Introduction Each of the school forms – has its own curriculum. The overall curriculum contains three parts: 1. Fundamental values and tasks of the school 2. Overall goals and guidelines for education 3. Syllabuses which are supplemented by knowledge requirements. For the compulsory school, the Government determines the school’s fundamental values and tasks, the overall goals and guidelines for the education, and the ordinances for the syllabuses. The knowledge requirements for the compulsory school are regulations drawn up by the National Agency for Education.

Fundamental values Understanding and compassion for others Objectivity and open approaches An equivalent education Rights and obligations Tasks of the school Good environment for development and learning Each school’s development The first part of the overall curriculum is in principle the same for The compulsory school, The compulsory school for pupils with learning disabilities, The special school and The Sami school. This part also applies to The pre-school class and The leisure-time centre 1. Fundamental values and tasks of the school

2. Overall goals and guidelines The overall goals set out the norms and values, as well as the knowledge that all pupils should have acquired by the time they leave the compulsory school. The goals specify the orientation of work in the school. 2.1 NORMS AND VALUES The school should actively and consciously influence and stimulate pupils into embracing the common values of our society, and their expression in practical daily action. 2.2 KNOWLEDGE The school should take responsibility for ensuring that pupils acquire and develop the knowledge that is necessary for each individual and member of society. This will also provide a basis for further education. The school should support the harmonious development of the pupils. A sense of exploration, curiosity and desire to learn should form the foundations for school activities. The school should provide pupils with structured teaching under the teacher’s supervision, both as a whole class and on an individual basis. Teachers should endeavour in their teaching to balance and integrate knowledge in its various forms.

2.3 RESPONSIBILITY AND INFLUENCE OF PUPILS The democratic principles of being able to influence, take responsibility and be involved should cover all pupils. They should be continuously encouraged to take an active part in the work of further developing the education and kept informed of issues that concern them. Pupils should always have the opportunity of taking the initiative on issues that should be treated within the framework of their influence over their education. 2.4 SCHOOL AND HOME The joint responsibility of the school, parents and guardians for the pupils’ schooling should create the best possible conditions for the development and learning of children and youth. 2.5 TRANSITION AND COOPERATION Forms of co-operation between the preschool class, the school and leisure- time centres should be developed in order to enrich each pupil’s all-round development and learning. Cooperation should be based on the national goals and guidelines applicable to the different activities.

2.6 THE SCHOOL AND THE SURROUNDING WORLD Pupils should receive an education of high-quality in the school. They should also obtain a foundation for making choices in their further education. This presupposes that the compulsory school works closely with the upper secondary schools and have a co-operation between working life and the local community in general. 2.7 ASSESSMENT AND GRADES Grades express the extent to which the individual pupil has attained the national knowledge requirements laid down for different subjects. 2.8 RESPONSIBILITY OF THE HEADTEACHER As both pedagogical leader and head of the teaching and non-teaching staff in the school, the headteacher has overall responsibility for ensuring that school activities as a whole are focused on the national goals. The headteacher is also responsible for following up and evaluating school results in relation to the national goals and the knowledge requirements.

3. Syllabuses and knowledge requirements The third part of the overall curriculum contains the syllabuses and knowledge requirement. - The syllabuses contain the aim of the subject and its core content. - The knowledge requirements define acceptable knowledge and the different grades.