Elementary school
Foreword
General section
Field of study
Key competence
This chapter explains the educational value and main purpose of key competences. It takes into account the six basic elements discussed in Chapter 2 and the focus areas of learning discussed in Chapter 6. It presents competence criteria for key competences at the end of grades 4, 7 and 10.
Chapter 9.4 discusses assessment criteria for key competencies. Assessment criteria at the end of grades 4, 7 and 10 are not set for key competencies and it is not expected that grades in key competencies will be published on students’ certificates at the end of compulsory school. Schools set achievement criteria for all grades in key competencies and publish them in the school’s curriculum guide.
Educational value and main purpose of key competencies
Chapter 6 discusses how the basic elements of education, together with the emphasis of the Compulsory Education Act, should be a guiding light in general education and the practices of compulsory schools. It also discusses the importance of compulsory schools creating a platform for students to develop skills in the spirit of the basic elements that prepare them in various ways for participation in a democratic society.
Key competences are those competences that concern the student himself and are intended to promote his all-round development. In each subject and field of study, equal emphasis shall be placed on the competence criteria of key competences and the specific competence criteria of the subject or field of study in question. Key competences shall be reflected in all learning and teaching, subjects and procedures of all subjects and fields of study. Teaching methods shall be aimed at this. Learning and teaching of key competences in compulsory school shall begin at the beginning of students’ schooling and continue throughout their compulsory schooling in all school activities, fields of study and subjects.
The main purpose of learning and teaching key competencies is to develop students’ self-awareness and communication skills, critical thinking, prepare them for active participation in a democratic society, and for them to acquire the ability to utilize their strengths for continued learning and professional development when the time comes.
When planning learning, teaching and integrating key competences into all subjects, all key competence criteria should be taken as a basis. By integrating key competence criteria into all students’ learning throughout their schooling, the foundation is laid for the all-round development of students. The aim must be for students to develop and maintain a sense of security and a positive attitude towards the aspects in which they are trained.
In order to acquire the skills outlined in the key competence criteria, students need to be given the opportunity to express their thoughts, feelings and opinions, communicate their knowledge and skills, participate in discussions and debates, listen to others, present their case clearly and audibly, use creative and critical thinking, exercise initiative, draw conclusions and seek new solutions both in individual work and in collaboration. Students need to be taught to use a variety of media for knowledge search, processing and communication, as well as to use information in a responsible, creative and critical way. They need to receive training and guidance in taking responsibility for their own learning, applying good working practices, evaluating their performance and understanding what is needed for them to make progress.
School work where key competencies are emphasized calls for diverse teaching methods, creative learning environments, and opportunities for students to work on a variety of tasks.
Competency criteria for key competencies
The competence standards in key competences are presented in five categories, namely expression and communication, creative and critical thinking, independence and collaboration, use of media and information, and responsibility and assessment of one’s own learning. Although the competence standards are grouped in this way, it is important to see them as a continuous whole. When focusing specifically on one competence standard, it is important to keep in mind that learning is a continuous process and creative activity rather than the accumulation of limited knowledge and training in a specific skill.
Expression
By the end of 4th grade, a student can:
express feelings and ideas in a way that is understandable to others,
By the end of 7th grade, a student can:
express ideas and feelings clearly,
By the end of the 10th grade, a student can:
express ideas and feelings in a clear and organized manner,
Consideration
By the end of 4th grade, a student can:
listen to others, show consideration and stay on topic,
By the end of 7th grade, a student can:
respond to information, listen, participate in discussions and take into account different points of view,
By the end of the 10th grade, a student can:
respond to a variety of information and ideas, listen, participate in discussions and take into account different points of view,
Communication
By the end of 4th grade, a student can:
discuss their interests and opinions,
By the end of 7th grade, a student can:
discuss a topic in a way that arouses the interlocutor's interest,
By the end of the 10th grade, a student can:
discuss issues clearly in a way that arouses the interest of the interviewee,
CommunicationOrðaforði
By the end of 4th grade, a student can:
learn and use new words to discuss different topics,
By the end of 7th grade, a student can:
expand their vocabulary and apply it to different topics,
By the end of the 10th grade, a student can:
acquire and use a diverse vocabulary and appropriate concepts related to different subjects,
Mediation
By the end of 4th grade, a student can:
use different ways of communication.
By the end of 7th grade, a student can:
choose from different means of communication.
By the end of the 10th grade, a student can:
choose from a variety of communication methods.
Questioning mindset
By the end of 4th grade, a student can:
asked questions to initiate research into diverse phenomena,
By the end of 7th grade, a student can:
ask a variety of questions and use them to research diverse phenomena,
By the end of the 10th grade, a student can:
asked critical questions and used them in their research,
Creation
By the end of 4th grade, a student can:
worked on a variety of projects in a creative way,
By the end of 7th grade, a student can:
pointing out ideas or possibilities that have not been raised before,
By the end of the 10th grade, a student can:
solve diverse challenges in a creative way,
Learned from mistakes
By the end of 4th grade, a student can:
learned from their mistakes,
By the end of 7th grade, a student can:
learned from mistakes and saw opportunities for progress,
By the end of the 10th grade, a student can:
solve diverse challenges in a creative way,lært af mistökum og séð í þeim nýja möguleika til framfara,
Debate
By the end of 4th grade, a student can:
explain their case with arguments,
By the end of 7th grade, a student can:
presented arguments for different opinions,
By the end of the 10th grade, a student can:
debate issues from different perspectives,
Conclusion
By the end of 4th grade, a student can:
examine data and information and draw your own conclusions,
By the end of 7th grade, a student can:
take an informed stance on data and information and draw your own conclusions,
By the end of the 10th grade, a student can:
take an informed stance on data and information, draw conclusions and interpret them,
Critical thinking
By the end of 4th grade, a student can:
pointed out different perspectives on diverse topics.
By the end of 7th grade, a student can:
point out different perspectives and take a reasoned position on a variety of issues.
By the end of the 10th grade, a student can:
take an informed stance on data and information, draw conclusions and interpret them,
Independence
By the end of 4th grade, a student can:
show initiative in projects and ask for help as needed,
By the end of 7th grade, a student can:
demonstrated initiative and independence in working methods,
By the end of the 10th grade, a student can:
demonstrated initiative, independence and responsibility in work methods,
Collaboration
By the end of 4th grade, a student can:
work with others on projects related to studies and social activities,
By the end of 7th grade, a student can:
work with others and contribute to collaborations related to studies and social activities,
By the end of the 10th grade, a student can:
work with others and contribute to constructive collaboration related to studies and social activities,
Cooperation
By the end of 4th grade, a student can:
have realized different roles in collaboration,
By the end of 7th grade, a student can:
have realized their own role in collaboration and made their contribution,
By the end of the 10th grade, a student can:
can fulfill their role in cooperation and assume responsibility,
Warranty
By the end of 4th grade, a student can:
have realized different roles in collaboration,tekið ákvarðanir um hvernig honum finnst best að læra,
By the end of 7th grade, a student can:
make decisions about their own studies and interests with consideration for others,
By the end of the 10th grade, a student can:
make decisions about their own studies and interests in a democratic manner,
Guidance
By the end of 4th grade, a student can:
accept guidance and feedback positively.
By the end of 7th grade, a student can:
utilize guidance and feedback to achieve learning goals.
By the end of the 10th grade, a student can:
utilize guidance, feedback and criticism in a constructive manner.
Reliability
By the end of 4th grade, a student can:
understand the difference between fabrication and reality,
By the end of 7th grade, a student can:
understand where to look to obtain reliable information and pass it on in a correct and responsible manner,
By the end of the 10th grade, a student can:
distinguish between reliable and unreliable media, propaganda and information,
Information gathering and media use
By the end of 4th grade, a student can:
distinguish between opinions and facts,
By the end of 7th grade, a student can:
use a variety of media to gather information and take an informed stance on their reliability,
By the end of the 10th grade, a student can:
use different media responsibly to obtain, analyze and communicate information and opinions,
Diligence and accuracy
By the end of 4th grade, a student can:
have the right to leave a message whether it is speech or text.
By the end of 7th grade, a student can:
understand that the presentation and quality of information depends on many factors and recognize the importance of careful selection and use of sources.
By the end of the 10th grade, a student can:
choose reliable sources and present information in different ways as appropriate in each case in an ethically responsible manner.
Self-knowledge
By the end of 4th grade, a student can:
discuss your own strengths and known growth mindset,
By the end of 7th grade, a student can:
set goals based on personal strengths and adopt a growth mindset,
By the end of the 10th grade, a student can:
set diverse and creative goals based on personal strengths and adopt a growth mindset,
Goal setting
By the end of 4th grade, a student can:
set manageable goals and be happy when they are achieved,
By the end of 7th grade, a student can:
set personal and academic goals, reflect on successes and failures,
By the end of the 10th grade, a student can:
set realistic and ambitious goals for performance and progress in one's own studies, work towards them and evaluate how successful they have been,
Reflection
By the end of 4th grade, a student can:
reflect on his own studies and what he wants to learn next,
By the end of 7th grade, a student can:
evaluate their studies systematically and set goals for subjects or skills,
By the end of the 10th grade, a student can:
organized, reflective and responsible for one's own learning,
Success and self-knowledge
By the end of 4th grade, a student can:
understand the criteria for success and what is expected,
By the end of 7th grade, a student can:
understand the criteria for success and work towards them,
By the end of the 10th grade, a student can:
understand and justify success criteria and work towards them,
Academic and vocational education
By the end of 4th grade, a student can:
understand the different and diverse jobs that are performed in society.
By the end of 7th grade, a student can:
Connect your own interests to diverse study programs and jobs.
By the end of the 10th grade, a student can:
use information about study programs and diverse jobs when planning one's own study and career path.