Various aspects covered in the National Curriculum Guide are common to preschools, compulsory schools and upper secondary schools. Chapters 1-3 are common to the curricula of the three school levels, and they discuss the policy objectives of the education system, general education and the goals of the school system, the basic elements of education and the evaluation of school work. The emphasis is on flexibility and continuity in the school system, both in content and methods. The emphasis is also on school development and common aspects of teacher professionalism at all school levels.

In the general part of the main curricula of kindergartens, primary schools and secondary schools, the role of each school level and the special emphasis in learning and teaching on each of them is described; objectives, subjects and practices. In school curricula published in individual schools, the direction of the main curriculum is implemented in accordance with the policy of each location, student group, professional focus and specific characteristics of each case.

Schools are educational institutions and their role is defined in education legislation. The country’s schools form a coherent whole, a school system, which must ensure consistency and coherence in education from kindergartens to universities and adult education. Emphasis is placed on a comprehensive educational policy, but a clear division between school levels so that students can move naturally between kindergarten and primary school and between primary school and secondary school in accordance with their individual learning status and development. Students should also have the opportunity to study at two school levels simultaneously if it suits their studies. At each school level, diverse subjects and practices are aimed at meeting the different learning needs of different individuals and promoting the comprehensive development, well-being and education of each individual.

The main role of kindergartens, primary schools and secondary schools is to promote the general education of the citizens. The schools must strive to conduct their work in accordance with the situation and needs of children and young people. The school work aims at their active participation in a democratic society inside and outside the school.

The content and subjects of the school work are presented in study areas, subjects or courses. It should be kept in mind that study areas, subjects and courses are not goals in themselves, but aids to promote meaningful learning and achieve the goals of school work. The main curricula of the school levels therefore define goals in accordance with the characteristics of each school level, the age and development of children and young people.

In the organization and subjects of the school work and in the schools’ practices, a learning environment and communication that contribute to general education must be cultivated. General education is the basis of vocational education and other specific education. Learning and education takes place in a wider area than in schools. Education is a lifelong process. It is important that the schools support their students’ motivation to learn, cultivate the joy of learning and the spirit of work and thus contribute to their education.

The practices of kindergartens, primary schools and secondary schools and the relationships between children and young people and with their teachers are no less important than the subjects of lessons in order to achieve the goals of the schools and promote well-being, learning and education. The schools’ practices must be shaped by tolerance and equality, democratic cooperation and responsibility.

Teachers play a key role in all school activities. The teaching profession spans many roles in the school system, e.g. teaching, management, education, consulting, research and development work. Thus, e.g. school administrators, special teachers and academic advisors to the teaching profession. The quality of education and the success of the school system is based first and foremost on a well-educated and motivated professional class of teachers at all school levels.

The professionalism of teachers is based on specialist vocational training, knowledge, attitudes and work ethics. The professionalism of teachers is about students, their education and well-being. Purposeful communication and good teaching contribute to the learning and increased competence of children and young people. Teachers are not only obliged to impart knowledge to students, but also to provide them with opportunities to acquire knowledge and skills, stimulate their work enthusiasm and promote creative thinking. Teachers guide children and young people in their learning and assessment, and work to ensure that they adopt healthy lifestyles. They strive to create a good school atmosphere, fair work rules and a stimulating learning environment.

At the beginning of the 21st century, there have been drastic changes in Icelandic society that have a direct and indirect effect on the school system, and at the same time the students’ learning and the teachers’ work. Whether you look at the economy and employment, social affairs and migration, technology and communication, you can find a crucible and changes that affect cultural life and knowledge, education and upbringing. It can be said that changes in Icelandic society in recent years have been very rapid, and therefore the demands on schools to help society understand the changes and cope with new situations are increasing. All of this increases the demands on the teaching profession, both to analyze social changes and to adapt the schools’ activities to them in a responsible manner.

Teachers work in consultation with school administrators to develop the school curriculum in accordance with the conditions and special emphasis at each school level. It is the responsibility of teachers to implement in a professional manner in their teaching and other school work the instructions of the Education Act and the policy that appears in the main curriculum.