The essay is about how evaluation of sources (källkritik) is described in the Swedish curriculum for the primary school, preschool class, and after-school class, Lgr 22. What was examined was the occurrence and alignment in the curricula, based on a definition of evaluation of sources that was drawn up based on texts from Skolverket and Skolinspektionen. In terms of consistency, the alignment is low if you look at all the syllabuses. In many places, evaluation of sources appears, but they are often missing from the grading criteria, which means that agreement is low. It is noted that source- critical abilities are described very differently in different language subjects, Sami less than Swedish, Romani less than Sami. Consistent matches regarding the review of images and videos are completely missing.