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.

The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, ?folkhemsnationalism? and contemporary nationalism.

The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse.The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, ?folkhemsnationalism? and contemporary nationalism.

Biological diversity is one out of four dimensions, characterizing the subject of Biology ac-cording to the school curriculum. As a concept, biological diversity had its break through at the UN environmental conference in Rio de Janeiro in 1992, where the convention about bio-logical diversity, named CBD, was signed. According to the convention, almost all the na-tions of the world have engaged themselves to preserve the national diversity of species, in-cluding the diversity of genetics and ecological systems.This thesis focuses the biological diversity from the perspective of school books. The aim is to find out how the biological diversity is presented in biology books for students aged 12-15 years.In 1994, the current Swedish secondary and high school curriculum called LPO-94 was pre-sented. The biology books used in this study were published between 1994 and 2007, all of them exist in many editions and are published by three different publishers.The conclusion of the study is that all the biology books that were examined have reached different levels of the development in the field of biological diversity..

The swedish education system in general and the swedish gymnasium in particular is at the point of a thorough reform of the guidelines in education. One major difference given in the guidelines is that the former core subject of arts education is abandoned in favour of making history a mandatory class. This despite the curriculum outlined in 1994 remains. Through comparativ text analysis of the documents and reports outlining this reform and defining the curriculum as well as the guidelines for the education system this study aims to point out the reasons for this change. Through in depth interviews with teachers, educators and authorities in addition to readings of contemporary research on arts in education the study will depict a larger picture of the scheme of things.

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.

AbstractAimThe aim is that by using the curriculumcodes, analyze and compare four curriculums in physical education. The study begins in the elementary school introduction in 1962, and then makes three more strikes in 1980, 1994 and 2011.The questions that are addressed in this paper are,Which expression of competence code can be found in the different curricular?What are the expressions for performance code can be found in the different curricula?Is there any change regarding which code teachers use when they assess the students?Method  As a basis, the four curricula Lgr 62 Lgr 80, Lpo 94 and Lgr 11 in physical education are used. These four curriculums are studied and compared for similarities and changes in the assessment uses comparative content analysis. A number of publications in the curriculum codes are used in the analysis of the curriculum.

The ideas of Sokrates and Plato compared with the ideas in the Swedish curriculum from 1994..

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.

Democracy has been a part of the Swedish society for a long period of time and it is also a part of the Swedish elementary school curriculum, in which you can find a number of statements that expresses that the Swedish elementary school should socialize the children into becoming role model citizens. This also conjures with the available research that describes schools in general as socializing. This led me to a question that hasn?t been answered: How much of the curriculums reasons for socialization the pupils are based on democratic values and how much of it can be dated back to events prior to the curriculum?The methodological approach is an analysis of ideologies as described by Sven-Eric Liedman and Ingemar Nilsson in Ideologi och ideologianalys. The text is focusing on the fact that a text has two layers; one is the manifest which is roughly the same as explicit or present in the text.

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.

I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough?s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay.

In Sweden the latest curriculum, Lpo 94 was released in 1994. This document revolutionized the teaching profession. The school system was changed from a governmental control into a communal control. The earlier curriculums were controlled by rules; Lpo 94 is controlled by aims. This has led to a big spectrum of teaching styles which all of them agrees with the Lpo 94.Our purpose with this report is to illustrate two different leadershipstyles regarding the subject Swedish.

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.