Sweden Compulsory School Technology Syllabus

Technology subjects have always played a crucial role in human development and societal advancement. The desire to solve problems and fulfill human needs has often driven technological progress. In modern times, technical expertise is increasingly demanded in daily life and the workplace, with many societal and political decisions involving technological considerations. Understanding the role of technology for individuals, society, and the environment requires transparency and comprehension of the technology that surrounds us.

Aim

The Technology subject aims to develop students' technical expertise and awareness, enabling them to navigate and act within a technologically advanced world. It fosters interest in technology and equips students to address technical challenges consciously and innovatively. Students develop knowledge about everyday technology, learn subject-specific terms and concepts, and enhance their problem-solving skills using technology. They also cultivate their ability to generate original technical ideas and solutions. The curriculum emphasizes understanding the impact of technology and its solutions on individuals, society, and the environment. Students develop the ability to critically evaluate technical solutions, considering aesthetics, ethics, gender roles, economics, and sustainable development. Furthermore, the curriculum explores the historical development of technology to enhance understanding of contemporary technological phenomena and contexts, and how technology has shaped societal development. It also highlights the interaction between technology, other sciences, and art forms.

Core Content (Years 7-9)

• Technological Solutions:
• Systems for control and regulation, and the interaction between mechanical and digital technology (e.g., heating and ventilation systems).
• Communication and information technologies (e.g., computers, internet, mobile phones).
• Electronics and programming.
• Solid and stable constructions (e.g., reinforcement, beam types).
• Industrial processes, from raw materials to finished products and waste management (e.g., paper and food production).
• Components and subsystems in larger systems (e.g., electricity production and distribution).
• Material properties (e.g., tensile and compression strength, hardness, elasticity) and their importance in technical solutions. Properties and applications of new materials.
• Subject-specific terminology.
• Working Methods:
• Phases of technical development: identifying needs, investigating, proposing solutions, designing, and testing, and their interrelationships.
• Student-designed constructions incorporating control and regulation, including programming.
• Using digital tools in technical development (e.g., drawings, simulations).
• Documentation: manual and digital sketches, drawings with explanations, symbols, measurements, physical and digital models, and written reports.
• Technology's Impact:
• Global technical systems (e.g., the internet), including their benefits, risks, and limitations.
• The relationship between technological development and scientific progress.
• Recycling and reuse of materials in manufacturing processes. Human interaction with technology and creating sustainable solutions.
• Safety in technology use (e.g., data storage and protection).
• Consequences of technological choices from ecological, economic, ethical, and social perspectives (e.g., biofuels, munitions).
• Influence of cultural attitudes towards technology on occupational choices and technology use for men and women.

Knowledge Requirements (Year 9)

• Grade E: Students can examine various technical solutions and, using subject-specific terms, describe how easily identifiable parts interact to achieve purpose and function. They can apply simple reasoning about the similarities and differences between materials and their use in technical solutions. Students can conduct simple technology and design projects, testing potential solutions and creating basic physical or digital models. They can document their work with sketches, models, drawings, or reports, partially conveying the project's intent. Students can apply simple reasoning about how objects and technical systems in society evolve and identify some drivers of technological development. They can also apply simple reasoning about the varied consequences of technical solutions for individuals, society, and the environment.
• Grade D: Meets the requirements for Grade E and mostly Grade C.
• Grade C: Students can examine various technical solutions and, using subject-specific terms, describe how parts within subsystems interact to achieve purpose and function. They can apply developed reasoning about the similarities and differences between materials and their use in technical solutions. Students can conduct simple technology and design projects, iteratively testing potential solutions and creating developed physical or digital models. They can document their work with sketches, models, drawings, or reports, adequately conveying the project's intent. Students can apply developed reasoning about how objects and technical systems in society evolve and identify the driving forces behind technological development. They can also apply developed reasoning about the varied consequences of technical choices for individuals, society, and the environment.
• Grade B: Meets the requirements for Grade C and mostly Grade A.
• Grade A: Students can examine various technical solutions and, using subject-specific terms, describe how parts within subsystems interact to achieve purpose and function, and demonstrate other similar solutions. They can apply well-developed reasoning about the similarities and differences between materials and their use in technical solutions. Students can conduct simple technology and design projects, systematically testing potential solutions and creating well-developed and planned physical or digital models. They can document their work with sketches, models, drawings, or reports, comprehensively conveying the project's intent. Students can apply well-developed reasoning about how objects and technical systems in society evolve and identify the driving forces behind technological development. They can also apply well-developed reasoning about the varied consequences of technical choices for individuals, society, and the environment.