Elementary school
Foreword
General section
Field of study
Arts and crafts
This chapter outlines the educational value and main purpose of arts and crafts. It takes into account the six basic elements discussed in Chapter 2, the focus areas in learning discussed in Chapter 6, and the key competencies defined in Chapters 9.4 and 18.
Competency standards are set for grades 4, 7 and 10 for the arts, dance, drama, visual arts and music, and also for the subjects of home economics, design and construction and textiles. On the basis of the competency standards, 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 for arts subjects and assessment criteria for technical subjects at the end of grades 4, 7 and 10 are presented. The assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the youngest level and middle level. Schools are required to use the assessment criteria at the end of grade 10 when graduating students from grade 10.
The educational value and main purpose of arts and crafts
Art and design are very different subjects, but despite that, there are many things that connect them.
In art and craft subjects, students acquire literacy in culture, processes, images, health, movement, body language and the emotions of others, facial expressions, nuances in language and tone, technology and the man-made environment. Students are given a variety of opportunities and situations to develop their creative abilities, deepen them and acquire ways to put their creativity into practice. In creative work, students have the opportunity to activate and strengthen their imagination, train in making decisions as they weigh and evaluate different options and see the results of their work. Students develop in collaboration with others, strengthen their independence and self-knowledge and find a channel for their talents.
The main purpose of studying in the arts and crafts is for all students to become familiar with diverse working methods that test their technical skills, creativity, various forms of expression and the coordination of mind, heart and hand. In the arts and crafts, students have the opportunity to create objects, work with symbols, sounds, food culture and the body in time and space. Although there are many things that connect the arts and crafts, there are also many things that distinguish them. What unites them is an emphasis on technical skills, technology, creativity, aesthetics and values, material knowledge, body application, interpretation and expression. However, different media and methods are used in each discipline, and therefore different approaches and varying degrees of emphasis on the aforementioned aspects.
All of this develops and enhances students’ ability to connect concrete and abstract thinking and to deal with an ever-changing world in a personal, critical and creative way. A balance between theoretical and practical learning promotes equal opportunities for students to find a channel for their talents and interests.
The educational value of the arts lies in the fact that students can express and deepen their feelings and gain understanding and experience that cannot be expressed solely in words. Art creation opens up ways for students to work with ideas, pose questions, reflect on and interpret their own experiences and those of others. In this way, they develop their abilities and the ability to weigh and evaluate their actions and the environment in a critical and creative way. When creating art, new and unexpected perspectives on ideas and objects often open up, restrictions are loosened, and students’ sense of humor is often used in unusual and challenging projects. In such situations, hidden talents and strengths often emerge and students connect with each other.
Arts in their most diverse forms, past and present, deal with concepts, ideas, and objects that relate to humans and their immediate environment. They move us, nourish our imagination, enhance our sense of beauty, and open up avenues for examining and evaluating our own values and attitudes. In the arts, students can examine the values of society and humanity in different times and different cultural areas, but also personal values such as those towards individuals, family, community, work and play, nature and the environment, equality, beauty, ugliness, violence, and love.
Arts education should help students acquire the skills to deal with unforeseen futures in a creative way, see new patterns, think in solutions, and develop personal expression and taste.
In project-based learning, students are given the opportunity to use their imagination, creativity, knowledge and skills to deal with their environment for a purposeful purpose. Students are given the opportunity to seek solutions, gain independence in their work and learn to look at their own work and decisions critically. The student needs to deal with tasks that are appropriate to their development, experiment and use technology in their work to increase their self-confidence and job satisfaction.
Skills, technology, and understanding are based on deep-rooted traditions of craftsmanship and are the foundation of a strong work culture and innovation that is important for new generations to adopt.
Our environment is largely based on technology, which is one of the creative elements of culture and shapes its appearance, content, meaning and purpose. In today’s working environment, there are ever-increasing demands on technical knowledge and understanding of the circular economy, global equality and green solutions. Understanding and being environmentally literate is a prerequisite for influencing it in a sustainable way. In project-based subjects, students gain an understanding of their environment as well as basic knowledge.
Vocational education should help students become independent in their work, acquire problem-solving skills, and develop their own sense of beauty and sensory-motor skills.
When planning studies and teaching in arts and crafts, all competency standards for students’ schooling should be taken into account. Students must be encouraged to acquire the expected competencies, as competency includes an overview and the ability to apply the knowledge and skills that have been acquired.
The competence criteria for individual arts and crafts are divided into several categories. The categories are not isolated within each discipline 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. Learning and teaching in arts and crafts can be divided into learning in the disciplines themselves where they are practiced, but they can also be integrated into all general studies or specific fields of study at any given time. Whichever path is chosen, teaching methods should be shaped by the working methods of each discipline.
Teaching in arts and crafts must aim to ensure that students develop and maintain a positive attitude and respect for subjects within the field of study.
Students need to be given the opportunity to develop their ideas, find their strengths, take initiative, and develop their own implementations in work and utilization of materials.
Students need to be taught to develop and implement their ideas, use appropriate procedures, and be trained in creative, analytical, and interpretive working methods. Teaching methods therefore need to be shaped by activity, creativity, and practicing the profession where students’ projects are meaningful, tangible products.
Competency criteria for art disciplines
The competency standards for the arts are set out for the performing arts of dance and drama, as well as visual arts and music.
Qualification criteria for performing arts | Dance
Dance is an important part of society’s artistic flora, has a social and historical role to play, is an integral part of movement culture, has cultural value, and is part of the heritage of nations.
Creative and artistic work in dance provides students with the opportunity to express tacit knowledge and understanding of reality through movement and body language. Through creativity and physical expression in dance, students have the opportunity to nurture and stimulate motor and spatial intelligence and promote social development through participation in parade dances, circle dances and group dances. Dance thus provides individuals with increased opportunities for development, education and physical exercise.
Social dance skills provide opportunities for social interaction within a specific framework where participants can interact within specific rules. Dance, as a defined and creative form, is largely based on cooperation and is therefore in itself a training in social skills. The social value of dance includes the potential to break down barriers related to language, development and gender.
The competence standards for dance are divided into two categories, namely creation and interpretation and communication and collaboration. Although the competence standards are grouped in this way, it is important to consider them as a continuous whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative act rather than the accumulation of limited knowledge and training in a specific skill.
Music, rhythm and movement
By the end of 4th grade, a student can:
move freely to the beat of music in accordance with the mobility of one's own body,
By the end of 7th grade, a student can:
use their bodies purposefully in dance and movement in time with music,
By the end of the 10th grade, a student can:
harmonize music, rhythm and movement with good body awareness and dance different dance forms,
Movement patterns and steps
By the end of 4th grade, a student can:
dance simple movement patterns and steps in selected dances, alone or as part of a pair or group,
By the end of 7th grade, a student can:
dance more complex movement patterns and more steps in various dances, alone or as part of a pair or group,
By the end of the 10th grade, a student can:
dance more difficult steps in a variety of dances with increasing skill, alone or as part of a couple or group,
Creation
By the end of 4th grade, a student can:
create your own dance under guidance and connect movement and music in dance.
By the end of 7th grade, a student can:
create their own dance, express themselves through dance and connect movement and music.
By the end of the 10th grade, a student can:
Participate in a creative work process in dance, putting together a simple dance piece in time with music.
Parade dance
By the end of 4th grade, a student can:
invited to dance and danced in captivity,
By the end of 7th grade, a student can:
invited to a dance and knowing what style is appropriate at each time,
By the end of the 10th grade, a student can:
invited to a dance and knowing which holds are appropriate in the dances he has learned,
Communication habits
By the end of 4th grade, a student can:
Respect communication habits in dance,
By the end of 7th grade, a student can:
follow the main communication habits in dance and take others into account in collaboration,
By the end of the 10th grade, a student can:
follow the rules of communication in dance and apply the politeness rules associated with it,
Respect
By the end of 4th grade, a student can:
Consider peers in collaboration and follow instructions.
By the end of 7th grade, a student can:
express their ideas, take others into account in collaboration and follow instructions.
By the end of the 10th grade, a student can:
express and interpret their ideas and listen to the ideas of others as equals and show respect and good conduct towards colleagues.
Qualification criteria for performing arts | Drama
Drama is inherently an integrated art form where all art disciplines come together. It is well suited to enriching and strengthening teaching in most subjects and can thus play a role in integrating subjects and areas of study and various leisure and social activities at school.
In drama, which takes place through play and creativity, students are given the opportunity to put themselves in the shoes of others, experiment with different forms of expression, shape and communicate their ideas and feelings, as well as testing social skills, cooperation, communication, language, expression, critical thinking, and body and voice use.
Students use spoken language both in improvisation and in the treatment of written play texts. Experimenting with different narrative methods, idioms, forms and nuances of language are an important part of the creative process in drama. In the art form, the unspoken is no less important than the spoken language, and thus it tests expression in the broadest sense of the word.
Presentations and performances are important in drama to celebrate the results of the work. When everyone works together to put on a play, the pillars of equality and democracy in school work are strengthened. In addition, such events have a positive effect on student empathy and school spirit and provide opportunities for collaboration between home and school, as well as parties in the local community.
The competence standards for acting are divided into three categories, namely creativity, interpretation and collaboration and communication. Although the competence standards are grouped in this way, it is important to consider them as a continuous whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative act rather than the accumulation of limited knowledge and training in a specific skill.
Manuscript
By the end of 4th grade, a student can:
understand what a script or short play is where basic principles of staging are applied,
By the end of 7th grade, a student can:
written a script for a short play that applies basic principles when developing a play script for stage or visual media,
By the end of the 10th grade, a student can:
written a script for a play where basic principles are applied when developing a play script for stage or visual media,
Work process
By the end of 4th grade, a student can:
pointing out the material played and its different roles in different contexts,
By the end of 7th grade, a student can:
describe the process of staging a play, the main tasks performed backstage in a theater, and describe common stage equipment,
By the end of the 10th grade, a student can:
documented and substantiated their own work process in acting,
Staging
By the end of 4th grade, a student can:
put together simple play sequences in collaboration with peers and teachers with a clear beginning, middle and end,
By the end of 7th grade, a student can:
use material from various sources as a trigger for the original creation of the play's content. Create a play in partnership with others with clear characters, plot and progression,
By the end of the 10th grade, a student can:
worked in a group on diverse drama projects, presented their own ideas and used the ideas of others when preparing and creating dramas,
Stage equipment
By the end of 4th grade, a student can:
used simple props and stage equipment to support their creations.
By the end of 7th grade, a student can:
utilize props, costumes, simple stage equipment and technology to enhance their creativity.
By the end of the 10th grade, a student can:
utilize props, costumes, simple stage equipment and technology to enhance their creativity in a targeted manner.
Dramatic form
By the end of 4th grade, a student can:
using a simple form of drama,
By the end of 7th grade, a student can:
used more than one form of drama,
By the end of the 10th grade, a student can:
choose between forms and styles in their own creations and justify their choice,
Play style
By the end of 4th grade, a student can:
demonstrate different playing styles in creation and interpretation,
By the end of 7th grade, a student can:
demonstrated mastery of more than one acting style in their own creation, interpretation and analysis,
By the end of the 10th grade, a student can:
choosing between different methods of staging, both in terms of narrative form and acting style, experimenting and making independent decisions in the creative process,
Text manipulation
By the end of 4th grade, a student can:
learned a short text and presented it clearly to an audience,
By the end of 7th grade, a student can:
perform a play text in a role appropriately in front of an audience,
By the end of the 10th grade, a student can:
continue to experiment and choose from interpretations of different types of play texts in an appropriate manner in front of an audience,
Personification
By the end of 4th grade, a student can:
Put yourself in the shoes of others in a dramatic process/role play and participate in an interview as a specific character.
By the end of 7th grade, a student can:
create a clear acting character and maintain it in a short acting episode with appropriate vocal and physical use.
By the end of the 10th grade, a student can:
interpreted a character on stage in good interaction with co-actors. Used space, voice and body language in a conscious way to strengthen their interpretation.
Criticism
By the end of 4th grade, a student can:
describe dramatized material on stage and in visual media based on the plot, content and characters in the work,
By the end of 7th grade, a student can:
discuss dramatized material on stage and in visual media from more than one perspective and place it to some extent in context with one's own life and society,
By the end of the 10th grade, a student can:
critically discuss material performed on stage and in visual media, apply appropriate vocabulary to it and place it to some extent in a cultural and historical context,
Respect
By the end of 4th grade, a student can:
demonstrate appropriate behavior as a spectator at school activities, exhibitions or theatrical events,
By the end of 7th grade, a student can:
demonstrate appropriate behavior and respect for the work of others as a spectator in school activities, at exhibitions or theatrical events,
By the end of the 10th grade, a student can:
demonstrate appropriate behavior and respect for the work of others as a spectator in school activities, at exhibitions or theatrical events, and encourage others to behave appropriately,
Cooperation
By the end of 4th grade, a student can:
actively participate in a group drama process and show consideration for classmates.
By the end of 7th grade, a student can:
utilize the ideas of peers and present their own in the theatrical process and when preparing and creating a play.
By the end of the 10th grade, a student can:
give and receive constructive criticism and utilize it in the acting process.
Qualification criteria for visual arts
Everywhere in our environment there is visual stimulation that is important for our students to learn to read and analyze. In visual arts, we work systematically with perception, analysis and interpretation, which provides students with the prerequisites to see what they look at, hear what they listen to, feel what they touch and create from their experiences.
In the visual arts, students gain opportunities to express themselves without words, to work critically with issues of everyday life, and to use their imagination. Such experiences provide students with the basis for learning to know themselves both in relation to nature and the material world.
The subject works with all visual art media where ideas find a channel. Visual arts have a social, aesthetic and emotional impact on people. Examining works of art helps us understand history, culture and society as a whole, while at the same time helping us to grow as individuals.
When students create visual works, they either work from their own research and analysis or by activating their imagination as they connect with previous experiences, culture and environment. Discussions about art create opportunities to train visual vocabulary, empathy and respect in connection with critical discussion of students’ experiences of selected works of art and their own works.
The competence standards for visual arts are divided into three categories, namely creation, analysis and processing, and culture and environment. Although the competence standards are grouped in this way, it is important to consider 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.
Methods and materials
By the end of 4th grade, a student can:
create artwork for various purposes using a variety of methods and techniques,
By the end of 7th grade, a student can:
use different materials, tools, media and techniques in an organized manner in their own creations,
By the end of the 10th grade, a student can:
choose between different methods of creation, experiment and work on ideas in a variety of media and techniques,
Implementation and technology
By the end of 4th grade, a student can:
use simple designs in their own creations that are based on skills in the manipulation of color, morphology, and image structure,
By the end of 7th grade, a student can:
utilize basic elements of art in their own creations,
By the end of the 10th grade, a student can:
analyze and apply diverse methods and techniques in their own creations,
Work process
By the end of 4th grade, a student can:
explained and demonstrated a work process that involves development from idea to artwork,
By the end of 7th grade, a student can:
base your own artistic creation on conceptual work related to imagination, research and experience,
By the end of the 10th grade, a student can:
demonstrate and explain the work process from idea to final work, which includes information gathering, experiments and conversation,
Idea work
By the end of 4th grade, a student can:
created from inspiration for one's own artistic creation, both in two- and three-dimensional form.
By the end of 7th grade, a student can:
developed an idea from sketch to final work for both two- and three-dimensional works.
By the end of the 10th grade, a student can:
record and present ideas in a variety of ways based on one's own imagination and/or research, graphically and/or in text.
Expression
By the end of 4th grade, a student can:
express their feelings, opinions and world of ideas in a visual work in a simple way,
By the end of 7th grade, a student can:
express opinions or feelings in their own creations with a connection to their own experiences,
By the end of the 10th grade, a student can:
express opinions or feelings in their own creations with a connection to their own experiences and criticism of society,
Discussion and feedback
By the end of 4th grade, a student can:
discuss their own work and that of others,
By the end of 7th grade, a student can:
discuss their own work and that of others in conversation with other students,
By the end of the 10th grade, a student can:
Criticize with knowledge, fairness and respect one's own work and that of others, both alone and in collaboration,
Analysis and context
By the end of 4th grade, a student can:
analyze in a simple way a work of art and its imagery,
By the end of 7th grade, a student can:
analyze and discuss works of art and the impact of imagery on the environment and society,
By the end of the 10th grade, a student can:
analyze how visual stimuli in everyday life affect our lives and values, both in society and globally,
Concepts
By the end of 4th grade, a student can:
known concepts and names related to the elements and laws of visual art when working on projects at any given time.
By the end of 7th grade, a student can:
apply concepts and names of primary elements and laws of art that are related to the methods of each project.
By the end of the 10th grade, a student can:
use vocabulary and concepts of the elements and principles of art to express their opinions on art and design and provide arguments for them based on their own values.
Methods and approach
By the end of 4th grade, a student can:
distinguish to some extent between different methods of creating works of art,
By the end of 7th grade, a student can:
analyze, compare and evaluate methods for creating various types of artwork,
By the end of the 10th grade, a student can:
analyze how contemporary art deals with issues of everyday life through diverse approaches that often involve the integration of art forms,
Purpose and context
By the end of 4th grade, a student can:
understand the different purposes of art and design,
By the end of 7th grade, a student can:
explain the various purposes of art and design,
By the end of the 10th grade, a student can:
explain the diverse purposes of art and design and place them in diverse contexts,
Trends and trends
By the end of 4th grade, a student can:
identify and explain selected works by Icelandic artists, describe them and analyze in a simple way the subject matter and the methods used in the creation of the work.
By the end of 7th grade, a student can:
known and explained selected works by Icelandic and foreign artists, described them and analyzed and discussed various trends in visual art by comparing the styles and periods of specific works.
By the end of the 10th grade, a student can:
analyze, compare and describe various styles and trends in art and design and place them in the cultural context in which they were created, both in Iceland and abroad.
Competency criteria for music education
Music is a means of creation and communication, often without words, through which individuals express their feelings, beliefs and values. Music practice involves both listening and enjoying, creation and performance. It is a process in which individuals create meaning by responding to and processing tones, sounds and silence, alone or in collaboration. Music practice requires physical coordination, analytical thinking and emotional connection. Music practice also has strong social and democratic references, having been used throughout history as a force for unification or separation of people.
Music education should enhance students’ sensitivity and knowledge of the fundamental elements of music; pitch, duration, tone, intensity, chords, interpretation and form, so that they can form an opinion on different styles of music, can realize its value in their own culture and lives, and can enjoy it in a constructive, purposeful and personal way.
Music can be part of a defined culture or a self-defining part of culture. In the latter case, a certain musical style determines dress, behavior, and more that form a cultural whole. Musical culture thus refers to how we relate to, use, perform, compose, and think about music. In light of the complex nature of music, it is important that music is connected to all school activities, regardless of subject. In this way, students are introduced to a variety of music and its connection to life and work with a different and vibrant approach.
The competence standards for music education are divided into three categories, namely singing and playing instruments, creation and recording, and listening and analysis. Although the competence standards are grouped in this way, it is important to consider 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.
Singing and vocal use
By the end of 4th grade, a student can:
use their voice and participate in singing,
By the end of 7th grade, a student can:
use their voice in singing or rapping, alone or with others,
By the end of the 10th grade, a student can:
use their voice in music creation, singing or rapping alone or with others,
String and melodic instruments
By the end of 4th grade, a student can:
play a theme and simple melodies on a school instrument or another instrument in concert,
By the end of 7th grade, a student can:
play simple melodies and chords on various instruments in concert,
By the end of the 10th grade, a student can:
use a stringed instrument or a melodic instrument appropriately in a simple ensemble or orchestra,
Percussion instruments
By the end of 4th grade, a student can:
Play a simple rhythm on a percussion instrument in concert.
By the end of 7th grade, a student can:
Play rhythm on percussion instruments in concert.
By the end of the 10th grade, a student can:
Play a variety of rhythms on percussion instruments, alone and with others.
Improvisation
By the end of 4th grade, a student can:
play a simple improvisation on a school instrument,
By the end of 7th grade, a student can:
improvised theme and short melodies in interplay,
By the end of the 10th grade, a student can:
play improvisations on melodic instruments in collaboration and with accompaniment,
Instrumental compositions
By the end of 4th grade, a student can:
composed, alone or in a group, a short song or sound work,
By the end of 7th grade, a student can:
composed, alone or in a group, a song or musical work for one or more instruments,
By the end of the 10th grade, a student can:
a composed song or piece of music on a musical instrument, alone or in a group,
Digital compositions
By the end of 4th grade, a student can:
used a music program to compose short pieces,
By the end of 7th grade, a student can:
use a music program to compose a song or audio work,
By the end of the 10th grade, a student can:
use a music program of your choice to create and perform a variety of works,
Graphic notation
By the end of 4th grade, a student can:
composed their own work and recorded it using graphic musical notation,
By the end of 7th grade, a student can:
composed and recorded themes or melodies and used them in your own compositions,
By the end of the 10th grade, a student can:
composed and recorded themes, melodies and chords and used them in their own compositions,
Recordings and audio processing
By the end of 4th grade, a student can:
Use a recording or music program to record audio and work with it in a simple way.
By the end of 7th grade, a student can:
use a music program to record and work with them.
By the end of the 10th grade, a student can:
use computers, recording devices and music programs to record and perfect their own work.
Musical instruments
By the end of 4th grade, a student can:
identify and know the main musical instrument groups, selected instruments within each group and the most common school instruments,
By the end of 7th grade, a student can:
identify and recognize the main instruments of a symphony orchestra, a traditional pop/rock band, and instruments that are common in selected musical styles,
By the end of the 10th grade, a student can:
identified and known instruments of a symphony orchestra and instruments that are characteristic of selected musical styles,
Musical styles and culture
By the end of 4th grade, a student can:
identify different voices and simple stylistic variations in music,
By the end of 7th grade, a student can:
analyze and explain different musical styles and relate them to the relevant culture,
By the end of the 10th grade, a student can:
analyze and describe the characteristics of specific musical styles and place them in a personal, historical and cultural global context,
Appreciation of music
By the end of 4th grade, a student can:
form an opinion about the music he hears,
By the end of 7th grade, a student can:
use simple musical concepts to explain their opinion on a variety of music,
By the end of the 10th grade, a student can:
apply critical thinking when evaluating music and use musical concepts to justify their evaluation based on style, aesthetics and personal taste,
Feedback
By the end of 4th grade, a student can:
Discuss your own music and that of fellow students based on your taste and experience.
By the end of 7th grade, a student can:
analyzed and to some extent evaluated and revised their own creations and those of their fellow students in music with fairness and respect.
By the end of the 10th grade, a student can:
analyze, explain, and review their own creative work and that of fellow students in music with fairness and respect.
Qualification criteria for professions
Competency standards for the various disciplines are set out for home economics, design and construction, and textile education.
Qualification criteria for home economics
In home economics, there are inextricable links between nutrition, cooking, and hygiene. To strengthen these links, it is important to integrate teaching of cooking and nutrition. Knowledge and skills in home economics are at the core of home economics and all aspects of the curriculum, both theoretical and practical, are related to it.
Home economics is intended to promote good health, healthy lifestyles and consumption habits, equality, thrift and efficiency, financial literacy, consumer awareness, environmental protection and sustainability. Home economics provides an opportunity to influence students’ lifestyles through targeted education about hygiene and health, public nutrition goals and teaching students to be literate in information in the environment that affects health.
A good way to learn about the culture and customs of nations is to get to know their food traditions. The social value of food is important both in everyday life and at occasions such as parties and celebrations where food always plays a large role. It is important that home economics takes into account environmental considerations, provides insight into ecology, and ignites interest in environmental protection and sustainable lifestyles, such as the main pillars of the circular economy.
The competence standards for home economics are divided into three categories, namely procedures, lifestyles and culture and environment. Although the competence standards are grouped in this way, it is important to consider them as a continuous whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative activity rather than the accumulation of limited knowledge and training in a specific skill.
Cooking
By the end of 4th grade, a student can:
prepare simple and healthy meals with assistance,
By the end of 7th grade, a student can:
cook simple and healthy meals based on dietary recommendations from the Director of Health's Office,
By the end of the 10th grade, a student can:
planned and cooked varied, healthy and well-balanced meals according to dietary recommendations from the Director of Health,
Work methods
By the end of 4th grade, a student can:
follow simple recipes, use simple measuring and kitchen utensils, and perform appropriate finishing,
By the end of 7th grade, a student can:
work independently according to recipes, using the most common measuring and kitchen utensils, and understand the value of appropriate finishing,
By the end of the 10th grade, a student can:
apply basic cooking methods and use various measuring and kitchen utensils and be responsible for appropriate finishing,
Occupational health and safety
By the end of 4th grade, a student can:
Be aware of the main hazards associated with working in a kitchen.
By the end of 7th grade, a student can:
reported on the main causes of accidents in kitchen work and how they can be prevented.
By the end of the 10th grade, a student can:
reported on responses to accidents during kitchen work.
Ways of life
By the end of 4th grade, a student can:
express themselves in a simple way about a healthy lifestyle,
By the end of 7th grade, a student can:
express themselves about healthy lifestyles such as nutrition, exercise and sleep,
By the end of the 10th grade, a student can:
adopt healthy lifestyle habits such as nutrition, exercise and sleep and their relationship to health,
Nutrition
By the end of 4th grade, a student can:
choose healthy food and explain its effects on the body and well-being,
By the end of 7th grade, a student can:
understand and express themselves in a simple way about the main points of dietary recommendations from the Director of Health's Office,
By the end of the 10th grade, a student can:
understand and follow the main points of dietary advice from the Director of Health's Office,
Cleanliness
By the end of 4th grade, a student can:
follow simple hygiene and cleaning instructions,
By the end of 7th grade, a student can:
acquire skills in hygiene and cleaning related to cooking,
By the end of the 10th grade, a student can:
have adopted and understood the importance of hygiene and cleaning related to cooking and the kitchen,
Cost
By the end of 4th grade, a student can:
express themselves in a simple way about the cost of a meal or snack.
By the end of 7th grade, a student can:
understand the main household expenses.
By the end of the 10th grade, a student can:
Analyze the main factors that affect household expenses and demonstrate efficiency and thrift in the spirit of consumer awareness and sustainability.
Environment
By the end of 4th grade, a student can:
place the subject of home economics in a simple context of sustainability,
By the end of 7th grade, a student can:
place the subject of home economics in a simple context of equality and sustainability and understand the origins of major foods,
By the end of the 10th grade, a student can:
place the subject of home economics in the context of equality and sustainability and express their views on the different origins of food,
Consumers
By the end of 4th grade, a student can:
understand simple packaging labels,
By the end of 7th grade, a student can:
understand different packaging labels and know the main storage methods,
By the end of the 10th grade, a student can:
understand and discuss different packaging labels, assess the quality of food and know the main storage methods,
Culture
By the end of 4th grade, a student can:
express themselves in a simple way about positive interactions at meals and are familiar with national food,
By the end of 7th grade, a student can:
expressed their views on national Icelandic culinary traditions,
By the end of the 10th grade, a student can:
told about Icelandic and foreign food culture and cooked various national dishes,
Carbon footprint
By the end of 4th grade, a student can:
become aware of the different carbon footprints of foods.
By the end of 7th grade, a student can:
realized the value of consuming food with the smallest possible carbon footprint.
By the end of the 10th grade, a student can:
classify foods by carbon footprint and take a responsible stance on their own consumption.
Qualification criteria for design and construction
Design and construction intertwine creativity, literacy, and sustainability in a tangible way that helps students understand the meaning of the concepts. Students also gain insight into the world of technology that increases their understanding and literacy of the built environment.
The aim of the programme is primarily to make students independent in their work, to promote a sense of work enjoyment and respect for work, to train concentration, diligence and work skills. In addition, emphasis is placed on crafts, culture and connections to practical further education, leisure and household activities, and that students become familiar with a variety of tools, technology and materials, including those from the local environment. Students thus have an impact on their environment and are at the same time encouraged to show consideration and respect for the environment. Emphasis is placed on students being active in the design process and shaping the appearance and structure of objects based on their use. This also includes an emphasis on innovation, the application of knowledge and green solutions.
The competence standards for design and construction are divided into three categories, namely: procedure, creativity, design and technology, and culture and environment. Although the competence standards are grouped in this way, it is important to consider them as a continuous whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative activity rather than the accumulation of limited knowledge and training in a specific skill.
instrument
By the end of 4th grade, a student can:
know the most common tools in woodworking and explain their function in a simple way,
By the end of 7th grade, a student can:
know various tools and measuring instruments used in the shaping of construction materials and explain their function,
By the end of the 10th grade, a student can:
know the main tools and measuring instruments used in the shaping of construction materials and explain their correct use and function,
Material selection
By the end of 4th grade, a student can:
known common construction materials and explain their use and properties in a simple way,
By the end of 7th grade, a student can:
know the most common building materials and explain their correct use and properties,
By the end of the 10th grade, a student can:
know most of the construction materials used and explain their correct use and properties,
Construction methods
By the end of 4th grade, a student can:
performed several methods of fastening,
By the end of 7th grade, a student can:
performed the most common fastening methods and explained their use,
By the end of the 10th grade, a student can:
know most construction methods, perform the most common ones and explain their correct use and properties,
Occupational health and safety
By the end of 4th grade, a student can:
apply the body correctly to their work and demonstrate the correct use of protective equipment.
By the end of 7th grade, a student can:
explain correct working postures, select appropriate protective equipment, and understand the connection between good manners and safety factors.
By the end of the 10th grade, a student can:
apply appropriate working postures, use the correct protective equipment, discuss occupational health and safety and why relevant rules are set.
Working drawing
By the end of 4th grade, a student can:
draw a simple sketch and a two-dimensional drawing to explain their ideas,
By the end of 7th grade, a student can:
explain their ideas by drawing up a detailed working drawing,
By the end of the 10th grade, a student can:
explain their ideas freehand and with a basic drawing,
Work process
By the end of 4th grade, a student can:
completed a project from idea to finished item with an emphasis on form and appearance,
By the end of 7th grade, a student can:
read a simple drawing, build from it and work through the design process from idea to final product,
By the end of the 10th grade, a student can:
worked independently according to the project plan and working drawings, prepared a materials list and calculated costs,
Energy and technology
By the end of 4th grade, a student can:
describe energy sources that can be used in construction projects and utilize functional elements in construction objects, such as leverage, springs, and elastics,
By the end of 7th grade, a student can:
designed and built a project that uses energy sources and described which functional elements are at work in various parts,
By the end of the 10th grade, a student can:
designed a project based on materials, aesthetics, technology, environment, use and durability with an emphasis on green solutions,
Technical literacy
By the end of 4th grade, a student can:
pointed out various technological phenomena related to everyday life,
By the end of 7th grade, a student can:
describe how technology appears in the immediate environment and in society in general,
By the end of the 10th grade, a student can:
describe how technology is used in business, explain industries and their importance in society,
Community
By the end of 4th grade, a student can:
identified simple needs in their environment and discussed some solutions,
By the end of 7th grade, a student can:
identify needs in their environment and discuss possible solutions,
By the end of the 10th grade, a student can:
explain the impact of innovation on their environment, society and the planet,
Software
By the end of 4th grade, a student can:
designed a simple object in 3D software.
By the end of 7th grade, a student can:
new software for designing two-dimensional and three-dimensional shapes,
By the end of the 10th grade, a student can:
new software for digital product design,
Digital construction
By the end of 7th grade, a student can:
use computer-controlled construction machines to complete two-dimensional and three-dimensional objects,
By the end of the 10th grade, a student can:
transforming a digital design into a finished object with the help of computer-controlled tools or construction machines,
Microcomputers
By the end of 7th grade, a student can:
use microcomputers to control simple operations.
By the end of the 10th grade, a student can:
use microcomputers to control operations.
Environmental awareness
By the end of 4th grade, a student can:
selected materials from an environmental perspective and talked about the advantages of using materials from the local environment,
By the end of 7th grade, a student can:
explain whether materials are hazardous and how materials generated in the workshop can be reused and sorted,
By the end of the 10th grade, a student can:
distinguish environmentally friendly materials from non-environmentally friendly ones and use sustainability and green solutions as a guiding principle in their work, such as when choosing materials,
Recycling
By the end of 4th grade, a student can:
demonstrated good use of the materials used,
By the end of 7th grade, a student can:
repair and reuse older items, thus extending their lifespan,
By the end of the 10th grade, a student can:
understand whether and how various items can be reused in the spirit of a circular economy,
Culture
By the end of 4th grade, a student can:
analyzed and described some characteristics of Icelandic craftsmanship.
By the end of 7th grade, a student can:
analyzed and discussed Icelandic design and craftsmanship in the context of history.
By the end of the 10th grade, a student can:
Analyze and discuss crafts and design in the context of history, society and the arts.
Competency criteria for textile education
Textile education includes elements of design and craftsmanship as well as training and skills in diverse fields. Textile education has deep roots in the culture of the nation, roots that lie in the world of history, industrial culture and the arts. The subject is based on a deep-rooted craft tradition, which has developed and taken on new emphases in line with the needs of changing times and changing emphases in education and upbringing.
Textile studies are based, among other things, on the acquisition of knowledge, creative thinking and creativity, where students work with the materials and tools of the industry. Emphasis is placed on implementation and process, which gives students the opportunity to use a variety of methods and understand the nature and properties of the industry. Textile studies give students the opportunity to develop coordination of mind and hand, experience and express themselves, create a personal style in clothing and learn to create products that have personal value. In textile studies, it is important that students analyze, evaluate and place textiles in the context of the environment, environmental protection, environmental awareness, recycling, sustainability, climate issues, carbon footprint, culture, arts, innovation and the application of knowledge, and work with materials of different types.
The competency standards for textile education are divided into three categories, namely procedures, creativity, design and technology, and culture and environment.
Utensils
By the end of 4th grade, a student can:
use simple methods and appropriate tools,
By the end of 7th grade, a student can:
apply the basic methods and tools of the industry,
By the end of the 10th grade, a student can:
apply a variety of methods and tools of the industry to the shaping of textile products,
Material selection
By the end of 4th grade, a student can:
made from several types of textile materials,
By the end of 7th grade, a student can:
made from a variety of textile materials,
By the end of the 10th grade, a student can:
justify their own choice of textile material based on the topic and choice of material,
Implementation
By the end of 4th grade, a student can:
work according to simple instructions,
By the end of 7th grade, a student can:
working with simple formats and recipes,
By the end of the 10th grade, a student can:
working with templates and recipes, taking measurements, estimating sizes and material requirements,
Occupational health and safety
By the end of 4th grade, a student can:
apply the body properly to its work.
By the end of 7th grade, a student can:
know the importance of proper posture and can apply modeling correctly in their work.
By the end of the 10th grade, a student can:
use appropriate working postures and be aware of your body posture, know the concepts and rules of occupational safety.
Idea work
By the end of 4th grade, a student can:
express their ideas with a simple sketch,
By the end of 7th grade, a student can:
develop your own ideas into textile works and work according to process,
By the end of the 10th grade, a student can:
apply creative and critical thinking in design and textile work,
Creation and decoration
By the end of 4th grade, a student can:
decorated textile work in a simple and creative way,
By the end of 7th grade, a student can:
use a variety of methods of their own choice when decorating textile products,
By the end of the 10th grade, a student can:
decorated textile product in a creative and personal way,
Concepts
By the end of 4th grade, a student can:
used some terms related to the article,
By the end of 7th grade, a student can:
explain your own work and use the terminology of the article,
By the end of the 10th grade, a student can:
evaluate their own work methods and designs and use appropriate terminology,
Means
By the end of 4th grade, a student can:
use various media to obtain simple ideas.
By the end of 7th grade, a student can:
use the main media to gather information about conceptual work, design and implementation,
By the end of the 10th grade, a student can:
use a variety of media to gather information for ideas for projects related to textiles, their design and implementation,
Technology
By the end of 7th grade, a student can:
new software for designing your own patterns or images for textile work.
By the end of the 10th grade, a student can:
new software and computer-controlled equipment for designing and processing your own textile work.
Materials science
By the end of 4th grade, a student can:
discuss Icelandic raw materials and work with them in a simple way,
By the end of 7th grade, a student can:
discusses materials science such as the properties of natural and synthetic materials,
By the end of the 10th grade, a student can:
known differences between the properties of natural and synthetic materials based on texture and carbon footprint,
Markings
By the end of 4th grade, a student can:
explain several types of textile materials,
By the end of 7th grade, a student can:
understand the main symbols and meanings of textile materials,
By the end of the 10th grade, a student can:
know the differences between the main symbols and markings of textile materials and use them in everyday life,
Recycling
By the end of 4th grade, a student can:
using recycled materials in textile work,
By the end of 7th grade, a student can:
use recycled materials in textile work and account for reuse and material sources,
By the end of the 10th grade, a student can:
using recycled materials in textile work, explaining reuse and material sources and putting them in the context of sustainability and environmental protection and the circular economy,
Culture
By the end of 4th grade, a student can:
identified some characteristics of Icelandic textile craftsmanship.
By the end of 7th grade, a student can:
analyzed and discussed traditions in textile work in Iceland and placed in context with history.
By the end of the 10th grade, a student can:
analyze and discuss textile work and works in the context of history, society and the arts.
Assessment criteria for art and craft disciplines
Assessment criteria are set for all subjects and areas of study at the end of grades 4, 7 and 10 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 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 grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the junior 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.
Common assessment criteria are set for arts subjects on the one hand and technical subjects on the other. Two grades shall be given for arts and technical subjects when students graduate from primary school, one for arts subjects and one for technical subjects. Schools shall explain the grading of other grades in the school’s curriculum guide.
Assessment criteria for art disciplines
The student can show good initiative and courage, experiment in artistic creation and select and apply very well appropriate methods and techniques. Apply a variety of forms and styles to independently create work based on their own ideas, explain and justify the work process from idea to final work. Create and interpret work with a good sense of rhythm and nuance. Describe, analyze and discuss the content of their own and others’ works very well , place them in a cultural, historical and social context and systematically apply vocabulary and concepts in the arts. Explain very well the diverse role of art in the cultural and economic life of society.
The student can show initiative and courage, experiment in artistic creation and select and apply appropriate methods and techniques. Apply a variety of forms and styles to create work based on their own ideas, explain the work process from idea to final work. Create and interpret work with some sense of rhythm and nuance. Describe, analyze and discuss the content of their own and others’ works, place them in a cultural, historical and social context and apply vocabulary and concepts in the arts. Explain the diverse role of art in the cultural and economic life of society.
The student can show some initiative and courage, experiment in artistic creation and select and apply appropriate methods and techniques with some confidence . Apply a fairly diverse form and style to create work based on their own ideas, explain to some extent the work process from idea to final work. Create and interpret to some extent the nuances of works. Describe the content of their own works and those of others, place them to some extent in a cultural, historical and social context and use to some extent vocabulary and concepts in the arts. Explain to some extent the diverse role of art in the cultural and economic life of society.
The student can show initiative and make good use of appropriate methods and techniques in artistic creation. Create, explain and display own works that include work processes from idea to completion of a project. Purposefully apply and explain rhythm and nuance in projects. Describe the content of own and others’ works, discuss them and use a variety of vocabulary to do so. Explain the role of art and culture in society.
The student can show initiative and utilize appropriate methods and techniques in artistic creation. Create, explain, and display their own work from idea to completion of the project. Apply and explain rhythm and nuance in projects. Describe and discuss the content of their own and others’ works and use vocabulary and concepts in the arts to do so. Discuss the role of art and culture in society.
The student can show some initiative and use some of the appropriate methods and techniques in artistic creation. Create and present their own work with assistance from idea to completion of the project. Apply rhythm and nuance to a certain extent in projects. Describe and discuss to some extent the content of their own work and use simple vocabulary and concepts in the arts to do so. Discuss to some extent the role of art and culture in society.
The student can work purposefully on their projects using the techniques they have learned. Uses skills and acquired techniques in their own artistic creation to work with an idea to the end of a project. Apply and explain rhythm and nuance in selected projects. Describe their own work and that of others in a clear manner , using appropriate vocabulary. Discuss confidently the connection between art and culture and their projects.
The student can complete simple projects using the techniques they have learned. Use their own artistic skills to work with an idea to the end of a project. Apply rhythm and nuance in their projects. Describe their own work and use vocabulary and concepts in the arts to do so. Discuss arts and culture in relation to their projects.
The student can complete relatively simple projects using the techniques they have learned. Work with assistance on artistic creation and work with an idea to the end of a project. Apply rhythm and nuance to some extent in projects. Describe their own work in a simple way and use vocabulary and terms in the arts to some extent . Discuss to some extent the arts in connection with their projects.
Evaluation criteria for projects
The student can organize their work very well and apply a variety of methods and techniques in independent and creative work. Use working drawings or project descriptions independently to innovate and implement their own ideas and work confidently according to a design process and discuss possible solutions intuitively and independently . Analyze and discuss their subject matter critically with reasoning and use appropriate terminology. Choose materials confidently and independently from environmental perspectives, connect their work to sustainable development and demonstrate this in practice. Accurately describes the different materials and tools used, confidently demonstrates correct working postures and very good manners. Accurately describes the characteristics of Icelandic and foreign culture in the context of the professions and the impact culture has on daily life.
The student can organize their work well and apply several methods and techniques in independent and creative work. Use a working drawing or a project description to innovate and implement their own ideas, work according to a design process and discuss possible solutions independently. Analyze and discuss their subject and use common concepts to do so. Choose material independently from environmental perspectives, connect their work to sustainable development and demonstrate this in practice. Describe different materials and tools used, demonstrate correct working postures and good manners. Describe characteristics of Icelandic and foreign culture in the context of their fields of work and the impact that culture has on everyday life.
The student can organize their work fairly well and apply simple methods and techniques in independent and creative work. Use a working drawing or project description in a simple way to innovate and implement their own ideas, work with guidance according to a design process and discuss possible solutions. Analyze and discuss their subject to some extent and use common concepts to do so. Choose materials with guidance from an environmental perspective, connect their work to sustainable development and demonstrate this in practice. Analyze to some extent the different materials and tools used, generally demonstrate correct working postures and decent behavior. Describe some characteristics of Icelandic and foreign culture in the context of work disciplines and the impact that culture has on daily life.
The student can organize their work confidently , apply several methods and techniques in independent and creative work. Present a working drawing or project description based on their own idea and work independently according to a design process. Analyze and discuss their subject well and confidently use common concepts. Take environmental considerations into account when choosing materials and justify their choice. Show initiative and responsibility in correct working postures, choosing appropriate protective equipment and very good manners in the work area. Discuss and work with Icelandic raw materials and connect them to history and culture.
The student can make a project plan and apply several methods and techniques in independent and creative work. Use a simple working drawing or project description based on their own idea and work according to a design process. Analyze and discuss their subject and use common terms to do so. Consider environmental considerations when choosing materials. Demonstrate correct working postures, choose the right protective equipment, and demonstrate good manners around the work area. Describe working with Icelandic raw materials in relation to history and culture.
The student can, with assistance , organize their work and, with guidance, apply methods and techniques in independent creative work. Present a working drawing or project description in a group or with assistance based on their own idea and work according to a design process. Analyze and discuss their subject to some extent and use common concepts to do so. With assistance , choose environmentally friendly materials for their projects. Choose the right working posture with guidance , generally choose the right protective equipment and clean up after their work. To some extent, tell about working with Icelandic raw materials in connection with history and culture.
The student can work independently and systematically according to specifications and use the correct tools and equipment. Work independently on a project based on their own idea for a finished product. Discuss their subject confidently and use common terminology. Explain the advantages of choosing environmentally friendly materials from the local environment. Apply appropriate work postures and confidently demonstrate the correct use of protective equipment. Talk about Icelandic raw materials and work with them.
The student can work systematically according to specifications and use appropriate tools and equipment. Complete a project based on their own idea for a finished product. Discuss their subject in an understandable way and use common terms. Choose environmentally friendly materials from the local environment. Apply appropriate work postures and demonstrate the correct use of protective equipment. Relate Icelandic raw materials to their project.
With assistance, the student can work systematically according to specifications and use the correct tools and equipment. Work on a project based on their own idea in collaboration or with assistance to a finished product. Discuss their subject in a fairly understandable way and use common terms. With assistance, choose environmentally friendly materials from the local environment. Usually use correct working positions and generally demonstrate the correct use of protective equipment. Talk to some extent about Icelandic raw materials.