School curriculum

Proficiency in one's native language is essential for communication, information sharing and education. Reading is crucial for acquiring knowledge. Verbal and written expression are necessary for participating in society.

Icelandic teaching emphasizes developing a positive attitude toward the language. Students need to believe in the usefulness of the language. It's important to maintain existing knowledge and build upon it. Students should have opportunities to test their language skills when solving problems, expressing thoughts and opinions, and learning about the language's characteristics and importance in the school community, which is a venue for discussion, communication, reading and writing.

The school emphasizes diverse teaching methods and educational assessment. The school is implementing formative learning, which will influence teaching and assessment. Icelandic proficiency standards are divided into several categories. These categories are interconnected parts of a whole, often involving cross-category and cross-subject work. Student projects are assessed based on proficiency standards and continuously updated on students' proficiency cards throughout the year.

The goal of Icelandic studies is to make students powerful language users who know their native language and can use it confidently. Studies at Hagaskóli primarily focus on the following areas. We enhance literacy and reading comprehension through daily reading of various texts, reading fluency tests and interactive reading. We improve spoken language through regular presentations of various types. Emphasis is placed on interpretation and critical thinking about what is listened to and watched. Literary analysis is enhanced through reading, interpretation and application of literary concepts in written or spoken form. We primarily improve writing through composing various texts, either creative or adhering to appropriate language style guidelines. Correct spelling is emphasized in all writing. Language and usage are enhanced through diverse grammar exercises, learning characteristics of all word classes, using proverbs and idioms, and discussions about the language. The goal of grammar teaching is to make students capable of discussing language and usage, improve their language skills and spark their interest in the language.

After three years of study in the subject, students should be able to:

• Deliver their speech clearly and audibly with appropriate speed, intonation and manner, and express their ideas and opinions in diverse ways.
• Listen to spoken language and use various audio and visual media for information and entertainment, take a stance on what is presented and communicate its content.
• Read various texts confidently and fluently using methods appropriate to the occasion and situation.
  Evaluate and understand the connections between content elements and apply a rich vocabulary, knowledge and experience to create context.
• Read, interpret, evaluate and discuss diverse literature and apply common literary concepts in their discussion.
  Read and understand texts from earlier times, recognize their historical context and compare them to their own era.
• Read and discuss diverse poems from various periods.
• Apply organized and good working methods in writing and master various ways to communicate written language.
• Arrange content elements in context and form paragraphs clearly, choosing text types and language styles appropriate for the work, including in creative writing.
• Apply spelling and punctuation confidently.
• Apply their knowledge of grammar in discussions about the language, its characteristics and diversity, and use it in various ways in speech and writing.
• Understand the inflectional and semantic characteristics of word classes and recognize their roles.
• Use various tools to support their language use.
   

The goal is to provide appropriate challenges for students. Tasks should be accessible to all while also being demanding. We believe in students' abilities. With active participation, they can achieve success in mathematics. It's important for students to develop confidence in their abilities and feel comfortable in math classes.

There's an emphasis on diverse teaching methods. Mathematical discussions and collaboration are emphasized. Working with classmates on challenging projects, students gain space and tools to apply creative thinking in their studies.

Educational assessment in mathematics is based on formative learning ideas. It takes place in various ways. Formal assessment occurs through oral exams, written tests, presentations and assignments.

The national curriculum's assessment criteria state that by the end of 10th grade, students should be able to:

• Express mathematical ideas clearly
• Use mathematical concepts and symbols to present, represent and solve problems
• Use various tools for mathematical work, analyze and interpret mathematical models, and present results clearly
• Use real numbers and calculate with rational numbers, analyze relationships between numbers in different number sets
• Participate in developing solutions, use connections between arithmetic operations and apply this knowledge in calculations and evaluations
• Investigate patterns and generalize about them, solve equations, use variables and describe their relationships with expressions and functions
• Use fundamental geometry concepts in various ways
• Use similarity, angle rules and coordinate systems to draw, analyze and create geometric objects
• Present geometric arguments, measure and calculate length, area and volume, and use computers for these tasks
• Use statistical concepts to organize, conduct and interpret statistical research
• Conduct and draw conclusions from experiments involving probability and chance
• Use probability concepts and counting to calculate and interpret the likelihood of events
   

Danish studies align with the National Curriculum for Primary Schools' competency goals. These goals fall into seven categories: listening, narration, reading comprehension, writing, communication, cultural literacy, and learning skills. Topics adapt to grade levels based on competency goals. This ensures continuous skill progression from 8th to 10th grade.

Teachers work steadily with competency goal topics throughout the term. Students complete various exercises to practice these skills.
The emphasis is on diverse teaching methods, considering different learning approaches and student levels. The course equally covers the main language aspects: reading, listening, speaking, and writing. Teaching materials come from various sources, including MMS books, online content, and Danish media. Students regularly practice listening to spoken language and complete exercises testing comprehension. Grammar integrates with reading and writing, focusing on reviewing main word classes and their characteristics. Various writing assignments accompany book reading and watching TV shows and movies. Students learn about Danish society, culture, and customs through films and music.

By the end of 8th grade, students should be able to:

• Talk about themselves and their interests in simple language
• Know and use basic vocabulary related to family, home, and hobbies
• Read short texts of various types related to course topics
• Write simple texts about familiar subjects
• Identify main word classes nouns, verbs, adjectives
• Develop good study habits
• Watch and listen to children's content, understanding main points

By the end of 9th grade, students should be able to:

• Know and use vocabulary related to culture, media, fashion, emotions, behavior, and experiences
• Read various text types related to course topics
• Write texts about familiar subjects
• Continue working with main word classes nouns, verbs, adjectives
• Deliver short presentations on prepared course-related topics
• Follow spoken language in TV content or listening exercises

By the end of 10th grade, students should be able to:

• Know and use vocabulary related to future, education, and employment
• Read short novels for young people and various short academic texts
• Know all main grammar points nouns, verbs, adjectives
• Clearly express opinions, answer questions, and deliver presentations on course topics
• Follow and understand various TV content and other audio material, using it in their studies
• Know main cultural aspects and understand the nation's diversity
• Develop good work habits 
   

After three years of study at Hagaskóli, students will be able to read and interpret various types of texts, including fiction, poetry, and texts containing facts and opinions. Students will learn specific methods and skills for written expression, including following main grammar rules, text formatting, and citation guidelines. Students will demonstrate the ability to understand spoken English (listening exercises and tests), express themselves on diverse topics, and engage in meaningful conversations. Students will gain knowledge of various dialects and different cultures of the English-speaking world.

By the end of 8th grade, students will be able to:
• Read news articles, academic texts, and novels intended for upper primary school students. Students will read the novel "Holes" and watch the film adaptation, focusing on developing skills to work with various text types, draw conclusions, and form opinions on content.
• Write paragraphs and essays following writing conventions, express opinions, and write original short stories; write using English sentence structure, follow comma and period rules, understand subject-verb agreement, and distinguish between commonly confused words.
• Speak loudly and clearly, delivering a one-minute presentation on a familiar topic in front of an audience.
• Follow classroom instructions and teacher guidance closely.
• Engage in meaningful communication with teachers and classmates, participate in various oral assignments (e.g., interviews or speed friending), and complete an oral exam.
• Develop good study habits and cite sources of information.

By the end of 9th grade, students will be able to:

• Read news articles, academic texts, and novels intended for upper primary school; read the novel "Ugly" in English and watch the film "Wonder"; focus on developing skills to work with various text types, analyze paragraphs, summarize content, and identify themes.
• Write opinion paragraphs supported by sources, and write short stories on assigned topics; learn paragraph structure and punctuation such as colons, semicolons, verb tense consistency (past vs. present), and challenging commonly confused words.
• Speak loudly and clearly, delivering a three-minute presentation on a familiar topic in front of an audience.
• Listen to and understand content about common interests.
• Engage in meaningful debates with teachers and classmates through interviews and regular peer conversations. Complete oral exams testing logical reasoning.
• Develop good habits for analyzing source origins and paraphrasing new information.

By the end of 10th grade, students will be able to:

• Read news articles, academic texts, and novels intended for upper primary school; read either "Walk Two Moons" or "The Wave"; focus on developing skills to work with various text types, identify central ideas, and cite reliable sources.
• Write a detailed academic essay in English, write a short story in English; follow standard essay structure, use correct punctuation, and distinguish between complex commonly confused words.
• Deliver a fluent presentation on complex concepts and ideas, informatively explain topics, and be prepared to answer questions.
• Listen to and understand content about academic reflections on the English language.
• Engage in meaningful debates and communications considering all participants, through group work and oral exams.
• Develop excellent research skills; cite reliable sources according to proper guidelines.
Cultural literacy:
• Identify diverse and extensive English dialects.
• Explain the spread of the English language in historical context.
• Understand the history of English and how it has shaped the English-speaking world.
• Make informed decisions about adopting spelling conventions of specific dialects (British, American, Australian, etc.).
 

At Hagaskóli, we promote students' knowledge, respect and sense of responsibility for nature, technology, society and the environment. This helps them gain the skills needed to make informed decisions on issues concerning people's relationship with nature.

We combine classroom learning with practical exercises and field research in the local environment. Student progress is assessed through continuous evaluation in line with formative assessment principles.
In 8th grade, students learn the basics of chemistry and explore biodiversity and taxonomy of organisms.

In 9th grade, students study electricity and magnetism, the nature of light and sound, and human biology.

In 10th grade, students learn genetics and evolutionary theory. They also study nuclear physics and the fundamentals of mechanics and astronomy

By the end of their time at Hagaskóli, students should be able to:

• apply common natural science concepts
• read, analyze, interpret and communicate about texts and images related to natural sciences and technology
• conduct observations and experiments, record results, draw conclusions from data, and provide different explanations using various perspectives
• evaluate and analyze information related to natural sciences and explain the impact of natural sciences on knowledge creation, technological development and people's daily lives.
• describe the cycle of matter and energy in nature and the needs of organisms in different ecosystems
• explain human impact on natural cycles and processes
• analyze, explain and critically discuss issues related to the environment, nature conservation and climate change, and explain their impact on quality of life and nature
• discuss their own life views and responsibilities within society and plan improvement actions
• gather information about characteristics of organisms and evolution and explain them
• explain the structure of materials and their different properties
• explain different forms of energy and critically discuss human use of energy
• conduct investigations based on research questions and write critical conclusions
• describe land formation and the natural processes that affect it
• explain Earth's position, the moon's influence, and the structure of the solar system
• discuss the main phenomena of the universe
   

Social studies explore students' identity, self-knowledge and relationships. They examine students as part of society and culture in a broad context.

Social studies provide a foundation for teaching and training in self-knowledge, equality, and the rules and values of a democratic society. They show how individuals can impact their own lives and communities.

Social studies cover historical events and help students understand what makes a good life on Earth. They teach how to respond to environmental challenges and strengthen students' understanding of justice, freedom, friendship and respect.

Social studies use diverse assessment methods in consultation with students. Students often choose how to present work based on their interests and strengths.

AFTER COMPLETING STUDIES AT HAGASKÓLI
Students should be able to...

• 
  interpret and use information about social issues in various forms and form opinions
• explain and apply social studies concepts, and discuss social and ethical issues from different perspectives in an organized and diverse manner
• actively and positively participate in critical dialogue and democratic cooperation
• independently analyze and discuss how various factors shape self-image, mindset, communication and behavior
• explain the role of ethics, religion and life views on individuals' lives and identify their different manifestations and impacts in societies
• discuss individuals' status as participants in society, their rights, duties and capacity for action
• explain the value of human rights and democracy
• discuss the government system and its impact on individuals' lives
• discuss historical events near and far, their causes and effects from different perspectives
• compare different cultures based on people's conditions and lives, using diverse information on maps
• explain human impact on Earth and the importance of sustainable development for the environment, society and economy
   

Arts education aims to help students:

• creatively face an unpredictable future
• see new patterns and think of solutions
• develop personal expression and taste

Drama

Drama focuses on stepping outside comfort zones to build self-image and confidence. Emphasis is on small and large group collaboration. Initial focus is on team building and trust. Trust is key for drama enjoyment and daring. As the term progresses, students tackle more difficult projects. Students learn drama through teamwork, exercises, games and improv.

Main topics:

• Trust and collaboration
• Body language and pantomime
• Where, who and why
• Character development
• Concentration and attention
• Speech and voice projection
• Listening and reacting
• Improv

Music

Music education enhances students' sensitivity and knowledge of music fundamentals: pitch, duration, timbre, dynamics, chords, interpretation and form. This helps them form opinions on different music styles, understand its value in their culture and life, and enjoy it constructively.

Music creation is the main focus. Students learn about the creative process and how to be aware of it while working. Classes introduce various cultural elements from past and present, connecting to students' own music creation.

Each group then explores current issues to address through composing music, aiming to improve their community. Work includes film music, self and alter ego in music, storytelling through music, and analyzing works of artists like Aldous Harding, Nina Simone, Tyler the Creator, Moondog, Steve Reich and others.

The school environment is explored for its sounds, creatively working with recordings and experiencing environmental sounds.

Visual arts

Visual arts emphasize creation and experiencing art as an integral part of human existence. The concept of artistic creation is examined, exploring its meaning and the importance of creative thinking in all endeavors. Focus is on the process from idea to completion.

Students are encouraged to experiment, try new methods and develop what they like. They enhance visual literacy and the ability to understand and interpret visual information. This is taught through discussions, questions and experiments leading to a final product. The goal is to broaden perspectives, promote critical thinking and practice argumentation.

Main topics:

• Focus on visual arts and drawing-visual art, artist presentations, styles and movements. Brief coverage of filmmaking, photography, architecture and applied arts like industrial design, graphic design, fashion design, interior architecture and decorative arts.
• Students take one museum trip per term and participate in Reykjavík City's Children's Culture Festival, held annually, where they can exhibit their work in an art museum.
• Students compile a portfolio of their work, self-evaluating throughout and at term's end.

By the end of 10th grade, a visual arts student can:

• choose between different creative methods, experiment, and develop ideas in various media and techniques
• demonstrate and explain the process from idea to final work, including research, experiments and dialogue
• record and present ideas in diverse ways based on imagination and/or research, visually and/or in text
• express opinions or feelings in their own creation, connecting to personal experience and social criticism
• critically evaluate their own work and others' with knowledge, fairness and respect, both individually and collaboratively
• analyze how visual stimuli in daily life affect our lives and values, both in society and globally
• use vocabulary and concepts of visual arts principles to express opinions on art and design, supporting them with personal values
• analyze how contemporary art addresses daily issues using diverse methods, often integrating art forms
• explain the various purposes of visual arts and design, placing them in diverse contexts
• analyze, compare and describe various styles and movements in visual arts and design, placing them in their cultural context, both in Iceland and abroad

Self-care, well-being and mental health are main focus areas of VEL. Self-knowledge and self-acceptance are important tools for students in daily life. Well-being is essential for a positive outlook on life and general success in studies and work. The main thread of VEL in 10th grade will be DBT - dialectical behavior therapy focusing on mindfulness, emotion regulation, distress tolerance and interpersonal effectiveness. In both 8th and 10th grade, lectures, projects and discussions will cover team building, values, study techniques, strengths, mental health, bullying, LGBT+ issues, sex education and prevention.

8th grade

10th grade

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