In a joint introductory chapter for kindergarten, primary school and secondary school, the basic elements of Icelandic education are defined. These basic elements are:

• literacy
• sustainability,
• health and welfare,
• democracy and human rights,
• equality
• creation.

The basic elements of education, together with the emphasis of the Compulsory Education Act, shall be the guiding principles in general education and in the practices of compulsory schools. They shall be reflected in the content of the subjects and areas of study of the National Curriculum Guide, in student competences, assessment, the school curriculum and the school’s internal evaluation. Compulsory school is the only level of education that students are required to attend and is therefore an important platform for developing competences in the spirit of the basic elements with students, which prepare them for participation in a democratic society.

In learning and teaching, according to the provisions of Article 24 of the Act on Compulsory Schools, emphasis must be placed on various aspects of learning and teaching. These emphasis elements are a more detailed elaboration of the objective provisions of the Act and the basic elements of Icelandic education. Most of them also have in common that they are not limited to individual subjects or specific aspects of school work, but rather must be a general guiding light in all education in compulsory schools, both formal and informal, and in the working methods of schools. Each of these important elements is briefly discussed here. The order follows the paragraphs of the Act. The National Curriculum Guide for Compulsory Schools shall, among other things, emphasize:

Self-awareness. This means that students gain a realistic and healthy self-image. This means that students know their own feelings, know their strengths and weaknesses, and have faith in their own abilities and skills to deal with the diverse challenges of daily life.

Moral awareness or moral sense involves students developing their moral development and being able to put themselves in the shoes of others. Students’ feelings and experiences play a key role in the development of their moral sense, which involves their acquiring what is considered right and wrong, good and bad in people’s behavior. Students need to learn to take a moral stance on issues and respect the right of everyone to express their opinions. Furthermore, they need to learn to distinguish between positive and negative behavioral patterns in communication and to be respectful of others.

Social awareness, civic awareness. These concepts include the ability to perceive, understand and respond to the feelings of others and what it means to live in a community with others. Citizenship refers to the attitude and ability of people to be active participants in a democratic society in accordance with their rights and responsibilities.

The physical and mental well-being of each individual. It is necessary to focus on guiding students to adopt a healthy lifestyle and a responsible approach to life and the environment. Exercise, fitness and a healthy lifestyle are important criteria in school work. Health is defined as physical, mental and social well-being. To promote good health, it is necessary, in cooperation with homes, to cultivate healthy living habits among students and for students to realize their own responsibility and gain an understanding that a healthy lifestyle contributes to general well-being. Good health is the foundation of well-being in studies and work and active participation in society.

It is important that students acquire skills in using Icelandic in their studies, play and work. Emphasis should be placed on training students in Icelandic throughout their studies. This applies equally to those whose native language is Icelandic, those who are of foreign origin and those whose native language is sign language. Emphasis should be placed on training students in expressing their knowledge, opinions and feelings in a variety of ways, therefore, emphasis should be placed on theatrical and artistic expression and experience in school work.

Students’ reasoning and critical thinking should be promoted, as should creative thinking and problem-solving. Students should be trained to argue and justify their arguments in speech and writing. It is important that students learn to reflect on their own thoughts and realize the impact of emotions on their thinking, sound judgment, and ability to respond to new situations.

Emphasis should be placed on ensuring that students gain the deepest possible understanding of the phenomena they are dealing with in their studies. This is done, among other things, by emphasizing productive, creative work, practical skills, innovation, and entrepreneurial learning, where initiative and independence in working methods and practical application in school work and daily life are encouraged.

Care should be taken to ensure a balance between theoretical and practical learning. Both the mind and the hand have an important role to play when a student promotes all-round development. Care should be taken not to neglect practical learning when organizing school work. This applies both to the ratio of theoretical and practical subjects but also to the work methods and topics within each subject from the beginning to the end of primary school.

For children, play is a spontaneous way of learning and development. In primary school, it is important to maintain this method in school work and develop it as students get older. Play is as effective a way of development and understanding for a 15-year-old student as it is for a six-year-old child. Play can be used within all subjects and areas of study in a variety of learning and work environments and in social and leisure activities.

Education should enable students to deal with the challenges of everyday life and also prepare them for further study and work after compulsory education. However, the emphasis on comprehensive development is always paramount. Students need to be given the opportunity to use their strengths and interests for education and further development and to connect their studies with what they know at home, in their own local community and in the wider world.

Emphasis must be placed on ensuring that education prepares both sexes equally for active participation in society, both in private life, family life and professional life. Gender studies and its concepts are an important part of making students aware of the position of genders in society. It is of great importance that neither boys nor girls are disadvantaged in the subjects that the school offers them. All their subjects should be based on equality and equal rights.

Learning competence is a fundamental aspect of all school work and is based on the student’s self-understanding and includes knowing one’s own strengths and weaknesses and being able to make decisions on that basis. Learning competence includes, among other things, the ability to acquire knowledge and skills in a variety of ways. Students need to gain mastery in these ways, including by mastering technological media, gaining the ability to use information and communication technology and being able to use a variety of sources of knowledge by searching for sources in museums and databases of various kinds. It is also necessary to utilize nature and the environment as a platform for learning and teaching as much as possible, such as through outdoor education, but also the human resources of the local community, e.g. the experience and knowledge of parents and family.

Students will be prepared for further study and work through targeted academic and vocational education, extensive introduction to studies that are available after completing compulsory education, an introduction to the business world and how studies prepare people for the diverse jobs available in society.