Art and crafts (KHV01‑03)
Competence aims and assessment

Not in force for 5. trinn–7. trinn until 1.8.2026

This version of the curriculum is not in force for 5. trinn–7. trinn until 1.8.2026. Until 1.8.2026 the previous curriculum version is in force.

Examples of connections

Explanation

Competence aims after Year 7

The pupil is expected to be able to

  • use a range of hand tools and power tools to process and join hard, plastic, and soft materials in a safe and environmentally conscious manner
  • examine the materials in various objects and assess function, durability, and possibilities for repair and reuse
  • build and experiment with stable constructions
  • use different strategies for idea development and problem‑solving
  • use digital tools to plan and present processes and products
  • create form, plane and space in drawing using elements and principles of design such as contrast, shading, proportion and perspective
  • explore and reflect on how emotions and opinions are expressed in art, and use symbolism and colour to express emotions and opinions in own work
  • analyse visual elements in different media and address a topical issue through photography or infographics
  • describe diversity in clothing traditions or objects, including Sámi traditions, and create a product inspired by cultural heritage
  • explore how gender roles are shown in cultural expressions in the past and present, and create visual expressions that challenge stereotypes
  • use programming to create interactivity and visual expressions
  • design and create an exhibition that presents both process and product

Formative assessment

Formative assessment shall help to promote learning and develop competence in the subject. Pupils demonstrate and develop competence in Art and Crafts in Years 5–7 when they use different creative strategies to create visual expressions and functional solutions. They also demonstrate and develop competence when they reflect on elements and principles of design, cultural references, craft quality, and environmental impact.

The teacher shall facilitate for pupil participation and stimulate the desire to learn through varied practical workshop tasks and opportunities for pupils to propose changes related to consumption and visual environments. The teacher shall have conversations with the pupils regarding their development in art and crafts. Pupils shall have opportunities to try things out. Based on the competence pupils demonstrate, they shall be given opportunities to articulate what they feel they are able to do and what they can do better than before, both in terms of process and product. The teacher shall provide guidance on further learning and adapt instruction so that pupils can develop their competence in creative processes, environmentally conscious consumption, crafts, visual communication, and assessment.