In connection with the start of school in the autumn, a new curriculum was introduced.
Ann-Christin Hartman, head of the unit for policy document development at the Swedish National Agency for Education, says that the main changes can be divided into three parts: one that deals with curricula and two that concern grading.
— The changes must shift the focus to teaching so that both teachers and students are not completely occupied with grading. What you learn at school is the most important, she says.
More time for teaching
In the past, the grading criteria have been very long and detailed, according to Hartman.
— This meant that teachers had to test, measure and assess based on all the details. It took a lot of time and the children probably felt judged the whole time.
In the new curriculum, the grading criteria have been shortened.
— The idea is partly that teachers should be able to spend more time on teaching and reasonable time on grading, and partly that children should dare to make mistakes. If you don’t make mistakes, it’s hard to learn.
Overall assessment
The second change will enable teachers to take a holistic approach to grading. In the past, teachers have had to take into account the occasional mistake a student has made.
— This does not mean any major changes for teachers’ grading or that they should start setting lower requirements. It is about them being able to make an assessment based on their professional experience and see what the student is really capable of.
“Every student must get as fair a grade as possible,” continues Hartman.
It could be that a student is good at drawing but not as good at talking about art. Now it doesn’t have to affect that rating as much.
— This does not apply to the grade passed. The student must still meet all criteria to receive a passing grade.
Highlights the facts
The third change concerns the content of the course plans. According to Hartman, they have tried to clarify the purpose of what each topic is.
The syllabus is the text that describes the subject’s content and purpose as well as instructions for how the teachers should grade. Hartman says that they have more clearly tried to highlight facts and understanding.
— The teachers can plan their teaching in a way that focuses more on facts when the children are young. Analysis is always included, but you may take on such tasks later on.
Happier teachers?
The changes came into force on 1 July. The last time changes were made to the curriculum was in 2011.
Since the curriculum is the teachers’ tool, it is the teachers who decide how the changes will be seen in the classroom, according to Hartman.
— The students may notice at an early age that there is more emphasis on facts. And hopefully happier teachers, she says and continues:
— The teachers are the most important part for the students to achieve good results. Good teaching is what drives students’ learning and knowledge development.