Syftet med min uppsats är att undersöka vad några elever i årskurs 9 har för kunskap om kursplanen i fysik, samt hur de uppfattar att denna kunskap påverkar deras lärande. Undersökningen består av sex kvalitativa elevintervjuer. En slutsats som framkommit i undersökningen är att om elever delges kunskap om vad kursplanen är och dess syfte kan det användas som ett verktyg till att höja motivationen och på så sätt även gynna lärandeprocessen. Men kursplanen är endast en liten del i vad som kan påverka lärandet i den formativa bedömningen. Även svårigheter i att förstå och göra skillnad på begrepp så som kursplan, kunskapskrav och centralt innehåll framkommer. I det sociokulturella perspektivet kan kursplanen och kommunikationen om den samma ses som en resurs och ett verktyg i lärandeprocessen. / The purpose of my study is to evaluate what knowledge some Swedish fifteen year old students’ in 9 th grade had about the syllabus in physics, and how they perceive that the knowledge affects their learning process. The method, six qualitative interviews which is used in the evaluation, is chosen by the principles which can be found in studies of social science. One of the conclusions drawn from the study is that if students communicated knowledge about what the syllabus is and its purpose, it could be used as an artefact in the socio-cultural perspective of learning to improve motivation and increase the learning process. Over all, the syllabus is a very small part in what impacts the learning process in the formative assessment. Even difficulties in understanding concepts and the differences in concepts as syllabus, knowledge requirements and the content of importance has appeal in the process. In the perspective of social culture, communication of the syllabus can be seen as a resource in the learning processes.

The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

The implementation of the Creative and Performing Arts (CPA) syllabus at lower primary school level in Botswana has been carried out without paying due regard to all that should be in place. As a result, the implementation exercise has been hampered by some administrative and logistical problems. The content for Creative and Performing Arts as a curriculum subject draws from Western culture, primarily due to the proliferation of literary sources for such content. It has therefore been a matter of urgent concern to establish the extent to which local culture, in the form of indigenous musical arts, have been integrated into the syllabus. The methods employed in this study are qualitative. They include data collection by means of semi - structured interviews in focus group discussions, and content analysis of the syllabus document. The results of this research suggest that the indigenous musical arts in the Creative and Performing Arts syllabus content are generally representative of the culture of the Batswana. But the indigenous musical arts content in the Creative and Performing Arts syllabus could be representative of the indigenous culture of the Batswana to a much greater extent, especially as it al lows for the use of local resources and contains objectives that explicitly refer to the inclusion of the musical culture of a local community. Current limitations are mainly caused by the teachers ’ short comings in terms of appropriate teaching approaches and their vague under standing of the main concept that they should master, namely ‘integration’. The results of the study further indicate that teachers cover most of the indigenous musical arts in their lessons. The results also indicate that teachers are usually able to relate music with physical education, but are unable to integrate content as much as it is practicable due to lack of knowledge and skill on their part. On syllabus implementation, the results reveal that school administrators feel that they have not been duly recognized as key players in the implementation exercise. They suggest that specialization in the teaching of the various components of the Creative and Performing Arts be encouraged. They also suggest a review of the syllabus that would allow primary school teachers more input. As far as the teachers are concerned, the results reveal that, the implementation workshops they have attended have not been adequate in equipping them with the necessary skills to teach the subject. They, like the school heads, suggest specialization by teachers. They also suggest the following: a review of the syllabus and teaching and learning materials; provision of in-service training; close monitoring by the implementing authority, and the provision of resources. The conclusion reached is that the syllabus allows the teacher the freedom to draw as much as possible from the community, thus making learning more relevant to the learner. With regard to syllabus implementation, the implementation exercise is hampered by the absence of appropriate resources and facilities as well as the necessary support in the form of needs - oriented in-service training. Owing to lack of resources and in-service training that addresses specific needs, the teachers are not very effective in syllabus delivery. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted

The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. / Environmental Education / (M. Ed. (Environmental Education))

This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus. / <p>Examination Seminar held by Zoom given that it was a Distance Programme</p>

Statlig läromedelsgranskning fanns i Sverige under större delen av 1900-talet. Efter avskaffandet av läromedelsgranskningen, finns det ingen garanti för att läromedel alls kvalitetsgranskas innan de används i undervisningen, eftersom ansvaret nu vilar på den enskilda läraren. Lärare bör göra en kritisk förhandsgranskning av ett läromedel som denne överväger att använda i undervisningen för att ta reda på om läromedlet är av god kvalité och svarar mot läroplan och kursplan som måste behandlas i undervisningen. Syftet med den här uppsatsen är att göra en kritisk läromedelsgranskning av läroböcker för svenskämnet, för att se ifall de är lämpliga som undervisningsunderlag för att uppnå de mål som ställs upp i ämnets kursplan. Resultatet visar på att de undersökta läroböckerna behandlar samtliga punkter från det centrala innehållet för kursen svenska 2 på gymnasiet och det finns skillnader i de två didaktiska uppläggen. Det är nödvändigt att läraren förhandsgranskar läromedel för att se om läromedlet passar lärarens didaktiska upplägg. Läraren bör också kontinuerlig utvärdera läromedel och didaktiskt upplägg för eventuellt göra förändringar och anpassningar. Allt för att gynna elevernas lärande och leva upp till kravet om likvärdig utbildning. / State approved reviews of teaching material existed in Sweden during the most part of the 20th century. After the abolition of reviews of study teaching material, there is no guarantee that the teachers do it themselves. Teachers should make do a critical preview of teaching material that they are considering using in the teaching to find out if the teaching material is of good quality and corresponds to the curriculum and syllabus that must be addressed in the teaching. The purpose of this thesis is to conduct a critical review of teaching material of textbooks for the Swedish subject, to see if they are suitable as teaching material for achieving the objectives set in the course syllabus. The result shows that the examined textbooks deal with all the points from the syllabus of the Swedish 2 course at the upper secondary school and there are differences in the two didactic arrangements. It is necessary that the teacher preview the teaching material to see if the teaching material fits the teacher’s didactic arrangement. The teacher should also continuously evaluate teaching materials and didactic arrangements for possible changes and adaptations, so it benefit the students’ learning and live up to the requirement of equivalent education.

Skolan har ett viktigt arbete i att förbereda eleverna för ett liv i vårt demokratiska samhälle och utbilda dem till goda medborgare med kunskaper om demokrati och värdegrund vilket ska leda till att de ska kunna verka för dessa. Förskning kring demokrati och värdegrund är främst riktad mot grundskolans högre år och gymnasiet. På mellanstadiet finns inte lika mycket gjort och forskning på lågstadiet är så gott som obefintlig. Min studie handlar om arbetet med och undervisningen om demokrati och värdegrund på lågstadiet. Syftet är att undersöka hur demokrati och värdegrund kommer till uttryck i läroplanen, kursplanen, läromedel och lärares tal på svenskt lågstadium, både som en del i ämnet samhällskunskap och ett generellt uppdrag för skolan. Läroplanen, kursplanen och läromedel utgör betingelserna för demokrati och värdegrund i skolan och undervisningen medan talet om detta representerar iscensättningen. Genom textanalys har jag undersökt innehållet i betingelserna medan jag använt intervjuer för att undersöka iscensättningen av demokrati och värdegrund både som samhällskunskapsundervisning och skolarbetet mer allmänt. Resultaten av studien visar att lärarna arbetar mycket med demokrati och värdegrund både i ämnet samhällskunskap och det övergripande uppdraget, tydligt uppbackad av läroplan, kursplan och läroböcker. I undervisningen handlar det mycket om klassråd och majoritetsprincipen. I värdegrunden är kompistema om bemötande och allas lika värde centrala delar. Det som står klart med studien är att det viktiga arbetet kring demokrati och värdegrund startar redan på lågstadiet och är väl etablerat både som betingelser som iscensättning. / The school has an important task in preparing students for life in our democratic society by educating them to be good citizens with knowledge of democracy and the values our society rest on. Research on democracy and values is mainly aimed at the upper school and upper secondary school. In the middle school there is less research to found and even lesser in primary school.   My study is focus on the work with and teaching about democracy and values in primary school. The purpose is to investigate how democracy and values are expressed in the curriculum, syllabus, teaching materials and teachers´accounts at Swedish primary school, both as part of the subject social studies and a general assignment for the school. The curriculum, syllabus and teaching materials constitute conditions for democracy and values in school and teaching, while teachers’ accounrs about this represents what it means to put this into work.   Through text analysis, I have examined the content of the conditions while I have used interviews to examine how democracy and values is put to work, both as social studies teaching and school work more generally. The results of the study show that the teachers work a lot with democracy and values both in the subject of social studies and the overall mission, backed up by the curriuculum, syllabis abd textbooks. In teaching, it is very much about class councils and the majority principle. Regarding values, it often consists of how to be a good friend, how to treat eachother and how to learn about the idea of equal rights and equal value. What is clear from the study is that the important work on democracy and values already starts in primary school and is well established both as conditions and everyday work.

This inquiry aims to contribute to the understanding of critical pedagogy and its implications for the visual arts classroom as it identifies the transformative dimensions of critical pedagogy in visual arts education. Consequently, this inquiry answers the questions: What are the views of critical pedagogy that can be discerned in the current Swedish syllabus for visual arts? And, how can the transformative dimensions of critical pedagogy be manifested in the visual arts classroom? The rationale of the study rests on the visual arts teachers’ importance to provide pupils with means for understanding the world in a nuanced way. The study is a theoretical study using critical pedagogy as a theoretical frame. The research material consists of the Swedish syllabus for visual arts and four academic publications that exemplify the use of critical pedagogy in visual arts education. The study uses content analysis for a systematic review of this material. The results suggest that critical pedagogy is an asset for creating meaningful and engaging classrooms environments. The findings also indicate that visual arts teachers may interpret parts of the Swedish visual arts syllabus as means to advocate for social justice. However, the results also suggest the need for visual arts teachers to expand the planned syllabi, and the importance of collective efforts and cooperation in the visual arts classroom. Furthermore, the study also re-presents these results in a didactical commentary in form of a visual narrative — a graphic story —.

Friluftsliv och utevistelse är idag en huvuddel inom ämnet idrott och hälsa i grundskolan sett till läroplanen. Det finns dock forskning som tyder på att det finns en problematik i undervisningsmomentet friluftsliv och utevistelse inom ämnet idrott och hälsa. Forskning visar bland annat att dagens kursplaner består av fria formuleringar vilket öppnar för lokala tolkningar av lärare, vilket kan leda till att friluftsliv och utevistelse ofta åsidosätts och förekommer lite under läsåret. För att ta reda på om det finns ytterligare antydningar till att undervisningsmomentet friluftsliv och utevistelse är ett bristande moment inom idrott och hälsa så formulerades studiens syfte och frågeställningar, att undersöka i vilken utsträckning elever anser sig få ta del av friluftsliv och utevistelse utifrån det centrala innehållet samt kunskapskraven inom ämnet idrott och hälsa. Eftersom elevers perspektiv förekommer i låg utsträckning i tidigare forskning kring ämnet idrott och hälsa så ansågs det även betydelsefullt i studien att belysa just detta.  Studien utgick ifrån en kvantitativ metod i form utav en webbenkät där urvalet bestod utav 178, varav 119 deltog, högstadieelever i årskurs 9 fördelat på tre skolor placerade på tre olika orter i Sverige. I resultatet framgick det att hälften av eleverna anser sig fått tagit mycket del utav det centrala innehållet samt av kunskapskraven gällande friluftsliv och utevistelse. I resultatet framgick det också att 3/4 av eleverna anser sig nöjda med undervisningsmomentet friluftsliv och utevistelse. I diskussionen poängteras bland annat att för få elever anser sig fått tagit mycket del utav friluftsliv och utevistelses centrala innehåll och kunskapskrav. Avslutningsvis uppmuntrar studien till framtida kvalitativ och kvantitaiv forskning kring ämnet idrott och hälsa att framhäva och sätta elevers perspektiv i fokus. / In primary school, outdoor education is today a main part in physical education (PE) regarding the curriculum. However, todays science shows a problematic picture of outdoor education in PE. Science claims that todays syllabus is defined unclear which makes it able for PE teachers to construe it in their own way which might lead outdoor education in PE to be put aside during the school year. To search if there is more about this problematic situation regarding outdoor education in PE the purpose and questions of this study was formed to search in which extent students consider themselves taking part in outdoor education in the central content and knowledge requirement of PE. In earlier science about PE there is few studies who illuminate the perspective of the students, and that is why this study choose this matter.  This study is based on a quantitative method and consists of a web survey. In the study 178 high school students was selected and 119 participated. The students were located in three different schools in three different cities in Sweden. The result of the study showed that half of the students consider that they are taking much part in outdoor education regarding the central content and knowledge requirements in PE. In the result of the study there was also showed that 3/4 of the students consider themselves pleased with the education of outdoor education in PE. In the discussion its pointed thet there are too few students who consider themselves taking much part in the central content and knowledge requirements of outdoor education. As closure, this study encourages future studies in PE, both in quantitative and qualitative forms, to highlight the perspective of students.

Utah and the majority of states have adopted mandatory standards for visual arts, yet no accountability measures have been established. Consequently, it is impossible to determine if standards are being addressed in the art classroom and aggregate grades are subjective. Queensland, Australia instituted a system of moderated school-based assessment (moderation) in 1971, whereby assessment is accomplished locally, then verified by peer experts. Queensland ensures that standards are addressed in curricula and assessment and that exit grades are reliable and comparable. Research has shown that Utah and Queensland share comparable visual arts standards and similar demographics. Queensland moderation has been extensively studied for solutions to Utah and U.S. accountability problems. Queensland teachers submit curricula, assessment tasks, and assessed student work to the Queensland Studies Authority (QSA), which is responsible for moderation. QSA suggests modifications where appropriate, thus ensuring accuracy. Schools are then compared according to group performance on a standardized core skills test and aggregate grades are scaled, resulting in student rankings. Research has revealed that Queensland visual arts teachers widely approve of moderation. Accountability validates good teaching and promotes diligence. Teachers also appreciate QSA curriculum and assessment guidelines. Because these are regulated, QSA has been able to promote progressive directives effectively, including integrated authentic assessment and student-directed conceptual approaches to art. Queensland has constantly striven for improvement through research and teacher feedback. Consequently, Queensland is considered a global leader in school-based assessment. Art education literature implies that accountability for visual arts education is inevitable. Arts educators strongly oppose traditional external testing. Moderation is the proven alternative to traditional testing. While other models of moderation exist, the QSA model is similar in theory to the predominant Utah and U.S. philosophy of standards-based assessment. At the same time, the QSA model offers flexible options that allow emerging theories to be embraced. The research, then, suggests that Utah and other states should consider implementing versions of moderated school-based assessment based on the success of QSA. The thesis concludes with recommendations for the U.S., and a practical curriculum guide that embraces curriculum and assessment merits of Queensland visual arts education.