and reading. Pupils can choose from texts and spoken language of a simple character
from different media and with some relevance apply the selected material to their own
production and interaction.
In different kinds of oral production, pupils can express themselves simply and under-
standably in phrases and sentences. To clarify and vary their communication, pupils
can work on and make some simple improvements to their own production. In oral
and written interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and apply some strategy
to solve problems and improve the interaction.
Pupils have basic knowledge of society, history and culture in a Sweden Finnish
context. Pupils illustrate this by applying simple and to some extent informed
reasoning to the origin, development and future of the language in Sweden. Pupils also
apply simple and to some extent informed reasoning to living conditions and social
issues in Finland during different periods. In addition, pupils make simple descrip-
tions of Sweden Finnish and Finnish music as well as some literary works and other
forms of aesthetic expression.

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Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
and details in simple forms and also with satisfactory results acting according to
messages and instructions in the content. To facilitate their understanding of the
content of the spoken language and the texts, pupils can to some extent choose and
apply strategies for listening and reading. Pupils can choose from texts and spoken
language of a simple character from different media and in a relevant way apply the
selected material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
relatively clearly in words, phrases and sentences. In addition, pupils can choose and
apply some different strategies to solve problems and improve their interaction.
Pupils have good knowledge of society, history and culture in a Sweden Finnish
context. Pupils illustrate this by applying developed and relatively well informed
reasoning to the origin, development and future of the language in Sweden. Pupils
also apply developed and relatively well informed reasoning to living conditions and
social issues in Finland during different periods. In addition, pupils provide developed
descriptions of Sweden Finnish and Finnish music as well as some literary works and
other forms of aesthetic expression.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and important details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by giving and account of and commenting on content
and details in a general way and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.

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In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and relatively coherently. To clarify and vary their communi-
cation, pupils can work on and make simple improvements to their own production.
In oral and written interaction, pupils can express themselves simply and clearly in
words, phrases and sentences, and to some extent adapted to purpose, recipient and
situation. In addition, pupils can choose and apply several different strategies to solve
problems and improve their interaction.
Pupils have very good knowledge of society, history and culture in a Sweden Finnish
context. Pupils show this by applying well developed and well informed reasoning
to the origin, development and future of the language in Sweden. Pupils also apply
well developed and well informed reasoning to living conditions and social issues in
Finland during different periods. In addition, pupils provide well developed descrip-
tions of Sweden Finnish and Finnish music as well as some literary works and other
forms of aesthetic expression.

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Mother Tongue – Yiddish as a national minority language

Jews are a minority with a history in Sweden going back several hundred years. Their
language, Yiddish, is an official national minority language. There is a huge need
to reinforce the status of national minority languages in Sweden. In order to secure
the future of these languages in the country, more people need to develop language
skills. Languages are important cultural assets that express shared experiences, values
and knowledge that unite the national minorities in Sweden with people who speak
the same language in other parts of the world. Possessing skills in the language and
knowledge of the minority’s culture can provide new perspective on a person’s own
identity and strengthen opportunities to participate in social life in Sweden and other
countries.

Aim
Teaching in Yiddish as a national minority language should aim to help pupils develop
skills in and knowledge of the language, as well as knowledge of the minority’s culture.
The educational programme should give pupils an opportunity to develop their multi-
lingual competences, their understanding of the world around them and their identity.
The educational programme should stimulate the pupils’ interest in reading, writing
and talking in the national minority language. Through the educational programme,
pupils should be given an opportunity to encounter and develop knowledge of texts
in the language in different genres. The educational programme should provide the
conditions for pupils to develop a versatile communicative ability, linguistic confi-
dence in the spoken and written language, and confidence in their ability to express
themselves in different contexts and for various purposes. This means that pupils
should be given an opportunity through the educational programme to develop
knowledge of how to express themselves and interact with others in both spoken and
written language, as well as awareness of how the use of language varies depending on
the situation and social context.
Through the educational programme, pupils should be given an opportunity to
develop knowledge of the history, cultural expression and traditions of the national
minority. The educational programme should also provide pupils with the conditions
to develop knowledge of the national minority’s music, literature and other forms of
aesthetic expression. Pupils should also be provided with conditions to develop know­
ledge of the national minority language’s origin, development and present status.
To summarise, teaching Yiddish as a national minority language within the mother
tongue subject should give pupils the opportunities to develop their ability to:
• express themselves and communicate in spoken and written language,
• adapt language to different purposes, recipients and contexts,
• understand and interpret the content of spoken language and different kinds of texts,
• identify language structures and follow language norms,

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• reflect on social, historical and cultural phenomena in areas where the language is
used, and
• reflect on the origin, development and present status of the language.

Core Content
In years 1–3, within the framework of Yiddish as first language
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting
reading to the form and content of texts.
• Strategies for writing texts, by hand and on a computer, about topics familiar to the
pupils.
• The printed alphabet and the relationship between sounds and letters.

Speaking, listening and talking

• Conversations about everyday phenomena and events.
• Oral presentations and oral narratives for different listeners. Images and other
language tools that can support the presentation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
rhymes and poems, tales and songs.
• Factual texts for children.
• Texts connected to Jewish traditions and cultural forms of expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Jewish public holidays and traditions.

Yiddish culture
• Songs and other forms of aesthetic expression in Yiddish culture.
• Food traditions connected to Yiddish culture.

In years 4–6, within the framework of Yiddish as first language

Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Strategies for writing descriptive and factual texts adapted to their typical structures
and language features.

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• The basic structure of Yiddish including conjugation patterns and sentence structure.
• Dictionaries and other language tools for spelling and understanding words.
• The written alphabet.

Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences and about everyday
phenomena and events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.

Texts
• Narrative and poetic texts, as well as factual texts for children and young people
from different times and areas where Yiddish is used.
• Texts that highlight issues of identity and life, as well as texts connected to Yiddish
traditions and phenomena in Yiddish culture.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms that are specific to Jewish environments and traditions. Idiomatic
expressions and proverbs that highlight Jewish norms and values, phenomena and
forms of expression.
• Similarities and differences between spoken and written Yiddish.

Yiddish culture
• Songs and other forms of aesthetic expression in Yiddish culture.
• Ways of living historically in Yiddish-speaking communities as well as the history
of the Jewish population in Sweden.
• Some social issues that affect Jews nowadays.

In years 7–9, within the framework of Yiddish as a first language

Reading and writing
• Reading strategies to interpret and analyse texts from different media.
• Strategies for writing different kinds of texts adapted to their typical structures and
language features.
• The structure of Yiddish, including word formation, the conjugation patterns of
words, word classes and sentence structure.
• Language tools for information searches and understanding words.

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Speaking, listening and talking

• Talking about topics familiar to the pupils and about current events, thoughts,
emotions and opinions.
• Oral presentations and oral narratives for different listeners. Adaptation of language,
content and disposition according to purpose and recipient.

Texts
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to Yiddish culture. Fiction that highlights issues relating to identity and
way of living.

Use of language
• Words and terms to express emotions, knowledge and opinions. Words and terms,
their shades of meaning and emotional language. Idiomatic expressions and proverbs
that highlight Jewish norms and values, phenomena and forms of expression.
• Words and terms connected to Yiddish culture.
• Differences in the use of language depending on the context, the recipient and the
purpose of communication.

Yiddish culture
• Singing and theatre in the Yiddish world from the beginning of the 20th century,
e.g. in the USA.
• The origin and development of Yiddish through contacts with different languages
and majority communities, as well as the future of Yiddish in Sweden and other
parts of the world. Organisations that work to promote Yiddish and Yiddish culture.
• Some Yiddish authors and their works.
• Social, political and cultural movements in the Yiddish world from the end of the
19th century, e.g. the Bund and the golden age of Jewish literature.
• The consequences of the Holocaust for Yiddish and Yiddish culture.

In years 1–3, within the framework of Yiddish as a second language

Reading and writing
• Reading strategies for understanding and interpreting words and phrases in simple
texts.
• Strategies for writing simple presentations, descriptions and messages.
• The form of characters in the printed alphabet and the relationship between sounds
and letters.

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Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as interests, people and places.
• Strategies for understanding significant words and drawing conclusions about the
content of spoken Yiddish, for example using preconception.
• Language phenomena such as pronunciation and intonation in the language that
the pupils encounter.

Texts
• Narrative and poetic texts for children in the form of picture books, poems,
rhymes, verses and Yiddish songs.
• Simple instructive and descriptive texts.
• Simple texts connected to Yiddish culture.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Jewish public holidays and traditions.

Yiddish culture
• Songs and other forms of aesthetic expression in Yiddish culture.
• Food traditions connected to Yiddish culture.

In years 4–6, within the framework of Yiddish as a second language

Reading and writing
• Reading strategies for understanding and interpreting short, simple texts from
different media.
• Strategies for writing simple narrative texts, descriptions and instructions.
• Language phenomena such as grammatical structures in the language the pupils
encounter.
• Different ways of making sense of texts from the internet and other media.
• Writing texts, by hand and on a computer, about topics familiar to pupils.
• The printed alphabet.

Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as everyday situations, events
and activities.
• Strategies for understanding significant words and contexts in spoken Yiddish, for
example using preconception.

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• Strategies for solving linguistic problems in conversations, for example gestures,

questions and reformulations.
• Different ways of making sense of the spoken language from the internet and other
media.

Texts
• Narrative and poetic texts for children in the form of picture books, poems, tales,
proverbs and Yiddish songs.
• Simple instructive and descriptive texts.
• Simple texts that highlight people’s perceptions and experiences, as well as simple
texts connected to Yiddish culture.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms that are specific to Jewish environments and traditions. Idiomatic
expressions and proverbs that highlight Jewish norms and values, phenomena and
forms of expression.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and the spoken language in different situations.

Yiddish culture
• Songs and other forms of aesthetic expression in Yiddish culture.
• Ways of living historically in Yiddish-speaking communities as well as the history
of the Jewish population in Sweden.
• Some social issues that affect Jews nowadays.

In years 7–9, within the framework of Yiddish as a second language

Reading and writing
• Reading strategies for understanding and interpreting texts from different media.
• Narratives and descriptions in the form of coherent text.
• Language phenomena such as grammatical structures and fixed language expressions
in the language the pupils encounter.
• Different ways of searching for and choosing texts from the internet and other
media.
• Identification of letters in written text.

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Speaking, listening and talking

• Talking about subject areas familiar to pupils, such as different courses of events as
well as their own and other people’s experiences.
• Oral presentations and oral narratives for different listeners.
• Strategies for understanding significant words and contexts in spoken Yiddish, for
example using preconception.
• Strategies for participating in and contributing to discussions, by such means as
questions, and phrases and expressions to confirm understanding.
• Different ways of searching for and choosing spoken language from the internet
and other media.

Texts
• Narratives and other fiction for children and young people. Songs, poems and
proverbs.
• Instructive and descriptive texts. The purpose, content and some typical language
features of texts.
• Texts that highlight issues of identity and life with a link to Yiddish culture.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language. Idiomatic expressions
and proverbs that highlight Jewish norms and values, phenomena and forms of
expression.
• Words and terms connected to Yiddish culture.
• How different formulations are used to introduce and end conversations, and
different kinds of oral and written presentations.
• Similarities and differences between spoken and written Yiddish.

Yiddish culture
• Singing and theatre in the Yiddish world from the beginning of the 20th century,
e.g. in the USA.
• The origin and development of Yiddish through contacts with different languages
and majority communities, as well as the future of Yiddish in Sweden and other
parts of the world. Organisations that work to promote Yiddish and Yiddish
culture.
• Some Yiddish authors and the works for which they are known.
• Social, political and cultural movements in the Yiddish world from the end of the
19th century, e.g. the Bund and the golden age of Jewish literature.
• The consequences of the Holocaust for Yiddish and Yiddish culture.

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Knowledge requirements
Within the framework of Yiddish as first language
Knowledge requirements for grade E at the end of year 6
Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that to some extent maintains the conversation or discus-
sion. Pupils can also prepare and perform simple oral presentations with a substan-
tially functioning structure, content and language, and with some adaptation to the
recipient. By using different language tools for communication in a substantially
functioning way, pupils clarify the message of the presentation and make it come alive.
Pupils can write texts with understandable content and some variation in language, by
hand and with the help of digital language tools. In doing so, pupils use basic rules for
spelling, sentence structure and conjugation of words with some certainty. The narra-
tive texts pupils write contain simple expressive descriptions and simple plots.
Pupils can also present information in the form of factual texts with a substantially
functioning structure, simple descriptions, personal formulations and some use of
topic-specific words and terms.
By producing simple, chronological summaries of the content of different texts and
commenting on key parts with some reference to the context, pupils show basic
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works, and also describe their experience of reading in a simple
way. Pupils can also search for and select information from factual texts in a substan-
tially functioning way.
Pupils have basic knowledge of Yiddish culture and illustrates this by producing simple
descriptions of songs and other forms of aesthetic expression in Yiddish culture. Pupils
also apply simple reasoning to how people used to live in Yiddish-speaking commu-
nities with some link to language expression that highlights Jewish norms and values,
phenomena and forms of expression. Pupils can also apply simple and to some extent
informed reasoning to the history of the Jewish population in Sweden and some social
issues affecting Jews today.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion relatively
well. Pupils can also prepare and perform developed oral presentations with a rela-
tively well functioning structure, content and language, and with relatively good

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adaptation to the recipient. By using different tools for communication in an appro-

priate way, pupils clarify the message of the presentation and make it come alive.
The pupils can write texts with relatively clear content and relatively good variation
in language, by hand and with the help of digital language tools. In doing so, pupils
use basic rules for spelling, sentence structure and conjugation of words with relatively
good certainty. The narrative texts pupils write contain developed expressive descrip-
tions and developed plots. Pupils can also present information in the form of factual
texts with a relatively well functioning structure, developed descriptions, personal
formulations and relatively good use of topic-specific words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages in
different works, and also describe their experience of reading in a developed way. Pupils
can also search for and select information from factual texts in an appropriate way.
Pupils have good knowledge of Yiddish culture and illustrates this by producing developed
descriptions of songs and other forms of aesthetic expression in Yiddish culture. Pupils also
apply advanced reasoning to how people used to live in Yiddish-speaking communities
with a relatively good link to language expression that highlights Jewish norms and values,
phenomena and forms of expression. Pupils can also apply developed and relatively well
informed reasoning to the history of the Jewish population in Sweden and some social
issues affecting Jews today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion well. Pupils
can also prepare and perform well developed oral presentations with a very effective
structure, content and language, and with good adaptation to the recipient. By using
different tools for communication in an appropriate and effective way, pupils clarify
the message of the presentation and make it come to life.
Pupils can write texts with clear content and good variation in language, by hand and
with the help of digital language tools. In doing so, pupils use basic rules for spelling,
sentence structure and conjugation of words with good certainty. The narrative texts
pupils write contain well developed expressive descriptions and well developed plots.
Pupils can also present information in the form of factual texts with a well functioning
structure, well developed descriptions, personal formulations and good use of topic-specific
words and terms.

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By producing well developed summaries of the content of different texts and

commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a well developed
way. Pupils can also search for and select information from factual texts in an appro-
priate and effective way.
Pupils have very good knowledge of Yiddish culture and illustrates this by producing
well developed descriptions of songs and other forms of aesthetic expression in
Yiddish culture. Pupils also apply well advanced reasoning to how people used to
live in Yiddish-speaking communities with a good link to language expression that
highlights Jewish norms and values, phenomena and forms of expression. Pupils can
also apply well developed and well informed reasoning to the history of the Jewish
population in Sweden and some social issues affecting Jews today.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
develops the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in a
substantially functioning way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with some variation of language and simple adaptation to the
type of text. In their texts, pupils apply basic rules for correctness of language with
some certainty. The narrative texts pupils write contain simple expressive descriptions
and narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with a
substantially functioning structure, simple descriptions and explanations, and simple
and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting on
key parts with some reference to time aspects and causal relationships, pupils show
basic reading comprehension. Based on their own experiences and framework refer-
ences, as well as different issues concerning life and the surrounding world, pupils
can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works. Pupils can also search for and select information from
different kinds of non-fiction in a substantially functioning way.
Pupils have basic knowledge of Yiddish and Yiddish culture. Pupils show this by
applying simple and to some extent informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also

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produce simple descriptions of important social, political and cultural movements

and expression in different parts of the Yiddish world during different periods.
Pupils can also in a simple way give an account of the content and messages in some
literary works and songs.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and
language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and makes it come alive.
Pupils can write texts with relatively good variation of language and developed
adaptation to the type of text. In their texts, pupils apply basic rules for correctness of
language with relatively good certainty. The narrative texts pupils write contain devel-
oped expressive descriptions and narrative devices, and dramaturgical elements with
developed structures. Pupils can also present facts and values in the forms of different
kinds of non-fiction texts with a relatively well functioning structure, developed
descriptions and explanations, and developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply developed and relatively well informed reasoning to
messages that are explicit and implicit in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.
Pupils have good knowledge of Yiddish and Yiddish culture. Pupils show this by
applying developed and relatively well informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also
produce developed descriptions of important social, political and cultural movements
and expression in different parts of the Yiddish world during different periods. Pupils
can also in a developed way give an account of the content and messages in some
literary works and songs.

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Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that develops
the conversation or discussion well. Pupils can also prepare and perform well devel-
oped oral presentations with a well functioning structure, content and language, and
with good adaptation to the situation and the recipient. By combining different kinds
of text, aesthetic expression and media so that the various elements interact in an
appropriate and effective way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with good variation of language and well developed adaptation
to the type of text. In their texts, pupils apply basic rules for correctness of language
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and narrative devices, and dramaturgical elements with well developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a well functioning structure, well developed descriptions and
explanations, and well developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can also interpret and apply well developed and well informed reasoning to
messages that are explicit and implicit or hidden in different works. Pupils can also
search for and select information from different kinds of non-fiction in an appropriate
and effective way.
Pupils have very good knowledge of Yiddish and Yiddish culture. Pupils illustrate this
by applying well developed and well informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also
produce well developed descriptions of important social, political and cultural move-
ments and expression in different parts of the Yiddish world during different periods.
Pupils can also in a well developed way give an account of the content and messages in
some literary works and songs.

Within the framework of Yiddish as a second language

Knowledge requirements for grade E at the end of year 6
Pupils can understand common words and simple phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday and familiar topics.
Pupils show their understanding by reporting content in a very simple form and also
with acceptable results acting on the basis of messages and instructions in the content.

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To facilitate their understanding of the content of the spoken language and the texts,
pupils can choose and apply some strategy for listening and reading. Pupils can choose
texts and spoken language of a simple nature from different media and with some
relevance apply the selected material to their own production and interaction.
In different kinds of oral production, pupils can express themselves simply and
understandably in single words and phrases. In written production, pupils can use
the printed alphabet with some certainty to write single words and phrases by hand
and with the help of digital language tools. To clarify and vary their communication,
pupils can work on and make some simple improvements to their own production. In
oral and written interaction, pupils can express themselves simply and understandably
in single words and phrases. In addition, pupils can choose and apply some strategy
to solve problems and improve their interaction.
Pupils have basic knowledge of Yiddish culture and illustrates this by producing simple
descriptions of songs and other forms of aesthetic expression in Yiddish culture. Pupils
also apply simple reasoning to how people used to live in Yiddish-speaking commu-
nities with some link to language expression that highlights Jewish norms and values,
phenomena and forms of expression. Pupils can also apply simple and to some extent
informed reasoning to the history of the Jewish population in Sweden and some social
issues affecting Jews today.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand the main content and clear details in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday, familiar topics.
Pupils illustrate their understanding by giving an account of the content and details in
very simple forms and also with satisfactory results acting according to messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose texts and spoken language of a simple
nature from different media and in a relevant way apply the selected material to their
own production and interaction.
In different kinds of oral production, pupils can express themselves simply and
relatively clearly in phrases and sentences. In written production, pupils can use the
printed alphabet to write single words and phrases by hand and with the help of
digital language tools. To clarify and vary their communication, pupils can work on
and make some simple improvements to their own production. In oral and written
interaction, pupils can express themselves simply and understandably in words,
phrases and sentences. In addition, pupils can choose and apply some different strate-
gies to solve problems and improve their interaction.

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Pupils has good knowledge of Yiddish culture and illustrate this by producing devel-
oped descriptions of songs and other forms of aesthetic expression in Yiddish culture.
Pupils also apply advanced reasoning to how people used to live in Yiddish-speaking
communities with a relatively good link to language expression that highlights Jewish
norms and values, phenomena and forms of expression. Pupils can also apply devel-
oped and relatively well informed reasoning to the history of the Jewish population in
Sweden and some social issues affecting Jews today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and important details in clearly spoken,
simple language at a slow pace and in short, simple texts about everyday, familiar
topics. Pupils illustrate their understanding by giving an account of content and
details in a simple form and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.
In different kinds of oral production, pupils can express themselves simply, relatively
clearly and to some extent coherently. In written production, pupils can use the
printed alphabet to write single words and phrases by hand and with the help of
digital language tools. To clarify and vary their communication, pupils can work
on and make simple improvements to their own production. In oral and written
interaction, pupils can express themselves simply and clearly in words, phrases and
sentences. In addition, pupils can choose and apply several different strategies to
solve problems and improve their interaction.
Pupils have very good knowledge of Yiddish culture and illustrate this by producing
well developed descriptions of songs and other forms of aesthetic expression in
Yiddish culture. Pupils also apply well advanced reasoning to how people used to
live in Yiddish-speaking communities with a good link to language expression that
highlights Jewish norms and values, phenomena and forms of expression. Pupils can
also apply well developed and well informed reasoning to the history of the Jewish
population in Sweden and some social issues affecting Jews today.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content in clearly spoken, simple language
at a slow pace and in short, simple texts about everyday and familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
in a simple form and also with acceptable results acting according to messages and

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instructions in the content. To facilitate their understanding of the content of the

spoken language and the texts, pupils can choose and apply some strategy for listening
and reading. Pupils can choose from texts and spoken language of a simple nature
from different media and with some relevance apply the selected material to their own
production and interaction.
In different kinds of oral production, pupils can express themselves simply and under-
standably in phrases and sentences. To clarify and vary their communication, pupils
can work on and make some simple improvements to their own production. In oral
and written interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and apply some strategy
to solve problems and improve their interaction.
Pupils have basic knowledge of Yiddish and Yiddish culture. Pupils show this by
applying simple and to some extent informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also
produce simple descriptions of important social, political and cultural movements
and expression in different parts of the Yiddish world during different periods. Pupils
can also in a simple way give an account of the content and messages in some literary
works and songs.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by reporting and commenting on content and details
in simple forms and also with satisfactory results acting on the basis of messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant way apply the selected material
to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
relatively clearly in words, phrases and sentences. In addition, pupils can choose and
apply some different strategies to solve problems and improve their interaction.

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MOTHER TONGUE – YIDDISH

Pupils have good knowledge of Yiddish and Yiddish culture. Pupils show this by
applying developed and relatively well informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also
produce developed descriptions of important social, political and cultural movements
and expression in different parts of the Yiddish world during different periods. Pupils
can also in a developed way give an account of the content and messages in some
literary works and songs.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and important details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
and details in a general way and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and relatively coherently. To clarify and vary their communi-
cation, pupils can work on and make simple improvements to their own production.
In oral and written interaction, pupils can express themselves simply and clearly in
words, phrases and sentences, and to some extent adapted to purpose, recipient and
situation. In addition, pupils can choose and apply several different strategies to solve
problems and improve their interaction.
Pupils have very good knowledge of Yiddish and Yiddish culture. Pupils illustrate this
by applying well developed and well informed reasoning to the origin, development
and future of the language in Sweden and other parts of the world. Pupils can also
produce well developed descriptions of important social, political and cultural move-
ments and expression in different parts of the Yiddish world during different periods.
Pupils can also in a well developed way give an account of the content and messages in
some literary works and songs.

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Mother Tongue – Meänkieli as a national minority language

Tornedalers are a minority with a history in Sweden going back several hundred
years. Their language, Meänkieli, is an official national minority language. There is a
huge need to reinforce the status of national minority languages in Sweden. In order
to secure the future of these languages in the country, more people need to develop
language skills. Languages are important cultural assets that express shared experiences,
values and knowledge that unite the national minorities in Sweden with people who
speak the same language in other parts of the world. Possessing skills in the language
and knowledge of the minority’s culture can provide new perspective on a person’s own
identity and strengthen opportunities to participate in social life in Sweden and other
countries.

Aim
Teaching in Meänkieli as a national minority language should aim to help pupils
develop skills in and knowledge of the language, as well as knowledge of the minority’s
culture. The educational programme should give pupils an opportunity to develop
their multilingual competences, their understanding of the world around them and
their identity.
The educational programme should stimulate the pupils’ interest in reading, writing
and talking in the national minority language. Through the educational programme,
pupils should be given an opportunity to encounter and develop knowledge of texts
in the language in different genres. The educational programme should provide the
conditions for pupils to develop a versatile communicative ability, linguistic confi-
dence in the spoken and written language, and confidence in their ability to express
themselves in different contexts and for various purposes. This means that pupils
should be given an opportunity through the educational programme to develop
knowledge of how to express themselves and interact with others in both spoken and
written language, as well as awareness of how the use of language varies depending on
the situation and social context.
Through the educational programme, pupils should be given an opportunity to
develop knowledge of the history, cultural expression and traditions of the national
minority. The educational programme should also provide pupils with the conditions
to develop knowledge of the national minority’s music, literature and other forms of
aesthetic expression. Pupils should also be provided with conditions to develop know­
ledge of the national minority language’s origin, development and current status.
To summarise, teaching in Meänkieli as a national minority language within the
mother tongue subject should give pupils the opportunities to develop their ability to
• express themselves and communicate in spoken and written language,
• adapt language to different purposes, recipients and contexts,
• understand and interpret the content of spoken language and different kinds of texts,

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MOTHER TONGUE – MEÄNKIELI

• identify language structures and follow language norms,

• reflect on social, historical and cultural phenomena in areas where the language is
used, and
• reflect on the origin, development and present status of the language.

Core Content
In years 1–3, within the framework of Meänkieli as first language
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting
reading to the form and content of texts.
• Strategies for writing different types of texts about topics familiar to the pupils.
• Spelling rules for frequently occurring words in texts familiar to the pupils.
• The Meänkieli alphabet and the relationship between sounds and letters.

Speaking, listening and talking

• Conversations about everyday phenomena and events.
• Oral presentations and oral narratives for different listeners. Images and other
language tools that can support the presentation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
tales, legends, rhymes and verses.
• Factual texts for children.
• Texts connected to the culture of Tornedalers and other speakers of Meänkieli.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to the culture of Tornedalers and other speakers of
Meänkieli, such as place names and natural terms.

The culture of Tornedalers and other speakers of Meänkieli

• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference to
history and cultural heritage. Celebrations and traditions during the year.
• The cultural heritage of Tornedalers and other speakers of Meänkieli, for example in
the form of games, music and other forms of aesthetic expression.

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In years 4–6, within the framework of Meänkieli as first language

Reading and writing

• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Strategies for writing descriptive and factual texts adapted to their typical structures
and language features.
• The basic structure of Meänkieli including spelling rules, conjugation patterns and
sentence structure.
• Dictionaries and other language tools for spelling and understanding words.

Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences and about everyday
phenomena and events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.

Texts
• Narrative and poetic texts, as well as factual texts for children and young people.
• Texts that highlight issues of identity and life, as well as texts connected to the
culture of Tornedalers and other speakers of Meänkieli.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms connected to the culture of Tornedalers and other speakers of
Meänkieli, for example words describing food culture and handicrafts.

The culture of Tornedalers and other speakers of Meänkieli

• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference to
history and cultural heritage. People and events that have affected the culture and
history of Tornedalers and other speakers of Meänkieli.
• The cultural heritage of Tornedalers and other speakers of Meänkieli in the form of
food culture, handicrafts and other forms of aesthetic expression.
• Some social issues currently affecting Tornedalers and other speakers of Meänkieli.

In years 7–9, within the framework of Meänkieli as a first language

Reading and writing
• Reading strategies to interpret and analyse texts from different media.

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MOTHER TONGUE – MEÄNKIELI

• Strategies for writing different kinds of texts adapted to their typical structures and
language features.
• The structure of Meänkieli, including word formation, the conjugation patterns of
words, word classes and sentence structure.
• Language tools for information searches and understanding words.

Speaking, listening and talking

• Talking about topics familiar to the pupils and about current events, thoughts,
emotions and opinions.
• Oral presentations and oral narratives for different listeners. Adaptation of language,
content and disposition according to purpose and recipient.
• Different spoken variants of Meänkieli.

Texts
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to the culture of Tornedalers and other speakers of Meänkieli. Fiction
that highlights issues relating to identity and life.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language. Metaphorical language and
idiomatic expressions.
• Words and terms for traditions, industries and social structures connected to the
cultural heritage of Tornedalers and other speakers of Meänkieli.
• Differences in the use of language depending on the context, the recipient and the
purpose of communication.
• Similarities and differences between different variants of Meänkieli.

The culture of Tornedalers and other speakers of Meänkieli

• Traditional and modern music of Tornedalers and other speakers of Meänkieli, as
well as other aesthetic forms of expression.
• The origin, development and future of Meänkieli in Sweden. The conditions of the
culture of Tornedalers and other speakers of Meänkieli in relation to the majority
community during different periods. Organisations that work to promote Meänkieli
and Tornedalian culture.
• Some Tornedalian and other Meänkieli-speaking authors and their works.

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• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference
to history and cultural heritage. Traditional and contemporary industries, such as
agriculture, forestry and tourism.

In years 1–3, within the framework of Meänkieli as a second language

Reading and writing
• Reading strategies for understanding and interpreting words and phrases in simple
texts.
• Strategies for writing simple presentations, descriptions and messages.
• The Meänkieli alphabet and the relationship between sounds and letters.

Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as interests, people and
places.
• Strategies for understanding significant words and drawing conclusions about the
content of spoken Meänkieli, for example using preconception.
• Language phenomena such as pronunciation and intonation in the language that
the pupils encounter.

Texts
• Narrative and poetic texts for children in the form of picture books, tales, legends,
rhymes and verses.
• Simple instructive and descriptive texts.
• Simple texts connected to the culture of Tornedalers and other speakers of
Meänkieli.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to the culture of Tornedalers and other speakers of
Meänkieli, such as place names and natural terms.

The culture of Tornedalers and other speakers of Meänkieli

• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference to
history and cultural heritage. Celebrations and traditions during the year.
• The cultural heritage of Tornedalers and other speakers of Meänkieli, for example in
the form of games, music and other forms of aesthetic expression.

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MOTHER TONGUE – MEÄNKIELI

In years 4–6, within the framework of Meänkieli as a second language

Reading and writing
• Reading strategies for understanding and interpreting simple texts from different
media.
• Strategies for writing simple narrative texts, descriptions and instructions.
• Language phenomena such as spelling rules and grammatical structures in the
language the pupils encounter.
• Different ways of making sense of texts from the internet and other media.

Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as everyday situations, events
and activities.
• Strategies for understanding significant words and contexts in spoken Meänkieli, for
example using preconception.
• Strategies for solving linguistic problems in conversations, for example gestures,
questions and reformulations.
• Different ways of making sense of the spoken language from the internet and other
media.

Texts
• Narrative and poetic texts for children in the form of fiction, tales, legends, rhymes
and verses.
• Simple instructive and descriptive texts.
• Simple texts that highlight people’s perceptions and experiences, as well as simple
texts connected to the culture of Tornedalers and other speakers of Meänkieli.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to the culture of Tornedalers and other speakers of
Meänkieli, for example words describing food culture and handicrafts.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and the spoken language in different situations.

The culture of Tornedalers and other speakers of Meänkieli

• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference to
history and cultural heritage. People and events that have affected the culture and
history of Tornedalers and other speakers of Meänkieli.
• The cultural heritage of Tornedalers and other speakers of Meänkieli in the form of
food culture, handicrafts and other forms of aesthetic expression.
• Some social issues currently affecting Tornedalers and other speakers of Meänkieli.

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 MOTHER TONGUE – MEÄNKIELI

In years 7–9, within the framework of Meänkieli as a second language

Reading and writing
• Reading strategies for understanding and interpreting texts from different media.
• Narratives and descriptions in the form of coherent text.
• Language phenomena such as spelling, grammatical structures and fixed language
expressions in the language the pupils encounter.
• Different ways of searching for and choosing texts from the internet and other
media.

Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as different courses of events
as well as their own and other people’s experiences.
• Oral presentations and oral narratives for different listeners.
• Strategies for understanding significant words and contexts in spoken Meänkieli,
for example using preconception.
• Strategies for participating in and contributing to discussions, by such means as
questions, and phrases and expressions to confirm understanding.
• Different ways of searching for and choosing spoken language from the internet and
other media.

Texts
• Narratives and other fiction for children and young people. Songs and poetry.
• Instructive and descriptive texts. The purpose, content and some typical language
features of texts.
• Texts that highlight issues of identity and way of living, as well as others texts
connected to the culture of Tornedalers and other speakers of Meänkieli.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms for traditions, industries and social structures connected to the
cultural heritage of Tornedalers and other speakers of Meänkieli.
• How different formulations are used to introduce and end a conversation, and
different kinds of oral and written presentations.

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MOTHER TONGUE – MEÄNKIELI

The culture of Tornedalers and other speakers of Meänkieli

• Traditional and modern music of Tornedalers and other speakers of Meänkieli, as well
as other aesthetic forms of expression.
• The origin, development and future of Meänkieli in Sweden. The conditions of the
culture of Tornedalers and other speakers of Meänkieli in relation to the majority
community during different periods. Organisations that work to promote Meänkieli
as well as the culture of Tornedalers and other speakers of Meänkieli.
• Some Tornedalian and other Meänkieli-speaking authors and the works for which
they are known.
• The lives of Tornedalers and other speakers of Meänkieli nowadays with reference
to history and cultural heritage. Traditional and contemporary industries, such as
agriculture, forestry and tourism.

Knowledge requirements
Within the framework of Meänkieli as a first language
Knowledge requirements for grade E at the end of year 6
Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that to some extent maintains the conversation or discus-
sion. Pupils can also prepare and perform simple oral presentations with a substan-
tially functioning structure, content and language, and with some adaptation to the
recipient. By using different language tools for communication in a substantially
functioning way, pupils clarify the message of the presentation and makes it come
alive.
Pupils can write texts with understandable content and some variation in language.
In doing so, pupils use basic rules for spelling, sentence structure and conjugation of
words with some certainty. The narrative texts pupils write contain simple expressive
descriptions and simple plots. Pupils can also present information in the form of
factual texts with a substantially effective structure, simple descriptions, personal
formulations and some use of topic-specific words and terms.
By producing simple, chronological summaries of the content of different texts and
commenting on key parts with some reference to the context, pupils show basic reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and to some extent informed reasoning to explicit messages
in different works, and also describe their experience of reading in a simple way.
Pupils can also search for and select information from factual texts in a substantially
functioning way.
Pupils illustrate basic knowledge of the culture of Tornedalers and other speakers
of Meänkieli by providing simple descriptions of important traditions and cultural
expressions. Pupils can also apply simple and to some extent informed reasoning to
how people and events have affected the culture and history of Tornedalers and other

134 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MOTHER TONGUE – MEÄNKIELI

speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli nowadays.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion relatively well.
Pupils can also prepare and perform developed oral presentations with a relatively well
functioning structure, content and language, and with relatively good adaptation to the
recipient. By using different language tools for communication in an appropriate way,
pupils clarify the message of the presentation and makes it come alive.
Pupils can write texts with relatively clear content and relatively good variation
in language. In doing so, pupils use basic rules for spelling, sentence structure and
conjugation of words with relatively good certainty. The narrative texts pupils writes
contain developed expressive descriptions and developed plots. Pupils can also present
information in the form of factual texts with a relatively well functioning structure,
developed descriptions, personal formulations and relatively good use of topic-specific
words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages in
different works, and also describe their experience of reading in a developed way. Pupils
can also search for and select information from factual texts in an appropriate way.
Pupils show good knowledge of the culture of Tornedalers and other speakers of
Meänkieli by providing developed descriptions of important traditions and cultural
expressions. Pupils can also apply developed and relatively well informed reasoning
to how people and events have affected the culture and history of Tornedalers and
other speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion well. Pupils
can also prepare and perform well developed oral presentations with a very effective

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MOTHER TONGUE – MEÄNKIELI

structure, content and language, and with good adaptation to the recipient. By using
different tools for communication in an appropriate and effective way, pupils clarify
the message of the presentation and make it come to life.
Pupils can write texts with clear content and good variation in language. In doing so,
pupils use basic rules for spelling, sentence structure and conjugation of words with
good certainty. The narrative texts pupils write contain well developed expressive
descriptions and well developed plots. Pupils can also present information in the form
of factual texts with a very effective structure, well developed descriptions, personal
formulations and good use of topic-specific words and terms.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a well developed
way. Pupils can also search for and select information from factual texts in an appro-
priate and effective way.
Pupils show very good knowledge of the culture of Tornedalers and other speakers
of Meänkieli by providing well developed descriptions of important traditions and
cultural expressions. Pupils can also apply well developed and well informed reasoning
to how people and events have affected the culture and history of Tornedalers and
other speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli today.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
develops the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in
a substantially functioning way, pupils clarify the message of the presentation and
makes it come alive.
Pupils can write texts with some variation of language and simple adaptation to the
type of text. In their texts, pupils apply basic rules for correctness of language with
some certainty. The narrative texts pupils write contain simple expressive descriptions
and narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with a
substantially functioning structure, simple descriptions and explanations, and simple
and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting
on key parts with some reference to time aspects and causal relationships, pupils

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 MOTHER TONGUE – MEÄNKIELI

show basic reading comprehension. Based on their own experiences and framework
references, as well as different issues concerning life and the surrounding world, pupils
can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works. Pupils can also search for and select information from
different kinds of non-fiction in a substantially functioning way.
Pupils have basic knowledge of Meänkieli and of the culture of Tornedalers and other
speakers of Meänkieli. Pupils illustrate this by applying simple and to some extent
informed reasoning to the origin, development and future of the language in Sweden.
Pupils also provide examples of similarities and differences between different variants
of Meänkieli. Pupils also apply simple and to some extent informed reasoning to
traditional and contemporary industries and to the conditions for the culture of
Tornedalers and other speakers of Meänkieli during different periods. In addition,
pupils provide simple descriptions of the music of Tornedalers and other speakers of
Meänkieli as well as some literary works and other forms of aesthetic expression.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and
language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and makes it come alive.
Pupils can write texts with relatively good variation of language and developed
adaptation to the type of text. In their texts, pupils apply basic rules for correctness of
language with relatively good certainty. The narrative texts pupils write contain devel-
oped expressive descriptions and narrative devices, and dramaturgical elements with
developed structures. Pupils can also present facts and values in the forms of different
kinds of non-fiction texts with a relatively well functioning structure, developed
descriptions and explanations, and developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply developed and relatively well informed reasoning to
messages that are explicit and implicit in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.

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MOTHER TONGUE – MEÄNKIELI

Pupils have good knowledge of Meänkieli and of the culture of Tornedalers and other
speakers of Meänkieli. Pupils illustrate this by applying developed and relatively well
informed reasoning to the origin, development and future of the language in Sweden.
Pupils also provide examples of similarities and differences between different variants of
Meänkieli. Pupils also apply developed and relatively well informed reasoning to tradi-
tional and contemporary industries and to the conditions for the culture of Tornedalers
and other speakers of Meänkieli during different periods. In addition, pupils provide
developed descriptions of the music of Tornedalers and other speakers of Meänkieli as
well as some literary works and other forms of aesthetic expression.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that develops
the conversation or discussion well. Pupils can also prepare and perform well devel-
oped oral presentations with a well functioning structure, content and language,
and with good adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in
an appropriate and effective way, pupils clarify the message of the presentation and
makes it come alive.
Pupils can write texts with good variation of language and well developed adaptation
to the type of text. In their texts, pupils apply basic rules for correctness of language
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and narrative devices, and dramaturgical elements with well developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a well functioning structure, well developed descriptions and
explanations, and well developed and functioning topic-related language.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to time aspects and causal relationship,
pupils show very good reading comprehension. Based on their own experiences and
framework references, as well as different issues concerning life and the surrounding
world, pupils can also interpret and apply well developed and well informed reasoning
to messages that are explicit and implicit or hidden in different works. Pupils can also
search for and select information from different kinds of non-fiction in an appropriate
and effective way.
Pupils have very good knowledge of Meänkieli and of the culture of Tornedalers
and other speakers of Meänkieli. Pupils show this by applying well developed and
well informed reasoning to the origin, development and future of the language in
Sweden. Pupils also provide examples of similarities and differences between different

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variants of Meänkieli. Pupils also apply well developed and well informed reasoning
to traditional and contemporary industries and to the conditions for the culture of
Tornedalers and other speakers of Meänkieli during different periods. In addition,
pupils provides well developed descriptions of the music of Tornedalers and other
speakers of Meänkieli as well as some literary works and other forms of aesthetic
expression.

Within the framework of Meänkieli as a second language

Knowledge requirements for grade E at the end of year 6
Pupils can understand common words and simple phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday and familiar topics.
Pupils show their understanding by reporting content in a very simple form and also
with acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the spoken language and the texts,
pupils can choose and apply some strategy for listening and reading. Pupils can choose
texts and spoken language of a simple nature from different media and with some
relevance apply the selected material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and understandably in single words and phrases. To clarify and vary their commu-
nication, pupils can work on and make some simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
understandably in single words and phrases. In addition, pupils can choose and apply
some strategy to solve problems and improve their interaction.
Pupils illustrate basic knowledge of the culture of Tornedalers and other speakers
of Meänkieli by providing simple descriptions of important traditions and cultural
expressions. Pupils can also apply simple and to some extent informed reasoning to
how people and events have affected the culture and history of Tornedalers and other
speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli nowadays.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand the main content and clear details in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday, familiar topics.
Pupils illustrate their understanding by giving an account of the content and details
in very simple forms and also with satisfactory results acting according to messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies

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for listening and reading. Pupils can choose texts and spoken language of a simple
nature from different media and in a relevant way apply the selected material to their
own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and relatively clearly in phrases and sentences. To clarify and vary their commu-
nication, pupils can work on and make some simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
understandably in words, phrases and sentences. In addition, pupils can choose and
apply different strategies to solve problems and improve their interaction.
Pupils show good knowledge of the culture of Tornedalers and other speakers of
Meänkieli by providing developed descriptions of important traditions and cultural
expressions. Pupils can also apply developed and relatively well informed reasoning
to how people and events have affected the culture and history of Tornedalers and
other speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and important details in clearly spoken,
simple language at a slow pace and in short, simple texts about everyday, familiar
topics. Pupils illustrate their understanding by giving an account of content and
details in a simple form and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
clearly in words, phrases and sentences. In addition, pupils can choose and apply several
different strategies to solve problems and improve their interaction.
Pupils show very good knowledge of the culture of Tornedalers and other speakers
of Meänkieli by providing well developed descriptions of important traditions and
cultural expressions. Pupils can also apply well developed and well informed reasoning
to how people and events have affected the culture and history of Tornedalers and
other speakers of Meänkieli, and to some social issues that affect Tornedalers and other
speakers of Meänkieli today.

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Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content in clearly spoken, simple language
at a slow pace and in short, simple texts about everyday and familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
in a simple form and also with acceptable results acting according to messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can choose and apply some strategy for listening
and reading. Pupils can choose from texts and spoken language of a simple nature
from different media and with some relevance apply the selected material to their own
production and interaction.
In different kinds of oral production, pupils can express themselves simply and under-
standably in phrases and sentences. To clarify and vary their communication, pupils
can work on and make some simple improvements to their own production. In oral
and written interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and apply some strategy
to solve problems and improve the interaction.
Pupils have basic knowledge of Meänkieli and of the culture of Tornedalers and other
speakers of Meänkieli. Pupils illustrate this by applying simple and to some extent
informed reasoning to the origin, development and future of the language in Sweden.
Pupils also apply simple and to some extent informed reasoning to traditional and
contemporary industries and to the conditions for the culture of Tornedalers and other
speakers of Meänkieli during different periods. In addition, pupils provide simple
descriptions of the music of Tornedalers and other speakers of Meänkieli as well as
some literary works and other forms of aesthetic expression.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by reporting and commenting on content and details
in simple forms and also with satisfactory results acting on the basis of messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant way apply the selected material
to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own

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production. In oral and written interaction, pupils can express themselves simply and
relatively clearly in words, phrases and sentences. In addition, pupils can choose and
apply some different strategies to solve problems and improve the interaction.
Pupils have good knowledge of Meänkieli and of the culture of Tornedalers and other
speakers of Meänkieli. Pupils illustrate this by applying developed and relatively well
informed reasoning to the origin, development and future of the language in Sweden.
Pupils also apply developed and relatively well informed reasoning to traditional and
contemporary industries and to the conditions for the culture of Tornedalers and other
speakers of Meänkieli during different periods. In addition, pupils provide developed
descriptions of the music of Tornedalers and other speakers of Meänkieli as well as
some literary works and other forms of aesthetic expression.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and important details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
and details in a general way and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to his or her own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and relatively coherently. To clarify and vary their communi-
cation, pupils can work on and make simple improvements to their own production.
In oral and written interaction, pupils can express themselves simply and clearly in
words, phrases and sentences, and to some extent adapted to purpose, recipient and
situation. In addition, pupils can choose and apply several different strategies to solve
problems and improve their interaction.
Pupils have very good knowledge of Meänkieli and of the culture of Tornedalers and
other speakers of Meänkieli. Pupils illustrate this by applying well developed and
well informed reasoning to the origin, development and future of the language in
Sweden. Pupils also apply well developed and well informed reasoning to traditional
and contemporary industries and to the conditions for the culture of Tornedalers and
other speakers of Meänkieli during different periods. In addition, pupils provide well
developed descriptions of the music of Tornedalers and other speakers of Meänkieli as
well as some literary works and other forms of aesthetic expression.

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Mother Tongue – Romani as a national minority language

The Roma are a minority with a history in Sweden going back several hundred years.
Their language, Romani, is an official national minority language. There is a huge
need to reinforce the status of national minority languages in Sweden. In order to
secure the future of these languages in the country, more people need to develop
language skills. Languages are important cultural assets that express shared experiences,
values and knowledge that unite the national minorities in Sweden with people who
speak the same language in other parts of the world. Possessing skills in the language
and knowledge of the minority’s culture can provide new perspectives on a person’s
own identity and strengthen opportunities to participate in social life in Sweden and
other countries.

Aim
Teaching in Romani as a national minority language should aim to help pupils develop
skills in and knowledge of the language, as well as knowledge of the minority’s culture.
The educational programme should give pupils an opportunity to develop their multi-
lingual competences, their understanding of the world around them and their identity.
The educational programme should stimulate the pupils’ interest in reading, writing
and talking in the national minority language. Through the educational programme,
pupils should be given an opportunity to encounter and develop knowledge of texts
in the language in different genres. The educational programme should provide the
conditions for pupils to develop a versatile communicative ability, linguistic confi-
dence in the spoken and written language, and confidence in their ability to express
themselves in different contexts and for various purposes. This means that pupils
should be given an opportunity through the educational programme to develop
knowledge of how to express themselves and interact with others in both spoken and
written language, as well as awareness of how the use of language varies depending on
the situation and social context.
Through the educational programme, pupils should be given an opportunity to
develop knowledge of the history, cultural expression and traditions of the national
minority. The educational programme should also provide pupils with the conditions
to develop knowledge of the national minority’s music, literature and other forms
of aesthetic expression. Pupils should also be provided with conditions to develop
knowledge of the national minority language’s origin, development and current status.
To summarise, teaching in Romani as a national minority language within the mother
tongue subject should give pupils the opportunities to develop their ability to
• express themselves and communicate in spoken and written language,
• adapt language to different purposes, recipients and contexts,
• understand and interpret the content of spoken language and different kinds of texts,
• identify language structures and follow language norms,

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• reflect on social, historical and cultural phenomena in areas where the language is
used, and
• reflect on the origin, development and present status of the language.

Core Content
In years 1–3, within the framework of Romani as first language
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting
reading to the form and content of texts.
• The Romani alphabet and the relationship between sounds and letters.
• Strategies for writing different types of texts about topics familiar to the pupils.
• Spelling rules for frequently occurring words in texts familiar to the pupils.

Speaking, listening and talking

• Conversations about everyday phenomena and events.
• Oral presentations and oral narratives for different listeners. Images and other
language tools that can support the presentation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
poems, tales and songs.
• Factual texts for children.
• Texts connected to Romani traditions and cultural forms of expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Romani environments, for example words for
celebrations, religious traditions, traditional Romani dress and family names.

Romani culture
• Traditions and celebrations in different Romani groups.
• Romani cultural heritage, for example in the form of handicraft traditions.
• Language areas where the pupils’ variants of Romani are spoken.

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In years 4–6, within the framework of Romani as first language

Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Strategies for writing descriptive and factual texts adapted to their typical structures
and language features.
• The basic structure of Romani including spelling rules, conjugation patterns and
sentence structure.
• Dictionaries and other language tools for spelling and understanding words.

Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences and about everyday
phenomena and events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.

Texts
• Narrative and poetic texts, as well as factual texts for children and young people
from different times and areas where Romani is used.
• Texts that highlight issues of identity and way of living, as well as texts connected
to Romani traditions and forms of cultural expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms connected to Romani culture.
• Similarities and differences between spoken and written Romani.

Romani culture
• The Roma people’s living conditions today and throughout history in Sweden and
other parts of the world.
• Traditional and modern Romani food culture, music and dance.
• Some social issues that affect the Roma people nowadays.

In years 7–9, within the framework of Romani as a first language

Reading and writing
• Reading strategies to interpret and analyse texts from different media.
• Strategies for writing different kinds of texts adapted to their typical structures and
language features.

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• The structure of Romani, including word formation, the conjugation patterns of

words, word classes and sentence structure.
• Language tools for information searches and understanding words.

Speaking, listening and talking

• Talking about topics familiar to the pupils and about current events, thoughts,
emotions and opinions.
• Oral presentations and oral narratives for different listeners. Adaptation of language,
content and disposition according to purpose and recipient.
• Different spoken variants of Romani.

Texts
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to Romani traditions and phenomena. Fiction that highlights issues
relating to identity and way of living.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms, their shades of meaning and emotional language. Metaphorical
language and idiomatic expressions.
• Words and terms connected to Romani culture.
• Differences in the use of language depending on the context, the recipient and the
purpose of communication.
• Some similarities and differences between different variants of culture.

Romani culture
• Romani cultural heritage in the form of literature, music and other aesthetic forms
of expression.
• The origin, development and future of Romani. The conditions for Romani
culture in relation to different majority communities during different periods.
Organisations that work to promote the language and Romani culture.
• Some Romani authors and their works.
• Some social issues that affect the Roma people nowadays.

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In years 1–3, within the framework of Romani as a second language

Reading and writing

• Reading strategies for understanding and interpreting words and phrases in simple texts.
• Strategies for writing simple presentations, descriptions and messages.
• The Romani alphabet and the relationship between sounds and letters.

Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as interests, people and
places.
• Strategies for understanding significant words and drawing conclusions about the
content of spoken Romani, for example using preconception.
• Language phenomena such as pronunciation and intonation in the language that
the pupils encounter.

Texts
• Narrative and poetic texts for children in the form of picture books, poems, tales
and songs.
• Simple instructive and descriptive texts.
• Simple texts connected to Romani traditions and cultural forms of expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Romani environments, for example words for
celebrations, religious traditions, traditional Romani dress and family names.

Romani culture
• Traditions and celebrations in different Romani groups.
• Romani cultural heritage, for example in the form of handicraft traditions.
• Language areas where the pupils’ variants of Romani are spoken.

In years 4–6, within the framework of Romani as a second language

Reading and writing
• Reading strategies for understanding and interpreting simple texts from different
media.
• Strategies for writing simple narrative texts, descriptions and instructions. Language
phenomena such as spelling rules and grammatical structures in the language the
pupils encounter.
• Different ways of making sense of texts from the internet and other media.

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MOTHER TONGUE – ROMANI

Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as everyday situations, events
and activities.
• Strategies for understanding significant words and contexts in spoken Romani, for
example using preconception.
• Strategies for solving linguistic problems in conversations, for example gestures,
questions and reformulations.
• Different ways of making sense of the spoken language from the internet and other
media.

Texts
• Narrative and poetic texts for children in the form of picture books, poems, tales
and songs.
• Simple instructive and descriptive texts.
• Simple texts that highlight people’s perceptions and experiences, as well as simple
texts connected to Romani traditions and cultural forms of expression.

Use of language
• Words and terms used to express emotions, knowledge and opinions.
• Words and terms connected to Romani culture.
• How words and fixed language expressions, such as politeness phrases and forms of
address, are used in texts and the spoken language in different situations.

Romani culture
• The Roma people’s living conditions nowadays and throughout history in Sweden
and other parts of the world.
• Traditional and modern Romani food culture, music and dance.
• Some social issues that affect the Roma people nowadays.

In years 7–9, within the framework of Romani as a second language

Reading and writing
• Reading strategies for understanding and interpreting texts from different media.
• Narratives and descriptions in the form of coherent text.
• Language phenomena such as spelling, grammatical structures and fixed language
expressions in the language the pupils encounter.
• Different ways of searching for and choosing texts from the internet and other
media.

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Speaking, listening and talking

• Talking about subject areas familiar to the pupils, such as different courses of events
as well as their own and other people’s experiences.
• Oral presentations and oral narratives for different listeners.
• Strategies for understanding significant words and contexts in spoken Romani, for
example using preconception.
• Strategies for participating in and contributing to discussions, by such means as
questions, and phrases and expressions to confirm understanding.
• Different ways of searching for and choosing spoken language from the internet and
other media.

Texts
• Narratives and other fiction for children and young people. Songs and poetry.
• Instructive and descriptive texts. The purpose, content and some typical language
features of texts.
• Texts that highlight issues of identity and life, as well as texts connected to Romani
traditions and cultural phenomena.

Use of language
• Words and terms used to express emotions, knowledge and opinions. Words and
terms, their shades of meaning and emotional language.
• Words and terms connected to Romani culture.
• How different formulations are used to introduce and end conversations, and
different kinds of oral and written presentations.
• Similarities and differences between spoken and written Romani.

Romani culture
• Romani cultural heritage in the form of literature, music and other aesthetic forms
of expression.
• The origin, development and future of Romani. The conditions for Romani
culture in relation to different majority communities during different periods.
Organisations that work to promote the language and Romani culture.
• Some Romani authors and the works for which they are known.
• Some social issues that affect the Roma people nowadays.

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MOTHER TONGUE – ROMANI

Knowledge requirements
Within the framework of Romani as first language
Knowledge requirements for grade E at the end of year 6
Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that to some extent maintains the conversation or discus-
sion. Pupils can also prepare and perform simple oral presentations with a substan-
tially functioning structure, content and language, and with some adaptation to the
recipient. By using different language tools for communication in a substantially
functioning way, pupils clarify the message of the presentation and make it come alive.
Pupils can write texts with understandable content and some variation in language.
In doing so, pupils use basic rules for spelling, sentence structure and conjugation of
words with some certainty. The narrative texts pupils write contain simple expressive
descriptions and simple plots. Pupils can also present information in the form of
factual texts with a substantially effective structure, simple descriptions, personal
formulations and some use of topic-specific words and terms.
By producing simple, chronological summaries of the content of different texts and
commenting on key parts with some reference to the context, pupils show basic
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and to some extent informed reasoning to
explicit messages in different works, and also describe their experience of reading in
a simple way. Pupils can also search for and select information from factual texts in a
substantially functioning way.
Pupils have basic knowledge of Romani culture and shows this by producing simple
descriptions of forms of aesthetic expression in Romani culture. Pupils also apply
simple reasoning to the living conditions of the Roma people in Sweden and other
parts of the world during different periods. Pupils can also apply simple and to some
extent informed reasoning to some social issues affecting the Roma people nowadays.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion relatively
well. Pupils can also prepare and perform developed oral presentations with a rela-
tively well functioning structure, content and language, and with relatively good
adaptation to the recipient. By using different language tools for communication in
an appropriate way, pupils clarify the message of the presentation and makes it come
alive.

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Pupils can write texts with relatively clear content and relatively good variation
in language. In doing so, pupils use basic rules for spelling, sentence structure and
conjugation of words with relatively good certainty. The narrative texts pupils write
contain developed expressive descriptions and developed plots. Pupils can also present
information in the form of factual texts with a relatively well functioning structure,
developed descriptions, personal formulations and relatively good use of topic-specific
words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a developed way.
Pupils can also search for and select information from factual texts in an appropriate
way.
Pupils have good knowledge of Romani culture and illustrate this by producing devel-
oped descriptions of forms of aesthetic expression in Romani culture. Pupils also apply
developed reasoning to the living conditions of the Roma people in Sweden and other
parts of the world during different periods. Pupils can also apply developed and rela-
tively well informed reasoning to some social issues affecting the Roma people today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion well. Pupils
can also prepare and perform well developed oral presentations with a very effective
structure, content and language, and with good adaptation to the recipient. By using
different tools for communication in an appropriate and effective way, pupils clarify
the message of the presentation and makes it come to life.
Pupils can write texts with clear content and good variation in language. In doing so,
pupils use basic rules for spelling, sentence structure and conjugation of words with
good certainty. The narrative texts pupils write contain well developed expressive
descriptions and well developed plots. Pupils can also present information in the form
of factual texts with a very effective structure, well developed descriptions, personal
formulations and good use of topic-specific words and terms.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit messages

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MOTHER TONGUE – ROMANI

in different works, and also describe their experience of reading in a well developed way.
Pupils can also search for and select information from factual texts in an appropriate and
effective way.
Pupils have very good knowledge of Romani culture and illustrates this by producing
well developed descriptions of forms of aesthetic expression in Romani culture. Pupils
also apply well developed reasoning to the living conditions of the Roma people in
Sweden and other parts of the world during different periods. Pupils can also apply
well developed and well informed reasoning to some social issues affecting the Roma
people today.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
develops the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in
a substantially functioning way, pupils clarify the message of the presentation and
makes it come alive.
Pupils can write texts with some variation of language and simple adaptation to the
type of text. In their texts, pupils apply basic rules for correctness of language with
some certainty. The narrative texts pupils write contain simple expressive descriptions
and narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with a
substantially functioning structure, simple descriptions and explanations, and simple
and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting
on key parts with some reference to time aspects and causal relationships, pupils
show basic reading comprehension. Based on their own experiences and framework
references, as well as different issues concerning life and the surrounding world, pupils
can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works. Pupils can also search for and select information from
different kinds of non-fiction in a substantially functioning way.
Pupils show basic knowledge of the Romani language and Romani culture. Pupils
show this by applying simple and to some extent informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply simple reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils also
provide simple descriptions of literature, music and other aesthetic forms of expression
in Romani culture.

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Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and
language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and makes it come alive.
Pupils can write texts with relatively good variation of language and developed
adaptation to the type of text. In their texts, pupils apply basic rules for correctness of
language with relatively good certainty. The narrative texts pupils write contain devel-
oped expressive descriptions and narrative devices, and dramaturgical elements with
developed structures. Pupils can also present facts and values in the forms of different
kinds of non-fiction texts with a relatively well functioning structure, developed
descriptions and explanations, and developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply developed and relatively well informed reasoning to
messages that are explicit and implicit in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.
Pupils show good knowledge of the Romani language and Romani culture. Pupils
show this by applying developed and relatively well informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply developed reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils
also provide developed descriptions of literature, music and other aesthetic forms of
expression in Romani culture.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that develops

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MOTHER TONGUE – ROMANI

the conversation or discussion well. Pupils can also prepare and perform well devel-
oped oral presentations with a well functioning structure, content and language,
and with good adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in
an appropriate and effective way, pupils clarify the message of the presentation and
makes it come alive.
Pupils can write texts with good variation of language and well developed adaptation
to the type of text. In their texts, pupils apply basic rules for correctness of language
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and narrative devices, and dramaturgical elements with well developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a well functioning structure, well developed descriptions and
explanations, and well developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can also interpret and apply well developed and well informed reasoning to
messages that are explicit and implicit or hidden in different works. Pupils can also
search for and select information from different kinds of non-fiction in an appropriate
and effective way.
Pupils show very good knowledge of the Romani language and Romani culture. Pupils
show this by applying well developed and well informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply well developed reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils also
provide well developed descriptions of literature, music and other aesthetic forms of
expression in Romani culture.

Within the framework of Romani as a second language

Knowledge requirements for grade E at the end of year 6
Pupils can understand common words and simple phrases in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday and familiar topics.
Pupils show their understanding by reporting content in a very simple form and also
with acceptable results acting on the basis of messages and instructions in the content.
To facilitate their understanding of the content of the spoken language and the texts,
pupils can choose and apply some strategy for listening and reading. Pupils can choose
texts and spoken language of a simple nature from different media and with some
relevance apply the selected material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and understandably in single words and phrases. To clarify and vary their commu-

154 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 MOTHER TONGUE – ROMANI

nication, pupils can work on and make some simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
understandably in single words and phrases. In addition, pupils can choose and apply
some strategy that solves problems with and improves the interaction.
Pupils have basic knowledge of Romani culture and show this by producing simple
descriptions of forms of aesthetic expression in Romani culture. Pupils also apply
simple reasoning to the living conditions of the Roma people in Sweden and other
parts of the world during different periods. Pupils can also apply simple and to some
extent informed reasoning to some social issues affecting the Roma people nowadays.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand the main content and clear details in clearly spoken, simple
language at a slow pace and in short, simple texts about everyday, familiar topics.
Pupils illustrate their understanding by giving an account of the content and details
in very simple forms and also with satisfactory results acting according to messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose texts and spoken language of a simple
nature from different media and in a relevant way apply the selected material to their
own production and interaction.
In different kinds of oral and written production, pupils can express themselves simply
and relatively clearly in phrases and sentences. To clarify and vary their commu-
nication, pupils can work on and make some simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
understandably in words, phrases and sentences. In addition, pupils can choose and
apply different strategies to solve problems and improve their interaction.
Pupils have good knowledge of Romani culture and illustrate this by producing devel-
oped descriptions of forms of aesthetic expression in Romani culture. Pupils also apply
developed reasoning to the living conditions of the Roma people in Sweden and other
parts of the world during different periods. Pupils can also apply developed and rela-
tively well informed reasoning to some social issues affecting the Roma people today.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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MOTHER TONGUE – ROMANI

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and important details in clearly spoken,
simple language at a slow pace and in short, simple texts about everyday, familiar
topics. Pupils illustrate their understanding by giving an account of content and
details in a simple form and also with good results acting on the basis of messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
clearly in words, phrases and sentences. In addition, pupils can choose and apply
several different strategies to solve problems and improve their interaction.
Pupils have very good knowledge of Romani culture and illustrate this by producing
well developed descriptions of forms of aesthetic expression in Romani culture. Pupils
also apply well developed reasoning to the living conditions of the Roma people in
Sweden and other parts of the world during different periods. Pupils can also apply
well developed and well informed reasoning to some social issues affecting the Roma
people today.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content in clearly spoken, simple language
at a slow pace and in short, simple texts about everyday and familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
in a simple form and also with acceptable results acting according to messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can choose and apply some strategy for listening
and reading. Pupils can choose from texts and spoken language of a simple nature
from different media and with some relevance apply the selected material to their own
production and interaction.
In different kinds of oral production, pupils can express themselves simply and under-
standably in phrases and sentences. To clarify and vary their communication, pupils
can work on and make some simple improvements to their own production. In oral
and written interaction, pupils can express themselves simply and understandably in
words, phrases and sentences. In addition, pupils can choose and apply some strategy
to solve problems and improve the interaction.

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 MOTHER TONGUE – ROMANI

Pupils show basic knowledge of the Romani language and Romani culture. Pupils
show this by applying simple and to some extent informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply simple reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils also
provide simple descriptions of literature, music and other aesthetic forms of expression
in Romani culture.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by reporting and commenting on content and details
in simple forms and also with satisfactory results acting on the basis of messages and
instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant way apply the selected material
to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and to some extent coherently. To clarify and vary their
communication, pupils can work on and make simple improvements to their own
production. In oral and written interaction, pupils can express themselves simply and
relatively clearly in words, phrases and sentences. In addition, pupils can choose and
apply some different strategies to solve problems and improve the interaction.
Pupils show good knowledge of the Romani language and Romani culture. Pupils
show this by applying developed and relatively well informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply developed reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils
also provide developed descriptions of literature, music and other aesthetic forms of
expression in Romani culture.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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MOTHER TONGUE – ROMANI

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and important details in clearly spoken, simple
language at a calm pace and in simple texts about everyday, familiar topics. Pupils
illustrate their understanding by giving an account of and commenting on content
and details in a general way and also with good results acting according to messages
and instructions in the content. To facilitate their understanding of the content of the
spoken language and the texts, pupils can to some extent choose and apply strategies
for listening and reading. Pupils can choose from texts and spoken language of a
simple nature from different media and in a relevant, effective way apply the selected
material to their own production and interaction.
In different kinds of oral and written production, pupils can express themselves
simply, relatively clearly and relatively coherently. To clarify and vary their communi-
cation, pupils can work on and make simple improvements to their own production.
In oral and written interaction, pupils can express themselves simply and clearly in
words, phrases and sentences, and to some extent adapted to purpose, recipient and
situation. In addition, pupils can choose and apply several different strategies to solve
problems and improve their interaction.
Pupils show very good knowledge of the Romani language and Romani culture. Pupils
illustrate this by applying well developed and well informed reasoning to the origin,
development and future of the language in Sweden and other parts of the world.
Pupils also apply well developed reasoning to the conditions of Romani culture during
different periods and to some social issues affecting the Roma people today. Pupils also
provide well developed descriptions of literature, music and other aesthetic forms of
expression in Romani culture.

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 MUSIC

5.8 MUSIC
Music exists in all cultures and affects people, both physically, mentally and emotion-
ally. Music as an aesthetic form of expression is used in a wide variety of contexts, has
different functions and has different meanings for each and every one of us. It is also
an important part of what people share socially and can i­nfluence the development of
the individual’s identity. In our time, music from different cultures and epochs is asso-
ciated with other forms of art in new expressions. Knowledge of and in music increases
the opportunities to participate in the cultural life of society.

Aim
Teaching in music should aim at helping the pupils to develop knowledge which
makes it possible to participate in musical contexts, both where they play and listen to
music.
Teaching should give pupils the opportunities to acquire music as a form of expression
and means of communication. Through teaching, pupils should be given the opportu-
nity to develop knowledge in using their voices, musical i­nstruments, digital tools and
musical concepts and symbols in different musical forms and contexts.
Teaching should give pupils the opportunities to develop sensitivity to music which
makes it possible together with others to create, work on and share music in different
forms. Teaching should give pupils both the opportunity to develop confidence in
their own ability to sing and play, and also an interest in developing their musical
creativity.
Through teaching pupils should develop the ability to experience and reflect over
music. Pupils’ experiences of music should be challenged and deepened through
their interaction with the musical experiences of others. In this way, teaching should
contribute to pupils developing their knowledge about and gaining an understanding
of different musical cultures, both their own and o­ thers’.
Teaching in music should essentially give pupils the opportunities to develop their
ability to:
• play and sing in different musical forms and genres,
• create music as well as represent and communicate their own musical ­thinking and
ideas, and
• analyse and discuss musical expressions in different social, cultural and ­historical
contexts.

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MUSIC

Core content
In years 1–3
Playing and creating music
• Singing and playing in various forms: choral singing, canon and antiphon, and
ensemble playing.
• Imitation and improvisation with movement, rhythm and tones.
• Simple forms of creating music, such as taking text or pictures as a starting point.
• Interpretation of songs and narratives with sound, rhythm and movement.

Tools of music
• Voice as an instrument with variation in rhythm, tone and dynamics.
• Percussion, string and keyboard instruments with variations in rhythm, tone and
dynamics.
• Rhythm, tone, dynamics and pitch as building blocks for playing and ­composing
music.
• Musical symbols, pictures and characters.

Context and functions of music

• Associations, thoughts, emotions and images that arise when listening to music.
• Different instruments from groups of wind, string, keyboard and percussion
instruments. Sound and appearance of instruments.
• Music that connects to the pupil’s everyday and formal contexts, ­including the
national anthem and some of the most common psalms, as well as ­insights into
Swedish and Nordic traditions in children’s songs.

In years 4–6
Playing and creating music
• Songs, melodies and accompaniment in ensemble form in different genres.
• Playing musical patterns by ear, such as chord progressions, period and ­composition
models.
• Imitation and improvisation with voice and instrument, rhythm and tones.
• Creating music based on musical patterns and forms, such as chord p­rogressions
and bass.
• Musical performance.

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 MUSIC

Tools of music
• Care of voice and hearing in musical activities, such as through warm-up exercises.
• Healthy sound levels and different types of hearing protection.
• Voice as an instrument for different vocal expressions, such as song, Sami yoiking
and rap.
• Chord and melody instruments, bass and percussion for melody and rhythm games,
or for accompaniment.
• Rhythm, tone and dynamics, pitch, tempo, periods, time signatures, verses and
choruses as building blocks for composing music in different genres.
• Musical symbols, graphic notation, notes and chord names.
• Digital tools for audio and music creation.

Context and functions of music

• Impact of music’s physical, conceptual and emotional characteristics on ­people in
different contexts. How music is used to influence and for ­recreation in various
ritual contexts.
• Words and terms needed to be able to read, write and talk about making music, and
about impressions and experiences of music.
• Music together with pictures, text and dance. How different aesthetic ­expressions
can interact.
• Classification of string, wind, brass, keyboard and percussion instruments.
• Classical music, folk music and popular music from different cultures and their
musical characteristics.

In years 7–9
Playing and creating music
• Songs, melodies and accompaniment in an ensemble form with musical ­expression
from typical genres.
• Playing musical patterns by ear in different genres.
• Rhythmic and melody improvisation to drum accompaniment, chord ­progressions
or melody loops with voice and instruments.
• Creating music in different genres, such as ballads, sound compositions and songs.
• Musical representation where different forms of expression are combined.

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MUSIC

Tools of music
• Care of voice and hearing, and how listening to music and playing music can
contribute to hearing impairment, and how this can be prevented.
• How the voice can be varied in polyphony, vocal expressions in different ­genres.
• Chord and melody instruments, bass and percussion for games in different tone and
time signatures.
• Rhythm, tone and dynamics, pitch, tempo, periods, time signatures, verse, chorus
and chords as building blocks to make and compose music in different genres and
with different instrumentation.
• Musical symbols and notation systems, notes, tablatures, chord descriptions and
graphic notation.
• Digital tools for music creation, recording and processing.

Context and functions of music

• Sound and music’s physical, conceptual and emotional impact on people. The
functions of music to signify identity and group affiliation in different cultures,
with a focus on ethnicity and gender.
• How music is used in different media, such as in films and computer games.
• Instruments and their functions in different genres and contexts, such as in a
symphony orchestra or rock band.
• Art music, folk and popular music from different epochs. The emergence of
different genres and important composers, songwriters and musical works.

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can participate in singing together and follow to some extent rhythm and pitch.
Pupils can also play parts of a simple adapted melody, bass and percussion tune and
also contribute to the accompaniment of a chord instrument with some chords. In
addition, pupils sing or play an instrument to some ­extent with timing.
Pupils, based on their own musical ideas, can contribute to creating music by using
voice, instrument or digital tools and start from some simple musical p
­ atterns and
forms and see how these can contribute to a working composition.
Pupils can apply simple reasoning to their own and others’ music making. Pupils
can also express in a simple way their own musical experiences and describe and give
examples of how music can influence people. In addition, pupils with some certainty
can distinguish and give examples of the characteristic features of music from different
genres and cultures, and with some certainty give examples of instruments from
different groups of instruments.

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 MUSIC

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can participate in singing together and follow with relative certainty rhythm
and pitch. Pupils can also play most parts of a simple adapted melody, base or percus-
sion tune and accompany on a chord instrument and change some chords with ease.
In addition, pupils sing or play an instrument with ­relatively good timing and in a
relatively appropriate style.
Pupils, based on their own musical ideas, can create music by using voice, i­nstruments
or digital tools and start from some simple musical patterns, and forms and see how
these can be put together and work in some parts as a c­ omposition.
Pupils can apply developed reasoning to their own and others’ music making. Pupils
can also express in a developed way their own musical experiences and describe
and give examples of how music can influence people. In addition, pupils can with
relatively good certainty distinguish and give examples of the characteristic features
of music from different genres and cultures, and with relatively good certainty give
examples of instruments from different groups of instruments.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can participate in singing together and follow with certainty rhythm and pitch.
Pupils can also play a simple adapted melody, base or percussion tune and accompany
on a chord instrument and change chords with ease. In addition, pupils sing or play
an instrument with good timing and in an appropriate style.
Pupils, based on their own musical ideas, can create music by using voice, instruments
or digital tools and start from some simple musical patterns and forms and see how
these can be put together and in major parts work as a c­ omposition.
Pupils can apply well developed reasoning to their own and others’ music m ­ aking.
Pupils can also express in a well developed way their own musical e­ xperiences and
describe and give examples of how music can influence people. In addition, pupils
can with good certainty distinguish and give examples of the characteristic features of
music from different genres and cultures, and with good certainty give examples of
instruments from different groups of i­nstruments.

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MUSIC

Knowledge requirements for grade E at the end of year 9

Pupils can participate in singing together and follow with some certainty rhythm
and pitch. Pupils can also play simple melodies, bass and percussion tunes with some
timing, and accompany a chord instrument and change chords with some ease. Pupils
adapt to some extent their voice to the whole by listening and to some extent observe
what is happening when making music. In addition, pupils sing or play an instrument
in a genre with a partially functioning technique and to some extent in an appropriate
style. Pupils can contribute to ­working on and transforming the music into a musical
expression.
Pupils, on the basis of their own musical ideas, can contribute to creating music using
voice, instruments, or digital tools and explore how different combinations of musical
building blocks can form compositions which have a basically functional form. In
addition, pupils can combine music with other forms of expression so that the
different expressions to some extent interact.
Pupils can also make simple assessments about their own and others’ music making
and contribute proposals that can lead to the development of the music. Pupils can
apply simple and to some extent informed reasoning about the different functions
of music, the importance it has and has had historically for individuals and society.
In addition, pupils can with some certainty distinguish and compare characteristic
features of music from different genres, epochs and cultures, and with some certainty
distinguish between different instruments and groups of instruments, and describe
their functions in different contexts.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can participate in singing together and follow with relatively good certainty
rhythm and pitch. Pupils can also play simple melodies, bass and percussion tunes
with relatively good timing, and accompany a chord instrument and change chords
with relatively good ease. Pupils adapt their voice relatively well to the whole by
listening and to a relatively high degree observe what is happening when making
music. In addition, pupils sing or play an instrument in a genre with a relatively well
functioning technique and an appropriate style. Pupils can then work on and trans-
form the music into a partly personal musical expression.
Pupils, on the basis of their own musical ideas, can create music by using voice, instru-
ments or digital tools and explore and see how different combinations of musical
building blocks can form compositions which after further work have a functioning
form and an appropriate style. In addition, pupils can combine music with other
forms of expression so that they interact relatively well.

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 MUSIC

Pupils can also make developed assessments about their own and others’ music-
making and contribute proposals which after further work can lead to lead to the
development of the music. Pupils can apply developed and relatively well informed
reasoning to the different functions of music, the importance it has and historically has
had for individuals and society. In addition, pupils can with relatively good certainty
distinguish and compare characteristic features of music from different genres, epochs
and cultures, and with relatively good certainty distinguish between different instru-
ments and groups of instruments, and describe their functions in different contexts.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can participate in singing together and follow with good certainty rhythm
and pitch. Pupils can also play simple melodies, bass and percussion tunes with good
timing, and accompany a chord instrument in an appropriate style and change chords
with good ease. Pupils adapt their voices well to the whole by listening and to a high
degree observe what is happening when making music. In addition, pupils sing or play
an instrument in a genre with well functioning technique and in an appropriate style.
Pupils can then work on and transform the music into a personal musical expression.
Pupils, on the basis of their own musical ideas, can create music by using voice, instru-
ments or digital tools and explore and see how different combinations of musical
building blocks can form compositions which have a functional form and an appro-
priate style. In addition, pupils can combine music with other forms of expression so
that they interact well.
Pupils can also make well developed assessments of their own and others’ music
making and make suggestions that lead to the development of the music. Pupils can
apply well developed and well informed reasoning to the different functions of music,
the importance it has and historically has had for individuals and society In addition,
pupils can with good certainty distinguish and compare characteristic features of
music from different genres, epochs and cultures, and with good certainty distinguish
between different instruments and groups of instruments, and describe their functions
in different contexts.

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BIOLOGY

Science studies
5.9 BIOLOGY
The sciences have their origins in man’s curiosity and the need to know more about
ourselves and the surrounding world. Knowledge of biology is of great importance
for society in such diverse areas as health, natural resource use and the environment.
Knowledge of nature and people provides people with tools to shape their own well-
being, and also contribute to sustainable development.

Aim
Teaching in biology should aim at helping the pupils to develop knowledge of bio­
logical contexts, and their curiosity and interest in getting to know more about them-
selves and nature. Through teaching, pupils should be given the o­ pportunity to put
questions about nature and Man based on their own experiences and current events.
The educational programme should give pupils the opportunities to look for answers
to questions by means of systematic studies. As part of these systematic studies, pupils
should be given opportunities, through practical investigative work, to develop skills in
the use of both digital tools and other equipment. Pupils should be given opportuni-
ties to look for answers by using different types of sources. In this way, teaching should
contribute to pupils developing their critical thinking over their own results, the
arguments of others and ­different sources of information. Through teaching, pupils
should also develop an understanding that statements can be tested and evaluated by
using scientific methods.
Teaching should give pupils opportunities to use and develop knowledge and tools
for expressing their own arguments and examining those of others in contexts where
knowledge of biology is of importance. As a result, pupils should be given the pre­-
conditions to manage practical, ethical and aesthetic situations involving health, use of
natural resources and ecological sustainability.
Teaching should also contribute to pupils developing familiarity with the ­concepts,
models and theories of biology, as well as an understanding of how these are devel-
oped in interaction with experiences from studies of nature and people. In addition,
teaching should contribute to pupils developing the ability to discuss, interpret and
produce texts and various forms of aesthetic expressions with scientific content.
Teaching should create the conditions for pupils to be able to differentiate between
scientific and other ways of depicting the world. Through teaching, pupils should get
an insight into the world view of science with the theory of evolution as a foundation,
and also get perspectives on how this has developed and what cultural impact it has
had.

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 BIOLOGY

Teaching in biology should essentially give pupils the opportunities to develop their
ability to:
• use knowledge of biology to examine information, communicate and take a view
on questions concerning health, natural resource use and ecological sustainability,
• carry out systematic studies in biology, and
• use concepts of biology, its models and theories to describe and explain ­biological
relationships in the human body, nature and society.

Core content
Teaching in science studies should deal with the following core content
In years 1–3
Seasons of the year in nature
• Motion of the Earth, Sun and the Moon in relation to each other. Different phases
of the Moon. Constellations and the appearance of the sky at night during different
seasons of the year.
• Seasonal changes in nature and how to recognize the seasons. The life cycles of
animals and plants, and their adaptation to different seasons of the year.
• Animals and plants in the local environment and how they can be categorised,
grouped and their species determined, and also the names of some ­common species.
• Simple food chains describing the relationship between organisms in ­ecosystems.

Body and health

• Importance of food, sleep, hygiene, exercise and social relations in order to feel
good.
• Parts of the human body, their names and functions.
• People’s experiences of light, sound, temperature, taste and smell using all the
different senses.

Force and motion

• Gravity and friction that can be observed during play and movement, such as on
swings and slides.
• Balance, centre of gravity and equilibrium which can be observed in play and
movement, such as when balancing and on seesaws.

Materials and substances in our surroundings

• Properties of materials and how materials and objects can be categorised on the
basis of such properties as appearance, magnetism, conductivity and whether they
float or sink in water.

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• Man’s use and development of different materials during the course of history.
The different materials used to manufacture daily objects and how they can be
recycled.
• Various forms of water: solids, liquids and gases. Transition between the forms:
evaporation, boiling, condensation, melting and solidification.
• Basic properties of air and how they can be observed.
• Simple solutions and mixtures and how these can be divided into their ­different
components, such as through evaporation and filtering.

Narratives about nature and science

• Fiction, myths and art dealing with nature and people.
• Narratives about science from earlier times, and the attempts of different ­cultures to
understand and explain phenomena in nature.

Methods and ways of working

• Simple field studies and observations in the local environment.
• Simple scientific studies.
• Documentation of science studies using text, pictures and other forms of expression,
both with and without digital tools.

Teaching in biology should deal with the following core content

In years 4–6
Nature and society
• People’s dependence on and the impact on nature and what this means for sustain­
able development. Ecosystem services, such as decomposition, ­pollination, and
purification of water and air.
• Life of animals, plants and other organisms. Photosynthesis, combustion and
ecological relationships, and the importance of knowledge with regard to agriculture
and fishery.
• Ecosystems in the local environment, relationships between different organisms and
the names of common species. Relationships between organisms and the non-living
environment.
• Nature as a resource for recreation and experiences and what responsibilities we
have when using it.

Body and health

• How mental and physical health are affected by sleep, diet, movement, social
relationships and addictive substances. Some common diseases and how they can be
prevented and treated.

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• Organ system of the human body. Names of organs, appearance, location, function
and interaction.
• Human puberty, sexuality and reproduction and also questions about ­identity,
gender equality, relationships, love and responsibility.

Biology and world views

• Some historical and contemporary discoveries in the area of biology and their
importance for people’s living conditions and views on nature.
• Different cultures – their descriptions and explanations of nature in fiction, myths
and art, and in earlier science.
• Development of life and adaptation of organisms to different habitats.

Biology, its methods and ways of working

• Simple field studies and experiments. Planning, execution and evaluation.
• How animals, plants and other organisms can be identified, categorised and
grouped.
• Documentation of simple studies using tables, pictures and simple written reports,
both with and without digital tools.
• Interpretation and examination of information with links to biology, such as articles
in newspapers and films in digital media.

Teaching in biology should deal with the following core content

In years 7–9
Nature and society
• Impact of people on nature, locally and globally. Opportunities for ­consumers and
citizens of society to contribute to sustainable development.
• Energy flow of ecosystems and recycling of materials. Photosynthesis, ­combustion
and other ecosystem services.
• Biological diversity, and factors threatening and favouring this. Public ­discussions
on biological diversity, such as in the relationship between forestry and hunting.
• Local ecosystems and how they can be studied from an ecological perspective.
Relationships between populations and resources available in ecosystems. The local
ecosystems in comparison with regional or global ecosystems.
• Current societal issues involving biology.

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BIOLOGY

Body and health

• How physical and mental health is affected by sleep, diet, exercise, social relation-
ships and addictive substances. Common diseases and how they can be prevented
and treated. Viruses, bacteria, infection and the spread of ­infections. Antibiotics and
resistant bacteria.
• The body’s cells, organs and organ systems and their structure, function and
interaction. Comparisons from an evolutionary perspective between man and other
organisms.
• Human sexuality and reproduction, and also questions concerning identity, gender
equality, relationships, love and responsibility. Methods for preventing sexually
transferable diseases and unwanted pregnancy at individual and global levels, and
from a historical perspective.
• Evolutionary mechanisms and their outcomes, and also heredity and the relation-
ship between heredity and the environment. Genetic engineering, ­opportunities,
risks and ethical questions arising from its application.

Biology and world views

• Historical and contemporary discoveries in the area of biology and their ­importance
for society, people’s living conditions, and also views of nature and the natural
sciences.
• Current research areas in biology, such as biotechnology.
• Scientific theories about the origins of life. The development of life and ­diversity
from evolutionary theory perspectives.
• Usefulness of the theories and models of biology, their limitations, validity and
variability.

Biology, its methods and ways of working

• Field studies, experiments and how simulations can be used as support in modelling.
Formulating simple questions, planning, ­execution and evaluation.
• How organisms are identified, categorised and grouped, based on ­relationships
between species and their evolution.
• The relationship between biological studies and the development of concepts,
models and theories.
• Documentation of studies using tables, diagrams, pictures and written reports, both
with and without digital tools.
• Critical examination of sources of information and arguments encountered by
pupils in different sources and social discussions related to biology, in both digital
and other media.

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Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils can describe and give examples of simple relationships in nature based on their
experiences and exploration of the local environment. In discussions about seasons of
the year, pupils talk about changes in nature, and give some examples of the life cycles
of some animals and plants. Pupils also talk about some of the parts of the human
body and the senses, and discuss some factors affecting people’s health. Pupils can
talk about gravity, friction and equilibrium in relation to play and movement. Pupils
describe the materials used in manufacturing some different objects and how they can
be classified. Pupils can talk about light and sound and give examples of the properties
of water and air, and connect this to their own observations. In addition, pupils can
talk about fiction, myths and art dealing with nature and human beings.
Based on clear instructions, pupils can carry out field studies and other types of simple
studies dealing with nature and people, power and motion, and also water and air.
Pupils make simple observations of the seasons, name some animals and plants, cate-
gorise them in terms of their different properties, and also describe and give examples
of connections between them in simple food chains. Pupils can show and describe
how the Sun, Moon and Earth move in relation to each other. Pupils can categorise
some objects on the basis of different properties, and can also separate solutions and
mixtures by using simple methods. In their studies, pupils make comparisons between
their own results and those of others. Pupils, in addition, document their studies using
different forms of e­ xpression and using their documentation from discussions and
dialogues.

Knowledge requirements for grade E at the end of year 6

Pupils can talk about and discuss simple questions concerning health, natural resource
use and ecological sustainability by putting questions, by putting forward and
responding to views in a way which to some extent takes the dialogue and discussions
forward. Pupils can search for information on the natural sciences and use different
sources and apply simple reasoning to the usefulness of the information and sources.
Pupils can use the information in discussions, and create texts and other communica-
tions with some adaptation to the context.
Pupils can carry out simple field studies and others based on given plans and also
contribute to formulating simple questions and planning which can be systematically
developed. In their work, pupils use equipment in a safe and b­ asically functional
way. Pupils can compare their own results with those of others and apply simple
reasoning about similarities and differences and what these may be related to, and also
contribute to making proposals that can ­improve the study. In addition, pupils draw
up simple documentation of their studies using text and pictures.

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BIOLOGY

Pupils have basic knowledge of biological contexts and show this by giving examples
of and describing these with some use of the concepts of biology. In simple and to
some extent informed reasoning about health, sickness and ­puberty, pupils can connect
this to some relationships in the human body. P ­ upils can also describe and give examples
of people’s dependence on and i­mpact on nature, and draw parallels to the life and
ecological relationships of organisms. In addition, pupils talk about the development of
life and give ­examples of the adaptation of organisms to different living environments.
­Pupils can also talk about some scientific discoveries and their importance to people’s living
conditions.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss simple questions concerning health, natural resource
use and ecological sustainability by putting questions, and putting forward and
responding to views in a way which takes the dialogue and discussions forward.
Pupils can search for information on the natural sciences and use different sources and
apply developed reasoning to the usefulness of the information and sources. Pupils
can use information in discussions and create text and other communications with
relatively good adaptation to the context.
Pupils can carry out simple field studies and other studies based on given plans and
also formulate simple questions and plans which after some reworking can be system-
atically developed. In their work, pupils use equipment in a safe and appropriate
way. Pupils can compare their own results with those of others and apply developed
reasoning to similarities and differences, and what these may be due to, and also make
proposals which after some ­reworking can improve the study. In addition, pupils
draw up developed ­documentation of their studies using texts and pictures.
Pupils have good knowledge of biological contexts and show this by explaining and
showing simple relationships between them with relatively good use of the concepts
of biology. In well developed and well informed reasoning about health, sickness and
puberty, pupils can connect this to some relationships in the human body. Pupils can
also explain and show relationships between ­people’s dependence on and their impact
on nature, and draw parallels to the life and ecological relationships of organisms. In
addition, pupils talk about the development of life and show relationships between
the adaptation of organisms to different living environments. Pupils can also talk
about some scientific discoveries and their importance for people’s living conditions.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss simple questions concerning health, natural resource
use and ecological sustainability by putting questions, and putting forward and
responding to views in a way which takes the dialogue and discussions forward, and
broadens or deepens them. Pupils can search for information on the natural sciences
and use different sources and apply well developed reasoning to the usefulness of the
information and sources. Pupils can use the information in discussions, and create
texts and other communications with good adaptation to the context.
Pupils can carry out simple field studies and other studies based on given plans and
also contribute to formulating simple questions and planning which can be system-
atically developed. In their work, pupils use equipment in a safe, a­ ppropriate and
effective way. Pupils can compare their own results with those of o­ thers and apply well
developed reasoning to similarities and differences, and what these may be due to, and
also make proposals which can improve the study. In addition, pupils draw up well
developed documentation of their ­studies using text and pictures.
Pupils have very good knowledge of biological contexts and show this by e­ xplaining
and showing relationships between them and some general characteristics with good
use of the concepts of biology. In well developed and well informed reasoning about
health, sickness and puberty, pupils can connect this to some relationships in the
human body.
Pupils can also explain and show patterns between people’s dependence on and their
impact on nature, and draw parallels to the life and ecological relationships of organ-
isms. In addition, pupils talk about the development of life and show patterns in the
adaptation of organisms to different living ­environments. Pupils can also talk about
some scientific discoveries and their importance for people’s living conditions.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss issues related to health, natural resource use and
ecological sustainability, and differentiate facts from values, and formulate their views
with simple reasoning and describe some of the possible consequences. In discussions,
pupils can put questions, and put forward and respond to views and arguments in
a way which to some extent takes the discussions forward. Pupils can search for
information on the natural sciences and use different sources and apply simple and to
some extent informed reasoning to the credibility and relevance of their sources and
information. Pupils can use information in a basically functional way in discussions
and create simple texts and other communications with some adaptation to purpose
and target group.
Pupils can carry out field studies and other studies based on given plans and also
help to formulate simple questions and plans which can be systematically developed.
In their studies, pupils use equipment in a safe and basically functional way. Pupils can
compare results with their questions and draw simple conclusions with some connection

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BIOLOGY

to the models and theories of biology. Pupils apply simple reasoning about the plausibility
of their results and contribute to making proposals on how the studies can be improved.
In addition, pupils draw up simple documentation of their studies using tables, diagrams,
pictures and written reports.
Pupils have basic knowledge of the theory of evolution and other biological contexts,
and show this by giving examples and describing these with some use of the concepts,
models and theories of biology. Pupils can apply simple and to some extent informed
reasoning about health, sickness, sexuality and heredity, and show easily identifiable
relationships involving the structure and functions of the human body. Pupils study
the impact of different factors on ecosystems and populations and describe easily
identifiable ecological relationships and give examples of energy flows and ecocycles.
In addition, pupils apply simple and to some extent informed reasoning about the
impact of people on nature and show some measures that can contribute to sustain-
able ecological development. Pupils can give examples of and describe some of the
main scientific d
­ iscoveries and their importance for people’s living conditions.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss questions related to health, natural resource use and
ecological sustainability, and differentiate facts from values, and formulate their views
with developed reasoning and describe some of the possible consequences. In the
discussions, pupils put questions, put forward and respond to views and arguments
in a way which carries the discussions forward. Pupils can search for information on
the natural sciences and use different sources and apply developed and relatively well
informed reasoning to the credibility and relevance of their sources and information.
Pupils can use the information in a relatively well functioning way in discussions and
create developed texts and other communications with relatively good adaptation to
purpose and target group.
Pupils can carry out field studies and other studies based on given plans and also
formulate simple questions and planning which after some reworking can be system-
atically developed. In their studies, pupils use equipment in a safe and appropriate
way. Pupils can compare results with their questions and draw developed conclusions
with relatively good connection to the models and theories of biology. Pupils apply
developed reasoning about the plausibility of their results and make proposals on how
the studies can be improved. In addition, pupils draw up developed documentation of
their studies using tables, diagrams, pictures and written reports.
Pupils have good knowledge of the theory of evolution and other biological contexts
and show this by explaining and showing relationships between these with relatively
good use of the concepts, models and theories of biology. Pupils can apply developed

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and relatively well informed reasoning about health, sickness, sexuality and heredity,
and show relatively complex relationships involving the structure and functions of the
human body. Pupils study the impact of different factors on ecosystems and popula-
tions and describe relatively complex ecological relationships and explain and show
relationships between energy flows and ecocycles. In addition, pupils apply developed
and relatively well informed reasoning about people’s impact on nature and show the
advantages and limitations of some measures which can contribute to sustainable
development. Pupils can explain and show relationships between some main scientific
discoveries and their importance for people’s living conditions.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss issues related to health, natural resource use and
ecological sustainability, and differentiate facts from values, and formulate their views
with well developed explanations and describe some of the possible consequences.
In their discussions, pupils put questions and put forward views and respond to
views and arguments in a way which carries the discussions forward and deepens or
broadens them. Pupils can search for information about the natural sciences and use
different sources and apply well developed and well informed reasoning about the
credibility and relevance of their sources and information. Pupils can use the informa-
tion in a well functioning way in discussions and create well developed texts and other
communications with good adaptation to purpose and target group.
Pupils can carry out field studies and other studies based on given plans and also
formulate simple questions and planning which after some reworking can be system-
atically developed. In their studies, pupils use equipment in a safe, appropriate and
effective way. Pupils can compare results with their questions and draw well developed
conclusions with good connection to the models and theories of biology. Pupils apply
well developed reasoning concerning the plausibility of their results in relation to
possible sources of error and make proposals on how the studies can be improved and
identify new questions for further study. In addition, pupils draw up well developed
documentation on their ­studies using tables, diagrams, pictures and written reports.
Pupils have very good knowledge of the theory of evolution and other biological
contexts and show this by explaining and showing relationships between them and
some general characteristics with good use of the concepts, models and theories of
biology. Pupils can apply well developed and well informed reasoning about health,
sickness, sexuality and heredity, and show complex relationships involving the struc-
ture and functions of the human body. Pupils study the impact of different factors on
ecosystems and populations and describe complex ecological relationships and explain
and make generalisations concerning the flow of energy and ecocycles. In addition,

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BIOLOGY

pupils apply well developed and well informed reasoning about how people impact
nature and show from different perspectives the advantages and limitations of some
measures that can contribute to ecologically sustainable development. Pupils can
explain and generalise about some main scientific discoveries and their importance for
people’s living conditions.

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5.10 PHYSICS
The sciences have their origins in man’s curiosity and the need to know more about
ourselves and the surrounding world. Knowledge of physics is of great importance for
society in such diverse areas as the supply of energy, medical treatment and meteor-
ology. Knowledge of energy and matter provide people with the tools to contribute to
sustainable development.

Aim
Teaching in physics should aim at helping the pupils to develop knowledge of the
contexts of physics and their curiosity and interest in studying the surrounding world.
Through teaching, pupils should be given the opportunity to put questions about
physical phenomena and contexts based on their own experiences and current events.
The educational programme should give pupils the opportunities to look for answers
to questions by means of systematic studies. As part of these systematic studies, pupils
should be given opportunities, through practical investigative work, to develop skills in
the use of both digital tools and other equipment. Pupils should be given opportunities
to look for answers by using different types of sources. In this way, teaching should
contribute to pupils developing their critical thinking over their own results, the argu-
ments of others and different sources of information. Through teaching, pupils should
also develop an understanding that statements can be tested and evaluated by the use of
scientific methods.
Teaching should give pupils opportunities to use and develop knowledge and tools
for formulating their own arguments and examining those of others in contexts where
knowledge of physics is of importance. As a result, pupils should be given the precon-
ditions to manage practical, ethical and aesthetic situations involving choices that
concern energy, technology, the environment and society.
Teaching should contribute to pupils developing familiarity with the concepts, models
and theories of physics, as well as an understanding of how they are shaped in interaction
with experiences from studies of the surrounding world. In addition, teaching should
contribute to pupils developing the ability to discuss, interpret and produce texts and
various forms of aesthetic expressions with scientific content.
Teaching should create the conditions for pupils to be able to differentiate between
scientific and other ways of depicting the world. Through teaching, pupils should be
given the opportunity to develop perspectives on changes in the world view of the
sciences and obtain an insight into how the sciences and culture influence each other.
Teaching in physics should essentially give pupils the opportunities to develop their
ability to:
• use knowledge of physics to examine information, communicate and take a view on
questions concerning energy, technology, the environment and ­society,

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PHYSICS

• carry out systematic studies in physics, and

• use concepts of physics, its models and theories to describe and explain ­physics
relationships in nature and society.

Core content
Teaching in science studies should deal with the following core content
In years 1–3
Seasons of the year in nature
• Motion of the Earth, Sun and the Moon in relation to each other. Different phases
of the Moon. Constellations and the appearance of the sky at night during different
seasons of the year.
• Seasonal changes in nature and how to recognize the seasons. The life cycles of
animals and plants, and their adaptation to different seasons of the year.
• Animals and plants in the local environment and how they can be categorised,
grouped and their species determined, and also the names of some c­ ommon species.
• Simple food chains describing the relationship between organisms in ­ecosystems.

Body and health

• Importance of food, sleep, hygiene, exercise and social relations in order to feel
good.
• Parts of the human body, their names and functions.
• People’s experiences of light, sound, temperature, taste and smell using all the
different senses.

Force and motion

• Gravity and friction that can be observed during play and movement, such as on
swings and slides.
• Balance, centre of gravity and equilibrium which can be observed in play and
movement, such as when balancing and on seesaws.

Materials and substances in our surroundings

• Properties of materials and how materials and objects can be categorised on the
basis of such properties as appearance, magnetism, conductivity and whether they
float or sink in water.
• Man’s use and development of different materials during the course of history. The
different materials used to manufacture daily objects and how they can be recycled.
• Various forms of water: solids, liquids and gases. Transition between the forms:
evaporation, boiling, condensation, melting and solidification.

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• Basic properties of air and how they can be observed.

• Simple solutions and mixtures and how these can be divided into their ­different
components, such as through evaporation and filtering.

Narratives about nature and science

• Fiction, myths and art dealing with nature and people.
• Narratives about science from earlier times, and the attempts of different cultures to
understand and explain phenomena in nature.

Methods and ways of working

• Simple field studies and observations in the local environment.
• Simple scientific studies.
• Documentation of science studies using text, pictures and other forms of expression,
both with and without digital tools.

Teaching in physics should deal with the following core content

In years 4–6
Physics in nature and society
• Indestructibility of energy and flows, different types of energy sources and their
impact on the environment, as well as the use of energy in society.
• Simple metrological phenomena and their causes, such as how wind occurs. How
weather can be observed by means of measurements over time.

Physics and everyday life

• Energy flows between objects with different temperatures. How the flow of energy
can be affected by such means as clothes, thermos and house ­insulation.
• Electrical circuits with batteries and how they can be linked, and also how they can
be used in daily electrical equipment such as torches.
• Properties of magnets and their use in the home and society.
• Forces and motion in everyday situations, how they are experienced and can be
described, such as when cycling.
• How sound occurs, is transmitted and understood by the ear.
• Distribution of light from common sources of light and how this can explain areas
of light and shadows and size, as well as how light is perceived by the eye.

Physics and world views

• Some historical and contemporary discoveries in physics and their ­importance
for people’s living conditions and views on the world.

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PHYSICS

• Different cultures – their descriptions and explanations of nature in fiction, myths

and art, and in earlier science.
• The planets of the solar system and their motion in relation to each other. How day,
night, months, years and seasons can be explained.
• Man in space and the use of satellites.
• Measuring time in different ways, from sundials to atomic clocks.

Physics, its methods and ways of working

• Simple systematic studies. Planning, execution and evaluation.
• Measurements and measuring instruments, such as clocks, tape measures and scales,
and how they are used in studies.
• Documentation of simple studies using tables, pictures and simple written reports,
both with and without digital tools.
• Interpretation and examination of information with links to physics, such as articles
in newspapers and films in digital media.

Teaching in physics should deal with the following core content

In years 7–9
Physics in nature and society
• Energy flows from the sun through nature and society. Some ways of ­storing energy.
Different types of energy quality, and their advantages and ­disadvantages in relation
to the environment.
• Electricity production, distribution and use in society.
• Supply and use of energy historically and currently, as well as possibilities and
limitations in the future.
• Weather phenomena and their causes. How the concepts of physics are used in
meteorology and communicated in weather forecasts.
• Models in physics to describe and explain the earth’s radiation balance, the green-
house effect and climate change.
• Models of physics to describe and explain the occurrence of particle ­radiation and
electromagnetic radiation, and also the impact of radiation on ­living ­organisms.
How different types of radiation can be used in modern ­technology, such as in
healthcare and information technology.
• Particle models for describing and explaining the properties and phase ­transitions,
pressure, volume, density and temperature. How the motion of particles can explain
the distribution of matter in nature.
• Current societal issues involving physics.

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Physics and everyday life

• Forces, motion and changes in motion in daily situations and how knowledge of
this can be used, such as in questions concerning traffic safety.
• Levers and gearing in tools and devices, such as scissors, levers, blocks and pulleys.
• How sound occurs, is transmitted and can be recorded in different ways. The
properties of sound and the impact of sound on health.
• Propagation of light, reflection and refraction in everyday contexts. ­Explanatory
models of how the eye perceives colours.
• The relationship between voltage, current, resistance and output in electrical circuits
and how they are used in everyday contexts.
• The relationship between electricity and magnetism and how this can be used in
common electrical equipment.

Physics and world views

• Historical and contemporary discoveries in the area of physics and how these
have been shaped and formed by world views. The importance of discoveries for
technology, the environment, society and people’s living conditions.
• Current research areas in physics, such as elementary particle physics and
nanotechnology.
• Scientific theories about the origins of the universe in comparison with other
descriptions.
• Development of the universe, the occurrence of atoms, development of the stars.
• Structure of the universe with planets, solar systems and galaxies, and also their
movements and distances between them.
• Usefulness of the theories and models of physics, their limitations, validity and
variability.

Physics, its methods and ways of working

• Systematic studies and how simulations can be used as support in modelling.
Formulating simple questions, planning, execution and evaluation.
• Measurements and measuring instruments and how they can be combined to
measure magnitudes, such as speed, pressure and output. Electrical sensors for
measuring and registering properties in the environment.
• The relationship between physics studies and the development of concepts, models
and theories.
• Documentation of studies using tables, diagrams, pictures and written reports,
both with and without digital tools.

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PHYSICS

• Critical examination of sources of information and arguments encountered by

pupils in different sources and social discussions related to physics, in both digital
and other media.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils can describe and give examples of simple relationships in nature based on their
experiences and exploration of the local environment. In discussions about seasons of
the year, pupils talk about changes in nature, and give some examples of the life cycles
of some animals and plants. Pupils can also talk about some of the parts of the human
body and the senses, and discuss some factors affecting people’s health. Pupils can
talk about gravity, friction and ­equilibrium in ­relation to play and movement. Pupils
describe the materials used in ­manufacturing some different objects and how they can
be classified. Pupils can talk about light and sound and give examples of the properties
of water and air, and connect these to their own observations. In addition, pupils can
talk about ­fiction, myths and art dealing with nature and human beings.
Based on clear instructions, pupils can carry out field studies and other types of simple
studies dealing with nature and people, power and motion, and also water and air.
Pupils make simple observations of the seasons, name some animals and plants, catego-
rise them in terms of their different properties, and also describe and give examples of
connections between them in simple food chains. Pupils can show and describe how the
Sun, Moon and Earth move in relation to each other. Pupils can categorise some objects
on the basis of different properties, and can also separate solutions and mixtures by using
simple methods. In their studies, pupils make comparisons between their own results
and those of others. Pupils, in addition, document their studies using different forms of
expression and using their documentation from discussions and dialogues.

Knowledge requirements for grade E at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, technology, the
environment and society by putting questions, and putting forward and responding
to views in a way which to some extent takes the dialogue and discussions forward.
Pupils can search for information on the natural sciences and use different sources and
apply simple reasoning to the usefulness of the i­nformation and sources. Pupils can
use the information in discussions, and ­create texts and other communications with
some adaptation to the context.
Pupils can carry out simple studies based on given plans and also contribute to formu-
lating simple questions and planning which can be systematically developed. In their
work, pupils use equipment in a safe and basically functional way. Pupils can compare
their own results with those of others and apply simple reasoning about similarities
and differences and what these may be related to, and also contribute to making

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 PHYSICS

proposals that can improve the study. In addition, pupils draw up simple documenta-
tion of their studies using text and pictures.
Pupils have basic knowledge of phenomena in physics and show this by giving
examples of and describing these with some use of the concepts of physics. In simple
and to some extent informed reasoning about electrical circuits, magnets, motion,
sound and light, pupils can connect this to some physics relationships. Pupils can also
describe and give examples of energy sources, use of energy and insulation with some
connection to the indestructibility and flow of energy. In addition, pupils describe
and give examples of the motion of celestial bodies in relation to each other and apply
simple reasoning about how day and night, months and seasons of the year occur.
Pupils can also talk about some scientific discoveries and their importance for people’s
living conditions.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, technology, the
environment and society by putting questions, and putting forward and responding
to views in a way which takes the dialogue and discussions forward. Pupils can search
for information on the natural sciences and use different sources and apply developed
reasoning to the usefulness of the information and sources. Pupils can use information
in discussions and create text and other communications with relatively good adapta-
tion to the context.
Pupils can carry out simple studies based on given plans and also f­ ormulate simple
questions and planning which after some reworking can be systematically developed.
In their work, pupils use equipment in a safe and a­ ppropriate way. Pupils can compare
their own results with those of others and apply developed reasoning to similarities
and differences, and what these may be due to, and also make proposals which after
some reworking can improve the study. In addition, pupils draw up developed docu-
mentation of their studies using texts and pictures.
Pupils have good knowledge of the phenomena of physics and show this by explaining
and showing simple relationships between them with relatively good use of the
concepts of physics. In developed and relatively well informed reasoning about
electrical circuits, magnets, motion, sounds and light, pupils can connect this to some
physics relationships. Pupils can also explain and show some simple relationships
between energy sources, use of energy and insulation with relatively good connection
to the indestructibility and flow of energy. In addition, pupils explain and show rela-
tionships governing the motion of celestial bodies in relation to each other and apply
developed reasoning about how day and night, months and seasons of the year occur.

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PHYSICS

Pupils can also talk about some scientific discoveries and their importance for people’s
living conditions.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, technology, the
environment and society by putting questions, and putting forward and responding
to views in a way which takes the dialogue and discussions f­ orward and deepens or
broadens them. Pupils can search for information on the natural sciences and use
different sources and apply well developed reasoning to the usefulness of the informa-
tion and sources. Pupils can use the information in discussions, and create texts and
other communications with good adaptation to the context.
Pupils can carry out simple studies based on given plans and also f­ ormulate simple
questions and planning which after some reworking can be systematically developed.
In their work, pupils use equipment in a safe, a­ ppropriate and effective way. Pupils
can compare their own results with those of others and apply well developed reasoning
to similarities and differences, what these may be due to, and also make proposals which
can improve the study. In addition, pupils draw up well developed documentation of
their ­studies using text and pictures.
Pupils have very good knowledge of the phenomena of physics and show this by
explaining and showing simple relationships between them and some common
features with good use of the concepts of physics. In well developed and well
informed reasoning about electrical circuits, magnets, motion, sound and light, pupils
can connect this to some physics relationships. Pupils can also explain and show some
simple relationships between energy sources, use of energy and insulation with good
connection to the indestructibility and flow of energy. In addition, pupils explain and
show patterns in the motion of celestial bodies in relation to each other and apply
well developed reasoning over how day and night, months and seasons of the year
occur. Pupils can also talk about some s­ cientific discoveries and their importance for
people’s living conditions.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss questions concerning energy, technology, the envi-
ronment and society, and differentiate facts from values, and formulate their views
with simple reasoning, and also describe some possible consequences. In such situa-
tions, pupils can put questions and put forward and respond to views and arguments
in a way which to some extent takes the discussions forward. Pupils can search for
information on the natural sciences and use different sources and apply simple and to
some extent informed reasoning to the credibility and relevance of their sources and

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 PHYSICS

information. Pupils can use information in a basically functional way in discussions

and create simple texts and other communications with some adaptation to purpose
and target group.
Pupils can carry out studies based on given plans and also contribute to formulating
simple questions and planning which can be systematically developed. In their studies,
pupils use equipment in a safe and basically functional way. Pupils can compare results
with their questions and draw simple conclusions with some connection to the models
and theories of physics. Pupils apply simple reasoning about the plausibility of their
results and contribute to m
­ aking ­proposals on how the studies can be improved. In
addition, pupils draw up simple documentation of their studies using tables, diagrams,
pictures and w
­ ritten reports.
Pupils have basic knowledge of energy, matter, the structure and development of the
universe and other physics contexts and show this by giving examples and describing
these with some use of the concepts, models and theories of physics. Pupils can apply
simple and to some extent informed reasoning where phenomena in daily life and
society are linked together with forces, movement, leverage, light, sound and electricity,
and show easily identifiable relationships in physics. Pupils use the models of physics
in a basically functional way to describe and give examples of particles and radiation.
In addition, pupils carry out simple and to some extent informed reasoning about how
people and technology influence the environment and show some measures that can
contribute to sustainable development. Pupils can give examples of and describe some of
the main scientific discoveries and their importance for people’s living conditions.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss questions concerning energy, technology, the envi-
ronment and society, and differentiate facts from values and formulate their views with
developed reasoning and also describe some possible consequences. In the discussions,
pupils put questions, put forward and respond to views and arguments in a way which
carries the discussions forward. Pupils can search for information on the natural
sciences and use different sources and apply developed and relatively well informed
reasoning to the credibility and relevance of their sources and information. Pupils
can use the information in a relatively well functioning way in discussions and create
developed texts and other communications with relatively good adaptation to purpose
and target group.
Pupils can carry out studies based on given plans and also formulate simple questions
and planning which after some reworking can be systematically developed. In their
studies, pupils use equipment in a safe and appropriate way. Pupils can compare the
results with their questions and draw developed conclusions with relatively good

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PHYSICS

connection to the models and theories of physics. Pupils apply developed reasoning
about the plausibility of their results and make proposals on how the studies can be
improved. In addition, pupils draw up developed documentation of their studies using
tables, diagrams, pictures and written reports.
Pupils have good knowledge of energy, matter, structure of the universe and its devel-
opment and other physics contexts and show this by explaining and showing rela-
tionships between these with relatively good use of the concepts, models and theories
of physics. Pupils can apply developed and relatively well informed reasoning where
phenomena in daily life and society are linked together with forces, motion, leverage,
light, sound and electricity, and show relatively complex physics relationships. Pupils
use the models of physics in a relatively well functioning way to explain and show
relationships regarding particles and radiation. In addition, pupils apply developed
and relatively well informed reasoning about how people’s use of energy and natural
resources affect the environment and show the advantages and limitations of some
measures which can contribute to sustainable development. Pupils can explain and
show relationships between some main scientific discoveries and their importance for
people’s living conditions.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss questions concerning energy, technology, the envi-
ronment and society, and differentiate facts from values and formulate their views
with well developed reasoning, and also describe some possible consequences. In their
discussions, pupils put questions and put forward views and respond to views and
arguments in a way which carries the discussions forward and deepens or broadens
them. Pupils can search for information about the natural sciences and use different
sources and apply well developed and well informed reasoning about the credibility
and relevance of their sources and information. Pupils can use the information in a
well functioning way in discussions and create well developed texts and other commu-
nications with good adaptation to purpose and target group.
Pupils can carry out studies based on given plans and also formulate simple questions
and planning that can be systematically developed. In their studies, pupils use
equipment in a safe, appropriate and effective way. Pupils can compare results with
their questions and draw well developed conclusions with good connection to the
models and theories of physics. Pupils apply well developed reasoning concerning the
plausibility of their results in relation to possible sources of error and make proposals
on how the studies can be improved and identify new questions for further study. In
addition, pupils draw up well developed documentation on their studies using tables,
diagrams, pictures and written reports.

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Pupils have very good knowledge of energy, matter, structure of the universe and its
development, and other physical contexts, and show this by explaining and showing
relationships between them and some general characteristics with good use of the
concepts, models and theories of physics. Pupils can apply well developed and well
informed reasoning where phenomena in daily life and society are linked together
with forces, motion, leverage, light, sound and electricity and show complex physics
relationships. Pupils use the models of physics in a well functioning way in order to
explain and make generalisations about particles and radiation. In addition, pupils
apply well developed and well informed reasoning about how people and technology
affect the environment and show from different perspectives the advantages and limi-
tations of some measures that can contribute to sustainable development. Pupils can
explain and generalise about some main scientific discoveries and their importance for
people’s living conditions.

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CHEMISTRY

5.11 CHEMISTRY
The sciences have their origins in man’s curiosity and our need to know more about
ourselves and the surrounding world. Knowledge of chemistry is of great importance
for society in such diverse areas as health, economy in use of resources, development
of materials and environmental technology. Knowledge about the structure and
indestructibility of matter provides people with the tools to be able to contribute to
sustainable development.

Aim
Teaching in chemistry should aim at helping the pupils to develop knowledge
about the contexts of chemistry and their curiosity and interest in investigating the
surrounding world. Through teaching, pupils should be given the opportunity to put
questions about chemical processes, the properties of matter and its structure based
on their own experiences and current events. The educational programme should
give pupils the opportunities to look for answers to questions by means of systematic
studies. As part of these systematic studies, pupils should be given opportunities,
through practical investigative work, to develop skills in the use of both digital tools
and other equipment. Pupils should be given opportunities to look for answers by
using different types of sources. In this way, teaching should contribute to pupils
developing their critical thinking over their own results, the arguments of others and
different sources of information. Through teaching, pupils should also develop an
understanding that statements can be tested and evaluated by using scientific methods.
Teaching should give pupils opportunities to use and develop knowledge and tools
for expressing their own arguments and examining those of others in c­ ontexts where
knowledge of chemistry is of importance. As a result, pupils should be given the
preconditions to manage practical, ethical and aesthetic situations involving choices
that concern energy, the environment, health and society.
Teaching should contribute to pupils developing familiarity with the concepts, models
and theories of chemistry, as well as an understanding of how they are developed
in interaction with experiences from studies of the surrounding world. In addition,
teaching should contribute to pupils developing the ability to discuss, interpret and
produce texts and various forms of aesthetic expression with scientific content.
Teaching should create the conditions for pupils to be able to differentiate between
scientific and other ways of depicting the world. Through teaching, pupils should be
given the opportunity to develop perspectives on changes in the world view of the
natural sciences and obtain an insight into how the natural sciences and culture have
influenced each other.

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Teaching in chemistry should essentially give pupils the opportunities to d

­ evelop their
ability to:
• use knowledge of chemistry to examine information, communicate and take a view
on questions concerning energy, the environment, health and society,
• carry out systematic studies in chemistry, and
• use concepts of chemistry, its models and theories to describe and explain chemical
relationships in society, nature and in people.

Core content
Teaching in science studies should deal with the following core content
In years 1–3
Seasons of the year in nature
• Motion of the Earth, Sun and the Moon in relation to each other. Different phases
of the Moon. Constellations and the appearance of the sky at night during different
seasons of the year.
• Seasonal changes in nature and how to recognize the seasons. The life cycles of
animals and plants, and their adaptation to different seasons of the year.
• Animals and plants in the local environment and how they can be ­categorised,
grouped and their species determined, and also the names of some ­common species.
• Simple food chains describing the relationship between organisms in ­ecosystems.

Body and health

• Importance of food, sleep, hygiene, exercise and social relations in order to feel good.
• Parts of the human body, their names and functions.
• People’s experiences of light, sound, temperature, taste and smell using all the
different senses.

Force and motion

• Gravity and friction that can be observed during play and movement, such as on
swings and slides.
• Balance, centre of gravity and equilibrium which can be observed in play and
movement, such as when balancing and on seesaws.

Materials and substances in our surroundings

• Properties of materials and how materials and objects can be categorised on the
basis of such properties as appearance, magnetism, conductivity and whether they
float or sink in water.
• Man’s use and development of different materials during the course of history. The
different materials used to manufacture daily objects and how they can be recycled.

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CHEMISTRY

• Various forms of water: solids, liquids and gases. Transition between the forms:
evaporation, boiling, condensation, melting and solidification.
• Basic properties of air and how they can be observed.
• Simple solutions and mixtures and how these can be divided into different constitu-
ents, such as through evaporation and filtering.

Narratives about nature and science

• Fiction, myths and art dealing with nature and people.
• Narratives about science from earlier times, and the attempts of different cultures
to understand and explain phenomena in nature.

Methods and ways of working

• Simple field studies and observations in the local environment.
• Simple scientific studies.
• Documentation of science studies using text, pictures and other forms of expression,
both with and without digital tools.

Teaching in chemistry should deal with the following core content

In years 4–6
Chemistry in nature
• Simple particle model to describe and explain the structure, ­recycling and
­indestructibility of matter. Movements of particles as an explanation for ­transitions
between solids, liquids and gases.
• Classification of substances and material based on properties’ appearance,
conductivity solubility, combustibility, and acidity.
• Water, its properties and circulation.
• Properties and composition of air.
• Photosynthesis, combustion and some other basic chemical reactions.

Chemistry in everyday life and society

• Conversion of materials through cultivation of raw materials to products, how
they become waste which is handled and returned to nature.
• Contents of food and the importance of nutrients for health. Historical and
contemporary methods for extending the life length of food.
• Common chemicals in the home and society. Their use and impact on health and
the environment, and also how they are labelled and should be handled.
• Fossil and renewable fuels. Their importance in energy use and impact on climate.

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Chemistry and world views

• Some historical and contemporary discoveries in chemistry and their ­importance for
people’s living conditions and views on the world.
• Descriptions from the past of the structure of matter. The transition of ­chemistry
from magic and mystery into a modern science.
• Different cultures – their descriptions and explanations of nature in fiction, myths
and art, and earlier science.

Chemistry, its methods and ways of working

• Simple systematic studies. Planning, execution and evaluation.
• Some methods for dissolving solutions and mixtures into their various ­components.
• Documentation of simple studies using tables, pictures and simple written reports,
both with and without digital tools.
• Interpretation and examination of information with links to chemistry, such as
articles in newspapers and films in digital media.

Teaching in chemistry should deal with the following core content

In years 7–9
Chemistry in nature
• Particle model to describe and explain the structure, recycling and ­indestructibility
of matter. Atoms, electrons and nuclear particles.
• Chemical compounds and how atoms are formed into molecular and ionic
compounds through chemical reactions.
• Particle models to describe and explain the properties of phases, phase ­transitions
and distribution processes for matter in air, water and the ground.
• Water as a solvent and carrier of substances in the ground, plants and the ­human
body. Solutions, deposits, acids, bases and pH values.
• Some chemical processes in the ground, air and water from environmental and
health perspectives.
• Properties of carbon atoms, and their function as the building blocks of all living
organisms. The circulation of carbon atoms.
• Photosynthesis and combustion, and also energy conversion in these ­reactions.

Chemistry in everyday life and society

• People’s use of energy and natural resources, locally and globally, as well as what this
means in terms of sustainable development.
• Chemical processes in the manufacture and recycling of metals, paper and plastics.
Life-cycle analysis of some common products.

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CHEMISTRY

• Various factors that enable materials such as iron and plastic to be broken down and
how this can be prevented.
• Processes for purifying drinking water and waste water, locally and globally.
• Content of food and beverages and their importance for health. Chemical processes
in the human body, such as the digestive process.
• Common chemicals in the home and in society, such as cleaning products, cosme-
tics, paints and fuels, and how they affect health and the environment.
• How chemicals and inflammable substances can be handled in a safe way.
• Current societal issues involving chemistry.

Chemistry and world views

• Historical and contemporary discoveries in the area of chemistry and their
importance for a world view, technology, the environment, society and ­people’s
living conditions.
• Current research areas in chemistry, such as development of materials and nano-
technology.
• Usefulness of the theories and models of chemistry, their limitations, validity and
variability.
• Grouping of different types of atoms from a historical perspective.

Chemistry, its methods and ways of working

• Systematic studies. Formulating simple questions, planning, execution and evalua-
tion.
• Models for separation and analysis, such as distillation and identification of
substances.
• Documentation of studies using tables, diagrams, pictures and written reports, both
with and without digital tools.
• Critical examination of sources of information and arguments encountered by
pupils in different sources and social discussions related to chemistry, in both digital
and other media.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils can describe and give examples of simple relationships in nature based on their
experiences and exploration of the local environment. In discussions about seasons of
the year, pupils talk about changes in nature, and give some examples of the life cycles
of some animals and plants. Pupils also talk about some of the parts of the human
body and the senses, and discuss some factors affecting people’s health. Pupils can

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 CHEMISTRY

talk about gravity, friction and equilibrium in relation to play and movement. Pupils
describe the materials used in manufacturing some different objects and how they can
be classified. Pupils can talk about light and sound and give examples of the properties
of water and air, and connect this to their own observations. In addition, pupils can
talk about fiction, myths and art dealing with nature and human beings.
Based on clear instructions, pupils can carry out field studies and other types of simple
studies dealing with nature and people, power and motion, and also water and air.
Pupils make simple observations of the seasons, name some animals and plants, cate-
gorise them in terms of their different properties, and also describe and give examples
of connections between them in simple food chains. Pupils can show and describe
how the Sun, Moon and Earth move in relation to each other. Pupils can categorise
some objects on the basis of different properties, and can also separate solutions and
mixtures by using simple methods. In their studies, pupils make comparisons between
their own results and those of others. Pupils, in addition, document their studies using
different forms of e­ xpression and using their documentation from discussions and
dialogues.

Knowledge requirements for grade E at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, the environ-
ment, health and society by putting questions, and putting forward and responding
to views in a way which to some extent takes the dialogue and ­discussions forward.
Pupils can search for information on the natural sciences and use different sources and
apply simple reasoning to the usefulness of the i­nformation and sources. Pupils can
use the information in discussions, and ­create texts and other communications with
some adaptation to the context.
Pupils can carry out simple studies based on given plans and also contribute to formu-
lating simple questions and planning which can be systematically developed. In their
work, pupils use equipment in a safe and basically functional way. Pupils can compare
their own results with those of others and apply simple reasoning about similarities
and differences and what these may be related to, and also contribute to making
proposals that can improve the study. In a­ ddition, pupils draw up simple documenta-
tion of their studies using text and pictures.
Pupils have basic knowledge of the structure and properties of matter, and other
chemical contexts, and show this by giving examples of and describing these with
some use of the concepts of chemistry. Pupils can also apply simple reasoning about
the structure and properties of air and water, and relate this to the natural processes
of photosynthesis and combustion. In simple and to some extent informed reasoning
about food, fuel, chemicals and other products, pupils can connect these to some
chemical relationships and questions about sustainable development. Furthermore,
pupils can also talk about some scientific discoveries and their importance for people’s
living conditions.

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CHEMISTRY

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, the
­environment, health and society by putting questions, and putting forward and
responding to views in a way which takes the dialogue and discussions ­forward.
Pupils can search for information on the natural sciences and use d
­ ifferent sources and
apply developed reasoning to the usefulness of the information and sources. Pupils
can use information in discussions and create text and other communications with
relatively good adaptation to the context.
Pupils can carry out simple studies based on given plans and also f­ ormulate simple
questions and planning which after some reworking can be systematically developed.
In their work, pupils use equipment in a safe and a­ ppropriate way. Pupils can compare
their own results with those of others and apply developed reasoning to similarities
and differences, and what these may be due to, and also make proposals which after
some reworking can improve the study. In addition, pupils draw up developed docu-
mentation of their studies using texts and pictures.
Pupils have good knowledge of the structure and properties of matter and other
chemical contexts, and show this by explaining and showing simple relationships
between them with relatively good use of the concepts of chemistry. Pupils can also
apply developed reasoning about the structure and properties of air and water, and
relate these to natural processes such as photosynthesis and combustion. In developed
and relatively well informed reasoning about food, fuel, chemicals and other products,
pupils can connect these to some chemical relationships and questions about sustain-
able development. In addition, pupils can also talk about some scientific discoveries
and their importance for people’s living conditions.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss simple questions concerning energy, the environ-
ment, health and society by putting questions, and putting forward and responding
to views in a way which takes the dialogue and discussions forward, and deepens
or broadens them. Pupils can search for information on the natural sciences and use
different sources and apply well developed reasoning to the usefulness of the informa-
tion and sources. Pupils can use the information in discussions, and create texts and
other communications with good adaptation to the context.

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 CHEMISTRY

Pupils can carry out simple studies based on given plans and also f­ ormulate simple
questions and planning which after some reworking can be systematically developed.
In their work, pupils use equipment in a safe, a­ ppropriate and effective way. Pupils
can compare their own results with those of o­ thers and apply well developed reasoning
to similarities and differences, and what these may be due to, and also make proposals
which can improve the study. In addition, pupils draw up well developed documenta-
tion of their ­studies using text and pictures.
Pupils have very good knowledge of the structure and properties of matter, and other
chemical contexts, and show this by explaining and showing simple relationships
between them and some general characteristics with good use of the concepts of
chemistry. Pupils can also apply well developed reasoning about the structure and
properties of air and water, and relate this to the natural processes of photosynthesis and
combustion. In simple and to some extent well informed reasoning about food, fuel,
chemicals and other products, pupils can connect these to some chemical relationships
and questions about sustainable development. Furthermore, pupils can also talk about
some scientific discoveries and their importance for people’s living conditions.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss questions concerning energy, the environment,
health and society and differentiate facts from values, and formulate their views with
simple reasoning, and also describe some possible consequences. In discussions, pupils
can put questions and put forward and respond to views and arguments in a way
which to some extent takes the discussions forward. Pupils can search for information
on the natural sciences and use different sources and apply simple and to some extent
informed reasoning to the credibility and relevance of their sources and information.
Pupils can use information in a basically functional way in discussions and create
simple texts and other communications with some adaptation to purpose and target
group.
Pupils can carry out studies based on given plans and also contribute to formulating
simple questions and planning which can be systematically developed. In their studies,
pupils use equipment in a safe and basically functional way. Pupils can compare results
with their questions and draw simple conclusions with some connection to the models
and theories of chemistry. Pupils apply simple reasoning about the plausibility of their
results and contribute to m
­ aking ­proposals on how the studies can be improved. In
addition, pupils draw up ­simple documentation of their studies using tables, diagrams,
pictures and w
­ ritten reports.
Pupils have basic knowledge of the structure of materials, their indestructibility and
transformation, and other chemical contexts and show this by giving examples and
describing them with some use of the concepts, models and theories of chemistry.
Pupils can carry out simple and to some extent informed reasoning about chemical
processes in living organisms, the ground, air and water, and show easily identifiable
chemical relationships in nature. Pupils study how some chemicals and chemical

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CHEMISTRY

processes are used in everyday life and society, and describe simple identifiable
chemical relationships and give examples of energy transformation and the recycling
of materials. In addition, pupils apply simple and to some extent informed reasoning
about how people’s use of energy and natural resources affect the environment, and
show some measures that can contribute to sustainable development. Pupils can
describe and give examples of some of the main scientific discoveries and their impor-
tance for people’s l­iving conditions.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss questions concerning energy, the environment
health and society, and differentiate facts from values and formulate their views with
developed reasoning and also describe some possible consequences. In the discussions,
pupils put questions, put forward and respond to views and arguments in a way which
carries the discussions forward. Pupils can search for information on the natural
sciences and use different sources and apply developed and relatively well informed
reasoning to the credibility and relevance of their sources and information. Pupils
can use the information in a relatively well functioning way in discussions and create
developed texts and other communications with relatively good adaptation to purpose
and target group.
Pupils can carry out studies based on given plans and also formulate simple questions
and planning which after some reworking can be systematically developed. In their
studies, pupils use equipment in a safe and appropriate way. Pupils can compare
the results with questions and draw developed conclusions with relatively good
connection to the models and theories of chemistry. Pupils apply developed reasoning
about the plausibility of their results and make proposals on how the studies can be
improved. In addition, pupils draw up developed documentation of their studies using
tables, diagrams, pictures and written reports.
Pupils have good knowledge of the structure of materials, their indestructibility
and transformations, and other chemical contexts and show this by explaining and
showing relationships between these with relatively good use of the concepts, models
and theories of chemistry. Pupils can apply developed and relatively well informed
reasoning about chemical processes in living organisms, the ground, air and water,
and show relatively complex chemical relationships in nature. Pupils study how some
chemicals and chemical processes are used in everyday life and society, and describe
relatively complex chemical relationships and explain and show relationships between
energy transformation and recycling of materials. In addition, pupils apply developed
and relatively well informed reasoning about how people’s use of energy and natural
resources affect the environment and show the advantages and limitations of some

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measures which can contribute to sustainable development. Pupils can explain and
show relationships between some main scientific discoveries and their importance for
people’s living conditions.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss questions concerning energy, the environment,
health and society, and differentiate facts from values and formulate their views with
well developed reasoning, and also describe some possible consequences. In their
discussions, pupils put questions and put forward views and respond to views and
arguments in a way which takes the discussions forward and deepens or broadens
them. Pupils can search for information about the natural sciences and use different
sources and apply well developed and well informed ­reasoning about the credibility
and relevance of their sources and information. Pupils can use the information in a
well functioning way in discussions and create well ­developed texts and other commu-
nications with good adaptation to purpose and target group.
Pupils can carry out studies based on given plans and also formulate simple questions
and planning that can be systematically developed. In their investigations, pupils use
equipment in a safe, appropriate and effective way. Pupils can compare results with
their questions and draw well developed conclusions with good connection to the
models and theories of chemistry. Pupils apply well d ­ eveloped reasoning concerning
the plausibility of their results in relation to possible sources of error and make
proposals on how the studies can be improved and identify new questions for further
study. In addition, pupils draw up well developed documentation on their studies
using tables, diagrams, pictures and written reports.
Pupils have very good knowledge of the structure of materials, their indestructibility
and transformations, and other chemical contexts and show this by explaining and
showing relationships between these and some general characteristics with good use
of the concepts, models and theories of chemistry. Pupils can apply well developed
and well informed reasoning about chemical processes in living organisms, the
ground, air and water, and show complex chemical relationships in nature. Pupils
study how some chemicals and chemical processes are used in everyday life and society,
and describe complex chemical relationships and explain and make generalisations
about energy transformation and the recycling of materials. In addition, pupils apply
well developed and well ­informed reasoning about how people’s use of energy and
natural resources a­ ffect the environment and show from different perspectives the
advantages and limitations of some measures that can contribute to sustainable devel-
opment. Pupils can explain and generalise about some main scientific discoveries and
their importance for people’s living conditions.

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GEOGRAPHY

Social study subjects

5.12 GEOGRAPHY
The conditions for life on Earth are unique, changeable and vulnerable. It is thus the
responsibility of all people to use the Earth’s resources to support s­ ustainable devel-
opment. Interaction between people and their ­surroundings has given rise to many
different living environments. Geography gives us k­ nowledge of these environments,
and can contribute to an understanding of people’s l­iving conditions.

Aim
Teaching in geography should aim at helping the pupils to develop knowledge of
geographical conditions and developing a geographical frame of reference, and spatial
awareness. Through teaching, pupils should be given the opportunity to develop
knowledge about, and be able to make comparisons between different places, regions
and living conditions. Pupils should also be given the opportunities to develop an
awareness of the contexts where geographical knowledge is important and useful.
Teaching should give pupils the opportunity to develop knowledge about different
human activities and processes produced by nature that have an impact on the forms
and patterns of the Earth’s surface. It should also contribute to pupils gaining experi-
ence of interpreting and assessing the consequences of different changes taking place
in geographical space.
Teaching should contribute to pupils developing familiarity with how it is ­possible to
switch between different temporal and spatial perspectives. Through teaching, pupils
should develop knowledge about how people, society and nature interact and the
consequences of this on nature and people’s living conditions. Teaching should give
pupils a knowledge about maps and enable them to recognise important names, loca-
tions and size relationships so that they can o­ rient themselves and draw conclusions
about natural and cultural landscapes, and about people’s living conditions. In this
way, pupils should be given the opportunity to see the world from a holistic perspec-
tive. Teaching should also provide pupils with the preconditions to develop knowledge
in making geographical analyses of the surrounding world and presenting results by
means of geographical concepts.
Through teaching, pupils should be given the preconditions to develop knowledge
about why conflicts of interest over natural resources occur. Teaching should also
contribute to pupils developing knowledge of how we can influence the f­ uture in the
direction of a more acceptable living environment for all people.

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Teaching in geography should essentially give pupils the opportunities to ­develop their
ability to:
• analyse how natural processes and human activities form and change living environ-
ments in different parts of the world,
• explore and analyse the interaction between people, society and nature in ­different
parts of the world,
• make geographical analyses of the surrounding world, and evaluate the results by
using maps and other geographical sources, theories, methods and ­techniques, and
• assess solutions to different environmental and development issues based on
considerations concerning ethics and sustainable development.

Core content
Teaching in social study subjects should deal with the following core content
In years 1–3
Living together
• Depictions of life before and now in children’s literature, songs and films, such as
those depicting family life and school. Narratives of the past by ­people currently
living.
• Moving within a country and between countries. What the causes and c­ onsequences
of this may be.
• Life issues of importance for pupils, such as good and evil, right and wrong,
friendship, gender roles, gender equality and relationships.
• Norms and rules in pupils’ living environments, such as in school, in digital
environments and in sports contexts.
• Traffic rules and how to act safely in traffic.

Living in the neighbourhood

• Conditions in nature and the environment for population and settlements, covering
land, water and climate.
• History of the local area. What places in the neighbourhood, buildings and daily
objects can tell us about children’s, women’s and men’s living conditions during
different periods.
• The role of Christianity in the school and in the local area in the past.
• Religions and places of worship in the local area.
• Key functions of society, such as healthcare, emergency services and schools.
• Occupations and activities in the local area.

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GEOGRAPHY

Living in the world

• The globe. The location of continents and oceans on the globe. Names and location
of continents, and also countries and places of importance for pupils.
• Man’s origins, migration, hunting and gathering, and the introduction of
agriculture.
• Different ages, the Stone Age, Bronze Age, and Iron Age.
• How the past can be observed in our own time through traces in nature and
language expressions.
• Narratives about gods and heroes in ancient and Nordic mythology and how these
can be looked at from a contemporary perspective.
• Some ceremonies, symbols and narratives in Christianity, Islam and Judaism. Some
narratives from the Bible and their meaning, and also some of the most common
psalms.
• Environmental issues in relation to pupils’ everyday life, such as those ­involving
traffic, energy and food.
• Basic human rights such as the equality of all people and also the rights of the child
as laid down in the Convention on the Rights of the Child.
• How meetings, such as class councils, are organised and carried out.
• Money, its use and value. Examples of different types of payment and what ordinary
goods and services can cost.
• Current social questions in different media.

Exploring reality
• Methods of searching for information from different sources: interviews,
­observations and measurements. How sources and information can be assessed and
processed, both with and without digital tools.
• Spatial understanding, using mental and physical maps of e.g. the neighbouring area
and routes to school, both with and without digital tools. Size relations and points of
the compass, spatial concepts such as place, location and boundary.
• Timelines and time concepts – the past, present and future.

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Teaching in geography should deal with the following core content

In years 4–6
Living environments
• The surface of the earth and the way in which it is formed and changed by people’s
use of land and nature’s own processes, such as plate tectonics and erosion. The
consequences of this on people and nature.
• The Swedish, Nordic and other European natural and cultural landscapes.
Underlying processes and their characteristic features and extent.
• The Earth’s natural resources, such as water, land available for cultivation, forests
and fossil fuels. Where different resources exist and what they are used for. The
importance of water, its distribution and recycling.
• The distribution of population in Sweden, the Nordic area and other parts of
Europe, as well as the causes and consequences of this distribution.

Geography, its methods, concepts and ways of working

• Names and locations of places, mountains, oceans and watercourses in ­Sweden, and
also the main features of other parts of the Nordic area.
• Names and location of different countries in Europe, and also more ­important
islands, water, mountains, regions and places.
• Maps, how they are constructed using colours, symbols and scale. ­Topographical
and thematic maps.
• Collection and measurement of geographical data from the local area, such as age
distribution, flow of traffic and consumption of water.
• Field studies to examine the natural and cultural landscapes, such as how land is
used in the local environment.
• Keywords and concepts needed to be able to read, write and discuss geography.

Environment, people and issues concerning sustainability

• How choices and priorities in everyday life can impact the environment and
contribute to sustainable development.
• Unequal living conditions in the world, such as varying access to education, healthcare and
natural resources, and also some of the underlying causes of this. Work of individual
people and organisations to improve people’s ­living conditions.

Teaching in geography should deal with the following core content

In years 7–9
Living environments
• The Earth’s climatic and vegetation zones and also the ways in which climate affects
people’s living conditions.

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GEOGRAPHY

• Climate change, different explanations for this, and the consequences of changes on
people, society and the environment in different parts of the world.
• Where different goods and services are produced and consumed, and also how
goods are transported. How people support themselves and how trading patterns
have changed over time.
• How the Earth’s population is distributed over the globe, and also the causes of and
consequences of the unequal distribution of population. Migration and urbanisa-
tion, and the causes and consequences of this.

Geography, its methods, concepts and ways of working

• Names and location of more important countries in different continents, water,
islands, mountains, deserts, regions and places.
• Maps and their construction using graticule, colours, symbols and different scales.
Topographical and different thematic maps.
• Methods for collecting, processing, assessing and presenting ­geographical data,
covering climate, health and trade, using maps, Geographical ­Information Systems
(GIS) and geographical tools available on the internet, such as satellite images.
• Field studies of the natural and cultural landscape, such as community ­planning in
local communities.
• Keywords and concepts needed to be able to read, write and discuss geography.

Environment, people and issues concerning sustainability

• Vulnerable areas and risks and threats posed by nature, such as flooding, drought
and earthquakes, and the consequences of this on the natural and cultural landscape.
• Ways in which vulnerable places can be identified, and how individuals, groups and
society can reduce risk.
• Conflicts of interest over natural resources, such as access to water and land.
• Renewable sources of energy, such as solar and wind energy and alternative fuels.
• The incidence of and causes of poverty and ill health in different parts of the world.
• Relationships between poverty, ill-health and factors such as population ­density,
climate and natural resources.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils have a basic knowledge of some human rights and rights of the child, and show
this by giving examples of what these may mean in school and home settings. Pupils
can talk about norms and rules applicable to everyday life, and provide examples of
why they may be needed. In addition, pupils can describe how meetings are usually

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 GEOGRAPHY

organised and carried out. Pupils also describe some different forms of payment, and
can state what some ordinary goods and services can cost.
Pupils can describe how nature and the environment in their local area can a­ ffect
where people live and work. Pupils give an account of some important societal func-
tions, and give examples of occupations and activities in their l­ocal area. In addition,
pupils can state some of the reasons people move from one place to another, and give
examples of what this may mean for children and families. Pupils describe how various
actions in everyday life can affect the ­environment, and on the basis of this provide
proposals that can contribute to sustainable development. Pupils identify hazardous
locations in their immediate traffic ­environment, and give examples of how risks can
be reduced by safe behaviour in traffic.
Pupils can study the history of their local area and provide some examples of people’s
living conditions over different periods. Pupils make simple comparisons between life
before and now based on people’s narratives and different ­accounts. In addition, pupils
describe how relics from prehistoric times in n­ ature and language expressions can be
observed. Pupils can also describe parts of Man’s early history by giving examples of
living conditions and some important events. Furthermore, pupils can to some extent
use timelines and some ­different time concepts for representing events over time.
Pupils can discuss important issues elated to their own interests. In addition, pupils
describe some places for religious worship, and connect these with religions practised
in the surrounding area. Pupils can give examples of religious ceremonies, symbols and
the main narratives from Christianity, Islam and Judaism. Pupils give an account of
parts of the contents of some narratives from the Bible, as well as narratives about gods
and heroes from different myths. In addition, pupils provide examples of the role of
Christianity in school and the local area in the past.
Pupils can assimilate simple information in different media and can discuss social
questions by putting forward view, giving comments and asking questions. Pupils
can also search for information about society and nature through simple interviews,
observations and polls, and make simple compilations of their results to clearly show
the content. Pupils carry out simple studies of the ­surrounding world, using maps, the
globe, the compass and spatial concepts to name and describe the location and relative
sizes of continents, and other places and c­ ountries of importance for the pupil.

Knowledge requirements for grade E at the end of year 6

Pupils have a basic knowledge of nature and the cultural landscape, and show this
by applying simple and to some extent informed reasoning about processes that
shape and change the surface of the Earth, as well as the consequences on people and
nature. In their reasoning, pupils describe simple relationships b­ etween nature and the
cultural landscape, natural resources and the distribution of population. Pupils can
also use geographical concepts in a basically functional way.

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GEOGRAPHY

Pupils can study the surrounding world and use maps and other geographical sources,
methods and techniques in a basically functional way, and also apply simple reasoning
about the usability of their sources. During field studies, pupils use maps and simple
geographical tools in a basically functional way. Pupils have basic knowledge of place
names in Sweden, the Nordic area, and Europe and show this by describing with some
certainty the location and size relationships between different geographical objects.
Pupils can reason about questions concerning sustainable development and then give
simple and to some extent informed proposals on ethical-environmental choices and
prioritisations in everyday life. In addition, pupils apply ­reasoning to the causes and
consequences of unequal living conditions in the world and give simple and to some
extent informed proposals on how people’s living c­ onditions can be improved.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils have good knowledge of nature and the cultural landscape, and show this by
applying developed and relatively well informed reasoning about processes that form
and change the surface of the Earth, as well as the consequences on people and nature.
In their reasoning, pupils describe relatively complex relationships between nature and
the cultural landscape, natural resources and the distribution of population. Pupils can
also use geographical concepts in a ­relatively well functioning way.
Pupils can study the surrounding world and use maps and other geographical sources,
methods and techniques in a relatively well functioning way, and also apply developed
reasoning about the usability of their sources. In field studies, pupils use maps and
simple geographical tools in a relatively appropriate way. Pupils have good knowledge
of place names in Sweden, the Nordic area, and Europe, and show this by describing
with relatively good certainty the location and size relationships between different
geographical objects.
Pupils can reason about issues related to sustainable development and give ­developed
and relatively well informed proposals on ethical-environmental choices and prior-
itisations in everyday life. In addition, pupils apply reasoning about the causes and
consequences of unequal living conditions in the world and give developed and rela-
tively well informed proposals on how people’s l­iving conditions can be improved.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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Knowledge requirements for grade A at the end of year 6

Pupils have very good knowledge of nature and the cultural landscape and show this
by applying well developed and well informed reasoning about processes that shape
and change the surface of the Earth, as well as the consequences on people and nature.
In their reasoning, pupils describe complex relationships b­ etween nature and the
cultural landscape, natural resources and the distribution of population. Pupils can
also use geographical concepts in a well ­functioning way.
Pupils can study the surrounding world and use maps and other geographical sources,
methods and techniques in a well functioning way, and also apply well developed
reasoning about the usability of their sources. In field studies, pupils use maps and
simple geographical tools in an appropriate and effective way. ­Pupils have very good
knowledge of place names in Sweden, the Nordic area, and Europe and show this by
describing with good certainty the location and size relationships between different
geographical objects.
Pupils can reason about questions concerning sustainable development and give well
developed and well informed proposals on ethical-environmental choices and priori-
tisations in everyday life. In addition, pupils apply reasoning about the causes of and
consequences of unequal living conditions in the world and give well developed and
well informed proposals on how people’s living c­ onditions can be improved.

Knowledge requirements for grade E at the end of year 9

Pupils have basic knowledge of the interaction between people, society and nature,
and show this by applying simple and to some extent informed reasoning about
the causes and consequences on the distribution of population, migration, climate,
vegetation and climate change in different parts of the world. Pupils can also use
geographical concepts in a basically functional way. Pupils can study where different
goods and services are produced and consumed, and then describe simple geographical
patterns of trade and communication, and also apply simple and to some extent
informed reasoning on the nature of these patterns, and how they have changed over
time and also the causes and consequences of this. Pupils apply simple and to some
extent informed reasoning about climate change and different explanations for this, as
well as their consequences on people, society and the environment in different parts of
the world.
Pupils can study the surrounding world and use maps and other geographical sources,
theories, methods and techniques in a basically functional way, and also apply simple
and to some extent informed reasoning about the credibility and relevance of their
sources. Pupils take part in field studies using maps and other tools in a basically func-
tional way. Pupils have basic knowledge of the names of the continent and show this
by describing with some certainty the location and size relationships between different
geographical objects.

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GEOGRAPHY

Pupils can reason about different ecological, economic and social sustainability issues
and produce simple and to some extent informed proposals for solutions where some
of the consequences for people, society and nature are taken into account.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils have good knowledge of the interaction between people, society and nature,
and show this by applying developed and relatively well informed reasoning about
the causes and consequences on the distribution of population, migration, climate,
vegetation and climate change in different parts of the world. Pupils can also use
geographical concepts in a relatively well functioning way. Pupils can study where
different goods and services are produced and consumed, and then describe relatively
complex geographical patterns of trading and communication and also apply devel-
oped and relatively well informed reasoning to the nature of these patterns, and how
they have changed over time and also the causes and consequences of this. Pupils apply
developed and ­relatively well informed reasoning about climate change and different
explanations for this, as well as their consequences on people, society and the environ-
ment in different parts of the world.
Pupils can study the surrounding world and use maps and other geographical sources,
theories, methods and techniques in a relatively well functioning way, and also apply
developed and relatively well informed reasoning about the credibility and relevance
of their sources. During field studies, pupils use maps and other tools in a relatively
appropriate way. Pupils have good knowledge of the names of the continent and show
this by describing with relatively good certainty the location and size relationships
between different geographical o­ bjects.
Pupils can reason about different ecological, economic and social s­ ustainability issues
and produce developed and relatively well informed proposals for ­solutions where
some of the consequences for people, society and nature are taken into account.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils have very good knowledge of the interaction between people, society and
nature and show this by applying well developed and well informed reasoning about
the causes and consequences of population distribution, migration, climate, vegetation
and climate change in different parts of the world. Pupils can also use geographical
concepts in a well functioning way. Pupils can study where different goods and

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 GEOGRAPHY

services are produced and consumed, and then describe complex geographical patterns
of trade and communication, and also apply well developed and well informed
reasoning on the nature of these patterns, and how they have changed over time
and also the causes and consequences of this. Pupils apply well developed and well
informed reasoning about climate change and different explanations for this, as well
as their consequences on people, ­society and the environment in different parts of the
world.
Pupils can study the surrounding world and use maps and other geographical sources,
theories, methods and techniques in a well functioning way, and also apply well devel-
oped and well informed reasoning about the credibility and relevance of their sources.
During field studies, pupils use maps and other tools in an appropriate and effective
way. Pupils have very good knowledge about the names of the continents and show
this by describing with good certainty the location and size relationships between
different geographical objects.
Pupils can reason about different ecological, economic and social sustainability issues
and produce well developed and well informed proposals for solutions where some of
the consequences for people, society and nature are taken into account.

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HISTORY

5.13 HISTORY
Man’s understanding of the past is interwoven with beliefs about the present and
perspectives of the future. In this way, the past affects both our lives today and our
choices for the future. Women and men throughout the ages have created historical
narratives to interpret reality and shape their surroundings. A historical perspective
provides us with a set of tools to understand and shape the present we live in.

Aim
Teaching in history should aim at pupils developing not only their knowledge of
historical contexts, but also their development and historical consciousness. This
involves an insight that the past affects our view of the present, and thus our percep-
tion of the future. Teaching should give pupils the opportunities to develop their
knowledge of historical conditions, historical concepts and methods, and about how
history can be used for different purposes. It should also help pupils to develop their
historical knowledge of similarities and differences in people’s living conditions and
values. By this means, pupils should obtain an understanding of different cultural
contexts and ways of living.
Teaching should give pupils the preconditions for acquiring a historical frame of
reference and a deeper understanding of the present. They should also be given
the opportunity of developing a chronological overview of how women and men
throughout the ages have created and changed societies and cultures.
Teaching should encourage pupils’ curiosity in history and contribute to the devel-
opment of their knowledge about how we can get to know something about the past
from historical source material and familiarity with places and people’s narratives.
Pupils should through teaching also be given opportunities to develop the skill of
putting questions and assessing sources as a basis for acquiring a knowledge of history.
Teaching should also contribute to pupils’ developing an understanding that people
in every age must be assessed on the basis of the conditions and values existing at that
time.
Teaching should contribute to pupils developing their understanding of how histor-
ical narratives are used in society and in everyday life. By this means, pupils should
develop different perspectives of their own identities, values and beliefs, and those of
others.
Teaching in history should essentially give pupils the opportunities to develop their
ability to:
• use a historical frame of reference that incorporates different interpretations of time
periods, events, notable figures, cultural meetings and development trends,
• critically examine, interpret and evaluate sources as a basis for creating ­historical
knowledge,

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 HISTORY

• reflect over their own and other’s use of history in different contexts and from
different perspectives, and
• use historical concepts to analyse how historical knowledge is organised, ­created and
used.

Core content
Teaching in social study subjects should deal with the following core content
In years 1–3
Living together
• Depictions of life before and now in children’s literature, songs and films, such as
those depicting family life and school. Narratives of the past by ­people currently
living.
• Moving within a country and between countries. What the causes and c­ onsequences
of this may be.
• Life issues of importance for pupils, such as good and evil, right and wrong, friend-
ship, gender roles, gender equality and relationships.
• Norms and rules in pupils’ living environments, such as in school, in digital
environments and in sports contexts.
• Traffic rules and how to act safely in traffic.

Living in the neighbourhood

• Conditions in nature and the environment for population and settlements, covering
land, water and climate.
• History of the local area. What places in the neighbourhood, buildings and daily
objects can tell us about children’s, women’s and men’s living conditions during
different periods.
• The role of Christianity in the school and in the local area in the past.
• Religions and places of worship in the local area.
• Key functions of society, such as healthcare, emergency services and schools.
• Occupations and activities in the local area.

Living in the world

• The globe. The location of continents and oceans on the globe. Names and location
of continents, and also countries and places of importance for pupils.
• Man’s origins, migration, hunting and gathering, and the introduction of agriculture.
• Different ages, the Stone Age, Bronze Age, and Iron Age.

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HISTORY

• How the past can be observed in our own time through relics in nature and
language expressions.
• Narratives about gods and heroes in ancient and Nordic mythology and how these
can be looked at from a contemporary perspective.
• Some ceremonies, symbols and narratives in Christianity, Islam and Judaism. Some
narratives from the Bible and their meaning, and also some of the most common
psalms.
• Environmental issues in relation to pupils’ everyday life, such as those involving traffic,
energy and food.
• Basic human rights such as the equality of all people and also the rights of the child
as laid down in the Convention on the Rights of the Child.
• How meetings, such as class councils, are organised and carried out.
• Money, its use and value. Examples of different types of payment and what ordinary
goods and services can cost.
• Current social questions in different media.

Exploring reality
• Methods of searching for information from different sources: interviews,
­observations and measurements. How sources and information can be assessed and
processed, both with and without digital tools.
• Spatial understanding, using mental and physical maps of e.g. the neighbouring
area and routes to school, both with and without digital tools. Size relations and
points of the compass, spatial concepts, such as place, location and borders.
• Timelines and time concepts – the past, present and future.

Teaching in history should deal with the following core content

In years 4–6
About ancient times and the Middle Ages, up to about 1500
• Population of the Nordic area. The main characteristics of the Stone Age, the
Bronze Age, and the Iron Age.
• Cultural interchange between the Nordic area and Europe and other parts of
the world through increased trade and migration, such as the explorations of the
Vikings and trading systems in the Middle Ages.
• The evolution of the Nordic countries.
• Introduction of Christianity in the Nordic area. The importance of religion for
cultures and states in Sweden and the other Nordic countries, as well as the conse-
quences of these changes for different people and groups.

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• Some European voyages of discovery, their importance and consequences.

• What archaeological finds, such as coins and artefacts from other cultures, can tell
us about encounters between cultures, and about similarities and ­differences in the
living conditions of children, women and men.

The Nordic area and the Baltic Sea region, Sweden, about 1500–1700
• Participation of the Nordic area and the Baltic Sea region in global exchange, such
as trade in goods, language and culture.
• The emergence of the Swedish state and its organisation.
• Sweden’s Baltic Kingdom. Reasons for its occurrence and the impact on ­different
people and groups around the Baltic Sea. Migration to and from and within
Sweden.
• The Reformation and its consequences on Sweden and the rest of Europe.
• What historical sources, such as letters and other documents, can tell us about
similarities and differences in the living conditions of children, women and men
compared with today.

Increased exchange and the transformation of agriculture, about 1700–1850

• Economic and cultural global exchange between Sweden and the Nordic area
through such forms as exports of iron and travel to Asia.
• Transformation of agriculture and its impact on people.
• Major increases in population, their causes and consequences for different people
and groups.
• The emergence of parliamentarianism, the party system and new laws in ­Sweden.
• What historical sources, such as diaries and archives can tell us about ­Sweden’s
history and about similarities and differences in living conditions for children,
women and men.

How history and historical concepts are used

• Examples of how Antiquity, the Middle Ages, the 16th, 17th and 18th centuries
can be viewed from the perspective of our own times through ­traditions, names,
language expressions, buildings, towns and borders.
• How historical persons and events, such as Queen Kristina, Karl XII and the trials
of witches, have been presented in different ways through different interpretations
and different time periods.
• What the following concepts mean - change, similarities and differences,
­chronology, cause and consequence, sources and interpretation, and how they are
used in historical contexts.

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HISTORY

• Historical concepts of time: the Viking Age, the Middle Ages, Sweden as a great
power and the Age of Liberty, and also different views on their ­importance.

Teaching in history should deal with the following core content

In years 7–9
Ancient civilisations, from prehistory to around 1700
• Comparisons between the emergence and development of some leading ­cultures up
to the 18th-century, such as those in Africa, America and Asia.
• Antiquity, its characteristic features as an epoch and their importance in understan-
ding our own age.
• What historical sources from some leading cultures, such as in Asia or ­America, can
tell us about similarities and differences in the living conditions of children, women
and men.

Industrialisation, social change and leading ideas, about 1700–1900

• Increasing world trade between Europe, Asia, Africa and America.
• Industrialisation in Europe and Sweden. Various historical explanations for indu-
strialisation, as well as the implications for different social groups and people’s
standards of living in Sweden, the Nordic area, Europe and some other parts of the
world. Migration within and between countries.
• Revolutions and the emergence of new ideas, new classes in society and ­political
ideologies.
• What historical sources can tell us about the efforts of people and groups to
influence and improve their own living conditions and those of others, such as
through inventions, the formation of trade unions and the struggle against slavery.

Imperialism and world wars, about 1800–1950

• European dominance, imperialism and colonialism.
• Nationalism and different forms of democracy and dictatorships in Europe and in
other parts of the world.
• Both world wars, their causes and consequences. Oppression, displacement of
people and genocide. The Holocaust and the Gulag.
• Historical narratives from different parts of the world depicting people’s experiences
of oppression, such as through colonialism, racism or totalitarian dictatorships and
resistance to these.

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Democratisation, the post-war period and globalisation, from around 1900 to the present
• Democratisation in Sweden. The formation of political parties, new social move-
ments, such as the women’s movement, and the struggle for universal suffrage for
women and men. Continuity and change in views on gender, equality and sexuality.
• The emergence of the Swedish welfare state.
• Historical perspectives on indigenous Sami and the position of other national
minorities in Sweden.
• Cold War conflicts, the disintegration of the Soviet Union and new power relation­
ships in the world.
• The UN, Nordic cooperation and the emergence of the European Union (EU).
• Current conflicts in the world and historical perspectives on these.
• How historical sources and narratives about a family’s or relative’s history reflect
overall changes in people’s living conditions.

How history and historical concepts are used

• Examples of how the 19th and 20th centuries can be interpreted today through
traditions, names, language expressions, buildings, towns and ­borders.
• How history can be used to create or strengthen a sense of community, such as in
families, societies, organisations and companies.
• How history can be used to create or strengthen national identities.
• How history can be used to understand how the age in which people live ­affects
their conditions and values.
• What the concepts continuity and change, explanation, criticism of sources and
identity mean, and how they are used in historical contexts.
• Some historical concepts, such as antiquity, the period between the wars, the
post-war period and the Cold War, and different views of their significance.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils have a basic knowledge of some human rights and the rights of the child, and
show this by giving examples of what these may mean in school and home settings.
Pupils can talk about norms and rules applicable to everyday life, and provide
examples of why they may be needed. In addition, pupils can describe how meetings
are usually organised and carried out. Pupils also describe some different forms of
payment, and can state what some ordinary goods and ­services can cost.
Pupils can describe how nature and the environment in their local area can a­ ffect
where people live and work. Pupils give an account of some important societal func-
tions, and give examples of occupations and activities in their l­ocal area. In addition,

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HISTORY

pupils can state some of the reasons people move from one place to another, and give
examples of what this may mean for children and families. Pupils describe how various
actions in everyday life can affect the ­environment, and on the basis of this provide
proposals that can contribute to sustainable development. Pupils identify hazardous
locations in their immediate traffic environment, and give examples of how risks can
be reduced by safe behaviour in traffic.
Pupils can study the history of their local area and provide some examples of people’s
living conditions over different periods. Pupils make simple comparisons between life
before and now based on people’s narratives and different accounts. In addition, pupils
describe how relics from prehistoric times in nature and language expressions can be
observed. Pupils can also describe parts of Man’s early history by giving examples of
living conditions and some important events. Furthermore, pupils can to some extent
use timelines and some different time concepts for representing events over time.
Pupils can discuss important issues elated to their own interests. In addition, pupils
describe some places for religious worship, and relate these to religions practised in
the local area. Pupils can give examples of religious ceremonies, symbols and the main
narratives from Christianity, Islam and Judaism. Pupils give an account of parts of the
contents of some narratives from the Bible, as well as narratives about gods and heroes
from different myths. In addition, p­ upils provide examples of the role of Christianity
in school and the local area in the past.
Pupils can assimilate simple information in different media and talk about societal
issues related to their interests by expressing their opinions, giving comments and
putting questions. Pupils can also search for information about society and nature
through simple interviews, observations and polls, and make simple compilations
of their results to clearly show the content. Pupils carry out simple studies of the
surrounding world, using maps, the globe, the c­ ompass and spatial concepts to name
and describe the location and relative sizes of c­ ontinents, and other places and coun-
tries of importance for the pupil.

Knowledge requirements for grade E at the end of year 6

Pupils have basic knowledge of historical conditions, events and figures in d
­ ifferent
time periods. Pupils show this by applying simple and to some extent informed
reasoning about the causes and consequences of social change and people’s living
conditions and actions. Pupils can study trends where cultures interact, and in
migration, politics and living conditions and describe simple relationships between
different time periods. Pupils also show how some trends have affected the present,
and justify their reasoning by applying simple and to some extent informed references
to the past. Pupils can use historical source material to draw simple conclusions about
people’s living conditions, and apply simple reasoning to the usefulness of sources.
Pupils can interpret and show the effects of history in our own age and apply simple
reasoning about why there are similarities and differences in different representations

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 HISTORY

of historical events, persons and time periods. In the study of historical conditions,
events and figures and also the use of sources and in r­ easoning about how history is
used, pupils can apply historical concepts in a basically functional way.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils have good knowledge about historical conditions, events and figures during
different time periods. Pupils show this by applying developed and relatively well
informed reasoning about the causes and consequences of social change, and people’s
living conditions and actions. Pupils can study trends where c­ ultures interact, and in
migration, politics and living conditions and describe relatively complex relationships
between different time periods. Pupils also show how some trends have affected the
present, and justify their reasoning by applying developed and relatively well informed
references to the past. Pupils can use historical source material to draw simple conclu-
sions about people’s living c­ onditions, and apply developed reasoning about sources
and their usefulness.
Pupils can interpret and show the effects of history in our own age and apply
developed reasoning about why there are similarities and differences in different
representations concerning historical events, persons and time periods. In studies of
historical conditions, events and figures not only when using sources and in reasoning
about how history is used, pupils can apply historical concepts in a relatively well
functioning way.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils have very good knowledge of historical conditions, events and figures in
different time periods. Pupils show this by applying well developed and well informed
reasoning about the causes and consequences of social change, and people’s living
conditions and actions. Pupils can study trends where cultures interact, and in
migration, politics and living conditions and describe complex relationships between
different time periods. Pupils also show how some trends have affected the present,
and justify their reasoning by applying simple and to some extent informed references
to the past. Pupils can use historical source material to draw simple conclusions about
people’s living conditions, and apply well developed reasoning about sources and their
usefulness.

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HISTORY

Pupils can interpret and show the effects of history in our own age and apply well
developed and balanced reasoning about why there are similarities and d ­ ifferences in
different representations concerning historical events, persons and time periods. In
studies of historical conditions, events and characters as well as the use of sources and
in reasoning about how history has been used, pupils can use historical concepts in a
well functioning way.

Knowledge requirements for grade E at the end of year 9

Pupils have basic knowledge of historical conditions, events and figures in different
time periods. Pupils show this by applying simple and to some extent informed
reasoning about the causes and consequences of social change and people’s living
conditions and actions, as well as about the Holocaust and other forms of genocide.
In addition, pupils explain how the conditions and values of human beings can be
affected by the time they are living in. Pupils can study some trends where cultures
interact, and in migration, politics and living conditions and describe simple relation-
ships between different time periods. Pupils also give some possible extrapolations of
these trends, and justify their reasoning with simple and to some extent informed
references to the past and the present.
Pupils can use historical source material to draw simple and to some extent informed
reasoning about people’s living conditions, and apply simple and to some extent
informed reasoning about the credibility and relevance of sources. Pupils can apply
simple and to some extent informed reasoning about how history has been used and
can be used in different contexts and for different purposes, as well as how different
representations of the past can lead to different understandings of the present, and
what the consequences of this may be. In the study of historical conditions, events and
figures and also the use of sources and in reasoning about how history is used, pupils
can apply historical concepts in a basically functional way.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils have good knowledge about historical conditions, events and figures during
different time periods. Pupils show this by applying developed and relatively well
informed reasoning about the causes and consequences of social change, and people’s
living conditions and actions, and also about the Holocaust and other forms of geno-
cide. In addition, pupils explain how the conditions and values of human beings can
be affected by the time they are living in. Pupils can study some trends where cultures
interact, and in migration, politics and living conditions and describe relatively
complex relationships between different time periods. Pupils also give some possible

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 HISTORY

extrapolations of these trends and justify their reasoning by developed and relatively
well informed references to the past and the present.
Pupils can use historical source material to draw developed and relatively well
informed conclusions about people’s living conditions, and apply developed and
relatively well informed reasoning about the credibility and relevance of their sources.
Pupils can apply developed and relatively well informed reasoning about how history
has been used and can be used in some different contexts and for different purposes,
as well as how different representations of the past can lead to different views of the
present, and what their consequences may be. In studies of historical conditions,
events and figures not only when using sources and in reasoning about how history is
used, pupils can apply historical concepts in a relatively well functioning way.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils have very good knowledge of historical conditions, events and figures in
different time periods. Pupils show this by applying well developed and well informed
reasoning about the causes and consequences of social change, and people’s living
conditions and actions, and also about the Holocaust and other forms of genocide.
In addition, pupils explain how the conditions and values of human beings can be
affected by the time they are living in. Pupils can study some trends where cultures
interact, and in migration, politics and living ­conditions and describe complex
relationships between different time periods. Pupils also give some possible extrapola-
tions of these trends and justify their reasoning by applying well developed and well
informed references to the past and the present.
Pupils can use historical source material to draw well developed and well informed
conclusions about people’s living conditions, and apply well developed and well
informed reasoning about the credibility and relevance of various sources. Pupils can
apply well developed and well informed reasoning about how history has been used
and can be used in some different contexts and for different purposes, as well as how
different representations of the past can lead to different views of the present, and
what their consequences may be. In studies of historical conditions, events and figures
as well as the use of sources and in reasoning about how history is used, pupils can
apply historical concepts in a well functioning way.

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RELIGION

5.14 RELIGION
People throughout the ages and in all societies have tried to understand and explain
their living conditions and the social contexts of which they form a part. Religions and
other outlooks on life are thus central elements of human culture. In today’s society,
characterised by diversity, knowledge of religions and other outlooks on life is impor-
tant in creating mutual understanding between people.

Aim
Teaching in religion should aim at helping the pupils to develop knowledge of reli-
gions and other outlooks on life in their own society and in other parts of the world.
By means of teaching, pupils should become sensitive to how people with different
religious traditions live with and express their religion and belief in different ways.
Teaching should in a balanced way illuminate the role that religions can play in
society, both in the pursuit of peace and resolving conflicts, in order to promote social
cohesion and as a cause of segregation.
Teaching should also provide knowledge about and understanding of how C
­ hristian
traditions have affected Swedish society and its values.
Through teaching, pupils should be given the preconditions to be able to interpret
cultural expressions related to religious traditions. Pupils should also be given the
opportunities to develop knowledge about how sources and societal questions related to
religions and other outlooks on life can be critically e­ xamined.
Teaching should encourage pupils to reflect over various issues concerning life, their
identity and their ethical attitudes. In this way, teaching should create the conditions
for pupils to develop a personal attitude to life and an understanding of how they and
others are thinking and living.
Teaching should help pupils to develop their knowledge of how different religions and
other outlooks on life view questions concerning gender, gender equality, sexuality and
relationships. Pupils should, in addition, be equipped to analyse and determine their
standpoint in ethical and moral questions. Teaching should also contribute to pupils
developing an understanding of how people’s values are linked to religions and other
outlooks on life. It should also contri­bute to pupils developing their capacity to act
responsibly in relation to themselves and their surroundings.
Teaching in religion should essentially give pupils the opportunities to develop their
ability to:
• analyse Christianity, other religions and other outlooks on life, as well as ­different
interpretations and use of these,
• analyse how religions affect and are affected by conditions and events in s­ ociety,
• reflect over life issues and their own and other’s identity,

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 RELIGION

• reason and discuss moral issues and values based on ethical concepts and models, and
• search for information about religions and other outlooks on life and evaluate the
relevance and credibility of sources.

Core content
Teaching in social study subjects should deal with the following core content
In years 1–3
Living together
• Depictions of life before and now in children’s literature, songs and films, such as
those depicting family life and school. Narratives of the past by ­people currently
living.
• Moving within a country and between countries. What the causes and c­ onsequences
of this may be.
• Life issues of importance for pupils, such as good and evil, right and wrong, friend-
ship, gender roles, gender equality and relationships.
• Norms and rules in pupils’ living environments, such as in school, in digital
environments and in sports contexts.
• Traffic rules and how to act safely in traffic.

Living in the neighbourhood

• Conditions in nature and the environment for population and settlements, covering
land, water and climate.
• History of the local area. What places in the neighbourhood, buildings and daily
objects can tell us about children’s, women’s and men’s living conditions during
different periods.
• The role of Christianity in the school and in the local area in the past.
• Religions and places of worship in the local area.
• Key functions of society, such as healthcare, emergency services and schools.
• Occupations and activities in the local area.

Living in the world

• The globe. The location of continents and oceans on the globe. Names and location
of continents, and also countries and places of importance for pupils.
• Man’s origins, migration, hunting and gathering, and the introduction of agricul-
ture.
• Different ages, the Stone Age, Bronze Age, and Iron Age.

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RELIGION

• How the past can be observed in our own time through traces in nature and
language expressions.
• Narratives about gods and heroes in ancient and Nordic mythology and how these
can be looked at from a contemporary perspective.
• Some ceremonies, symbols and narratives in Christianity, Islam and Judaism.
Some narratives from the Bible and their meaning, and also some of the most
common psalms.
• Environmental issues in relation to pupils’ everyday life, such as those involving traffic,
energy and food.
• Basic human rights such as the equality of all people and also the child’s rights as
laid down in the Convention on the Rights of the Child.
• How meetings, such as class councils, are organised and carried out.
• Money, its use and value. Examples of different types of payment and what ordinary
goods and services can cost.
• Current social questions in different media.

Exploring reality
• Methods of searching for information from different sources: interviews,
­observations and measurements. How sources and information can be assessed and
processed, both with and without digital tools.
• Spatial understanding, using mental and physical maps of e.g. the neighbouring
area and routes to school, both with and without digital tools. Size relations and
points of the compass, spatial concepts such as place, location and boundary.
• Timelines and time concepts – the past, present and future.

Teaching in religion should deal with the following core content

In years 4–6
Religions and other outlooks on life
• Rituals and religiously motivated precepts, and also holy places and locations
in Christianity and the other world religions of Islam, Judaism, Hinduism and
Buddhism.
• Key ideas behind rituals, precepts and holy places in Christianity and the other
world religions, such as those expressed in religious narratives in the Bible and other
records.
• Narratives from ancient Scandinavian and the older Sami religion.
• The concept of religion and outlook on life.

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 RELIGION

Religion and society

• The importance of Christianity for values and culture in Swedish ­society, both
earlier and now. Christian holidays and traditions linked to the ­ecclesiastical year,
such as songs and psalms.
• How traces of ancient Scandinavian religion can be observed in today’s society.

Identity and life issues

• How different life issues, such as what is important in life and what it means to be
a good friend, are depicted in popular culture.
• How different life issues, such as views on love and what happens after death, are
depicted in religions and other outlooks on life.
• What religions and other outlooks on life may mean for people’s identity, their
lifestyles and group affiliation.

Ethics
• Some ethical concepts, such as right and wrong, equality and solidarity.
• Daily moral questions concerning the identities, roles of girls and boys, and gender
equality, sexuality, sexual orientation, and exclusion and violation of rights.
• Questions about what a good life can be, and what it may mean to do good.

Teaching in religion should deal with the following core content

In years 7–9
Religions and other outlooks on life
• Key ideas and documents in Christianity and the distinctive features of the three
main orientations of Christianity: Protestantism, Catholicism and ­Orthodoxy.
• Key ideas and documents in the world religions of Islam, Judaism, Hinduism and
Buddhism.
• Varying interpretations and practices in world religions in today’s society.
• The main features in the historical evolution of world religions.
• New religious movements, new religiousness and private religiousness and how this
is expressed.
• Secular outlooks on life, such as humanism.

Religion and society

• Christianity in Sweden. From a single church to religious diversity and ­secularism.
• The relationship between society and religion in different times and places.
• The role of religion in some political events and conflicts from a critical ­perspective.

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RELIGION

• Conflicts and opportunities in secular and pluralistic societies, such as over issues
concerning freedom of religious expression, sexuality and views on gender equality.

Identity and life issues

• How different life issues, such as the purpose of life, relationships, love and sexu-
ality, are depicted in popular culture.
• How religions and other outlooks on life can shape people’s identities and lifestyles.
• Rites, such as baptism and confirmation, and their function in forming ­identity and
a sense of community in religious and secular contexts.

Ethics
• Daily moral dilemmas. Analysis and argumentation based on ethical models, such
as consequential and deontological ethics.
• Views of the good life and the good person linked to different kinds of ethical
­reasoning, such as virtue ethics.
• Ethical questions and the view of people in some religions and other outlooks on life.
• Ethical concepts which can be linked to questions concerning sustainable develop-
ment, human rights and democratic values, such as freedom and responsibility.

Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils have a basic knowledge of some human rights and the rights of the child, and
show this by giving examples of what these may mean in school and home settings.
Pupils can talk about norms and rules applicable to everyday life, and provide
examples of why they may be needed. In addition, pupils can ­describe how meetings
are usually organised and carried out. Pupils also describe some different forms of
payment, and can state what some ordinary goods and ­services can cost.
Pupils can describe how nature and the environment in their local area can a­ ffect
where people live and work. Pupils give an account of some important societal func-
tions, and give examples of occupations and activities in their l­ocal area. In addition,
pupils can state some of the reasons people move from one place to another, and give
examples of what this may mean for children and families. Pupils describe how various
actions in everyday life can affect the ­environment, and on the basis of this provide
proposals that can contribute to sustainable development. Pupils identify hazardous
locations in their immediate traffic environment, and give examples of how risks can
be reduced by safe behaviour in traffic.
Pupils can study the history of their local area and provide some examples of people’s
living conditions over different periods. Pupils make simple comparisons between life
before and now based on people’s narratives and different ­accounts. In addition, pupils
describe how relics from prehistoric times in nature and language expressions can be
observed. Pupils can also describe parts of Man’s early history by giving examples of

222 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 RELIGION

living conditions and some important events. Furthermore, pupils can to some extent
use timelines and some different time concepts for representing events over time.
Pupils can discuss important issues elated to their own interests. In addition, pupils
describe some places for religious worship, and relate these to religions practised in
the local area. Pupils can give examples of religious ceremonies, symbols and the main
narratives from Christianity, Islam and Judaism. Pupils give an account of parts of the
contents of some narratives from the Bible, as well as narratives about gods and heroes
from different myths. In addition, p­ upils provide examples of the role of Christianity
in school and the local area in the past.
Pupils can assimilate simple information in different media and talk about societal
issues related to their interests by expressing their opinions, giving comments and
putting questions. Pupils can also search for information about society and nature
through simple interviews, observations and polls, and make simple compilations
of their results to clearly show the content. Pupils carry out simple studies of the
surrounding world, using maps, the globe, the compass and spatial concepts to name
and describe the location and relative sizes of c­ ontinents, and other places and coun-
tries of importance for the pupil.

Knowledge requirements for grade E at the end of year 6

Pupils have basic knowledge of some holy places or locations, rituals and precepts
belonging to the world religions and show this by applying simple reasoning about
similarities and differences between some religions. Pupils also show simple relation-
ships between concrete religious expressions and key ideas in world religions. Pupils
can describe some basic features of ancient Scandinavian and Sami religion, and also
provide examples of how ancient Scandinavian religion can be observed in today’s
society. Pupils can give an account of some Christian holidays and traditions and make
simple comparisons between the importance of Christianity for Swedish culture and
society, both before and now. Pupils can also apply simple reasoning about how life
issues are depicted in different contexts, and what religions and other outlooks on life
may mean for different people in a way which to some extent takes the reasoning
forward.
Pupils can apply simple reasoning about everyday moral issues, and what it might
mean to do good. Pupils make reflections which basically relate to the subject and use
some ethical concepts in a basically functional way. Pupils can search for information
about religions and other outlooks on life and use different types of sources in a basi-
cally functional way and apply simple reasoning to the usefulness of the information
and sources.

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RELIGION

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils have good knowledge of some holy places or locations, rituals and precepts
that relate to world religions and show this by applying developed reasoning about
similarities and differences between some religions. Pupils also show simple rela-
tionships between concrete religious expressions and key ideas in world religions.
Pupils can describe some basic features of ancient Scandinavian and Sami religion,
and also provide examples of how ancient Scandinavian religion can be observed in
today’s society. Pupils can describe some Christian holidays and traditions and make
developed comparisons between the importance of Christianity for Swedish cultural
and social life, both earlier and now. Pupils can also apply developed reasoning over
how questions of life are depicted in different contexts and what religions and other
outlooks on life can mean for different people in a way which carries the reasoning
forward.
Pupils can apply developed reasoning about everyday moral questions and what it
might mean to do good. Pupils make reflections which carry the reasoning forward
and use some ethical concepts in a relatively well functioning way. ­Pupils can search
for information about religion and other outlooks on life and use different types of
sources in relatively well functioning ways and apply d
­ eveloped reasoning to the
usefulness of the information and sources.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils have very good knowledge of some holy places or locations, rituals and
precepts that are connected to the world religions and show this by applying well
developed and balanced reasoning about similarities and differences between some
religions. Pupils also show simple relationships between concrete religious expres-
sions and key ideas in world religions. Pupils can describe some basic features of
ancient Scandinavian and Sami religion, and also provide examples of how ancient
Scandinavian religion can be observed in today’s society. Pupils can describe some
Christian holidays and traditions and make well developed comparisons between the
importance of Christianity for Swedish cultural and social life, both before and now.
Pupils can also apply well developed and balanced reasoning about how questions
of life are depicted in different contexts, and what religions and other outlooks on
life may mean for different people in a way which carries the reasoning forward and
deepens or broadens it.

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 RELIGION

Pupils can apply well developed reasoning to daily moral questions and what it might
mean to do good. Pupils make reflections which carry the reasoning forward and
deepen or broaden it and use some ethical concepts in a well ­functioning way. Pupils
can search for information about religion and other outlooks on life and use different
types of sources in a well functioning way and apply well developed reasoning to the
usefulness of the information and sources.

Knowledge requirements for grade E at the end of year 9

Pupils have basic knowledge of Christianity and the other world religions and show
this by describing key ideas, documents and concrete religious expressions and
actions within the religions. In addition, pupils apply simple reasoning about the
similarities and differences within and between some religions and other outlooks on
life. Pupils based on their studies of how religions can be influenced by and influence
social conditions and events can describe simple relationships with simple and to
some extent informed reasoning. Pupils can also apply simple reasoning about how
questions of life are depicted in different contexts, and how identities can be shaped by
religions and other outlooks on life in a way which to some extent takes the reasoning
forward.
Pupils can reason and argue about moral issues and values by applying simple and to
some extent informed reasoning, and use ethical concepts and models in a basically
functional way. Pupils can search for information about religions and other outlooks
on life and use different types of sources in a basically functional way and apply
simple and to some extent informed reasoning about the credibility and relevance of
their sources of information.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils have good knowledge of Christianity and the other world religions and show
this by explaining and showing the relationship between key ideas, documents and
concrete religious expressions and actions within the religions. In addition, pupils
apply developed reasoning about similarities and differences within and between some
religions and other outlooks on life. Pupils based on studies of how religions can be
influenced by and influence conditions and events can describe relatively complex
relationships with developed and relatively well informed reasoning. Pupils can also
apply developed reasoning to how questions of life are depicted in different contexts,
and how identities can be formed by religions and other outlooks on life in a way
which carries the ­reasoning forward.

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RELIGION

Pupils can reason and argue about moral issues and values by applying developed and
relatively well informed reasoning, and use ethical concepts and models in a relatively
well functioning way. Pupils can search for information about religions and other
outlooks on life and use different types of sources in a relatively well functioning way,
and apply developed and relatively well informed reasoning about the credibility and
relevance of their sources of information.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils have very good knowledge of Christianity and the other world religions and
show this by explaining and showing the relationship and general patterns in key
ideas, documents and concrete religious expressions and actions within the religions.
In addition, pupils apply well developed and balanced reasoning about similarities
and differences within and between some religions and other outlooks on life. Pupils
based on studies of how religions can be influenced by and influence social conditions
and events can describe complex relationships with well developed and well informed
reasoning. Pupils can also apply well developed and balanced reasoning about how
questions of life are depicted in different contexts, and how identities can be formed
by religions and other outlooks on life in a way which carries the reasoning forward,
and deepens or broadens it.
Pupils can reason and argue about moral issues and values by applying well ­developed
and well informed reasoning, and use ethical concepts and models in a well func-
tioning way. Pupils can search for information about religions and other outlooks on
life and use different types of sources in a well functioning way and apply well devel-
oped and well informed reasoning about the credibility and relevance of their sources.

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 CIVICS

5.15 CIVICS
People have always been dependent on their ability to co-operate when creating
and developing society. Today, people in different parts of the world are facing both
opportunities and problems linked to digitalisation, globalisation, sustainable social
development and intercultural relations. Knowledge of society gives us tools allowing
us to orient ourselves and take responsibility for our actions in a complex world.

Aim
Teaching in civics should aim at helping the pupils to develop knowledge about how
the individual and society influence each other. Through teaching the pupils are given
the opportunity to develop an overall view of societal questions and social structures.
In such an overall view, the social, economic, environmental, legal, media and political
aspects are fundamental.
Teaching should give pupils the preconditions to view societal questions from different
perspectives. In this way, pupils develop their understanding of their own living condi-
tions and those of others, the importance of gender equality, how different interests
and views occur, how they are expressed and how different actors try to influence the
development of society. The educational programme should also give pupils opportu-
nities to understand the importance of digitalisation for social development and for
personal integrity.
The educational programme should give pupils the tools to manage information in
daily life and studies, and knowledge about how to search for and assess information
about society from different sources. Through teaching, pupils are given opportunities
to develop knowledge on how societal questions and societal structures can be criti-
cally ­examined. Pupils should also be given the opportunity to develop knowledge of
social science concepts and models.
Teaching should help pupils to develop their familiarity of human rights, democratic
processes and ways of working. It should also help pupils to acquire knowledge about
and the ability to reflect over the values and principles that distinguish a democratic
society. The educational programme should also give pupils opportunities to develop
their understanding of what it means to be an active, responsible citizen in a rapidly
changing society.
Through teaching, pupils are given the opportunity based on their personal experi-
ences and current events to express and consider their views in relation to others who
hold different views. As a result, pupils should be encouraged to get involved and
participate in an open exchange of views on societal issues.

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CIVICS

Teaching in civics should essentially give pupils the opportunities to develop their
ability to:
• reflect over how individuals and society are shaped, changed and interact,
• analyse and critically examine local, national and global societal issues from different
perspectives,
• analyse social structures using concepts and models from the social sciences,
• express and assess different standpoints in e.g. current societal issues and ­arguments
based on facts, values and different perspectives,
• search for information about society from the media, the internet and other sources
and assess its relevance and credibility,
• reflect over human rights and democratic values, principles, ways of working and
decision-making processes.

Core content
Teaching in social study subjects should deal with the following core content
In years 1–3
Living together
• Depictions of life before and now in children’s literature, songs and films, such as
those depicting family life and school. Narratives of the past by ­people currently
living.
• Moving within a country and between countries. What the causes and c­ onsequences
of this may be.
• Life issues of importance for pupils, such as good and evil, right and wrong, friend-
ship, gender roles, gender equality and relationships.
• Norms and rules in pupils’ living environments, such as in school, in digital
environments and in sports contexts.
• Traffic rules and how to act safely in traffic.

Living in the neighbourhood

• Conditions in nature and the environment for population and settlements, covering
land, water and climate.
• History of the local area. What places in the neighbourhood, buildings and daily
objects can tell us about children’s, women’s and men’s living conditions during
different periods.
• The role of Christianity in the school and in the local area in the past.
• Religions and places of worship in the local area.

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• Key functions of society, such as healthcare, emergency services and schools.

• Occupations and activities in the local area.

Living in the world

• The globe. The location of continents and oceans on the globe. Names and location
of continents, and also countries and places of importance for pupils.
• Man’s origins, migration, hunting and gathering, and the introduction of agricul-
ture.
• Different ages, the Stone Age, Bronze Age, and Iron Age.
• How the past can be observed in our own time through relics in nature and
language expressions.
• Narratives about gods and heroes in ancient and Nordic mythology and how these
can be looked at from a contemporary perspective.
• Some ceremonies, symbols and narratives in Christianity, Islam and Judaism. Some
narratives from the Bible and their meaning, and also some of the most common
psalms.
• Environmental issues in relation to pupils’ everyday life, such as those involving traffic,
energy and food.
• Basic human rights such as the equality of all people and also the child’s rights as
laid down in the Convention on the Rights of the Child.
• How meetings, such as class councils, are organised and carried out.
• Money, its use and value. Examples of different types of payment and what ordinary
goods and services can cost.
• Current social questions in different media.

Exploring reality
• Methods of searching for information from different sources: interviews,­
­observations and measurements. How sources and information can be assessed and
processed, both with and without digital tools.
• Spatial understanding, using mental and physical maps of e.g. the neighbouring area
and routes to school, both with and without digital tools. Size relations and points of
the compass, spatial concepts, such as place, location and borders.
• Timelines and time concepts – the past, present and future.

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CIVICS

Teaching in civics should deal with the following core content

In years 4–6
Individuals and communities
• The family and different forms of cohabitation. Sexuality, gender roles and gender
equality.
• Social security networks for children in different life situations, in school and in society.
• The indigenous Sami people and other national minorities in Sweden. The national
minorities’ rights.

Information and communication

• Dissemination of information, advertising and shaping public opinion in different
media. How sexuality and gender roles are represented in the media and popular
culture.
• How to identify messages, senders and purpose in both digital and other media
with critical awareness of sources.
• How to act responsibly when using digital and other media with reference to social,
ethical and legal aspects.

Rights and the judicial system

• Society’s need for legislation, some different laws and sanctions, crime and its
consequences on the individual, family and society.
• Human rights, their meaning and importance, including the rights of the child
under the Child Convention.

Society’s resources and their distribution

• Personal finances and the relationships between work, income and consumption.
• The public sector. What taxes are, and what municipalities, county councils and the
state use tax revenues for.
• Economic conditions for children in Sweden and in different parts of the world.
Some causes and consequences of prosperity and poverty.
• The importance of digitalisation to the individual, for example greater opportunities
for communication and electronic commerce.

Decision-making and political ideas

• What democracy is and how democratic decisions are made. Local decision-making
bodies, such as pupil councils and associations. How individuals and groups can
influence decisions.
• Political elections and parties in Sweden. The Swedish Riksdag and the ­government,
and their various tasks. Political dividing lines in current ­political issues of
importance for pupils.

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 CIVICS

Teaching in civics should deal with the following core content

In years 7–9
Individuals and communities
• Youth identity, lifestyles and well-being and how this is affected by such ­factors as
socio-economic background, gender and sexual orientation.
• Sweden’s population, its size, composition and geographical distribution. The
consequences of this, for example, socially, culturally and economically.
• Swedish welfare structures and how they function, such as the health care system, the
pension system and unemployment insurance. Financial r­ esponsibilities of individuals
and families and what is financed through p­ ublic funding.
• Immigration to Sweden, before and now. Integration and segregation in society.

Information and communication

• The role of the media in disseminating information, forming public opinion, as a
source of entertainment and to scrutinise society’s power structures.
• Different kinds of media, their structure and context, for example social media,
websites and daily newspapers.
• Different types of media, their structure and content, such as the different parts of
a newspaper. How individuals and groups are portrayed, e.g., on the basis of gender
and ethnicity, and how information in digital media can be controlled by under-
lying programming.
• Opportunities and risks associated with the internet and digital communication,
and how to act responsibly when using digital and other media with reference to
social, ethical and legal aspects.

Rights and the judicial system

• Human rights including the rights of children as laid down in the ­Convention
on the Rights of the Child. Their meaning and importance and what constitutes
discrimination as laid down in Swedish law.
• Work of different organisations in promoting human rights.
• How human rights are violated in different parts of the world.
• The national minorities and the Sami status as an indigenous people in ­Sweden and
what their special position and rights mean.
• Democratic freedoms and legal rights, as well as obligations for citizens in demo-
cratic societies. Ethical and democratic dilemmas linked to democratic rights and
obligations, for example the boundary between freedom of speech and abuse in
social media.

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CIVICS

• The legal system in Sweden and principles of the rule of law. How views of norms
and legislation influence each other. Crime, violence and organised crime. Tasks of
the penal system and the position of crime victims.

Society’s resources and their distribution

• How the finances of households, companies and the public sector are linked
together. Causes of changes in the economy and what their effects are on individuals
and groups.
• How the economies of countries and regions are interlinked and how ­different
regions’ economies are changing in a globalised world.
• Changes and conditions on the labour market and working life, such as the working
environment and labour legislation. Education routes, choice of ­occupation and
entrepreneurship in a global society. Some factors influencing individual choice of
occupation and salary differences.
• Differences between people’s financial resources, power and influence ­related to
gender, ethnicity and socio-economic background. The relationship ­between socio-
economic background, education, housing and welfare. The concepts of equality
and gender equality.
• The importance of digitalisation for social development in different areas, for
example the impact on the labour market and infrastructure, as well as changes in
attitudes and values.

Decision-making and political ideas

• Political ideologies and how differences between political parties have ­developed.
• Sweden’s political system with the European Union, the Swedish Riksdag, govern-
ment, county councils and municipalities. Where different decisions are made
and how these affect individuals, groups and society as a whole. The Swedish
Constitution.
• Some different forms of states and government in the world.
• Current societal issues, threats and conflicts in Sweden and the world. The purpose
of the UN and its primary mission, other forms of international conflict resolution
and international law in armed conflicts.
• European and Nordic Cooperation, its background and content.
• Opportunities for individuals and groups to affect decisions and development
of society, and also how decisions can be affected within the framework of the
democratic process.

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Knowledge requirements
Knowledge requirements for acceptable knowledge at the end of year 3
Pupils have a basic knowledge of some human rights and the rights of the child, and
show this by giving examples of what these may mean in school and home settings.
Pupils can talk about norms and rules applicable to everyday life, and provide
examples of why they may be needed. In addition, pupils can describe how meetings
are usually organised and carried out. Pupils also describe some different forms of
payment, and can state what some ordinary goods and ­services can cost.
Pupils can describe how nature and the environment in their local area can affect
where people live and work. Pupils give an account of some important societal func-
tions, and give examples of occupations and activities in their local area. In addition,
pupils can state some of the reasons people move from one place to another, and give
examples of what this may mean for children and families. Pupils describe how various
actions in everyday life can affect the environment, and on the basis of this provide
proposals that can contribute to sustainable development. Pupils identify hazardous
locations in their immediate traffic environment, and give examples of how risks can
be reduced by safe behaviour in traffic.
Pupils can study the history of their local area and provide some examples of people’s
living conditions over different periods. Pupils make simple comparisons between life
before and now based on people’s narratives and different accounts. In addition, pupils
describe how relics from prehistoric times in nature and language expressions can be
observed. Pupils can also describe parts of Man’s early history by giving examples of
living conditions and some important events. Furthermore, pupils can to some extent
use timelines and some different time concepts for representing events over time.
Pupils can discuss important issues related to their own interests. In addition, pupils
describe some places for religious worship, and relate these to religions practised in
the local area. Pupils can give examples of religious ceremonies, symbols and the main
narratives from Christianity, Islam and Judaism. Pupils give an account of parts of the
contents of some narratives from the Bible, as well as narratives about gods and heroes
from different myths. In addition, p­ upils provide examples of the role of Christianity
in school and the local area in the past.
Pupils can assimilate simple information in different media and talk about societal
issues related to their interests by expressing their opinions, giving comments and
putting questions. Pupils can also search for information about society and nature
through simple interviews, observations and polls, and make simple compilations
of their results to clearly show the content. Pupils carry out simple studies of the
surrounding world, using maps, the globe, the c­ ompass and spatial concepts to name
and describe the location and relative sizes of c­ontinents, and other places and coun-
tries of importance for the pupil.

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CIVICS

Knowledge requirements for grade E at the end of year 6

Pupils have basic knowledge of different societal structures. Pupils show this by
exploring how social, media, legal, economic and political structures in society are
organised and function and describe simple relationships in different societal struc-
tures. In the descriptions, pupils can use concepts in a basically functional way. Pupils
on the basis of some examples given them can carry out simple reasoning not only
about how individuals and groups can influence decisions at different levels, but also
about conditions that limit people’s opportunities to exercise influence.
Pupils can study societal issues closely related to them from different perspectives and
describe simple relationships using simple and to some extent i­nformed reasoning.
Pupils assess and express different viewpoints in societal issues related to them with
simple reasoning and to some extent informed ­arguments. Pupils give an account of
the meaning of human rights, the rights of the child, and give examples of what these
rights may mean for children in d ­ ifferent parts of the world.
Pupils have basic knowledge of what democracy is, and how democratic decision-
making processes work, and show this by applying simple reasoning to how demo-
cratic values and principles can be linked to how decisions are taken in local contexts.
Pupils can search for information about society and use d­ ifferent sources in a basically
functional way and apply simple reasoning to the usefulness of the information and
sources.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils have good knowledge of different societal structures. Pupils show this by
exploring how social, media, legal, economic and political structures in ­society are
organised and function and describe relatively complex relationships in d ­ ifferent
societal structures. In the descriptions, pupils can use concepts in a relatively well
functioning way. Pupils on the basis of some examples given them can apply devel-
oped reasoning not only about how individuals and groups can influence decisions at
different levels, but also about conditions that limit people’s opportunities to exercise
influence.
Pupils can study societal issues closely related to them from different perspectives
and describe relatively complex relationships applying developed and relatively well
informed reasoning. Pupils assess and express different viewpoints in societal issues
closely related to them by applying developed reasoning and relatively well informed
arguments. Pupils give an account of the meaning of human rights, the rights of the
child, and give examples of what these rights may mean for children in different parts
of the world.

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 CIVICS

Pupils have good knowledge of what democracy is and how democratic de­cision-
making processes function, and show this by applying developed reasoning about how
democratic values and principles can be linked to how decisions are taken in relation
to local contexts. Pupils can search for information about society and use different
sources in a relatively well functioning way and apply developed reasoning to the
usefulness of the information and sources.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils have very good knowledge of different societal structures. Pupils show this
by examining how social, media, legal, economic and political structures in society
are organised and function, and then describe complex relationships in different
societal structures. In the descriptions, pupils can use concepts in a well functioning
way. Pupils on the basis of some examples given them can apply well developed and
balanced reasoning not only about how individuals and groups can influence decisions
at different levels, but also about conditions that limit people’s opportunities to exer-
cise influence.
Pupils can study closely related societal issues from different perspectives and describe
complex relationships applying well developed and well informed ­reasoning. Pupils
assess and express different viewpoints in societal issues closely related to them by
applying well developed reasoning and well informed arguments. Pupils give an
account of the meaning of human rights, the rights of the child, and give examples of
what these rights may mean for children in different parts of the world.
Pupils have very good knowledge of what democracy is and how democratic decision-
making processes function, and show this by applying well developed and balanced
reasoning over how democratic values and principles can be linked to how decisions
are taken in relation to local contexts. Pupils can search for information about society
and use different sources in a well functioning way and apply well
developed reasoning to the usefulness of the information and sources.

Knowledge requirements for grade E at the end of year 9

Pupils have basic knowledge of different societal structures. Pupils show this by
exploring how social, media, legal, economic and political structures in society are
organised and function and describe simple relationships in and between different
societal structures. In the descriptions, pupils can use concepts and models in a basi-
cally functional way. Pupils can apply simple reasoning about how individuals and
society are affected by and affect each other, and then d­ escribe simple relationships

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CIVICS

between different factors of importance for the ­individual’s opportunities to influence

their own and others’ lives.
Pupils can study societal issues from different perspectives and describe simple rela-
tionships applying simple and to some extent informed reasoning. Pupils assess and
express different viewpoints on some societal issues by applying simple reasoning and
to some extent informed arguments and can to some extent switch between different
perspectives. Pupils give an account of the meaning of human rights, and their impor-
tance, and provide examples of how such rights are violated and promoted in different
parts of the world. In addition, pupils can give an account of the national minorities
and their special status and rights.
Pupils have basic knowledge of democratic values and processes, and show this by
applying simple reasoning about democratic rights and obligations, and also the
advantages and disadvantages of different forms of joint decision-making. Pupils can
search for information about society, using different sources in a b
­ asically functional
way and apply simple and to some extent informed ­reasoning about the credibility
and relevance of their sources of information.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils have good knowledge of different societal structures. Pupils show this by
exploring how social, media, legal, economic and political structures in society are
organised and function, and describe relatively complex relationships in and between
different societal structures. In the descriptions, pupils can use concepts and models in
a relatively well functioning way. Pupils can apply relatively well developed reasoning
about how individuals and society are influenced by and influence each other, and
then describe relatively complex relationships between different factors of importance
for the individual in influencing their own and others’ lives.
Pupils can study societal issues from different perspectives and describe relatively
complex relationships by applying developed and relatively well informed reasoning.
Pupils assess and express different viewpoints in some societal issues by applying
developed reasoning and relatively well informed arguments and can to a relatively
great extent switch between different perspectives. Pupils can give an account of the
meaning of human rights, and their importance, and provide examples of how such
rights are violated and promoted in different parts of the world. In addition, pupils
can give an account of the national minorities and their special status and rights.
Pupils have good knowledge of democratic values and processes, and show this by
applying developed reasoning about democratic rights and obligations, and also the
advantages and disadvantages of different forms of joint decision-making. Pupils can

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 CIVICS

search for information about society and then use different sources in a relatively well
functioning way, and apply developed and relatively well informed reasoning about
the reliability and relevance of their sources.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils have very good knowledge of different societal structures. Pupils show this
by exploring how social, media, legal, economic and political structures in society
are organised and function, and describe complex relationships within and between
different societal structures. In the descriptions, pupils can use concepts and models in
a well functioning way. Pupils can apply well developed and balanced reasoning about
how individuals and society are affected by and affect each other, and then describe
complex relationships between different factors of importance for individual’s oppor-
tunities to influence their own and others’ lives.
Pupils can study societal issues from different perspectives and describe complex
relationships by applying well developed and well informed reasoning. Pupils assess
and express different viewpoints in some societal issues by applying well developed
reasoning and well informed arguments and can to a large extent switch between
different perspectives. Pupils can give an account of the meaning of human rights, and
their importance, and provide examples of how such rights are violated and promoted
in different parts of the world. In addition, pupils can give an account of the national
minorities and their special status and rights.
Pupils have very good knowledge of democratic values and processes and show this
by applying well developed and balanced reasoning about democratic rights and
obligations, and the advantages and disadvantages of different forms of joint decision-
making. Pupils can search for information about society and use different sources in
a well functioning way, and apply well developed and well informed reasoning about
the credibility and relevance of their sources.

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SAMI

5.16 SAMI
The Sami are the only indigenous people in our country, and Sami is an official
language in Sweden, Norway and Finland. The Sami language is an important cultural
asset that expresses shared experiences, values and knowledge, and it unites the Sami
people across borders in Sápmi/ Sábme/Saepmie. Knowledge of Sami and Swedish and
knowledge of Sami culture reinforce individual identity and enable participation in
both Sami and Swedish society.

Aim
Teaching in the subject of Sami should aim to enable pupils to develop skills in and
knowledge of the Sami language as well as knowledge of Sami culture. The educational
programme should give pupils an opportunity to develop a functional bilingual
competence, their understanding of the world around them and their identity.
The educational programme should stimulate the pupils’ interest in reading, writing
and talking in Sami. Through the educational programme, pupils should be given
opportunities to encounter and develop knowledge of Sami texts in different genres
and of Northern, Lule and Southern Sami variants in spoken form. The educational
programme should also give pupils opportunities to develop knowledge of pictures,
films and music connected to Sami traditions and forms of expression.
The educational programme should provide conditions for the pupils to develop
linguistic confidence in the spoken and written language, and confidence in their
ability to express themselves in different contexts and for various purposes. This means
that pupils should be given an opportunity through teaching to develop knowledge
of how to formulate their own opinions and thoughts in both spoken and written
language, as well as awareness of how the use of language varies depending on the
situation and social context. Pupils should also be given opportunities to develop skills
in order to be able to make comparisons between Sami and other languages.
Teaching in the subject should give pupils opportunities to develop knowledge of the
history and development of the Sami language. Pupils should also be given opportu-
nities through teaching to develop their cultural identity. The educational programme
should therefore contribute to pupils developing knowledge of Sami history, Sami
industries and traditions, and of Sami social structures.
To summarise, teaching in the subject of Sami should give pupils the opportunities to
develop their ability to
• express themselves and communicate in spoken and written language,
• adapt language to different purposes, recipients and contexts,
• understand different forms of spoken Sami,
• read and interpret the context of different texts for various purposes,

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• identify language structures and follow language norms, and

• reflect on social, historical and cultural phenomena in Sami society.

Core Content
In years 1–3, within the framework of Sami as a first language
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting
reading to the form and content of texts.
• Writing texts on topics familiar to pupils.
• The Sami alphabet.
• Spelling rules for frequently occurring words in texts familiar to the pupils.

Speaking, listening and talking

• Conversations about everyday phenomena and events.
• Oral presentations and oral narratives for different listeners. Images and other
language tools that can support the presentation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
tales and legends, as well as texts connected to Sami traditions, phenomena and
forms of expression.
• Factual texts for children connected to Sami traditions, phenomena and forms of
expression.

Use of language
• Similarities and differences between the pupils’ spoken and written language.
• Words and terms used to express emotions, knowledge and opinions, as well as
words and terms specific to Sami environments, such as words in dialect and family
names.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
Traditional Sami forms of accommodation, means of travel and commercial activity
in the form of reindeer husbandry, hunting and fishing.
• Sami cultural heritage in the form of different kinds of crafts and music.
• Language areas in Sweden where the pupils’ own language variant is spoken.

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In years 4–6, within the framework of Sami as a first language

Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Writing narrative and factual texts using their typical structures and language
features. Creating texts in which words and pictures interact.
• The structure of the language with sentence structure, spelling rules, conjugation
pattern of words and word classes.
• Dictionaries and other language tools for spelling and understanding words.

Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences, everyday phenomena and
events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.

Texts
• Narrative and poetic texts for children and young people in the form of fiction, tales
and legends. Narrative and poetic texts that highlight the Sami people’s conditions
and traditions, as well as Sami forms of expression.
• Factual texts for children and young people connected to Sami traditions, pheno-
mena and forms of expression.

Use of language
• Similarities and differences between the pupils’ spoken and written language.
• Words and terms used to express emotions, knowledge and opinions, as well as
words and terms specific to Sami environments, such as words that describe nature.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
The reindeer husbandry year as well as different ways of fishing and hunting.
• Sami cultural heritage in the form of crafted everyday and art objects, music and
traditional dress from the area where pupils’ language variant is spoken.
• Northern, Lule and Southern Sami language areas in Sápmi/Sábme/Saepmie and
the linguistic origins of pupils.

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In years 7–9, within the framework of Sami as a first language

Reading and writing
• Reading strategies to interpret and analyse texts from different media.
• Writing different kinds of texts using their typical structures and language features.
• The structure of Sami, including word formation, the conjugation patterns of
words, word classes and sentence structure.
• Tools for information searches and understanding words, such as dictionaries in
printed and digital form.

Speaking, listening and talking

• Talking about topics familiar to pupils and about current events, thoughts,
emotions and opinions.
• Different forms of oral retelling, descriptive and reflective, as well as oral presenta-
tions adapting the language to the situation and the recipient.
• Spoken Northern, Lule and Southern Sami.

Texts
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to Sami traditions and phenomena. Texts that highlight issues relating to
the conditions, identity and life of the Sami.
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.

Use of language
• Similarities and differences between the pupils’ spoken and written language.
• Word and terms for Sami traditions, industries and social structures, as well as
Sami cultural heritage.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
Traditional industries and Sami institutions and organisations. The Sami
Parliament, its activities and function.
• Some Sami authors and their works.
• Traditional and modern yoik singing and other Sami music.
• The origins and development of Sami.

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In years 1–3, within the framework of Sami as a second language

Reading and writing
• Reading strategies to understand and interpret texts.
• Writing different kinds of simple texts with pictorial support.
• The Sami alphabet.
• Spelling rules for frequently occurring words in texts familiar to the pupils.

Speaking, listening and talking

• Conversation, questions and answers, as well as phrases for greetings and introducing
oneself.
• Pronunciation, spelling and intonation.

Texts
• Narrative and poetic texts for children in the form of picture books, chapter books,
tales and legends, as well as texts connected to Sami traditions and forms of expression.
• Factual texts for children connected to Sami traditions and forms of expression.

Use of language
• Words and terms specific to Sami environments, such as family names.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
Traditional Sami forms of accommodation, means of travel and commercial activity
in the form of reindeer husbandry, hunting and fishing.
• Sami cultural heritage in the form of different kinds of crafts and music.
• Language areas in Sweden where the pupils’ own language variant is spoken.

In years 4–6, within the framework of Sami as a second language

Reading and writing
• Reading strategies for understanding and interpreting texts from different media,
as well as adapting reading to the form and content of texts.
• Writing narrative and factual texts. Creating texts in which words and pictures
interact.
• The structure of the Sami language with sentence structure, spelling rules,
conjugation pattern of words and word classes.
• Dictionaries and other language tools for spelling and understanding words.

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Speaking, listening and talking

• Talking about pupils’ own and other people’s experiences and about everyday
events.
• Oral presentations and oral narratives for different listeners. Key words, images and
digital media as language tools for planning and performing an oral presentation.
• Pronunciation, spelling and intonation.

Texts
• Narrative and poetic texts for children and young people in the form of fiction, tales
and legends. Narrative and poetic texts that highlight the Sami people’s conditions
and traditions, as well as Sami forms of expression.
• Factual texts for children and young people connected to Sami traditions, pheno-
mena and forms of expression.

Use of language
• Words and terms specific to Sami environments, such as words that describe nature.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
The reindeer husbandry year as well as different ways of hunting and fishing.
• Sami cultural heritage in the form of crafted everyday and art objects, music and
traditional dress from the area where pupils’ language variant is spoken.
• Northern, Lule and Southern Sami language areas in Sápmi/Sábme/Saepmie and
the linguistic origins of pupils.

In years 7–9, within the framework of Sami as a second language

Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Writing different kinds of texts using their typical structures and language features.
• The structure of Sami, including word formation, the conjugation patterns of
words, word classes and sentence structure.
• Tools for information searches and understanding words, such as dictionaries in
printed and digital form.

Speaking, listening and talking

• Talking about topics familiar to pupils and about current events, thoughts,
emotions and opinions.

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SAMI

• Different forms of oral retelling, descriptive and reflective, as well as oral presenta-
tions adapting the language to the situation and the recipient.
• Spoken Northern, Lule and Southern Sami.

Texts
• Fiction for young people and adults, as well as other narrative and poetic texts
connected to Sami traditions. Fiction that highlights issues relating to the
conditions, identity and life of the Sami.
• Descriptive, explanatory, instructional and argumentative texts, such as newspaper
articles and work descriptions. The purpose, content and typical language features
of texts.

Use of language
• Words and terms specific to Sami environments, such as weather symbols and
special days.

Sami culture
• The Sami way of life nowadays with reference to history and cultural heritage.
Traditional industries and Sami institutions and organisations. The Sami
Parliament, its activities and function.
• Some Sami authors and their works.
• Traditional and modern yoik singing and other Sami music.
• The origins and development of Sami.

Knowledge requirements
Within the framework of Sami as a first language
Knowledge requirements for grade E at the end of year 6
Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that to some extent maintains the conversation or discus-
sion. Pupils can also prepare and perform simple oral presentations with a substan-
tially functioning structure, content and language, and with some adaptation to the
recipient. By using different tools for communication in a substantially functioning
way, pupils clarify the message of the presentation and make it come alive.
Pupils can write texts with understandable content and some variation in language.
In doing so, pupils use basic rules for spelling, sentence structure and conjugation of
words with some certainty. The narrative texts pupils write contain simple expressive
descriptions and simple plots. Pupils can also present information in the form of
factual texts with a substantially functioning structure, simple descriptions, personal
formulations and some use of topic-specific words and terms.

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By producing simple, chronological summaries of the content of different texts and

commenting on key parts with some reference to the context, pupils show basic reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and to some extent informed reasoning to explicit messages
in different works, and also describe their experience of reading in a simple way. Pupils
can also search for and select information from factual texts in a substantially func-
tioning way.
Pupils show basic knowledge of Sami culture by providing simple descriptions of
important traditions, cultural expressions and language areas connected to Sápmi/
Sábme/Saepmie. Pupils can also apply simple and to some extent informed reasoning
to reasons why and consequences of the way that Sami society has changed.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion relatively
well. Pupils can also prepare and perform developed oral presentations with a rela-
tively well functioning structure, content and language, and with relatively good
adaptation to the recipient. By using different tools for communication in an appro-
priate way, pupils clarify the message of the presentation and make it come alive.
Pupils can write texts with relatively clear content and relatively good variation
in language. In doing so, pupils use basic rules for spelling, sentence structure and
conjugation of words with relatively good certainty. The narrative texts pupils write
contain developed expressive descriptions and developed plots. Pupils can also present
information in the form of factual texts with a relatively well functioning structure,
developed descriptions, personal formulations and relatively good use of topic-specific
words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a developed way.
Pupils can also search for and select information from factual texts in an appropriate
way.
Pupils show good knowledge of Sami culture by providing developed descriptions
of important traditions, cultural expressions and language areas connected to Sápmi/
Sábme/Saepmie. Pupils can also apply developed and relatively well informed
reasoning to reasons for and consequences of the way that Sami society has changed.

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Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can talk about and discuss familiar topics by asking questions and putting
forward opinions in a way that maintains the conversation or discussion well. Pupils
can also prepare and perform well developed oral presentations with a well func-
tioning structure, content and language, and with good adaptation to the recipient.
By using different tools for communication in an appropriate and effective way,
pupils clarify the message of the presentation and makes it come to life.
Pupils can write texts with clear content and good variation in language. In doing so,
pupils use basic rules for spelling, sentence structure and conjugation of words with
good certainty. The narrative texts pupils write contain well developed expressive
descriptions and well developed plots. Pupils can also present information in the
form of factual texts with a well functioning structure, well developed descriptions,
personal formulations and good use of topic-specific words and terms.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a well developed
way. Pupils can also search for and select information from factual texts in an appro-
priate and effective way.
Pupils show very good knowledge of Sami culture by providing well developed
descriptions of important traditions, cultural expressions and language areas connected
to Sápmi/Sábme/Saepmie. Pupils can also apply well developed and well informed
reasoning to reasons for and consequences of the way that Sami society has changed.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
develops the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in
a substantially functioning way, pupils clarify the message of the presentation and
makes it come alive.
Pupils can write texts with some variation of language and simple adaptation to the
type of text. In their texts, pupils apply basic rules for correctness of language with
some certainty. The narrative texts pupils write contain simple expressive descriptions

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and narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with a
substantially functioning structure, simple descriptions and explanations, and simple
and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting
on key parts with some reference to time aspects and causal relationships, pupils
show basic reading comprehension. Based on their own experiences and framework
references, as well as different issues concerning life and the surrounding world, pupils
can interpret and apply simple and to some extent informed reasoning to explicit
messages in different works. Pupils can also search for and select information from
different kinds of non-fiction in a substantially functioning way.
Pupils show basic knowledge of the Sami language, its origins and development, by
comparing Sami with another language and describing some of the main differences
between the languages, and by applying simple and partly informed reasoning to what
might be the reason for these. Pupils can also describe and give examples of differences
between Northern, Lule and Southern Sami variants in spoken form. Pupils show
basic knowledge of Sami culture by providing simple descriptions of key cultural
expressions, historical events and social issues relating to Sápmi/Sábme/Saepmie.
Pupils can also apply simple and to some extent informed reasoning to causes and
possible consequences of current Sami social issues. Pupils then perform simple
comparisons with corresponding phenomena in another indigenous people.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and
language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and make it come alive.
Pupils can write texts with relatively good variation of language and developed
adaptation to the type of text. In their texts, pupils apply basic rules for correctness of
language with relatively good certainty. The narrative texts pupils write contain devel-
oped expressive descriptions and narrative devices, and dramaturgical elements with
developed structures. Pupils can also present facts and values in the forms of different
kinds of non-fiction texts with a relatively well functioning structure, developed
descriptions and explanations, and developed and functioning topic-related language.

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By producing developed summaries of the content of different texts and commenting

on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. Based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply developed and relatively well informed reasoning to
messages that are explicit and implicit in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.
Pupils show good knowledge of the Sami language, its origins and development, by
comparing Sami with another language and describing some of the main similarities
and differences between the languages, and by applying developed and informed
reasoning to what might be the reason for these. Pupils can also describe and give exam-
ples of differences between Northern, Lule and Southern Sami variants in spoken form.
Pupils show good knowledge of Sami culture by providing developed descriptions of
key cultural expressions, historical events and social issues relating to Sápmi/Sábme/
Saepmie. Pupils can also apply developed and relatively well informed reasoning to
causes and possible consequences of current Sami social issues. Pupils then perform
developed comparisons with corresponding phenomena in another indigenous people.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that develops
the conversation or discussion well. Pupils can also prepare and perform well devel-
oped oral presentations with a well functioning structure, content and language,
and with good adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in an
appropriate and effective way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with good variation of language and well developed adaptation
to the type of text. In their texts, pupils apply basic rules for correctness of language
with good certainty. The narrative texts pupils write contain well developed expressive
descriptions and narrative devices, and dramaturgical elements with well developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a well functioning structure, well developed descriptions and
explanations, and well developed and functioning topic-related language.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to time aspects and causal relationship,
pupils show very good reading comprehension. Based on their own experiences and
framework references, as well as different issues concerning life and the surrounding

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 SAMI

world, pupils can also interpret and apply well developed and well informed reasoning
to messages that are explicit and implicit or hidden in different works. Pupils can also
search for and select information from different kinds of non-fiction in an appropriate
and effective way.
Pupils show very good knowledge of the Sami language, its origins and development,
by comparing Sami with another language and describing similarities and structural
differences between the languages, and by applying well developed and well informed
reasoning to what might be the reason for these. Pupils can also describe and give
examples of differences between Northern, Lule and Southern Sami variants in spoken
form. Pupils show very good knowledge of Sami culture by providing well developed
descriptions of key cultural expressions, historical events and social issues relating
to Sápmi/Sábme/Saepmie. Pupils can also apply well developed and well informed
reasoning to causes and possible consequences of current Sami social issues. Pupils
then perform developed comparisons with corresponding phenomena in another
indigenous people.

Within the framework of Sami as a second language

Knowledge requirements for grade E at the end of year 6
Pupils can use a substantially functioning vocabulary and group of terms to present
oral information, and also converse about familiar topics by asking questions and
putting forward his or her own opinions in a way that to some extent maintains the
conversation. Pupils can also prepare and perform simple oral presentations with a
substantially functioning introduction, content and conclusion. By using different
tools for communication in a substantially functioning way, pupils clarify the message
of the presentation and make it come alive.
Pupils can write simple texts with understandable content. In doing so, pupils use
basic rules for spelling, sentence structure and conjugation of words with some
certainty. The narrative texts pupils write contain simple expressive descriptions and
simple plots. Pupils can also present information in the form of factual texts with a
substantially functioning structure, simple descriptions, personal formulations and
some use of topic-specific words and terms.
By producing simple, chronological summaries of the content of different texts and
commenting on key parts with some reference to the context, pupils show basic reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and to some extent informed reasoning to explicit messages
in different works, and also describe his or her experience of reading in a simple way.
Pupils can also search for and select information from factual texts in a substantially
functioning way.
Pupils show basic knowledge of Sami culture by providing simple descriptions of
important traditions, cultural expressions and language areas connected to Sápmi/

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SAMI

Sábme/Saepmie. Pupils can also apply simple and to some extent informed reasoning
to reasons why and consequences of the way that Sami society has changed.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can use a relatively well functioning vocabulary and group of terms to present
oral information, and also converse about familiar topics by asking questions and
putting forward his or her own opinions in a way that maintains the conversation
relatively well. Pupils can also prepare and perform developed oral presentations with
a relatively well functioning introduction, content and conclusion. By using different
tools for communication in an appropriate way, pupils clarify the message of the pres-
entation and make it come alive.
Pupils can write simple texts with relatively clear content. In doing so, pupils use basic
rules for spelling, sentence structure and conjugation of words with relatively good
certainty. The narrative texts pupils write contain developed expressive descriptions
and developed plots. Pupils can also present information in the form of factual texts
with a relatively well functioning structure, developed descriptions, personal formula-
tions and relatively good use of topic-specific words and terms.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to the context, pupils show good reading
comprehension. Based on their own experiences and framework references, pupils can
interpret and apply simple and relatively well informed reasoning to explicit messages
in different works, and also describe their experience of reading in a developed way.
Pupils can also search for and select information from factual texts in an appropriate
way.
Pupils show good knowledge of Sami culture by providing developed descriptions of
important traditions, cultural expressions and language areas connected to Sápmi/
Sábme/Saepmie. Pupils can also apply developed and relatively well informed
reasoning to reasons for and consequences of the way that Sami society has changed.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can use a well functioning vocabulary and group of terms to present oral
information, and also converse about familiar topics by asking questions and putting
forward their own opinions in a way that maintains the conversation well. Pupils can

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 SAMI

also prepare and perform well developed oral presentations with a well functioning
introduction, content and conclusion. By using different tools for communication in
an appropriate and effective way, pupils clarify the message of the presentation and
make it come alive.
Pupils can write simple texts with clear content. In doing so, pupils use basic rules for
spelling, sentence structure and conjugation of words with good certainty. The narrative
texts pupils write contain well developed expressive descriptions and well developed
plots. Pupils can also present information in the form of factual texts with a well
functioning structure, well developed descriptions, personal formulations and good use of
topic-specific words and terms.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to the context, pupils show very good
reading comprehension. Based on their own experiences and framework references,
pupils can interpret and apply simple and well informed reasoning to explicit
messages in different works, and also describe their experience of reading in a well
developed way. Pupils can also search for and select information from factual texts in an
appropriate and effective way.
Pupils show very good knowledge of Sami culture by providing well developed
descriptions of important traditions, cultural expressions and language areas connected
to Sápmi/Sábme/Saepmie. Pupils can also apply well developed and well informed
reasoning to reasons for and consequences of the way that Sami society has changed.

Knowledge requirements for grade E at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using simple and factual arguments in a way that to some extent
maintains the conversation or discussion. Pupils can also prepare and perform simple
oral presentations with a substantially functioning structure, content and language,
and with some adaptation to the situation and the recipient. By combining different
kinds of text, aesthetic expression and media so that the various elements interact in a
substantially functioning way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with understandable content and some variation in language.
In their texts, pupils apply basic rules for correctness of language with some
certainty. The narrative texts pupils write contain simple expressive descriptions and
narrative devices, and dramaturgical elements with simple structures. Pupils can
also present facts and values in the forms of different kinds of non-fiction texts with
a substantially functioning structure, simple descriptions and explanations, and
simple and functioning topic-related language.
By producing simple summaries of the content of different texts and commenting on
key parts with some reference to time aspects and causal relationships, pupils show

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SAMI

basic reading comprehension. In addition, based on their own experiences and frame-
work references, as well as different issues concerning life and the surrounding world,
pupils can interpret and apply simple and to some extent informed reasoning to
explicit messages in different works. Pupils can also search for and select information
from different kinds of non-fiction in a substantially functioning way.
Pupils show basic knowledge of the Sami language, its origins and development, by
comparing Sami with another language and describing some of the main differences
between the languages, and by applying simple and partly informed reasoning to what
might be the reason for these. Pupils can also describe and give examples of differences
between Northern, Lule and Southern Sami variants in spoken form. Pupils show
basic knowledge of Sami culture by providing simple descriptions of key cultural
expressions, historical events and social issues relating to Sápmi/Sábme/Saepmie.
Pupils can also apply simple and to some extent informed reasoning to causes and
possible consequences of current Sami social issues. Pupils then perform simple
comparisons with corresponding phenomena in another indigenous people.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using developed and factual arguments in a way that develops
the conversation or discussion relatively well. Pupils can also prepare and perform
developed oral presentations with a relatively well functioning structure, content and
language, and with relatively good adaptation to the situation and the recipient. By
combining different kinds of text, aesthetic expression and media so that the various
elements interact in an appropriate way, pupils clarify the message of the presentation
and make it come alive.
Pupils can write texts with relatively clear content and relatively good variation in
language. In their texts, pupils apply basic rules for correctness of language with
relatively good certainty. The narrative texts pupils write contain developed expres-
sive descriptions and narrative devices, and dramaturgical elements with developed
structures. Pupils can also present facts and values in the forms of different kinds of
non-fiction texts with a relatively well functioning structure, developed descriptions
and explanations, and developed and functioning topic-related language.
By producing developed summaries of the content of different texts and commenting
on key parts with relatively good reference to time aspects and causal relationship,
pupils show good reading comprehension. In addition, based on their own experi-
ences and framework references, as well as different issues concerning life and the
surrounding world, pupils can interpret and apply developed and relatively well

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informed reasoning to explicit messages in different works. Pupils can also search for
and select information from different kinds of non-fiction in an appropriate way.
Pupils show good knowledge of the Sami language, its origins and development, by
comparing Sami with another language and describing some of the main similarities
and differences between the languages, and by applying developed and relatively well
informed reasoning to what might be the reason for these. Pupils can also describe and
give examples of differences between Northern, Lule and Southern Sami variants in
spoken form. Pupils show good knowledge of Sami culture by providing developed
descriptions of key cultural expressions, historical events and social issues relating to
Sápmi/Sábme/Saepmie. Pupils can also apply developed and relatively well informed
reasoning to causes and possible consequences of current Sami social issues. Pupils
then perform developed comparisons with corresponding phenomena in another
indigenous people.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can talk about and discuss a variety of topics by asking questions and putting
forward opinions using well developed and factual arguments in a way that maintains
the conversation or discussion well. Pupils can also prepare and perform well developed
oral presentations with a well functioning structure, content and language, and with
good adaptation to the situation and the recipient. By combining different kinds of
text, aesthetic expression and media so that the various elements interact in an
appropriate and effective way, pupils clarify the message of the presentation and make
it come alive.
Pupils can write texts with clear content and good variation in language. In their texts,
pupils apply basic rules for correctness of language with good certainty. The narrative
texts pupils write contain well developed expressive descriptions and narrative devices,
and dramaturgical elements with well developed structures. Pupils can also present
facts and values in the forms of different kinds of non-fiction texts with a well func-
tioning structure, well developed descriptions and explanations, and well developed
and functioning topic-related language.
By producing well developed summaries of the content of different texts and
commenting on key parts with good reference to time aspects and causal relationship,
pupils show very good reading comprehension. In addition, based on their own
experiences and framework references, as well as different issues concerning life
and the surrounding world, pupils can interpret and apply well developed and well
informed reasoning to explicit messages in different works. Pupils can also search
for and select information from different kinds of non-fiction in an appropriate and
effective way.

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SAMI

Pupils show very good knowledge of the Sami language, its origins and development,
by comparing Sami with another language and describing similarities and structural
differences between the languages, and by applying well developed and well informed
reasoning to what might be the reason for these. Pupils can also describe and give
examples of differences between Northern, Lule and Southern Sami variants in
spoken form. Pupils show very good knowledge of Sami culture by providing well
developed descriptions of key cultural expressions, historical events and social issues
relating to Sápmi/Sábme/Saepmie. Pupils can also apply well developed and well
informed reasoning to causes and possible consequences of current Sami social issues.
Pupils then perform well developed and nuanced comparisons with corresponding
phenomena in another indigenous people.

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5.17 CRAFTS
Producing objects and processing material with the help of tools is one way for people
to think and express themselves. Working with crafts is a type of creativity involving
creating concrete solutions within the tradition of handicrafts and design based on
needs in different situations. Crafts involve a combination of manual and intellectual
work, which together develop creativity, and strengthen belief in the ability to manage
tasks in daily life. These abilities are important, both for the individual and the devel-
opment of society.

Aim
Teaching in crafts should aim at helping the pupils to develop knowledge of different
handicrafts and the ability to work with different materials and forms of expression.
Pupils should be given opportunities to develop their skills in a process where
thinking, sensory experiences and action work together.
Teaching should give pupils the opportunities to develop ideas, consider different
solutions, produce and evaluate the results. In this way, teaching should contribute to
stimulating the pupils’ curiosity to explore and experiment with different materials,
and take on challenges in a creative way.
Through teaching, pupils are given opportunities to develop knowledge of colour,
form, function and design, and about how this knowledge can be combined through
making conscious choices of materials and techniques. Moreover, the teaching
should contribute to pupils developing familiarity with concepts describing working
processes, tools and the aesthetic expressions of craft productions. Pupils should also
be given opportunities to develop knowledge of the working environment and safety
issues, and how to choose and handle materials in order to promote sustainable
development.
Teaching should contribute to pupils developing an awareness of aesthetic t­ raditions
and expressions, as well as an understanding of crafts, handicrafts and design from
different cultures and periods.
Teaching in crafts should essentially give pupils the opportunities to develop their
ability to:
• design and produce objects from different materials using appropriate ­equipment,
tools and handicraft techniques,
• choose and give reasons for their approach in handicrafts based on the aim of the
work, and on quality and environmental aspects,
• analyse and evaluate work processes and results using terms specific to the crafts,
and
• interpret aesthetic and cultural expressions of craft objects.

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CRAFTS

Core content
In years 1–3
Materials, tools and techniques used in crafts
• Metals, textiles and wood. Properties of materials and their areas of ­application.
• Hand tools and instruments, what they are called and how they are used in a safe
and appropriate way.
• Simple forms of some handicraft techniques, such as working with wire, ­sawing and
twisting materials.
• Simple sketches and work descriptions, how they can be interpreted, followed and
linked to simple calculations.

Working processes in crafts

• Different parts of the crafts process: the development of ideas, reflecting on
important factors, communication and oral assessment of the work process.
• Exploring the opportunities provided by materials, instruments and tools.

Aesthetic and cultural expressions of crafts

• Narratives as sources of inspiration and models for pupils’ own ideas and creativity.
• How colour, form and materials affect what a craft artefact expresses.

Crafts in society
• The function and meaning of craft artefacts as objects for use and decoration.
• The origins of some craft materials, such as wool and types of Swedish wood.

In years 4–6
Materials, tools and techniques used in crafts
• Metals, textiles and wood. Properties of materials, their areas of use and how they
can be combined with each other and with other materials, such as newly produced
and reused materials. How materials can be combined with digital technology.
• Hand tools, instruments and machines, what they are called and how they are used
in a safe and appropriate way.
• Some forms of handicraft techniques, such as crochet and hollowing out ­materials.
Concepts which are used in connection with the different ­techniques.
• Two- and three-dimensional sketches, models, patterns and task descriptions, both
with and without digital tools. How they can be interpreted, followed and linked to
mathematical ­calculations.

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Working processes in crafts

• Different parts of the crafts process: the development of ideas, reflecting on
important factors, communicating and assessing the work process. How ­different
parts of the work process are interlinked.
• Exploring the opportunities provided by different materials and handicraft techni-
ques.
• Documentation of the work process in words and pictures, both with and without
digital tools.

Aesthetic and cultural expressions of crafts

• Handicraft and craft traditions from different cultures as sources of ­inspiration and
models for pupils’ own ideas and creativity.
• How different combinations of colour, form and materials influence the ­­aesthetic
expression of craft artefacts.
• How symbols and colours are used in child and youth cultures, and what they
signify.

Crafts in society
• Importance of crafts for the individual and society, through history and in the
present.
• Economising on use of resources, such as through repairs and recycling of materials.

In years 7–9

Materials, tools and techniques used in crafts

• Metals, textiles and wood, how they can be combined with each other and with
other materials, such as newly produced and recycled materials. How materials can
be combined with digital technology.
• Hand tools, instruments and machines, what they are called and how they are used
in a safe and appropriate way.
• Developed forms of handicraft techniques, such as moulding, weaving and cutting
and turning metal. Concepts which are used in connection with these.
• Two- and three-dimensional sketches, models, patterns and task descriptions, both
with and without digital tools. How they can be interpreted, followed and linked to
mathematical calculations.
• Working environment and ergonomy, covering such areas as sound levels and work
positions.

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CRAFTS

Working processes in crafts

• Different parts of the crafts process: the development of ideas, reflecting on
important factors, communicating and assessing how parts of the work ­process are
linked together and affect the results.
• Exploring the opportunities provided by the form of different materials in terms of
function and design.
• Documentation of the work process and the results in words and pictures, both
with and without digital tools.

Aesthetic and cultural expressions of crafts

• Architecture, art and design as sources of inspiration and models for ­development of
pupils’ own ideas.
• Making their own designs using different materials, colours and forms.
• Fashions and trends, what they signify and how they affect the individual.
• Crafts and handicrafts in Sweden and other countries as an expression of ­ethnic and
cultural identity.

Crafts in society
• Design, art handicrafts, domestic crafts, and other forms of crafts in the ­public
sphere.
• Different materials, and how they are produced from a sustainability ­perspective.

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils in a simple and partly systematic way can give form to and produce ­simple
craft artefacts using different materials in accordance with instructions. In their work
with some handicraft techniques, pupils can use tools, instruments and machines in
a secure and basically functional way. Based on the aim of the task and some envi-
ronmental aspects, pupils choose their approaches, and give simple reasons for their
choices. Pupils in their work can contribute to developing ideas in interaction with
inspirational material. During the work process, pupils contribute to formulating and
choosing action alternatives that lead to improvements.
Pupils can make simple assessments of their own work and how this has ­affected the
quality of their production. In addition, pupils interpret what a craft artefact object
expresses and apply simple reasoning about symbols, colour, form and material.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

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Knowledge requirements for grade C at the end of year 6

Pupils in a developed and relatively systematic way can give form to and p ­ roduce
simple craft artefacts using different materials based on instructions. In their work
with some handicraft techniques, pupils can use tools, instruments and machines in a
safe and appropriate way. Based on the aim of the craft task and some environmental
aspects, pupils choose their approaches, and give d ­ eveloped reasoning for their choices.
Pupils in their work can develop ideas in interaction with inspirational material.
During the work process, pupils formulate and choose action alternatives which with
some adaptation lead to improvements.
Pupils can make developed assessments of their own work and how it has ­affected the
quality of their production. In addition, pupils interpret what a craft artefact expresses
and apply developed reasoning about symbols, colour, form and material.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils in a well developed and systematic way can give form to and produce simple
craft artefacts in different materials based on instructions. In their work with some
techniques in handicrafts, pupils can use hand tools, instruments and machines in a
safe and appropriate way. Based on the aim of the craft task and some environmental
aspects, pupils choose their approaches, and give well developed reasoning for their
choices. Pupils in their work can develop ideas in interaction with inspirational mate-
rial provided and using materials they have themselves obtained. During the work
process, pupils formulate and choose action alternatives that lead to improvements.
Pupils can make well developed assessments of their own work and how it has affected
the quality of their production. In addition, pupils interpret what a craft artefact
expresses and apply well developed reasoning about symbols, c­ olour, form and
material.

Knowledge requirements for grade E at the end of year 9

Pupils in a simple and partly systematic way can give form to and produce craft
artefacts using different materials based on instructions. In their work, pupils can use
hand tools, tools and machines in a secure and basically functional way. Based on the
aim of the craft task and some quality and environmental aspects, pupils choose their
approaches, and give simple reasons for their choices. Pupils in crafts can contribute
to developing ideas in interaction with inspirational ­material. In addition, pupils
can test how material and handicraft techniques can be combined with respect to an
object’s form and function. During the work process, pupils contribute to formu-
lating and choosing action alternatives that lead to improvements.

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CRAFTS

Pupils can also make simple judgments about the work process with some use of
terms specific to the crafts, and show simple relationships between form, function and
quality. In addition, pupils interpret what a craft artefact expresses and apply simple
reasoning based on their own experiences, as well as trends and traditions in different
cultures.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils in a developed and relatively systematic way can give form to and produce
craft artefacts using different materials based on instructions and partly their own
initiatives. In their work with crafts, pupils can use tools, instruments and machines
in a secure and appropriate way. Based on the aim of the craft task and some quality
and environmental aspects, pupils choose their approaches, and give developed reasons
for their choices. Pupils in crafts can develop ideas in interaction with inspirational
material. In addition, pupils can test and retest how material and handicraft techniques
can be combined with respect to the form and function of an object. During the work
process, pupils formulate and choose action alternatives which with some adaptation
lead to improvements.
Pupils can also make simple judgments about the work process with relatively good
use of terms specific to the crafts, and show simple relationships between form, func-
tion and quality. In addition, pupils interpret what a craft artefact ­expresses and apply
developed reasoning based on their own experiences, and also trends and traditions in
different cultures.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils in a well developed and systematic way can give form to and produce craft arte-
facts using different materials based on instructions and their own initiatives. In their
work, pupils can use tools, instruments and equipment in a secure and appropriate
way with precision. Based on the aim of the craft task and some quality and environ-
mental aspects, pupils choose their approaches, and give well developed reasoning
for their choices. Pupils in crafts can develop ideas in interaction with inspirational
material provided and material which pupils have themselves obtained. In addition,
pupils can systematically try and retry how material and handicraft techniques can
be combined with respect to the form and function of an object. During the work
process, pupils formulate and choose action alternatives that lead to improvements.

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Pupils can also make well developed judgments about the work process with good use
of terms specific to the crafts, and show simple relationships between form, function
and quality. In addition, pupils interpret what a craft artefact expresses and apply well
developed reasoning based on their own experiences, and also trends and traditions in
different cultures.

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SWEDISH

5.18 SWEDISH
Language is the primary tool human beings use for thinking, communicating and
learning. Through language people develop their identity, express their emotions
and thoughts, and understand how others feel and think. Rich and varied language
is important in being able to understand and function in a society where different
cultures, outlooks on life, generations and language all interact.

Aim
Teaching in the subject of Swedish should aim at helping the pupils to develop
knowledge in and about the Swedish language. Through teaching, pupils should be
given the preconditions to develop their spoken and written language so that they
feel confident in their language skills and can express themselves in different contexts
and for different purposes. This means that pupils through teaching should have the
opportunity to develop their language for thinking, communicating and learning.
Teaching should stimulate pupils’ interest in reading and writing. Through teaching
pupils should be given the opportunity to develop their knowledge of how they can
express their own views and thinking in different types of texts and through various
media. Teaching should also aim at enabling pupils to develop skills for creating
and working on texts, individually and together with others. Pupils should be given
opportunities to communicate in digital environments with interactive and changing
texts. Pupils should also be encouraged to express themselves through different forms
of aesthetic expression. Teaching should also help pupils to develop their knowledge of
how to search for and critically evaluate information from various sources.
In teaching, pupils should meet and acquire knowledge about literature from different
periods and different parts of the world. Teaching should also help to ensure that
pupils develop their knowledge of various forms of non-fiction. When encountering
different types of texts, performing arts and other aesthetic narratives, pupils should be
given the preconditions to develop their language, their own identity and their under-
standing of the surrounding world.
Through teaching, the pupils should be given the opportunity to develop their
knowledge of the Swedish language, its norms, structure, history and development,
as well as how use of language is related to social contexts and media. In this way,
teaching should help to strengthen pupils’ awareness of and belief in their own
language and communicative ability. Teaching should also help to ensure that pupils
obtain an understanding that the way in which we communicate can have conse-
quences for the individual and for other people. As a result, pupils should be given the
opportunities to take responsibility for their own use of language in different contexts
and media.
The teaching should also help pupils to meet and become familiar with both other
Nordic languages and the national minority languages.

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Teaching in Swedish should essentially give pupils the opportunities to develop their
ability to:
• express themselves and communicate in speech and writing,
• read and analyse literature and other texts for different purposes,
• adapt language to different purposes, recipients and contexts,
• identify language structures and follow language norms, and
• search for information from different sources, and evaluate these.

Core content
In years 1–3
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting reading
to the form and content of texts.
• Strategies for writing different types of texts adapted to their typical structures and
language features. Creating texts where words and pictures interact, both with and
without digital tools.
• Simple forms of processing texts, such as subsequently going through their own and
collaborative texts and making clarifications.
• Handwriting and writing with digital tools.
• Structure of language with large and small letters, full stops, question marks,
exclamation marks as well as spelling rules for frequently occurring words in texts
closely related to pupils’ daily life.
• The alphabet and alphabetical ordering.
• The relationship between sounds and letters.

Speaking, listening and talking

• Listening and recounting in different conversation situations.
• Oral presentations and relating everyday topics to different recipients. P
­ ictures, digital
media and tools, as well as other aids that can support presentations.
• Narration in different cultures, at different times and for different purposes.

Narrative texts and non-fiction texts

• Narrative texts and poetic texts for children from different times and different parts
of the world. Texts in the form of rhymes, jingles, songs, picture books, chapter
books, lyrics, drama, tales and myths. Narrative and poetic texts which provide an
insight into people’s experiences.

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SWEDISH

• The message, structure and content of narrative texts. How a narrative text can
be organized with an introduction, sequence of events and an ending, as well as
descriptions of literary figures.
• Some authors and illustrators of fiction for children.
• Descriptive and explanatory texts, such as factual texts for children, and how their
contents can be organised.
• Instructional texts, such as game instructions and work descriptions. How these can
be organised in steps, in a logical order and multi-level bullet points.
• Texts that combine words and pictures, such as films, games and web texts.
• Texts in digital environments for children, such as texts with links and other
interactive functions.

Use of language
• Language strategies for remembering and learning, such as making notes of what
has been talked about.
• Words, symbols and terms used to express emotions, knowledge and opinions.
• How words and opinions are interpreted depending on tone of voice and a word’s
shades of meaning.
• Differences between spoken and written language, such as where speech can be
reinforced through tone of voice and body language.
• Use of language and the opportunities and risks in connection with their own
communication in digital media.

Searching for information and critical evaluation of sources

• Searching for information in books, periodicals and on websites for children using
search engines on the internet.
• Criticism of sources, how the sender of a text influences content.

In years 4–6
Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish between explicit and implicit messages in texts.
• Strategies for writing different types of texts adapted to their typical ­structures and
language features. Creating texts where words, pictures and sound interact, both
with and without digital tools.
• Different ways of processing their own and collaborative texts to create content and
form.

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• How to give and receive responses on texts.

• Handwriting and writing, organising and editing texts by hand and using digital
tools.
• Structure of language and construction of sentences, main clauses, s­ ubordinate
clauses, spelling rules, punctuation, word inflection and parts of speech. Structuring
text by using linking words.
• How to use dictionaries and digital tools for spelling and understanding words.

Speaking, listening and talking

• Using arguments in different discussion situations and decision processes.
• Oral presentations and storytelling for different audiences, on topics drawn from
daily life and school. Key words, images, digital media and tools, as well as other
aids for planning and performing an oral presentation. How gestures and body
language can influence a presentation.

Narrative texts and non-fiction texts

• Narrative texts and poetic texts for children and youth from different epochs, from
Sweden, the Nordic area and other parts of the world. Texts in the form of fiction,
lyrics, drama, tales and myths that illustrate the human condition and questions of
identity and life.
• Narrative text messages, language characteristics and typical structures ­involving
parallel action and flashbacks, descriptions of settings and persons, as well as
dialogues.
• Some important literary authors for children and young people and their works.
• Descriptive, explanatory, instructional and argumentative texts, including factual
texts, task descriptions, advertisements and letters to the press. Textual contents,
structure and typical language features.
• Texts that combine words, pictures and sound, such as web texts, games and
TV programmes. Textual contents, structure and typical language features.
• Texts in digital environments, such as texts with links and other interactive
functions.

Use of language
• Language strategies for remembering and learning, such as using mind maps and
key words.
• Words, symbols and terms used to express emotions, knowledge and opinions. Words
and terms, their shades of meaning and value connotations.

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SWEDISH

• Differences in language use, depending on to whom you are writing and for what
purpose, such as the difference between writing a personal text message, posting on
social media and writing a factual text.
• Responsible behaviour when communicating in digital and other media, and in
different contexts.
• Use of language in Sweden and the Nordic area. Some variants of regional
­differences in spoken Swedish. Some typical words and terms in Nordic languages,
as well as differences and similarities between them. The national minority langu-
ages.

Searching for information and critical evaluation of sources

• Information in some different media and sources, such as reference books, from
interviews and via internet search engines.
• How to compare sources and examine their reliability from a critical ­standpoint.

In years 7–9
Reading and writing
• Reading strategies to understand, interpret and analyse texts from different media.
Identifying messages in texts, themes and motives, as well as their purpose, sender
and context.
• Strategies for writing different types of texts adapted to their typical ­structures and
language features. Creating texts where words, pictures and sound interact, both
with and without digital tools.
• Different ways of creating and processing their own and collaborative texts to create
content and form. How to give and receive responses on texts.
• Editing and organising texts using digital tools. Different functions for hand­ling
language.
• Structure of language with spelling rules, punctuation marks, parts of speech and
clauses.
• Dictionaries and digital tools for spelling and understanding words.

Speaking, listening and talking

• Leading a conversation, formulating and responding to arguments and ­summarising
the main features of what has been said.
• Oral presentations and storytelling for different audiences, on topics drawn from
school and community life. Adaptation of language, content and ­structure to
purpose and recipient. Different aids, such as digital media and tools, for planning
and performing oral presentations.

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Narrative texts and non-fiction texts

• Fiction for youth and adults from different periods, from Sweden, the Nordic area
and other parts of the world. Literature that provides an insight into the conditions
under which people live, issues related to life and identity. Poetry, drama, tales and
myths.
• Language features, structure and narrative perspectives in fiction for youth and
adults. Parallel action, flashbacks, descriptions of settings and persons, internal and
external dialogues.
• Some literary genres and how they differ from each other in terms of style and
content.
• Some important authors of literature for youth and adults from Sweden, the Nordic
area and other parts of the world and their works, as well as the historical and
cultural context from which the works originated.
• Descriptive, explanatory, investigative, instructional and argumentative texts,
such as newspaper articles, scientific texts, tasks descriptions and blog entries. The
purpose, content, structure and language elements of texts.
• Texts which combine words, pictures and sound, and their language and drama-
turgical components. How expressions can interact with each other, such as in
television series, theatrical performances and web texts.
• Texts in digital environments with links and other interactive functions.
• Combining different types of texts into new texts, such as informative texts
containing some arguments.

Use of language
• Language strategies for remembering and learning by identifying key words and
taking notes.
• Words, symbols and terms used to express emotions, knowledge and opinions.
Words and terms, their shades of meaning and value connotations.
• New words in the language, such as loan words.
• Differences in the use of language depending on the context, the person and the
purpose of communication.
• The importance of language in exercising influence and the development of personal
identity.
• Ethical and moral aspects of language use, freedom of expression and integrity in
digital and other media and in different contexts.
• Use of language in Sweden and the Nordic area. Some variants of regional speech
in Sweden and different languages in the Nordic area. Some ­distinctive words and
terms, and differences and similarities between the different languages.

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SWEDISH

• Use of language over the ages. National minority languages in Sweden and their
status in society.

Searching for information and critical evaluation of sources

• Searching for information in libraries and the internet, in books and the mass
media, and also through interviews.
• How to quote and make references to sources, also when using digital media.
• How to sift through a large amount of information and examine the reliability
of sources with a critical perspective.

Knowledge requirements
Knowledge requirements for acceptable reading comprehension at the end
of year 1
Pupils can read sentences in simple texts that are familiar and relevant to pupils by
using phonics and reading full words in a partly functional way. By commenting on
and reproducing in a simple way some of the content pupils finds important, pupils
display incipient reading comprehension. With the support of pictures or questions,
pupils can also notice when problems arise when reading words or understanding the
context, and try to read again and correct themselves. In conversations about texts that
pupils have listened to, pupils can apply simple reasoning to the explicit content of
texts and compare this with their own experiences.

Knowledge requirements for acceptable knowledge at the end of year 3

Pupils can read texts on familiar topics with ease by using reading strategies in a
basically functional way. By commenting and giving an account of some of the
content they find important, pupils can in a simple way show basic reading compre-
hension. In addition, pupils can apply simple reasoning to clearly ­prominent messages
in the texts and relate this to their own experiences.
Pupils can write simple texts in legible handwriting, and on computers. In the texts
pupils can use capital letters, full stops and question marks, and spell words they often
use and which are commonly found in texts related to their interests. The narrative
texts pupils write have a clear introduction, action and ending. Pupils can search for
information from a given source, and give an account of the essential parts of the
information in simple forms through factual texts. The texts contain basic topic-
specific words and concepts used to make the content clear. By combining their texts
with pictures, pupils can clarify and emphasise their message. In addition, pupils in
response to questions can give simple assessments of their own and others’ texts, and
also on the basis of r­ esponses work on and clarify their texts in a simple way.

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Pupils can discuss questions and subjects closely related to them by putting questions,
giving comments and expressing their opinions. When pupils relate daily events, they
can describe these so that the content is clear. In addition, ­pupils can give and receive
simple oral instructions.

Knowledge requirements for grade E at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with ease by using
reading strategies in a basically functional way. By making simple, chronological
summaries of the contents of different texts and commenting on the main points
with some connection to the context, pupils show basic reading comprehension. In
addition, based on their own experience, pupils can interpret and apply simple and to
some extent informed reasoning to clear messages in different works and in a simple
way describe their reading experiences.
Pupils can write different kinds of text with understandable content and basically
functional structures and also with some variation in language. In the texts pupils use
basic rules for spelling, punctuation and correct language with some certainty. The
narrative texts pupils write contain simple expressive descriptions and simple plots.
Pupils can search for, select and compile information from a limited range of sources
and then apply simple reasoning to the usefulness of the information. The summaries
contain simple descriptions, personal formulations and some use of topic-specific
words and concepts. By combining text with various aesthetic expressions so that they
interact in a basically functional way, pupils can reinforce and bring to life the message
in the texts. In ­addition, pupils can give simple assessments of the contents of a text
and based on r­ esponses enhance its clarity and quality in a basically functional way.
Pupils can talk about topics familiar to them by putting questions and e­ xpressing their
opinions in a way that to some extent maintains the dialogue. In ­addition, pupils
can prepare and give simple oral accounts with a basically functional introduction,
content and ending, and with some adaptation to ­purpose and recipient. Pupils can
give examples of national minority languages, apply simple reasoning about language
variants in Swedish, and also give examples of some of the main language similarities
and differences between Swedish and closely related languages.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with good ease
by using reading strategies in an appropriate way. By making developed summaries of
the contents of different texts and commenting on the main parts with relatively good
connection to the context, pupils show good reading comprehension. In addition,

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pupils from their own experiences, interpret and apply developed and relatively well
informed reasoning to clearly prominent messages from different works and in a
developed way describe their reading experience.
Pupils can write different kinds of text with relatively clear contents and relatively
well functioning structures and also relatively good variation in language. In their
texts, pupils use basic rules for spelling, punctuation and correctness of language
with relatively good certainty. The narrative texts pupils write contain developed
expressive descriptions and developed actions. Pupils can search for, select and compile
information from a limited range of sources and apply developed reasoning about
the usefulness of the information. The summaries contain developed descriptions,
personal formulations and relatively good use of topic-specific words and concepts.
By combining text with various aesthetic expressions so that they interact in an
appropriate way, pupils can enhance and bring to life the message in their texts. In
addition pupils can make developed assessments of the contents of a text and based on
responses enhance its clarity and quality in a relatively well functioning way.
Pupils can talk about topics familiar to them by putting questions and expressing their
opinions in a way which maintains the dialogue relatively well. In addition, pupils can
prepare and give developed oral accounts with a relatively well functioning introduc-
tion, contents and ending, and relatively good adaptation to purpose and recipient.
Pupils can give examples of national minority languages, apply simple reasoning about
language variants in Swedish, and also give examples of some of the main language
similarities and differences between Swedish and closely related languages.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with very good
ease by using reading strategies in an appropriate and effective way. By making well
developed summaries of the contents of various texts and commenting on the main
parts with good connection to the context, pupils show very good reading comprehen-
sion. In addition, pupils from their own experiences, interpret and apply well devel-
oped and well informed reasoning to c­ learly prominent messages in different works,
and in a well developed way ­describe their reading experience.
Pupils can write different kinds of text with clear contents and well functioning
structures and also relatively good variation in language. In their texts, pupils use
basic rules for spelling, punctuation and language correctness with good certainty.
The narrative texts pupils write contain well developed expressive descriptions and
well developed actions. Pupils can search for, choose and compile information from a
limited range of sources and then apply well developed reasoning about the usefulness
of the information. The summaries contain well developed descriptions, their own

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formulations and good use of topic-specific words and concepts. By combining text
with various aesthetic expressions so that they interact in an appropriate and effective
way, pupils can enhance and bring to life the message in their texts. In addition pupils
can make well developed assessments of the contents of a text and based on responses
enhance its clarity and quality in a well functioning way.
Pupils can talk about familiar topics by asking questions and expressing their own
views in a way that maintains the dialogue well. In addition, pupils can prepare and
give well developed oral accounts with well functioning introductions, contents and
endings and good adaptation to purpose and recipient. Pupils can give examples
of national minority languages, apply simple reasoning about language variants in
Swedish, and also give examples of some of the main language similarities and differ-
ences between Swedish and closely related languages.

Knowledge requirements for grade E at the end of year 9

Pupils can read fiction and non-fiction texts with ease by using and choosing reading
strategies based on the specific characteristics of the text in a basically functional way.
By making simple summaries of the contents of different texts with some connection
to time aspects, causal relationships and other texts, pupils show basic reading compre-
hension. In addition, on the basis of their own experiences, different issues concerning
life and the surrounding world, pupils can interpret and apply simple and to some
extent informed reasoning about the main message in different works. Pupils can also
apply simple reasoning about the work and how it is related to its creator. Pupils then
draw to some ­extent informed conclusions on how the work has been affected by the
historical and cultural context it emerged from.
Pupils can write different kinds of texts with some variation in language, simple text
linking and also basically functional adaptation to type of text, language norms and
structures. The narrative texts pupils write contain simple expressive descriptions
and narrative devices, and dramaturgical elements with simple plots. Pupils can
search for, select and summarise information from a limited range of sources and
apply simple and to some extent informed reasoning to the credibility and relevance
of their sources and information. The summaries contain simple descriptions and
explanations, simple topic-related language, and basically functional structures, quota-
tions and source references. By combining different types of texts, aesthetic expressions
and media so that the various parts interact in a basically functional way, pupils can
enhance and bring to life the message in their texts. In addition pupils can give simple
assessments of the contents of a text and its structure and based on responses work on
enhancing its clarity, quality and expressiveness in a basically functional way.
Pupils can talk about and discuss various topics by asking questions and expressing
opinions with simple and to some extent informed arguments in a way that to some
extent takes the dialogues and discussions forward. In addition, pupils can prepare
and give simple oral accounts with basically functional structures and content, and
with some adaptation to purpose, recipient and context. Pupils can apply simple and

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to some extent informed reasoning about the history of the Swedish language, its
origins and special characteristics, and compare these with closely related languages
and clearly describe the main similarities and differences.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can read fiction and non-fiction texts with good ease by using and c­ hoosing
reading strategies based on the specific characteristics of the text in an appropriate
way. By making developed summaries of the contents of different texts with relatively
good connection to time aspects, causal relationships and other texts, pupils show
good reading comprehension. In addition, on the basis of their own experiences,
different issues concerning life and the surrounding world, pupils can interpret and
provide developed and relatively well informed reasoning about the explicit and
implicit messages in various works. Pupils can also apply developed reasoning about
the work and how it is related to its creator. Pupils then draw relatively well informed
conclusions about how the work has been influenced by the historical and cultural
context it emerged from.
Pupils can write different kinds of texts with relatively good variation in language,
developed text linking and also relatively well functioning adaptation to text type,
language norms and structures. The narrative texts pupils write contain developed
expressive descriptions and narrative devices, and dramaturgical elements with
relatively complex structures. Pupils can search for, select and compile information
from a relatively varied range of sources and then apply developed and relatively well
informed reasoning to the credibility and relevance of their sources and information.
The summaries contain developed descriptions and explanations, developed topic­
related language, and relatively well functioning structures, quotations and source
references. By combining different types of texts, aesthetic expressions and media so
that the various parts interact in an appropriate way, pupils can enhance and bring to
life the message in their texts. In addition, pupils can make developed assessments of
the contents of a text and based on responses enhance clarity, quality and expressive-
ness in a relatively well functioning way.
Pupils can talk about and discuss various topics by asking questions and expressing
opinions with developed and relatively well informed arguments in a way that takes
the dialogues and discussions forward. In addition, pupils can prepare and give devel-
oped oral accounts with relatively well functioning structures and contents and rela-
tively good adaptation to purpose, recipient and context. Pupils can apply developed
and relatively well informed reasoning about the history of the Swedish language, its
origins and special characteristics, and ­compare these with closely related languages
and clearly describe similarities and differences.

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Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can read fiction and non-fiction texts with very good ease by using and
choosing reading strategies based on the specific characteristics of the text in an
appropriate and effective way. By making well developed summaries of the contents
of different texts with good connection to time aspects, causal relationships and other
texts, pupils show very good reading comprehension. In addition, on the basis of their
own experiences, different issues concerning life and the surrounding world, pupils
can interpret and apply well developed and well informed reasoning about the explicit
and implicit messages in different works. Pupils can also carry out well developed
and balanced reasoning about the work and how it is related to its creator. Pupils then
draw well informed conclusions on how the work has been affected by the historical
and cultural context it emerged from.
Pupils can write different kinds of texts with good variation in language, well
developed text linking and also well functioning adaptation to type of text, language
norms and structures. The narrative texts pupils write contain well developed expres-
sive descriptions and narrative devices and dramaturgical ­elements with complex
structures. Pupils can search for, select and compile information from a varied range
of sources and then apply well developed and well informed reasoning to the cred-
ibility and relevance of their sources and information. The summaries contain well
developed and balanced descriptions and explanations, well developed topic-related
language, and well functioning structures, quotations and source references. By
combining different types of texts, aesthetic expressions and media so that the various
parts interact in an appropriate and effective way, pupils can enhance and bring to life
the message in their texts. In addition, pupils can make well developed and balanced
assessments of the contents of a text and its structure, and based on responses work on
enhancing clarity, quality and expressiveness in a well functioning way.
Pupils can talk about and discuss various topics by asking questions and expressing
opinions with well developed and well informed arguments in a way that takes the
dialogues and discussions forward and deepens or broadens them. In addition, pupils
can prepare and give well developed oral accounts with well functioning structures
and contents and good adaptation to purpose, recipient and context. Pupils can
apply well developed and well informed reasoning about the history of the Swedish
language, its origins and special characteristics, and compare these with closely related
languages and clearly describe important similarities and differences.

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SWEDISH AS A SECOND LANGUAGE

5.19 SWEDISH AS A SECOND LANGUAGE

Language is the primary tool human beings use for thinking, communicating and
learning. Through language people develop their identity, express their emotions
and thoughts, and understand how others feel and think. Rich and varied language
is important in being able to understand and function in a society where different
cultures, outlooks on life, generations and language all interact.

Aim
Teaching in Swedish as a second language should aim at helping the pupils to develop
knowledge in and about the Swedish language. Through teaching, pupils should be
given the preconditions to develop their spoken and written Swedish so that they
become confident in their language skills and can express themselves in different
contexts and for different purposes. This means that pupils through teaching should
have the opportunity to develop their language for thinking, communicating and
learning. Teaching should give pupils a wealth of opportunities to communicate
in Swedish based on their level of knowledge, without putting at too early a stage
demands on language correctness.
Teaching should stimulate the pupils’ interest in reading and writing in Swedish.
Through teaching pupils should be given the opportunity to develop their knowledge
of how they can express their own views and thinking in different types of texts and
through various media. Teaching should also aim at enabling pupils to develop skills
for creating and working on texts, individually and together with others. Pupils should
be given opportunities to communicate in digital environments with interactive and
changing texts. Pupils should also be stimulated to express themselves using different
forms of aesthetic expression. Teaching should also help pupils to develop their know­
ledge of how to search for and critically evaluate information from various sources.
In teaching, pupils should meet and acquire knowledge about literature from different
periods and different parts of the world. Teaching should also help to ensure that
pupils develop their knowledge of various forms of non-fiction. When encountering
different types of texts, performing arts and other aesthetic narratives, pupils should be
given the preconditions to develop their Swedish, their own identity and their under-
standing of the surrounding world.
Through teaching the pupils should be given the opportunity to develop their
knowledge of the Swedish language, its norms, structure, pronunciation, words and
terms, as well as how use of language is related to social contexts and media. In this
way, teaching should help to strengthen pupils’ awareness of and belief in their own
language and communicative ability. The educational programme should also help to
ensure that pupils obtain an understanding that the way in which we communicate
can have consequences for the individual and for other people. As a result, pupils
should be given the opportunities to take responsibility for their own use of language
in different contexts and media.

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Teaching in Swedish as a second language should essentially give pupils the

­opportunities to develop their ability to:
• express themselves and communicate in speech and writing,
• read and analyse literature and other texts for different purposes,
• adapt language to different purposes, recipients and contexts,
• choose and use language strategies,
• identify language structures and follow language norms, and
• search for information from different sources, and evaluate these.

Core content
In years 1–3
Reading and writing
• Reading strategies for understanding and interpreting texts, as well as adapting reading
to the form and content of texts.
• Strategies for writing different types of texts adapted to their typical structures and
language features. Creating texts where words and pictures interact, both with and
without digital tools.
• Simple forms of processing texts, such as subsequently going through their own and
collaborative texts and making clarifications.
• Handwriting and writing with digital tools.
• Structure of language with large and small letters, full stops, question and
exclamation marks, inflection of words and sentence structure, as well as spelling
rules for frequently occurring words in texts closely related to pupils’ daily life.
• The alphabet and alphabetical ordering.
• Direction of reading and forms and sounds of letters in comparison with the
mother tongue.
• The relationship between sounds and letters.

Speaking, listening and talking

• Strategies for listening, understanding and orally making oneself understood in
situations where their own command of Swedish is not sufficient.
• Listening and recounting in different conversation situations.
• Oral presentations and relating everyday topics to different recipients. ­Pictures,
digital media and tools, as well as other aids that can support presentations.
• Narration in different cultures, at different times and for different purposes.

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SWEDISH AS A SECOND LANGUAGE

• Pronunciation, emphasis and intonation and the importance of pronunciation

in making oneself understood.
• Pronunciation in Swedish compared to the pupil’s mother tongue.

Narrative texts and non-fiction texts

• Narrative texts and poems for children. Texts in the form of rhymes, jingles, songs,
picture books, chapter books, lyrics, drama, tales and myths. Narrative and poetic
texts which provide an insight into people’s experiences.
• The message, structure and content of narrative texts. How a narrative text can be
organized with an introduction, sequence of events and an ending.
• Descriptive and explanatory texts, such as factual texts for children, and how their
contents can be organised.
• Instructional texts, such as game instructions and task descriptions. How these can
be organised in steps, in a logical order and multi-level bullet points.
• Texts that combine words and pictures, such as films, games and web texts.
• Texts in digital environments for children, such as texts with links and other
interactive functions.

Use of language
• Language strategies for remembering and learning, such as making notes of what
has been talked about.
• Words, symbols and terms used to express emotions, knowledge and opinions.
• How words and opinions are interpreted depending on tone of voice and a word’s
shades of meaning.
• Everyday words, their range of meaning and categorisation in comparison with
the pupil’s mother tongue, such that a number of words in one language may
correspond to just one word in another language.
• Differences between spoken and written language, such as where speech can be
reinforced through tone of voice and body language.
• Use of language and the opportunities and risks in connection with their own
communication in digital media.

Searching for information and critical evaluation of sources

• Searching for information in books, periodicals and on websites for children using
search engines on the internet.
• Criticism of sources, how the sender of a text influences content.

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In years 4–6
Reading and writing
• Reading strategies to understand and interpret texts from various media, and to
distinguish messages in texts, both explicit and implicit.
• Strategies for writing different types of texts adapted to their typical ­structures and
language features. Creating texts where words, pictures and sound interact, both
with and without digital tools.
• Different ways of processing their own and collaborative texts to create content and
form. How to give and receive responses on texts.
• Handwriting and writing, organising and editing texts by hand and using digital tools.
• Structure of language and construction of sentences, main clauses, s­ ubordinate
clauses, spelling rules, punctuation, word inflection and parts of speech. Structuring
text by using linking words.
• How to use dictionaries and other aids for spelling and understanding words.

Speaking, listening and talking

• Language strategies to understand and make oneself understood in school subjects
where pupils’ command of Swedish is not sufficient.
• Using arguments in different discussion situations and decision processes.
• Oral presentations and storytelling for different audiences, on topics drawn from
daily life and school. Key words, images, digital media and tools, as well as other
aids for planning and performing an oral presentation. How gestures and body
language can influence a presentation.
• Pronunciation, intonation and the relationship between emphasis and meaning.

Narrative texts and non-fiction texts

• Narrative texts and poetic texts for children and youth. Texts in the form of fiction,
lyrics, drama, tales and myths. Texts that provide an insight into the conditions
under which people live, and issues related to life and identity.
• Narrative text messages, language characteristics and typical structures with parallel
action and flashbacks, descriptions of settings and persons, and also their words and
terms.
• Some important literary authors for children and young people and their works.
• Descriptive, explanatory, instructional and argumentative texts, including f­ actual
texts, task descriptions, advertisements and letters to the press. Content of texts,
structure, typical language features and their words and terms.
• Texts that combine words, pictures and sound, such as web texts, games and TV
programmes. Textual contents, structure and typical language features.

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• Texts in digital environments, such as texts with links and other interactive
functions.

Use of language
• Language strategies for remembering and learning, such as using mind maps and
key words.
• Words, symbols and terms used to express emotions, knowledge and opinions.
Words and terms, their shades of meaning and value connotations.
• Words and terms in school subjects and in everyday language.
• Synonyms and antonyms.
• Classification of words into superordinate and subordinate categories, such as
clothes – sweaters.
• Differences in language use, depending on to whom you are writing and for what
purpose, such as the difference between writing a personal text message, posting on
social media and writing a factual text.
• Responsible behaviour when communicating in digital and other media, and in
different contexts.

Searching for information and critical evaluation of sources

• Searching for information in some different media and sources, such as ­reference
works, from interviews and via search engines on the internet.

• How to compare sources and examine their reliability from a critical ­standpoint.

In years 7–9
Reading and writing
• Reading strategies to understand, interpret and analyse texts from different media.
Identifying messages in texts, themes and motives, as well as their purpose, sender
and context.
• Strategies for writing different types of texts adapted to their typical ­structures and
language features. Creating texts where words, pictures and sound interact, both
with and without digital tools.
• Different ways of processing their own and collaborative texts to create content and
form. How to give and receive responses on texts.
• Editing and organising texts using digital tools. Different functions for hand­ling
language.
• Structure of language with spelling rules, punctuation marks, parts of speech and
clauses.

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• Sentence structure in Swedish compared to the pupil’s mother tongue, and how
causal relationships can be expressed through different types of ­subordinate clauses.
• Dictionaries and other aids for spelling and understanding words.

Speaking, listening and talking

• Language strategies to understand and make oneself understood in school subjects
where pupils’ command of Swedish is not sufficient.
• Leading a conversation, formulating and responding to arguments and ­summarising
the main features of what has been said.
• Oral presentations and storytelling for different audiences, on topics drawn from
school and community life. Adaptation of language, content and ­structure to
purpose and recipient. Different aids, such as digital media and tools, for planning
and performing a presentation.
• Prosody in Swedish and the importance of pronunciation in making oneself under-
stood. Variations in spoken Swedish.

Narrative texts and non-fiction texts

• Fiction, lyrics, drama, tales and myths from different times and different parts of the
world. Literature that provides an insight into the conditions under which people
live, and issues related to life and identity.
• Language features, structure and narrative perspectives in literature. Parallel action,
flashbacks, descriptions of settings and persons, internal and external dialogues.
• Some literary genres and how they differ from each other in terms of style and
content.
• Some important authors of literature and their works, as well as the historical and
cultural context from which the works originated.
• Descriptive, explanatory, investigative, instructional and argumentative texts, such
as newspaper articles, scientific texts, tasks descriptions and blog entries. Aims of
texts, contents, structure and language features, and their words and terms.
• Texts which combine words, pictures and sound, and their language and drama-
turgical components. How expressions can interact with each other, such as in
television series, theatrical performances and web texts.
• Texts in complex digital environments with links and other interactive functions.
• Combining different types of texts into new texts, such as informative texts
containing some arguments.

Use of language
• Language strategies for remembering and learning by identifying key words and
taking notes.

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• Words, symbols and terms used to express emotions, knowledge and opinions.
Words and terms, their shades of meaning and value connotations.
• Words and terms from school subjects and everyday language, and new words in the
language, including loan words.
• Word formation, such as derivations with suffixes and prefixes. Figurative language
and idiomatic expressions.
• Differences in the use of language depending on the context, the person and the
purpose of communication.
• Ethical and moral aspects of language use, freedom of expression and integrity in
digital and other media and in different contexts.
• The importance of language in exercising influence and the development of personal
identity.

Searching for information and critical evaluation of sources

• Searching for information in libraries and the internet, in books and the mass
media, and also through interviews.
• How to quote and make references to sources, also when using digital media.
• How to sift through a large amount of information and examine the reliability of
sources from a critical perspective.

Knowledge requirements
Knowledge requirements for acceptable reading comprehension at the end
of year 1
Pupils can read sentences in simple texts that are familiar and relevant to pupils by
using phonics and reading full words in a partly functional way. By commenting on
and reproducing in a simple way some of the content pupils finds important, pupils
display incipient reading comprehension. With the support of pictures or questions,
pupils can also notice when problems arise when reading words or understanding the
context, and try to read again and correct himself or herself. In conversations about
texts that pupils have listened to, pupils can use his or her own reference framework to
apply simple reasoning to the explicit content of texts and compare this with his or her
own experiences.

Knowledge requirements for acceptable knowledge at the end of year 3

Pupils can read texts on familiar topics with ease by using reading strategies in a basi-
cally functional way. By commenting and giving an account of some of the content
they find important, pupils can in a simple way show basic reading comprehension. In
addition, pupils based on their own frames of reference can apply simple reasoning to
clearly prominent messages in the texts, and relate these to their own experiences.

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Pupils can write simple texts in legible handwriting, and on computers. In the texts
pupils can use capital letters, full stops and question marks, and spell words they often
use and which are commonly found in texts related to their interests. The narrative
texts pupils write have a simple progression and basically functional action. Pupils
can search for information from a given source, and give an account of the essential
parts of the information in simple forms through factual texts. Factual texts contain
personal formulations and basic ­topic-specific words and terms are used so that
content becomes understandable. By combining their texts with pictures, pupils can
clarify and emphasise their message. In addition, pupils in response to questions about
textual content and language, can give simple assessments of their own and others’
texts, and also on the basis of responses work on clarifying their texts in a simple way.
Pupils have a basic vocabulary which they can use in discussions about issues and
topics they are familiar with. In conversations, pupils put questions, give comments
and express their own opinions. Pupils can relate daily events, describing them so that
the main content is clear. In addition, pupils can give and receive simple oral instruc-
tions. Pupils can detect when misunderstanding due to language occurs, and then ask
for clarification. In conversations, pupils use basically functional language strategies to
make themselves understood.

Knowledge requirements for grade E at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with ease by using
reading strategies in a basically functional way. By making simple, chronological
summaries of the contents of different texts and commenting on the main points with
some connection to the context, pupils show basic reading comprehension. In addition,
on the basis of their own experiences and frames of reference, pupils can interpret
and apply simple and to some extent informed reasoning about the main message in
different works. Pupils can also describe their experiences from reading in a simple way.
Pupils write different kinds of text with understandable content and a basically
functional structure and with some variation in language. In simple texts, pupils can
use basic rules for spelling, punctuation and correct language in a basically functional
way. The narrative texts pupils write contain simple expressive descriptions and
simple plots. Pupils can search for, select and compile information from a limited
range of sources and then apply simple reasoning to the usefulness of the informa-
tion. The summaries contain simple descriptions, personal formulations and some
use of topic-specific words and concepts. By combining text with various aesthetic
expressions so that they interact in a basically functional way, pupils can clarify, rein-
force and bring to life the message in their texts. In addition, pupils can give simple
assessments of the contents of a text and language, and based on responses enhance its
clarity and quality in a basically functional way.
Pupils with a basically functional vocabulary and repertoire of terms can discuss
familiar subjects in a simple way. In conversations, pupils can put questions and
express their opinions in a way that to some extent maintains the conversation. Pupils

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thus use basically functional language strategies to understand and make themselves
understood. In addition, pupils can prepare and give simple oral a­ ccounts with a
basically functional introduction, content and ending, and with some adaptation to
purpose and recipient.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with good ease
by using reading strategies in an appropriate way. By making developed summaries of
the contents of different texts and commenting on the main parts with relatively good
connection to the context, pupils show good reading comprehension. In addition,
on the basis of their own experiences and reference frameworks, pupils can interpret
and apply simple and relatively well informed reasoning about the main message in
different works. Pupils can also describe their experiences from reading in a developed
way.
Pupils can write different kinds of text with relatively clear contents, relatively well
functioning structures and some variation in language. In simple texts, pupils can
use basic rules of spelling, punctuation and correct language in a relatively well func-
tioning way. The narrative texts pupils write contain developed expressive descriptions
and developed actions. Pupils can search for, select and compile information from a
limited range of sources and apply developed reasoning about the usefulness of the
information. The summaries contain developed descriptions, personal formulations
and relatively good use of topic-­specific words and concepts. By combining text with
various aesthetic expressions so that they interact in an appropriate way, pupils can
clarify, reinforce and bring to life the message in their texts. In addition, pupils can
give developed assessments of the contents of a text and its language, and based on
responses enhance its clarity and quality in a relatively well functioning way.
Pupils can with appropriate vocabulary and terms discus familiar subjects in a
developed way. In conversations, pupils can put questions and express their opinions
in a way that maintains the conversation relatively well. Pupils use r­ elatively well
functioning language strategies to understand and make themselves understood. In
addition, pupils can prepare and give developed oral a­ ccounts with a relatively well
functioning introduction, contents and ending, and relatively good adaptation to
purpose and recipient.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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Knowledge requirements for grade A at the end of year 6

Pupils can read fiction and non-fiction texts for children and youth with very good
ease by using reading strategies in an appropriate and effective way. By making well
developed summaries of the contents of various texts and ­commenting on the main
parts with good links to the context, pupils show very good reading comprehension.
In addition, on the basis of their own experiences and frames of reference, pupils can
interpret and apply simple and well informed reasoning about the main messages
in different works. Pupils can also describe their experiences from reading in a well
developed way.
Pupils can write different kinds of text with clear contents, well functioning structures
and some variation in language. In simple texts, pupils can use basic rules of spelling,
punctuation and correct language in a well functioning way. The narrative texts pupils
write contain well developed expressive descriptions and well developed actions.
Pupils can search for, choose and compile information from a limited range of sources
and then apply well developed reasoning about the usefulness of the information.
The summaries contain well developed descriptions, personal formulations and good
use of topic-specific words and concepts. By combining text with various aesthetic
expressions so that they interact in an appropriate and effective way, pupils can clarify,
reinforce and bring to life the message in their texts. In addition, pupils can give
well developed assessments of the contents of a text and its language, and based on
responses enhance its clarity and quality in a well functioning way.
Pupils can with an appropriate and effective vocabulary and repertoire of terms
discuss familiar subjects in a well developed way. In conversations, pupils can put
questions and express their opinions in a way that maintains the conversation
well. Pupils thus use well functioning language strategies to understand and make
themselves understood. In addition, pupils can prepare and give well developed
oral accounts with well functioning introductions, contents and ­endings and good
adaptation to purpose and recipient.

Knowledge requirements for grade E at the end of year 9

Pupils can read fiction and non-fiction texts with ease by using and choosing reading
strategies based on the specific characteristics of the text in a basically functional way.
By making simple summaries of the contents of different texts and commenting on
the main parts with some connection to time aspects and causal relationships, pupils
show basic reading comprehension. In addition, on the basis of their own experiences
and frames of reference, and different issues concerning life and the surrounding
world, pupils can interpret and apply simple and to some extent informed reasoning
about the main messages in different works. Pupils also apply simple reasoning about
the work with reference to its author and draw to some extent informed conclusions
about the relationship between the work and its creator.

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SWEDISH AS A SECOND LANGUAGE

Pupils can write different kinds of texts with some variation in language, simple
text linking and basically functional adaptation to type of text, language norms and
structures. The narrative texts pupils write contain simple expressive descriptions and
narrative devices, and dramaturgical elements with simple plots. Pupils can search for,
select and compile information from a limited range of sources and apply simple and
to some extent informed reasoning to the credibility and relevance of their sources
and information. The summaries are characterised by simple descriptions and expla-
nations, simple and functional knowledge-related language, and basically functional
structures, quotations and source references. By combining different types of texts,
aesthetic expressions and media so that the various parts interact in a basically func-
tional way, pupils can enhance, reinforce and bring to life the message in their texts. In
addition, pupils can give simple assessments of the contents of a text, its language and
structure, and based on responses work on enhancing clarity, quality and expressive-
ness in a basically functional way.
Pupils can with a basically functional combination of everyday related and topic-
related language, talk about and discuss various topics in a simple way. In such situa-
tions, pupils can put questions and express opinions using simple and to some extent
informed arguments in a way which to some extent takes the dialogues and discus-
sions forward. Pupils choose and use basically functional language strategies to under-
stand and make themselves understood. In addition, pupils can prepare and carry out
simple oral accounts with basically functional structures, content and language and
some adaptation to purpose, recipient and context. Pupils can apply simple and to
some extent informed reasoning about language variants in Swedish, and also some of
the main differences and similarities between Swedish and other languages.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can read fiction and non-fiction texts with good ease by using and choosing
reading strategies based on the specific characteristics of the text in an ­appropriate
way. By making developed summaries of the contents of different texts and
commenting on the main points with relatively good connection to time aspects and
causal relationships, pupils show good reading comprehension. In addition, on the
basis of their own experiences and frames of reference and also regarding different
issues on life and the surrounding world, pupils can interpret and apply developed
and relatively well informed reasoning about messages which are explicit and implicit
in different works. Pupils also apply developed reasoning about the work with refer-
ence to its author and draw relatively well informed conclusions on the relationship
between the work and its creator.

284 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 SWEDISH AS A SECOND LANGUAGE

Pupils can write different kinds of texts with relatively good variation in language,
developed text linking and relatively well functioning adaptation to text type,
language norms and structures. The narrative texts pupils write contain developed
expressive descriptions and narrative devices, and dramaturgical elements with
relatively complex structures. Pupils can search for, select and compile information
from a relatively varied range of sources and then apply developed and relatively well
informed reasoning to the credibility and relevance of their sources and information.
The summaries are characterised by developed descriptions and explanations, devel-
oped and functional knowledge-related language, and relatively well functioning
structures, quotations and source ­references. By combining different types of texts,
aesthetic expressions and m ­ edia so that the various parts interact in an appropriate
way, pupils can clarify, reinforce and bring to life the message in their texts. In addi-
tion, pupils can make developed assessments of the contents of a text, its language and
structure, and based on responses work on enhancing clarity, quality and expressive-
ness in a relatively well functioning way.
Pupils can with an appropriate combination of daily and topic-related language talk
about and discuss various subjects in a developed way. In such situations, pupils can
put questions and express opinions with developed and relatively well informed argu-
ments in a way which takes the dialogues and discussions forward. Pupils choose and
use relatively well functioning language strategies to understand and make themselves
understood. In addition, pupils can prepare and give developed oral accounts with
relatively well functioning structures, contents and language, and relatively good
adaptation to purpose, recipient and context. Pupils can apply developed and relatively
well informed reasoning about language variations in Swedish, and also some of the
main differences and similarities between Swedish and other languages.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can read fiction and non-fiction texts with very good ease by using and
choosing reading strategies based on the specific characteristics of the text in an
appropriate and effective way. By making well developed summaries of the contents
of different texts and commenting on the main parts with good connection to time
aspects and causal relationships, pupils show very good reading comprehension. In
addition, on the basis of their own experiences and frames of reference, and also
regarding different issues concerning life and the surrounding world, pupils can inter-
pret and apply well developed and well informed ­reasoning about the explicit and
implicit messages in different works. Pupils also apply well developed reasoning about
the work with reference to its author and draw well informed conclusions about the
relationship between the work and its creator.

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SWEDISH AS A SECOND LANGUAGE

Pupils can write different kinds of texts with good variation in language, well devel-
oped text linking and well functioning adaptation to type of text, language norms and
structures. The narrative texts pupils write contain well developed expressive descrip-
tions and narrative devices and dramaturgical elements with complex structures.
Pupils can search for, select and compile information from a varied range of sources
and then apply well developed and well informed ­reasoning to the credibility and
relevance of their sources and information. The summaries are characterised by well
developed and balanced descriptions and explanations, well developed and functional
knowledge-related language, and also well functioning structures, quotations and
source references. By combining different types of texts, aesthetic expressions and
media so that the various parts interact in an appropriate and effective way, pupils can
clarify, reinforce and bring to life the message in their texts. In addition, pupils can
make well developed and balanced assessments of the contents of a text, its language
and structure, and based on responses work on enhancing clarity, quality and e­xpres-
siveness in a well functioning way.
Pupils with an appropriate and effective combination of daily and topic-related
language can talk about and discuss various topics in a well developed way. In such
situations, pupils can put questions and express opinions with well developed and well
informed arguments in a way which takes the dialogues and discussions forward and
deepens or broadens them. Pupils choose and use well functioning language strategies
to understand and make themselves understood. In addition, pupils can prepare
and give well developed oral accounts with well functioning structures, content and
language, and good adaptation to purpose, recipient and context. Pupils can apply
well developed and well informed ­reasoning about language variations in Swedish,
and also some of the main ­differences and similarities between Swedish and other
languages.

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 SIGN LANGUAGE FOR THE HEARING

5.20 SIGN LANGUAGE FOR THE HEARING

Language is the primary tool human beings use for thinking, communicating and
learning. Having a knowledge of several languages can provide new perspectives on the
surrounding world, enhanced opportunities to create contacts and greater understanding
of different ways of living. Knowledge in a number of languages creates greater opportu-
nities to participate in different social and cultural contexts. Knowledge in sign language
is a prerequisite for being able to function in a natural way amongst deaf persons and
other users of sign ­language.

Aim
The teaching of sign language for the hearing should aim at helping the pupils to
develop knowledge and skills in Swedish sign language, and knowledge of the contexts
where sign language is used, and also confidence in their ability to use the language in
different situations and for different purposes.
Through teaching, pupils should be given the opportunity to develop all-round
communicative skills. These skills involve understanding sign language in both
meetings with people and sign language texts, being able to express oneself and
interact with others in sign language, and the ability to adapt their use of the language
to different situations, purposes and recipients. Communicative skills also cover
confidence in using the language and the ability to use different strategies to support
communication and solve problems when language skills are not sufficient.
In order to deal with sign language, pupils should be given the opportunity to develop
their skills in relating content to their own experiences, living conditions and interests.
Teaching should also provide pupils with opportunities to develop knowledge about
and an understanding of living conditions, as well as social and cultural phenomena in
the areas and contexts where sign language is used.
Teaching should help pupils to develop their skills in searching for, assessing, choosing
and assimilating the content of sign language from different sources. They should also
be equipped to be able to use different tools for learning, ­understanding, being creative
and communicating. Teaching should encourage pupils to develop their curiosity in
languages and culture, and convey the b­ enefits of language skills and knowledge.
Teaching in sign language for the hearing should essentially give pupils the
­opportunities to develop their ability to:
• read and understand sign language and different kinds of sign language texts,
• express themselves and communicate in sign language,
• use language strategies to understand and make themselves understood in sign
language,
• adapt their language for different purposes, recipients and contexts, as well as

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SIGN LANGUAGE FOR THE HEARING

• reflect over living conditions, societal issues and cultural phenomena amongst the
deaf and other users of sign language in different contexts and situations, nationally
and internationally.

Core content
In years 4–6, within the framework of language options
Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people and places.
• Daily life in different contexts where the language is used.

Comprehend - reception
• Clear sign language and sign language texts that are instructive and descriptive,
with pictorial support and from different media.
• Simple conversations and dialogues.
• Simple information and simple messages.
• Strategies for understanding significant units, for example by guessing and drawing
conclusions using the context.
• Different ways of finding simple, clear information in specific sources on the
internet and in other media.
• Language phenomena in the language that the pupils encounter, with an emphasis
on non-manual signals as well as spatial and simultaneous features.
• How signs and everyday phrases are used in different situations.

Signing and discussing - production and interaction

• Simple presentations, messages, descriptions and dialogues.
• Strategies to solve linguistic problems in conversations, for example gestures and
questions.
• Language phenomena to clarify communication with an emphasis on signs and spelling.

In years 7–9, within the framework of language options

Content of communication
• Subject areas that are familiar to the pupils.
• Interests, everyday situations, people, places, activities and events.
• Opinions, emotions and experiences.
• The sign language community and the status of sign language in Sweden.

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 SIGN LANGUAGE FOR THE HEARING

Comprehend - reception
• Clear sign language and sign language texts that are instructive and descriptive from
different media.
• Conversations and dialogues.
• Narratives and other fiction in sign language, also in dramatised form.
• Information in sign language.
• Strategies for perceiving significant units and understanding contexts depending on
the form and content of the presentation.
• Different ways of searching for and choosing sign language texts from the internet
and other media.
• Language phenomena such as signs, spelling, sentence structure, fixed oral
components and non-manual signals in the language that the pupils encounter.
• How different signals are used to introduce and conclude different kinds of
conversations and sign language texts.

Signing and discussing - production and interaction

• Presentations, instructions, messages, narratives and descriptions in coherent sign
language.
• Linguistic strategies to understand and make oneself understood when language is
insufficient, for example reformulations.
• Linguistic strategies to take part in and contribute to conversations, for example
questions, and phrases and expressions to confirm understanding.
• Spelling, signs, fixed oral components, non-manual signals and sentence structure
for clear communication.

Knowledge requirements
Within the framework of pupils’ options
Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple signs and phrases in simple, clear sign
language at a slow pace about familiar topics. Pupils show their understanding by
reporting content in a very simple form and also with acceptable results acting on
the basis of messages and instructions in the content. To facilitate their understanding
of the content upon reception, pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves very simply and
largely understandably in single, common signs and phrases. In interaction, pupils
can express themselves very simply and largely understandably in single, common
signs and phrases. In addition, pupils can apply a strategy to solve single simple
problems with their interaction.

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SIGN LANGUAGE FOR THE HEARING

Pupils comment in a very simple form on some phenomena in different contexts

where sign language is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can understand simple signs and phrases in simple, clear sign language at a
slow pace about familiar topics. Pupils show their understanding by commenting on
content in a very simple form and also with satisfactory results acting on the basis
of messages and instructions in the content. To facilitate their understanding of the
content upon reception, pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves very simply and under-
standably in common signs and phrases. In interaction, pupils can express themselves
very simply and understandably in common signs and phrases. In addition, pupils
can apply a strategy to solve simple problems with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts
where sign language is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and perceive essential details in simple, clear
sign language at a slow pace about familiar topics. Pupils show their understanding
by commenting on content in a simple form and also with good results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content upon reception, Pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves simply and relatively
clearly in common signs and phrases. In interaction, pupils can express themselves
simply and relatively clearly in common signs and phrases. In addition, pupils can
apply some strategies to solve simple problems with their interaction.
Pupils comment in a simple form on some phenomena in different contexts where
sign language is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand simple spelling, common signs and simple phrases in simple
and clear sign language at a slow pace about everyday and familiar topics. Pupils show
their understanding in very simple forms by giving an account of and commenting on

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 SIGN LANGUAGE FOR THE HEARING

content and also with acceptable results act on the basis of the message and instruc-
tions in the content. To facilitate their understanding of content reception, pupils
can choose and apply a strategy for reading. Pupils can choose sign language texts of
a simple nature and from different media, and with some relevance use the selected
material in their own production and ­interaction.
In production, pupils can express themselves easily and understandably by using
finger spelling, individual characters and phrases. To clarify and vary their communi-
cation, pupils can work on and make some simple improvements to their communi-
cations. In their interaction, pupils can express themselves s­ imply and understandably
using finger spelling, single signs and phrases. In addition, pupils can choose and
apply a strategy that solves problems and i­mproves their interaction.
Pupils comment in very simple forms on some phenomena in different contexts where
sign language is used, and can also make simple comparisons with their own experi-
ences and knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main contents and clear details in simple and clear
sign language at a slow pace about everyday and familiar topics. Pupils show their
understanding in a very simple form by giving an account of content and details and
also with satisfactory results act on the basis of the message and instructions in the
content. To facilitate their understanding of content reception, pupils can to some
extent choose and apply strategies for reading. Pupils can choose sign language texts
of a simple nature and from different media and in a relevant way use the selected
material in their own production and interaction.
In production, pupils can express themselves simply and relatively clearly using finger
spelling, phrases and sentences. To clarify and vary their communication, pupils can
work on and make some simple improvements to their communications. In inter­-
action, pupils can express themselves simply and understandably using finger
spelling, phrases and sentences. In addition, pupils can choose and apply some
different strategies to solve problems and improve their interaction.
Pupils comment in very simple forms on some phenomena in different contexts where
sign language is used, and can also make simple comparisons with their own experi-
ences and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

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SIGN LANGUAGE FOR THE HEARING

Knowledge requirements for grade A at the end of year 9

Pupils can understand the main content and essential details in simple and clear sign
language at a slow pace about everyday and familiar topics. Pupils show their under-
standing by giving an account of content and details in a simple form, and with good
results act on the basis of the message and instructions in the content. To facilitate
their understanding of content reception, pupils can to some extent choose and apply
strategies for reading. Pupils can choose sign l­anguage texts of a simple nature and
from different media, and in a r­ elevant and effective way use the material chosen in
their own production and i­nteraction.
In production, pupils can express themselves simply, relatively clearly and to some
extent coherently. To clarify and vary their communication, pupils can work on
and make simple improvements to their communications. In interaction, pupils can
express themselves simply and relatively clearly with finger spelling, signs, phrases
and sentences. In addition, pupils can choose and apply several different strategies to
solve problems and improve their interaction.
Pupils comment in simple forms on some phenomena in different contexts where
sign language is used, and can also make simple comparisons with their own experi-
ences and knowledge.

Within the framework of language options

Knowledge requirements for grade E at the end of year 6
Pupils can understand common, simple signs and phrases in simple, clear sign
language at a slow pace about familiar topics. Pupils show their understanding by
reporting content in a very simple form and also with acceptable results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content upon reception, pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves very simply and largely
understandably in single, common signs and phrases. In interaction, pupils can
express themselves very simply and largely understandably in single, common signs
and phrases. In addition, pupils can apply a strategy to solve single simple problems
with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts
where sign language is used.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

292 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 SIGN LANGUAGE FOR THE HEARING

Knowledge requirements for grade C at the end of year 6

Pupil can understand simple signs and phrases in simple, clear sign language at a
slow pace about familiar topics. Pupils show their understanding by commenting on
content in a very simple form and also with satisfactory results acting on the basis
of messages and instructions in the content. To facilitate their understanding of the
content upon reception, pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves very simply and under-
standably in common signs and phrases. In interaction, pupils can express themselves
very simply and understandably in common signs and phrases. In addition, pupils
can apply a strategy to solve simple problems with their interaction.
Pupils comment in a very simple form on some phenomena in different contexts
where sign language is used.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can understand the main content and perceive essential details in simple, clear
sign language at a slow pace about familiar topics. Pupils show their understanding
by commenting on content in a simple form and also with good results acting on the
basis of messages and instructions in the content. To facilitate their understanding of
the content upon reception, pupils can apply a strategy for comprehension.
In different kinds of production, pupils can express themselves simply and relatively
clearly in common signs and phrases. In interaction, pupils can express themselves
simply and relatively clearly in common signs and phrases. In addition, pupils can
apply some strategies to solve simple problems with their interaction.
Pupils comment in a simple form on some phenomena in different contexts where
sign language is used.

Knowledge requirements for grade E at the end of year 9

Pupils can understand the most essential content and clear details in simple and clear
sign language at a relaxed pace about everyday and familiar topics. P ­ upils show their
understanding by giving an account in a simple form commenting on content and
details, and also with acceptable results act on the b­ asis of the message and instruc-
tions in the content. To facilitate their understanding of content reception, pupils can
to some extent choose and apply strategies for reading. Pupils can choose from texts
and spoken language of a simple nature and from different media and in a relevant
way use the selected material in their own production and interaction.

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SIGN LANGUAGE FOR THE HEARING

In production, pupils can express themselves simply and understandably in phrases

and sentences. To clarify and vary their communication, pupils can work on and
make some individual, simple improvements to their communications. In interaction,
pupils can express themselves simply and understandably with signs, phrases and
sentences. In addition, pupils can choose and use a ­strategy that solves problems and
improves their interaction.
Pupils comment in simple forms on some phenomena in different contexts where sign
language is used, and can also make simple comparisons with their own experiences
and knowledge.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can understand the main content and clear details in simple and clear sign
language at a relaxed pace about everyday and familiar topics. Pupils show their
understanding by in a simple form giving an account and commenting on content
and details, and also with satisfactory results act on the basis of the message and
instructions in the content. To facilitate their understanding of content reception,
pupils can to some extent choose and apply strategies for reading. ­Pupils can choose
sign language texts of a simple nature and from d ­ ifferent ­media and in a relevant way
use the selected material in their own ­production and interaction.
In production, pupils can express themselves simply, relatively clearly and to some
extent coherently. To clarify and vary their communication, pupils can work on
and make simple improvements to their communications. In interaction, pupils can
express themselves simply and relatively clearly with signs, phrases and sentences. In
addition, pupils can choose and apply some different strategies to solve problems and
improve their interaction.
Pupils comment in simple forms on some phenomena in different contexts where sign
language is used, and can also make simple comparisons with their own experiences
and knowledge.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can understand the whole and essential details in simple and clear sign
language at a relaxed pace about everyday and familiar topics. Pupils show their
understanding by giving an overall account of and commenting on content and

294 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011
 SIGN LANGUAGE FOR THE HEARING

details and also with good results act on the basis of the message and instructions in
the content. To facilitate their understanding of content reception, pupils can to some
extent choose and apply strategies for reading. Pupils can choose sign language texts of
a simple nature and from different media, and in a relevant and effective way use the
material chosen in their own production and interaction.
In communications of various kinds, pupils can express themselves simply, relatively
clearly and relatively coherently. To clarify and vary their communication, pupils can
work on and make simple improvements to their communications. In interaction,
pupils can express themselves simply and clearly with signs, phrases and sentences
which to some extent are adapted to purpose, recipient and situation. In addition,
pupils can choose and use several different strategies to solve problems and improve
their interaction.
Pupils comment in overall terms on some phenomena in different contexts where sign
language is used, and can also make simple comparisons with their own experiences
and knowledge.

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TECHNOLOGY

5.21 TECHNOLOGY
Technological solutions have always been important for man and for the development of
society. The driving forces behind the evolution of technology have often been a desire to
solve problems and meet human needs. In our time, more exacting demands are imposed
on technological expertise in daily and working life, and many of today’s societal and
political decisions embody elements of technology. To understand the role of technology
for the individual, society and the environment, the technology that surrounds us needs to
be transparent and understandable.

Aim
Teaching in technology should aim at helping the pupils to develop their technical
expertise and technical awareness so that they can orient themselves and act in a
technologically intensive world. Teaching should help pupils to develop their interest
in technology and their ability to deal with technical challenges in a conscious and
innovative way.
Through teaching, pupils should be given the preconditions to develop k­ nowledge
about technology in everyday life and familiarity with specific terms and concepts
used in the subject. Teaching should help pupils to develop their knowledge on how
to solve different problems and satisfy needs with the use of technology. Pupils should
also be given the preconditions to develop their own technical ideas and solutions.
Through the educational programme, pupils should be given opportunities to develop their
understanding of the importance of technology and their own use of technical solutions
and their impact on people, society and the environment. In addition, teaching should
give pupils the preconditions to develop confidence in their own ability to assess tech-
nical solutions and relate these to questions concerning aesthetics, ethics, gender roles,
the economy and sustainable development.
Teaching should help pupils to develop their knowledge about the historical develop-
ment of technology so that they are in a better position to understand complicated
technological phenomena and contexts of today, and how technology has impacted
and impacts the development of society. Teaching should also contribute to pupils’
understanding of how technology has developed in interaction with other sciences and
forms of art.
Teaching in technology should essentially give pupils the opportunities to ­develop
their ability to:
• identify and analyse technological solutions based on their appropriateness and
function.
• identify problems and needs that can be solved by means of technology, and work
out proposals for solutions,
• use the concepts and expressions of technology,

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• assess the consequences of different technological choices for the individual, society
and the environment, and
• analyse the driving forces of technological development and how technology has
changed over time.

Core content
In years 1–3
Technological solutions
• What computers are used for and some of the basic component parts of a computer
for entering, retrieving and storing information, such as keyboards, monitors and
hard disks. Some familiar objects that are controlled by computers.
• Some common technical solutions where people have recreated nature, such as the
cupped hand as a model for receptacles.
• Materials for their own constructions. Their properties and how they can be
combined.
• Some simple words and concepts to name and discuss technological solutions.

Working methods for developing technological solutions

• Studying how some everyday objects are constructed and function, and also how
they are designed and offering suggestions of how they can be improved.
• Pupils’ own constructions where simple mechanisms are applied.
• Controlling objects by means of programming.
• Documentation in the form of simple sketches, pictures and both physical and
digital models.

Technology, man, society and the environment

• Some objects in pupils’ everyday life and how they are adapted to people’s needs.
• How objects in pupil’s daily life have changed over time.
• Safety in the use of technology, such as when dealing with electricity and using
different services via the internet.

In years 4–6
Technological solutions
• Some parts of the computer and their functions, such as processors and memory.
How computers are controlled by programs and can be linked together in networks.
• Technical solutions that use electrical components and simple electronics in order to
produce sound, light or movement, such as alarms and lighting.

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• Everyday objects consisting of moving parts and how these are linked together by
means of different mechanisms for transferring and reinforcing power.
• How common solid and stable constructions are built, such as houses and bridges.
• How different components work together in simple technical systems, such as
torches.
• Common materials, such as wood, glass and concrete, their properties and use in
solid and stable constructions.
• Words and terms used to name and discuss technical solutions.

Working methods for developing technical solutions

• Different phases of technical development: identification of needs, investigating,
proposing solutions, designing and testing.
• Pupils’ own constructions applying principles for solid and stable structures,
mechanisms and electrical connections, in the form of physical and digital models.
• Controlling pupils’ own constructions or other objects by means of programming.
• Documentation in the form of sketches with explanatory words and terms, symbols
and measurements, as well as physical and digital models.

Technology, man, society and the environment

• Common technical systems at home and in society, such as networks for data
communication, water and sewage systems, and also recycling systems. Some parts
of the system and how they work together.
• How technological systems at home and in society change over time and some of
the causes of this.
• Different ways of economising on the use of energy in the home.
• Safety when using technology, for example when transferring information in digital
environments.
• Consequences of technological choices, such as advantages and disadvantages of
different technological solutions.
• How technology is involved in changing the conditions for different occupations
and in all areas of society.

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In years 7–9
Technological solutions
• Technical solutions for controlling and regulating systems. How mechanical and
digital technology work together, for example in heating and ventilation systems.
• Technological solutions in communication and information technologies for the
exchange of information, such as computers, the internet and mobile telephony.
• Technical solutions that use electronics and how they can be programmed.
• Technical solutions for solid and stable constructions, such as reinforcement and
types of beams.
• Transforming raw materials into finished products, and managing waste in some
industrial processes, such as the manufacture of paper and foodstuffs.
• How components and subsystems work together in larger systems, such as the
production and distribution of electricity.
• The importance of properties, such as tensile and compression strength, ­hardness
and elasticity when choosing materials for technical solutions. P
­ roperties and
applications of a number of new materials.
• Words and terms used to name and discuss technical solutions.

Working methods for developing technological solutions

• Different phases of technical development: identification of needs, ­investigating,
proposing solutions, designing and testing. How different phases in the work
process are interlinked.
• Pupils’ own constructions in which they apply control and regulations, including
with the aid of programming.
• How digital tools can provide support in technical development work, for example
when producing drawings and simulations.
• Documentation in the form of manual and digital sketches and drawings with
explanatory words and terms, symbols and measurements, as well as documentation
with physical and digital models. Simple, written reports describing and summari-
sing work carried out on construction and technical development.

Technology, man, society and the environment

• The internet and other global technical systems. The benefits, risks and limitations
of these systems.
• The relationship between technological development and scientific progress.
How technology has enabled scientific discoveries to be made, and how ­science has
made possible technological innovations.

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TECHNOLOGY

• Recycling and reuse of materials in different manufacturing processes. Interaction

between mankind and technology, as well as mankind’s opportunities to create
technical solutions that contribute to sustainable development.
• Security when using technology, for example storing and protecting data.
• Consequences of choice of technology from ecological, economic, ethical and
social perspectives, such as in questions about development and use of ­biofuels and
munitions.
• How cultural attitudes towards technology have an impact on men’s and women’s
choice of occupation and use of technology.

Knowledge requirements
Knowledge requirements for grade E at the end of year 6
Pupils can describe and give examples of simple technical solutions in everyday life
and some parts which interact in order to satisfy their purpose and ­function. In
addition, pupils can in a simple way describe and give examples of some solid and
stable constructions in everyday life, their structure and the materials used.
Pupils can carry out very simple work on technology and design by testing possible
ideas for solutions, as well as designing simple physical or digital models. During the
work process, pupils contribute to formulating and choosing action alternatives that
lead to improvements. Pupils draw up simple documentation of work using sketches,
models or texts where the intention of the work is to some extent made clear.
Pupils can carry out simple and to some extent informed reasoning, not only about
how some objects or technical systems in society have changed over time, but also
some of the advantages and disadvantages of different technical systems for the indi-
vidual, society and the environment.

Knowledge requirements for grade D at the end of year 6

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 6

Pupils can explain simple technical solutions in everyday life and how some parts
interact in order to satisfy their purpose and function. In addition, pupils can in
a developed way describe and show relationships between some solid and stable
constructions in everyday life, their structure and the materials used.
Pupils can carry out very simple work on technology and design by testing and
retesting possible ideas for solutions, as well as designing developed physical or digital
models. During the work process, pupils formulate and choose action alternatives
which with some adaptation lead to improvements. Pupils draw up developed docu-

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 TECHNOLOGY

mentation of work using sketches, models or texts where the i­ntention of the work is
relatively well documented.
Pupils can apply developed and relatively well informed reasoning not only over how
some objects or technical systems in society have changed over time, but also the
advantages and disadvantages of various technical solutions for the i­ndividual, society
and the environment.

Knowledge requirements for grade B at the end of year 6

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 6

Pupils can explain simple technical solutions in everyday life and how some parts
interact in order to satisfy their purpose and function, and show other similar solu-
tions. In addition, pupils can in a well developed way describe and show relationships
between some solid and stable constructions in everyday life, their structure and the
materials used.
Pupils can carry out very simple work on technology and design by systematically
testing and retesting possible ideas for solutions, as well as designing well developed
physical or digital models. During the work process, pupils formulate and choose
action alternatives that lead to improvements. Pupils draw up well developed docu-
mentation of the work using sketches, models or texts where the intention of the work
is well documented.
Pupils can apply well developed and well informed reasoning not only over how some
objects or technical systems in society have changed over time, but also the advantages
and disadvantages of various technical solutions for the i­ndividual, society and the
environment.

Knowledge requirements for grade E at the end of year 9

Pupils can study different technical solutions in everyday life and with some use of
topic-specific terms describe how easily identifiable parts work together to satisfy
their purpose and function. In addition, pupils apply simple and to some extent
informed reasoning about similarities and differences between some m ­ aterials and
their use in technical solutions.
Pupils can carry out simple work involving technology and design by ­studying and
testing possible solutions and also designing simple physical or d
­ igital ­models. During
the work process, pupils contribute to formulating and ­choosing action alternatives
that lead to improvements. Pupils draw up simple documentation of the work with
sketches, models, drawings or reports where the intention of the work is to some
extent clear.

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TECHNOLOGY

Pupils can apply simple and to some extent informed reasoning about how some objects
and technical systems in society change over time, and show the driving forces behind
technological development. In addition, pupils can apply simple and to some extent
informed reasoning about how different technical solutions can have different conse-
quences on the individual, society and the e­ nvironment.

Knowledge requirements for grade D at the end of year 9

Grade D means that the knowledge requirements for grade E and most of C are satisfied.

Knowledge requirements for grade C at the end of year 9

Pupils can study different technical solutions in everyday life and with r­ elatively good
use of topic-specific terms describe how parts of subsystems work ­together to satisfy
their purpose and function. In addition, pupils ­apply d ­ eveloped and relatively well
informed reasoning about similarities and d ­ ifferences between some materials and
their use in technical solutions.
Pupils can carry out simple work involving technology and design by studying and
testing and retesting possible ideas for solutions and also designing d
­ eveloped physical
or digital models. During the work process, pupils formulate and choose action alter-
natives which with some adaptation lead to improvements. Pupils draw up developed
documentation of the work with sketches, models, drawings or reports where the
intention of the work is relatively well made clear.
Pupils can apply developed and relatively well informed reasoning about how some
objects and technical systems in society change over time, and show the driving forces
in technological development. In addition, pupils can ­apply well developed and
relatively well informed reasoning about how different t­ echnical choices can have
different consequences for the individual, society and the e­ nvironment.

Knowledge requirements for grade B at the end of year 9

Grade B means that the knowledge requirements for grade C and most of A are satisfied.

Knowledge requirements for grade A at the end of year 9

Pupils can study different technical solutions in everyday life and with good use of
topic-specific terms describe how parts of subsystems work together to satisfy their
purpose and function, and show other similar solutions. In addition, pupils carry out
well developed and well informed reasoning about similarities and differences between
some materials and their use in technical solutions.
Pupils can carry out simple work involving technology and design by studying and
systematically testing and retesting possible ideas for solutions and also design well
developed and well planned physical or digital models. During the work process,

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 TECHNOLOGY

pupils formulate and choose action alternatives that lead to ­improvements. Pupils
draw up well developed documentation of the work using sketches, models, drawings
or reports where the intention of the work is well documented.
Pupils can apply well developed and well informed reasoning over how some objects
and technical systems in society have changed over time and show the driving forces
of technological development. In addition, pupils can apply well developed and well
informed reasoning about how different technical choices can have different conse-
quences for the individual, society and the environment.

CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND SCHOOL-AGE EDUCARE 2011 303
The curriculum for the compulsory school, preschool class and
school-age educare contains five sections and has been adop-
ted by the government. The first section, Fundamental values
and tasks of the school, applies to the compulsory school,
preschool class and school-age educare. The second section,
Overall goals and guidelines, applies to the compulsory school
and, apart from the content about grading, to the preschool
class and school-age educare. The third section applies to the
preschool class, the fourth section to school-age educare and
the fifth section containing syllabuses applies to the compulso-
ry school. It is important to read the different parts of the cur-
riculum as a whole in order to understand the purpose of the
education. The knowledge requirements have been adopted by
the Swedish National Agency for Education and may be found
in this book immediately after each syllabus.
ISBN: 978–913832734–0