Secondary school
General section
Course descriptions
Upper secondary schools, one or more together, make a proposal for a curriculum description and submit it to the ministry for approval. Curriculum descriptions that have been approved are thus part of the national curriculum guide for upper secondary schools.
The Ministry will publish study programme descriptions, model programmes, which individual upper secondary schools can use as a reference when preparing study programme descriptions for upper secondary school examinations, vocational qualifications, matriculation examinations and other final examinations. It is expected that model programmes will be prepared in collaboration with upper secondary schools, universities and the business community and will be taken into account in the Ministry’s approval process. The Ministry may approve model programmes so that they become part of the National Curriculum Guide for upper secondary schools.
When developing study programmes, the Ministry emphasizes that students are given the opportunity to complete their studies at different qualification levels. It also ensures that students who complete studies defined at the first or second qualification level are given the opportunity to continue their studies.
Course descriptions shall be structured in accordance with the provisions of the general section of the National Curriculum Guide for Upper Secondary Schools and the school curriculum guide of the school in question. The course description shall, among other things, address:
- connection of studies with the world of work and/or other levels of education,
- the structure of the study, such as the final objective, the scope of the study, the level of competence at which the completion of the study is defined, whether it is an upper secondary school diploma, a professional qualification exam, a matriculation examination, other final exams or additional studies at upper secondary school,
- admission requirements and conditions for progress in studies,
- where and how basic elements and key competences are reflected in the general and specialized education of a study programme,
- learning, teaching and assessment,
- Structure of learning into competency levels and course descriptions.
Below are the main rules for creating study program descriptions and they apply to the organization of all study programs, regardless of subjects and student groups.
Qualification criteria
Upper secondary schools shall offer students appropriate education that takes into account the student’s abilities and future plans. The final objectives of each study programme shall reflect the students’ abilities upon completion of their studies. They are therefore called competence criteria and shall be descriptive so that students know at the outset what they are aiming for. Emphasis is placed on ensuring that all areas of key competence are visible in the competence criteria of study programmes.
Learning phases
Schools can create course descriptions in conjunction with the creation of course descriptions. Each course description is organized as an independent entity and has a separate course number.
Course units shall be linked to a proficiency level and it is assumed that a minimum of 75% of the course’s subjects fall within a defined level. The course description shall state what knowledge, skills and competences students need to achieve, requirements for prerequisites and the scope of the course in upper secondary school credits. The Ministry publishes a template for the structure of course descriptions and rules on the numbering system.
At the beginning of teaching, a curriculum (syllabus) must be available for all stages. It must include, among other things:
- standards of knowledge, skills and competence,
- a general description of the course topics,
- learning materials and projects,
- assessment arrangements.
Core articles
The core subjects of upper secondary education are Icelandic, mathematics and English. All study programmes shall as a rule require that students acquire at least a level of competence equivalent to the description of the first level of competence in the core subjects in Appendix 3. When planning study programmes, the competence criteria of the programmes may include a requirement that students must achieve greater competence in the core subjects.
Requirements for core subjects for the matriculation examination
All matriculation examination courses must include a minimum of 45 credits in core subjects, i.e. English, Icelandic and mathematics.
Study programmes shall be organised so that students achieve a minimum of competence at the third proficiency level according to the description in Appendix 3. The total number of upper secondary school credits in Icelandic in matriculation programmes shall be a minimum of 20 credits, of which a minimum of 10 credits shall be at the third proficiency level. Study programmes shall also be organised so that students achieve competence in mathematics and English at the second proficiency level according to the descriptions in Appendix 3. The minimum number of credits at the second proficiency level is 5 credits in either mathematics or English. If the choice is made to take the minimum number of credits at the second proficiency level in mathematics, the student must take more credits in English and vice versa. These rules are also shown in the table below.
Requirements for core subjects for the matriculation examination
| Core article | Minimum qualifications | Minimum unit requirements |
|---|---|---|
| Icelandic | 3rd level of proficiency | The total number of people in the 2nd and 3rd stages shall be a minimum of 20 people, of which 10 people in the 3rd stage. |
| Mathematics and English | 2nd level of proficiency | The minimum number of credits at level 2 is 5 in either mathematics or English. If the choice is made to take the minimum number of credits at the second proficiency level in mathematics, students must take more credits in English, and vice versa. |
| A total of 45 points must be reached. |
Students who have Icelandic as a second language may choose mathematics or English up to the third proficiency level instead of Icelandic. They then take a minimum of 5 credits at the second proficiency level in Icelandic.
Benchmark tests for core subjects for the Matriculation Examination
According to the Act on Upper Secondary Schools, assessment in the final stages of core subjects for the matriculation examination shall be based on reference tests provided or recognized by the Minister. The Ministry will publish examples of questions that test competence in core subjects at the second and third proficiency levels, and schools can use them as a reference in the final stages of core subjects for the matriculation examination. Schools can also use as a reference the descriptions of the knowledge, skills and competences that characterize core subjects at different proficiency levels and are published in Appendix 3.
Sports, physical education and health
Secondary schools shall organize curricula so that all students aged 18 and under participate in sports – physical education and health education. Secondary schools shall also organize curricula so that students have the opportunity to take a sports course each semester.
Matriculation Examination
Literary study programmes leading to the matriculation examination shall require a minimum requirement for a Nordic language of proficiency level three and a minimum requirement for a third language of proficiency level two (see Appendix 3).
The same requirement applies to a Nordic language in other matriculation examination programmes, but in those programmes, a choice must also be made between requirements for proficiency level two in a third language, social studies or science.
Structure of study programs
The Ministry sets out requirements for how the study courses of a track should be distributed across different proficiency levels. This requirement varies depending on the proficiency level at which the completion of a study programme is defined. The requirement for the proportion of courses at each level is stated in a certain range, to give schools and students the opportunity to organize the study with varying degrees of specialization. The requirements for the distribution of courses by proficiency level form a template that upper secondary schools must use when organizing study programmes, but the Ministry also takes them into account when deciding on confirmation. The templates are intended to ensure a progressive learning process so that the study programme leaves students with the competences required at the end of the study. They are thus part of the quality assurance of the study programme. The templates are also intended to facilitate comparisons between study programmes, the assessment of students between schools and to serve as a reference for the Ministry when confirming study programmes.
When planning study programmes, upper secondary schools shall strive to give students the opportunity for a restricted and/or free choice, but in such a way that the Ministry’s requirements are met. However, upper secondary schools may, when planning study programmes, oblige students to take more than the minimum number of upper secondary school credits in both core subjects and other subjects. When selecting compulsory courses, consideration shall be given to the requirements for key competences, the competence criteria of the study programme and the requirements of the business sector and the next level of education for necessary preparation.
When planning study programmes, schools are obliged to ensure that students are given the opportunity to acquire defined key competences. How this is done must be clearly stated in the study programme description and the school curriculum. Here, a school can either choose to address the various aspects and areas of the key competences in integrated subjects or within the framework of traditional subjects, where appropriate, such as within Icelandic, sports, foreign languages, life skills, natural sciences, history, mathematics and information technology.
Secondary schools are permitted to offer study programmes that give students the opportunity to plan their studies to a large extent themselves and are classified as other final exams or matriculation exams. Such study programmes are subject to the same rules as other study programmes in terms of structure and content. The rights acquired in these study programmes depend entirely on the composition of the study programme and it is important that students are made clear about this. Guidance from a study and career counsellor is of great importance in this regard.
Study programmes with a first qualification level
Study programs with a first-level qualification are generally 30-120 credits, but can be up to 240 credits for students with intellectual disabilities. The study is almost entirely at the first level, but students can take up to 10% of the study at the second level. This gives them the opportunity to deepen their skills.
Completion of studies at proficiency level 1
Distribution of learning by skill level
| Skill level | Criteria for the percentage of learning | Criteria for the percentage of learning |
|---|---|---|
| Minimum | Maximum | |
| 1 | 90% | 100% |
| 2 | 0 | 10% |
Template for completion of studies at proficiency level 1. The template implies that at least 90% of the learning should be defined at the first competency level. Up to 10% of the learning may be defined at the second competency level.
Study programmes leading to a second qualification level
Study programmes leading to a second qualification level are generally 90-120 credits. It is assumed that a minimum of 25% of the study is at the first qualification level, but never more than 50%. At least half of the study and up to 75% must be a specialization at the second qualification level. Upper secondary schools can organize study programmes so that students take up to 10% of the study at the third qualification level. In this way, students have the opportunity to gain greater specialization.
Completion of studies at proficiency level 2
Distribution of learning by skill level
| Skill level | Criteria for the percentage of learning | Criteria for the percentage of learning |
|---|---|---|
| Minimum | Maximum | |
| 1 | 25% | 50% |
| 2 | 50% | 75% |
| 3 | 0 | 10% |
Template for completion of studies at proficiency level 2. The template implies that a quarter to half of the study shall be at the first level. Half to 75% of the study shall be at the second level and up to 10% may be defined at the third level.
Study programmes leading to a third qualification level
Study programmes leading to a third qualification level are generally 150-240 credits. It is assumed that a minimum of 17% of the study is general study at the first qualification level and never more than 33%. A third (33%) to half of the study is specialization at the second qualification level. At the third qualification level, a minimum of 17% of the study and a maximum of 33% shall be defined.
Studies at the third qualification level are based on studies at the second qualification level and therefore include prerequisites. Studies at the third qualification level together with the prerequisites at the second qualification level form a specialisation of a track to which the track can be assigned. Upper secondary schools can organise study programmes so that students take up to 10% of the studies at the fourth qualification level. In this way, students have the opportunity to gain even greater specialisation.
Completion of studies at proficiency level 3
Distribution of learning by skill level
| Skill level | Criteria for the percentage of learning | Criteria for the percentage of learning |
|---|---|---|
| Minimum | Maximum | |
| 1 | 17% | 33% |
| 2 | 33% | 50% |
| 3 | 17% | 33% |
| 4 | 0 | 10% |
Template for completion of studies at proficiency level 3. The template implies that 17% to 33% of the study shall be defined at the first level, 33% to 50% of the study shall be defined at the second level, 17% to 33% of the study shall be at the third level, and up to 10% may be defined at the fourth level.
Study programmes leading to a fourth qualification level
These study programs are defined as supplementary studies to upper secondary school and are therefore generally organized as advanced studies at a defined upper secondary school level at the third qualification level. Study programs with a fourth qualification level completion are generally 30-120 credits. It is assumed that these study programs are organized so that a minimum of 70% of the study is defined at the fourth qualification level.
Completion of studies at proficiency level 4
Distribution of learning by skill level
| Skill level | Criteria for the percentage of learning | Criteria for the percentage of learning |
|---|---|---|
| Minimum | Maximum | |
| 3 | 0% | 30% |
| 4 | 70% | 100% |
Template for completion of studies at proficiency level 4. The template states that a minimum of 70% of the learning must be defined at competency level four. This means that no more than 30% of the learning may be defined at competency level three.
Confirmation of study programs
Upper secondary school curriculum descriptions that have received confirmation from the Minister are thus part of the National Curriculum Guide for Upper Secondary Schools. Announcements of the Minister’s confirmation of curriculum descriptions and the cancellation of curriculum descriptions are advertised in the Government Gazette.
The Ministry of Education, Science and Culture sets out rules for the receipt of applications and confirmation of study programme descriptions, in addition to the rules stipulated in the general part of the National Curriculum Guide on the structure and presentation of study programme descriptions.
When confirming study programmes, the presentation of competence criteria, the manifestation of basic elements and key competences, rules on the context of study and the weighting of study elements, the relationship between the number of credits and the expected work of students, and whether the final exam is placed at the correct competence level are reviewed, among other things. This work is based on reviews from professional bodies, such as professional councils and representatives of higher education institutions. Reviews take into account the requirements published by the Ministry as competence requirements for jobs and competence requirements for fields of study.