Elementary school
Foreword
General section
Field of study
Foreign languages
This chapter explains the educational value and main purpose of foreign languages. It takes into account the six basic elements discussed in Chapter 2, the focus areas discussed in Chapter 6, and the key competences defined in Chapters 9.4 and 18. Since students can start language learning at different ages, the competence criteria for foreign languages are presented at three levels. On the basis of the competence criteria, teaching methods, learning materials and assessment methods are selected and shall be explained in the school curriculum of the school in question. At the end of the chapter, assessment criteria are presented at the end of levels 1, 2 and 3. The assessment criteria at the end of levels 1 and 2 are intended to be a guide for schools and are only presented to support assessment at the end of the levels. Schools are obliged to use the assessment criteria at the end of level 3 when graduating students from grade 10.
The educational value and main purpose of foreign languages
Language learning should provide students with the opportunity to develop a sense of the social and cultural conditions of other nations. The program should help students see themselves as part of and equal in an international community, and increase their awareness of the opportunities that come with mastering foreign languages and having a rich linguistic resource.
The main purpose of studying and teaching foreign languages is for students to acquire comprehensive skills to use the language as a living tool for a variety of purposes and in different situations.
Proficiency in different languages plays an important role in the intellectual development of the individual, increases openness, promotes development in other areas and the possibility of participation in international relations. Proficiency in foreign languages and acquaintance with other nations and languages open doors to diverse cultural worlds, increases openness, understanding and respect for others and diverse situations and ways of life, and thereby contributes to a better understanding of one’s own culture and peaceful and democratic relations.
English plays a key role in international relations and trade. Icelanders’ cooperation and collaboration with other nations requires a solid command of English, which can be crucial in trade and when it is necessary to present Icelandic knowledge industries, views or interests in the international market. As English becomes more established as an international language of communication, both in business and leisure, the value of good English skills becomes obvious. The information and multimedia world also demands English skills. Rapid developments in the field of digital media and information technology mean that Icelanders have access to all kinds of content that requires an understanding of various varieties of the English language.
English is a key language in the field of higher education and science, and it is important to have a good command of it when entering university, as reading material at Icelandic universities is mostly in English.
The second foreign language that students learn in compulsory school is Danish or another Nordic language. It is assumed that Danish is generally the Nordic language taught in schools in this country, but instruction in Norwegian or Swedish is available to students who have special ties to Norway or Sweden. The instruction replaces Danish instruction and begins at the same time as Danish instruction begins in compulsory school.
Students who have the right to choose Norwegian or Swedish must have basic knowledge of the languages. They have therefore become acquainted with the society, are familiar with its rules of communication and customs. Some of these students have linguistic and cultural roots in both Iceland and Norway or Sweden. It is important that these students are encouraged to maintain and strengthen ties with their country and nation. The basic knowledge that a student needs to have in order to be able to study Norwegian or Swedish is to understand spoken Norwegian or Swedish very well, to be able to read and understand simple Norwegian or Swedish texts based on their age group and to be able to make themselves understood in spoken Norwegian or Swedish. This minimum knowledge is necessary for students to be able to take advantage of the Norwegian or Swedish courses that are available.
Nordic languages are taught because of our ongoing communication and cultural ties with the Nordic nations. Our history is intertwined with their history, culture and heritage, and the languages stem from the same roots. They are defined in more detail in the current Nordic Language Declaration.
The purpose of studying and teaching Nordic languages in Iceland is to maintain and strengthen ties with the Nordic countries and to promote Icelanders’ access to the common market for education and employment in the Nordic countries. Competence and proficiency in Nordic languages enables Icelanders to be active participants in important Nordic cooperation, study, work and play.
Good knowledge of one of the Nordic languages is key to any region in the Nordic countries and facilitates all communication.
When planning foreign language learning and teaching, the aim should be for students to acquire the ability to assimilate the content of spoken and written language of different types and the ability to evaluate and utilize the knowledge acquired. The program should provide students with opportunities to use the language creatively in speech and writing.
The proficiency standards in foreign languages are divided into several categories. The categories are not isolated within a subject or field of study, but rather parts of an integrated whole where each category can benefit from the others, within and between subjects and fields of study, which provides opportunities for comprehensive project work and integration of subjects and fields of study.
Foreign language teaching needs to help students increase their awareness of the opportunities that come with mastering foreign languages, see themselves as part of an international community, and adopt practices and methods that can be easily transferred to learning other languages and become their guide in life.
Students need to be given the opportunity to try out a foreign language through their own experiences, circumstances, and interests, gaining proficiency in using the language fluently in narratives and communication so that it suits the purpose, circumstances, and recipient at each time.
Students need to be taught about the language, its values, principles and vocabulary to use in reading, speaking and writing. Students need to be trained to have a conversation in the language, to use good pronunciation, emphasis and rhythm in order to gain confidence in using the language whenever necessary. It is also important that during the course students are given the opportunity to practice the critical use of various aids.
Proficiency criteria for foreign languages
The competence standards in foreign languages are presented in six categories, namely listening and viewing, reading and reading comprehension, communication, storytelling, writing and cultural literacy. 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 act rather than the accumulation of limited knowledge and training in a specific skill.
Stories and presentations
At the end of Level 1, a student can:
understand common words, simple instructions and stories and respond to them,
At the end of Level 2, a student can:
understand spoken language and narratives about topics related to their studies and daily life, respond to them and use them in their studies,
At the end of Level 3, a student can:
understand the main points of presentations and stories on a variety of topics, process them or use them in other ways,
Multimedia and visual media
At the end of Level 1, a student can:
follow the main theme in simple content that appeals to children and teenagers,
At the end of Level 2, a student can:
follow threads in appropriate material on a variety of media and use them in their studies,
At the end of Level 3, a student can:
monitor diverse content in multimedia and video media, process it or use it in other ways,
Analysis of information
At the end of Level 1, a student can:
listen for simple information and use it in their studies.
At the end of Level 2, a student can:
listen for the main points, analyze them and use them in their studies.
At the end of Level 3, a student can:
Listen for information, select the relevant information and process it.
Analysis of main points
At the end of Level 1, a student can:
find limited information in simple text and use it in project work,
At the end of Level 2, a student can:
find key information in a text and use it in project work,
At the end of Level 3, a student can:
obtain information from a text, distinguish main points from secondary points and use it in project work,
Real texts
At the end of Level 1, a student can:
understand the main content of simple factual texts with support if needed,
At the end of Level 2, a student can:
understand the main content of real texts and process their content,
At the end of Level 3, a student can:
read authentic texts from a variety of media for informational purposes, respond to their content or process them in other ways,
Literature
At the end of Level 1, a student can:
read short stories and books in simple language for pleasure,
At the end of Level 2, a student can:
read simple short stories and novels for their own benefit and enjoyment and work with their content,
At the end of Level 3, a student can:
read a variety of appropriate literature for their benefit and enjoyment, work with its content and become aware of the value of literature,
Other subjects
At the end of Level 1, a student can:
read short and easy-to-read material related to other subjects,
At the end of Level 2, a student can:
read and understand easy-to-read material and concepts related to other subjects,
At the end of Level 3, a student can:
read, understand and work with content and concepts related to other subjects,
CommunicationOrðaforði
At the end of Level 1, a student can:
read and understand short texts with basic vocabulary for everyday life.
At the end of Level 2, a student can:
read and understand appropriate texts that contain common vocabulary.
At the end of Level 3, a student can:
read, understand and work with a variety of vocabulary from various texts.
Informal conversation
At the end of Level 1, a student can:
asked and answered in a simple way about what is closest to him,
At the end of Level 2, a student can:
participate in informal conversation about their interests and daily life,
At the end of Level 3, a student can:
participate in informal conversation by paraphrasing and using fixed expressions from everyday language,
General communication
At the end of Level 1, a student can:
deal with classroom situations in simple communication,
At the end of Level 2, a student can:
survive in common situations and use common courtesy and communication habits,
At the end of Level 3, a student can:
deal with a variety of situations in general communication, convey and receive information,
Conversations
At the end of Level 1, a student can:
participate in simple conversations in the classroom.
At the end of Level 2, a student can:
use the language for communication in class and prepare, conduct and give interviews.
At the end of Level 3, a student can:
participate in conversations about familiar topics and express their opinions.
Expression
At the end of Level 1, a student can:
express themselves in a simple way about themselves and their life,
At the end of Level 2, a student can:
express their experiences and opinions and respond to simple questions,
At the end of Level 3, a student can:
express themselves in an organized manner about topics they know or have worked with in their studies and respond to questions,
Narration and introduction
At the end of Level 1, a student can:
prepare and deliver a simple story or presentation on a topic that he knows well,
At the end of Level 2, a student can:
prepare and deliver a story or presentation and respond to simple questions,
At the end of Level 3, a student can:
deliver a story or presentation on prepared material confidently and answer questions,
Transportation
At the end of Level 1, a student can:
performed a simple item that he has had the opportunity to practice,
At the end of Level 2, a student can:
transported fabricated or original material, alone or in company with others,
At the end of Level 3, a student can:
composed, rehearsed and performed their own material, alone or in company with others,
Pronunciation
At the end of Level 1, a student can:
expressed themselves fairly clearly in terms of pronunciation and emphasis.
At the end of Level 2, a student can:
used the language with fairly normal pronunciation and emphasis.
At the end of Level 3, a student can:
use the language with natural pronunciation, emphasis, and rhythm.
Continuous text
At the end of Level 1, a student can:
write simple text using vocabulary from the subject areas covered,
At the end of Level 2, a student can:
write texts of different types with input and reader in mind,
At the end of Level 3, a student can:
write fluent, coherent text of different types in accordance with the content and purpose of the writing,
Language use
At the end of Level 1, a student can:
construct simple sentences, spell common words and use common punctuation marks,
At the end of Level 2, a student can:
apply basic rules of grammar and spelling fairly correctly and create context in a text,
At the end of Level 3, a student can:
demonstrated a good command of vocabulary, principles of language use and used appropriate conjunctions,
Retelling
At the end of Level 1, a student can:
write simple texts on topics related to their studies,
At the end of Level 2, a student can:
write simple texts about what they have read, seen or heard,
At the end of Level 3, a student can:
written clearly about material he has read, seen or heard,
Personal experience
At the end of Level 1, a student can:
written in simple language about a topic he knows well,
At the end of Level 2, a student can:
describe a scenario or experience using vocabulary that has been worked on,
At the end of Level 3, a student can:
write about their opinions, feelings, experiences and knowledge using a diverse vocabulary,
Creative writing
At the end of Level 1, a student can:
Write a short text from your own heart.
At the end of Level 2, a student can:
Write a simple text that allows your imagination to flourish.
At the end of Level 3, a student can:
Write a text and play with the language, allowing creativity and imagination to flourish.
Community
At the end of Level 1, a student can:
demonstrated that he is familiar with various characteristics of the cultural area,
At the end of Level 2, a student can:
demonstrated that he realizes that many common words in the foreign language are similar and related to others he knows.
At the end of Level 3, a student can:
demonstrated that he knows about the structure of society, culture and characteristics of society,
Diversity
At the end of Level 1, a student can:
become aware of different customs and traditions in the relevant language area,
At the end of Level 2, a student can:
put oneself in the shoes of people in the relevant language area and realize what is similar or different from one's own situation,
At the end of Level 3, a student can:
aware of the diverse origins of the population in the relevant language area and the effects of prejudice,
Language relatedness and variation
At the end of Level 1, a student can:
demonstrated that he realizes that many common words in the foreign language are similar and related to others he knows.
At the end of Level 2, a student can:
demonstrated that he understands the relationship of the foreign language to Icelandic, his own mother tongue or other languages he is learning.
At the end of Level 3, a student can:
distinguish between the main varieties of the language.
Assessment criteria for foreign languages
Assessment criteria are set for all subjects and areas of study at the end of grades 4, 7 and 10. Assessment criteria for foreign languages are set at the end of levels 1, 2 and 3 and are a description of how well a student has mastered a defined skill. Schools are required to set assessment criteria for subjects and areas of study for other grades and to explain them in the school curriculum.
Assessment criteria are presented on an A–D assessment scale. A describes excellent competence, B describes good competence, C describes fair competence, and D describes competence that does not meet the criteria described in C. It can be assumed that the majority of students will achieve the competence specified in B, competence achieved, as they are based on the competence criteria for the year.
A is awarded to those who demonstrate outstanding competence and C to those who do not fully meet the requirements set out in B criteria. There are no criteria set for D, but this evidence is used when a student does not meet the requirements set out in C criteria. The school then makes a separate report on the competence of the student in question.
Schools are required to use the A–D grading scale and assessment criteria when graduating students from grade 10.
The A–D assessment scale and assessment criteria at the end of levels 1 and 2 in foreign languages are intended to be a guide for schools and are only presented to support assessment at the end of the youngest and middle levels.
The assessment criteria for each study period should be based on the competency criteria and the learning objectives that have been worked on. The most important thing is to assess at the end of the study period what was expected according to the assessment criteria.
Assessment results need to be based on reliable assessment data and diverse assessment methods so that students, parents, and schools receive the most accurate information about their status.
The student can understand the main points of presentations and narratives very well , follow multimedia and visual media without problems , listen for information and process it in a variety of ways. Read with little effort , understand and work with literature and general texts with a diverse vocabulary from different media. Is very conversational, uses fixed phrases from everyday language purposefully and can express himself both fluently and audibly on a variety of topics . Can express himself fluently on material that he has worked with, composed himself and practiced. Uses natural pronunciation, emphasis and rhythm. Can write clear and coherent text on a variety of topics and play with the language. Demonstrates a diverse vocabulary, confidently follows the principles of language use and uses appropriate conjunctions. Has a very good knowledge of the structure of society, diverse human life and culture in the relevant language area. Easily distinguishes between the main varieties of the language.
The student can understand the main points of presentations and narratives, follow content in multimedia and visual media, listen for information and process or use it in other ways. Read, understand and work with literature and general texts with a diverse vocabulary from different media. Is able to communicate well, uses fixed phrases from everyday language and can express himself or herself audibly on topics he is familiar with. Can express himself in an organized manner on material he has worked with, composed himself and practiced. Uses fairly normal pronunciation, emphasis and rhythm. Can write fluent, coherent text and play with language. Demonstrates a good command of vocabulary, principles of language use and uses appropriate conjunctions. Knows about the structure of society, diverse human life and culture in the relevant language area and distinguishes between the main varieties of the language.
The student can understand the main points of presentations and narratives fairly well , listen for simple information in multimedia and visual media and make use of them. Read, understand and work with easy-to-read literature and general texts with common vocabulary from different media. Is reasonably conversational, uses common fixed expressions from everyday language and can express himself/herself reasonably well on topics he/she is familiar with . Can express himself/herself in a simple way on material he/she has worked with, composed himself/herself and practiced. Uses reasonable pronunciation, emphasis and rhythm. Can write a coherent text on material he/she is familiar with. Uses the vocabulary he/she has worked with and follows basic rules of language use. Has some knowledge of the structure of society, diverse human life and culture in the relevant language area. Distinguishes to some extent between the main varieties of the language.
The student can understand well spoken language and narratives in a variety of media, listen easily for main points and use them in their studies. Read and understand very well the main content of a variety of texts that contain common vocabulary and use them independently when solving tasks. Maintain conversations confidently on topics that they know, use various phrases and polite conventions to make themselves understood. Express themselves clearly with natural pronunciation and emphasis. Tell about their experiences and opinions and present prepared material. Write fluent, coherent text on a variety of topics where the imagination can enjoy itself. Show a good command of vocabulary and confidently apply the rules that have been worked on. Understand well the culture of the language area in question and what is similar and different from what is customary in their own culture. Understand well the relationship of the foreign language to other languages that they are learning.
The student can understand spoken language and narratives in a variety of media, listen for the main points, analyze them and use them in their studies. Read and understand the main content of a variety of easy-to-read texts that contain common vocabulary and use them in project work. Maintain conversations on topics that they know well, use common phrases and general politeness and communication habits to make themselves understood. Express themselves in well-intelligible language with fairly natural pronunciation and emphasis. Tell about their experiences and opinions and present simple prepared material. Write a coherent text on topics that they know where the imagination can enjoy itself. Show a fairly good command of vocabulary and apply the rules that have been worked on. Understands key characteristics in the culture of the language area in question and what is similar or different from what is common in their own culture. Understands the relationship of the foreign language to other languages that they are learning.
The student can understand simple spoken language and short simple narratives, listen for simple predetermined points and use them in their studies. Read and understand to some extent the main content of easy-to-read texts that contain common vocabulary and use them in project work. Hold simple conversations on topics that they know well, use common phrases and general politeness and communication habits to some extent to make themselves understood. Express themselves in fairly understandable language with reasonable pronunciation and emphasis. With support, talk about their experiences and opinions and present simple prepared material. Write a text on topics that they know well. Show a reasonable command of vocabulary and apply to some extent the rules that have been worked on. Understand to some extent key characteristics of the culture of the relevant language area and what is similar to or different from what is customary in their own culture. Is somewhat aware of the relationship of the foreign language to other languages he is learning.
The student can understand simple language and stories well , listen for information, use it in their own projects and report. Read and understand various short texts very well and use it in solving more complex tasks . Hold simple conversations and exchange information about topics they know. Speak clearly about topics they know well and with natural pronunciation. Perform scenes and read texts confidently that they have practiced. Compose and write a short, coherent text independently on topics they know and apply basic principles that have been worked on. Knows well the various characteristics of the cultural area, the main customs and traditions and is well aware of the similarities between the languages.
The student can understand simple language and narratives, listen for simple information, use it in their own projects and report on the main points. Read and understand various short and simple texts with basic vocabulary and use it in project work. Participate in simple conversations and exchange information about topics they know. Tell about topics they know well in simple language and with natural pronunciation. Perform scenes and read out texts they have practiced. Compose and write a short, simple text on topics they know and apply basic rules that have been worked on. Knows various characteristics of the cultural area, the main customs and traditions and is aware of the similarities between the languages.
The student can understand simple language and narratives to some extent , listen for simple information and use it to some extent in his/her own projects. Read and understand various short and simple texts with basic vocabulary to some extent and use it in project work. Participate in simple conversations with support and exchange information to some extent on topics he/she knows. Tell in a simple way about topics he/she knows well in very simple language and with fairly understandable pronunciation. Perform scenes and read aloud texts he/she has practiced with support . Compose and write, with support , a short, simple text on a topic that he/she is familiar with and to some extent applies basic principles that have been worked on. Has some knowledge of various characteristics of the cultural area, the main customs and traditions and has some understanding of the similarities between the languages.