This study investigates the curriculum for English in Gymnasium class 10 in Baden-Württemberg, Germany and compares it with the Swedish curriculum for English 5. A special focus it put on the politics that decide how the curriculum is written. The German and Swedish curricula for English are quite different, although they have some main points in common. The study includes a textual analysis and observations of English classes. Furthermore, nine teachers of English in Germany are interviewed about their views of the curriculum.

Several researches asserts that as teachers are responsible for the content of teaching and by formulating teaching "Why, ""How" and "What", that will also give signals to students about what is important knowledge. This essay addresses the difficulties teachers may face in terms of self-disclosure student texts and awareness of this in the design of teaching and writing tasks. Research shows that self-disclosure and self-therapy student texts exist and that teachers are experiencing a difficulty with regard to assessment and treatment.Through qualitative interviews examined seven teachers' design of any, to the student, self-disclosure information from curriculum and policy documents. Another purpose of this paper is to examine the extent to which teachers, through the information they give to their pupils, may affect the texts students submit. It turns out that the respondents are united in the belief that they, through their data, may affect the texts they receive from their students when they are the ones that control the content of teaching, and they agree that the curricula gives them a great choice for design data. The survey shows that the perception of the curriculum that will open up for self-disclosure texts differ as some of the respondents believe that the curriculum is very much about the students way to express feelings and opinions, while others believe that they may try to package this data in another purpose or exercise.

My purpose with this study was partly to examine how some Swedish science teachers teach and their knowledge of the science curriculum, and how this affects their teaching. I also aimed to compare the Swedish and Irish science curriculum. The method I undertook to achieve this study was to carry out six interviews with science teachers in Sweden. I also completed a text analyse of both the Swedish & Irish science curriculum. The results of the interviews showed that the teachers think the curriculum is important but they do not always keep to it.

The purpose of this study is to describe the three most significant pedagogical ideas and their impact on the national curriculum from the concept of communication. As the school is a social learning community this study looks at some teachers? perceptions and experiences of teaching with a communicative approach, and the obstacles they claim to meet. The educationist Kieran Egan argue that these three pedagogical ideas are incompatible and that a curriculum that compromises them is doomed to fail. He mean that a new coherent view on education is required and should be based on students? understandings.

A new curriculum, Lgr11, was introduced in Sweden during the Autumn Semester 2011. My aim in this paper is to investigate whether an integrated and interdisciplinary approach is possible within this new Swedish curriculum.Firstly, I will describe the approach to integration and interdisciplinary work used in the new Swedish curriculum. Secondly, I will analyze whether the curriculum allows for an integrated and interdisciplinary work.The method used in this paper is a qualitative textual analysis and analyzing the new curriculum´s approach to integration and interdisciplinary education has been the focus. The analysis has been based on the explicit and implicit basics of integration and interdisciplinary work in the curriculum.I assume theories of subject integration and curricula to come up with my results in the paper.To conclude, the results of my analysis of the curriculum show that an integrated and interdisciplinary approach is not only possible, but it is also each school Principal's responsibility as well as part of each teacher`s objective. The Principal's responsibility is to ensure that the integration and interdisciplinary approach is undertaken in school. The curriculum is clear that teachers should let their students work interdisciplinary as well as vary their methods of teaching.

Since 1998, the Swedish preschool has its own curriculum and with this the preeschool became the first step of a lifelong learning. The aim of this study was to explore how preschool teachers perceive their work before and after the Swedish curriculum was inserted. A qualitative method was used in this study. Four different in-depth interviews were conducted with preschool teachers, all experienced working at least before 1993. The curriculum theory and curriculum history were used to analyze the empirical data.

This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current curricula and other research publications in the field.

According to pre-school curriculum, the children´s needs and interests from the basis for the design and planning of the educational activities. The curriculum also highlights that all children should have the opportunity to satisfy their increasing ability to influence the content and approach. The purpose of this study is to examine whether and how teachers work in involving children's influence and interest in forest excursions.The essay is based on a qualitative approach in which we have chosen to carry out unstructured observations by a team of three educationalists. The study includes children of 3-5 years of age.The results show that the educationalists take advantage of children's interests and needs foremost in conversations. The children are given the possibility of influence that of which concerns only themselves and nobody else.

Recent studies indicate that teaching the theory of evolution in Swedish secondary schools is not as uncontroversial as expected considering that Sweden is often described as one of the World?s most secularzied countries. A recent study indicates that Swedish teachers have a varity of tactics to avoid coming in conflict with their students or even parents of students that believe they have a rightto dictate how evolution should be taught. This study had fourmain aims; the first being to analyse both the previous curriculum and the new to see how the teaching of evolution is adressed, and if any changes have been made in the curriculum. The second being to look into how teachers interpret the curriculumand if they have noticed any changes in the new curriculum which have had an affect on their teachingmethods? The third being if teachers have met resistance when they teach evolution and the origins of life, and if so, how do they deal with these conflicts? The fourth and final aim of this study was to see if instances of conflict are on the rise as indicatedin the literature.The results of this study indicate that there has been no siginificant changes made in the curriculum with the exceptionthat the new curriculum is more clear and precise as to what teachers are expected to teach and that pseudoscience, such as intelligent design, has no place in science classroomsexcept when teachingthe philosophy of science.

This essay has it purpose to view the assessment and grading in physical education in the Swedish school. Recently published reports from skolverket prove that boys have higher grades in the physical education than girls. Some mean that the reason of this is that the teachers don´t follow the curriculum. The problems we chose to examine are how much do teachers know how to use and connect the curriculum to their teaching? How much of the information and criterion in the curriculum do the teachers use to grade their pupils? And most importantly we wanted to examine why boys gets higher grades then girls, when the curriculum doesn?t seem to suit boys any better than girls.We have interviewed teachers in a certain district and our study shows that the teachers have good knowledge about the curriculum.

This essay has it purpose to view the assessment and grading in physical education in the Swedish school. Recently published reports from skolverket prove that boys have higher grades in the physical education than girls. Some mean that the reason of this is that the teachers don´t follow the curriculum. The problems we chose to examine are how much do teachers know how to use and connect the curriculum to their teaching? How much of the information and criterion in the curriculum do the teachers use to grade their pupils? And most importantly we wanted to examine why boys gets higher grades then girls, when the curriculum doesn?t seem to suit boys any better than girls.We have interviewed teachers in a certain district and our study shows that the teachers have good knowledge about the curriculum.

The purpose of this research is to study the new curriculum in the topic of modern languages in the upper secondary school, and compare the curriculum from year 2011 with the one from year 2000 and thus try to find differences in the content and wordng. The research also aims to investigate teachers' interpretations and understanding of the new curriculum. The study is divided into two sub?studies and those are based on the two methods of text analysis and interview. Text analysis of policy documents is made parallell with some aspects found in the background materials of the upper secondaryschool reform, which can be summarized as precision and globalization.

The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum?The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered.

This essay has it purpose to view the assessment and grading in physical education in the Swedish school. Recently published reports from skolverket prove that boys have higher grades in the physical education than girls. Some mean that the reason of this is that the teachers don´t follow the curriculum. The problems we chose to examine are how much do teachers know how to use and connect the curriculum to their teaching? How much of the information and criterion in the curriculum do the teachers use to grade their pupils? And most importantly we wanted to examine why boys gets higher grades then girls, when the curriculum doesn?t seem to suit boys any better than girls.We have interviewed teachers in a certain district and our study shows that the teachers have good knowledge about the curriculum.

The aim of this essay is to get a view of the contemporary approach to children´s learning and how children´s learning and development are influenced by the preschool year for six- year olds, by analyzing the Swedish curriculum. What is the purpose of the preschool- year for six year-olds? What does the curriculum say about what children need when entering primary school? I also wish to investigate how through the curriculum common norms and standards, as far as children´s learning are concerned, are shown and discussed. My result show that the curriculum does not mention much about the preschool year for six-year-olds at all. It seems that this year in school is not given priority, which makes it difficult for the teachers to work with the children of this age and to know what their assignment is.