Från G till E : Perspektiv på ett läroplansbyte

Sammanfattning: The essay treats how a process of implementation was executed and the teachers’ relation to two curricula, Lpo94 and Lgr11, with two different grading systems, which have functioned as models for one and the same year. The purpose is to investigate the ways in which a change in curricula and syllabus affects teachers in their teaching and assessment practice in the subject of Swedish at secondary school. The investigation had a phenomenological approach and was executed by means of in-depth interviews, questionnaires and one observation. The results are based on a methodological triangulation with qualitative and quantitative data where visible similarities and differences are brought out. The study was executed at two secondary schools in an average-sized municipality. The interviewed teachers teach Swedish in two different subject teams.The result shows that the teachers of the Swedish language in the study believe that the inception of a new curriculum and syllabus has been successful and that they have had enough time to familiarize themselves with new documentation. They are worried by the vague value words of the new knowledge requirements and are afraid that fair and equal assessment will not be ensured, which was one of the reasons for the change in syllabus and grading system.