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.

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.

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.

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.

The preschool should lay the foundations for lifelong learning in a good educational activity. Preschool Curriculum is designed to enhance the quality of the educational activities. To translate the Curriculum in business, the importance of early childhood special education knowledge. With regard to the completion of theoretical knowledge requires the ability to translate theory into real action. Professionalism is essential to anchor the Curriculum in daily operations.The study's purpose was to investigate preschool teachers' perception of professionalism and how the implementation of the preschool Curriculum in their daily business functions.The study was an interview with four pre-school professionals with the spread in age and experience.

The artistic subjects disappeared from the obligatory Curriculum of the Swedish secondary school in 2011. The purpose of this work is to analyze to which extent the new Curriculum Lgy11 is based on scientific results when it comes to the role the aesthetics were given. This paper analyzes the documents that preceded the reform, such as Government Reports and Interpellation Debates, for a start. It continues with an analysis of an interdisciplinary group of researchers, whose scientific work include research of impacts of art and art education in ordinary education and learning in a more holistic perspective. Finally an analysis of the Curriculum itself is made.

The purpose of this study was to gain knowledge of what preschool teachers think that mathematics in kindergarten is, and if the revised Curriculum which came in July 2010 changed their approach. The survey consists of interviews of five preschool teacher and an aspiring preschool teacher. They have shared their experiences and knowledge about what they regard as mathematics in kindergarten. I asked how they interpret the new Curriculum for math and if it has made them work in a different way or if they do as the used to. The results that came up where that they felt that their views on mathematics have changed.

The purpose of this paper is to juxtapose the theories of learning that are reflected in student?s perspectives of the learning log with that of the pedagogical intentions of the Curriculum in order to examine the discrepancy between the experienced and the intentional learning objectives. The paper is divided into two sections. The first section is a literature survey on theories related to the learning log and the Curriculum. The second part is constituted by three semi-structured group interviews concerning student´s views on the learning log.