Overview - Knowledge requirements

Pupils can describe and give examples of simple technical solutions in everyday life and some parts which interact in order to satisfy their purpose and function. In addition, pupils can in a simple way describe and give examples of some solid and stable constructions in everyday life, their structure and the materials used.

Pupils can carry out very simple work on technology and design by testing possible ideas for solutions, as well as designing simple physical or digital models. During the work process, pupils contribute to formulating and choosing action alternatives that lead to improvements. Pupils draw up simple documentation of work using sketches, models or texts where the intention of the work is to some extent made clear.

Pupils can carry out simple and to some extent informed reasoning, not only about how some objects or technical systems in society have changed over time, but also some of the advantages and disadvantages of different technical systems for the individual, society and the environment.

Pupils can explain simple technical solutions in everyday life and how some parts interact in order to satisfy their purpose and function. In addition, pupils can in a developed way describe and show relationships between some solid and stable constructions in everyday life, their structure and the materials used.

Pupils can carry out very simple work on technology and design by testing and retesting possible ideas for solutions, as well as designing developed physical or digital models. During the work process, pupils formulate and choose action alternatives which with some adaptation lead to improvements. Pupils draw up developed documentation of work using sketches, models or texts where the intention of the work is relatively well documented.

Pupils can apply developed and relatively well informed reasoning not only over how some objects or technical systems in society have changed over time, but also the advantages and disadvantages of various technical solutions for the individual, society and the environment.

Pupils can explain simple technical solutions in everyday life and how some parts interact in order to satisfy their purpose and function, and show other similar solutions. In addition, pupils can in a well developed way describe and show relationships between some solid and stable constructions in everyday life, their structure and the materials used.

Pupils can carry out very simple work on technology and design by systematically testing and retesting possible ideas for solutions, as well as designing well developed physical or digital models. During the work process, pupils formulate and choose action alternatives that lead to improvements. Pupils draw up well developed documentation of the work using sketches, models or texts where the intention of the work is well documented.

Pupils can apply well developed and well informed reasoning not only over how some objects or technical systems in society have changed over time, but also the advantages and disadvantages of various technical solutions for the individual, society and the environment.

Pupils can study different technical solutions in everyday life and with some use of topic-specific terms describe how easily identifiable parts work together to satisfy their purpose and function. In addition, pupils apply simple and to some extent informed reasoning about similarities and differences between some materials and their use in technical solutions.

Pupils can carry out simple work involving technology and design by studying and testing possible solutions and also designing simple physical or digital models. During the work process, pupils contribute to formulating and choosing action alternatives that lead to improvements. Pupils draw up simple documentation of the work with sketches, models, drawings or reports where the intention of the work is to some extent clear.

Pupils can apply simple and to some extent informed reasoning about how some objects and technical systems in society change over time, and show the driving forces behind technological development. In addition, pupils can apply simple and to some extent informed reasoning about how different technical solutions can have different consequences on the individual, society and the environment.

Pupils can study different technical solutions in everyday life and with relatively good use of topic-specific terms describe how parts of sub-systems work together to satisfy their purpose and function. In addition, pupils apply developed and relatively well informed reasoning about similarities and differences between some materials and their use in technical solutions.

Pupils can carry out simple work involving technology and design by studying and testing and retesting possible ideas for solutions and also designing developed physical or digital models. During the work process, pupils formulate and choose action alternatives which with some adaptation lead to improvements. Pupils draw up developed documentation of the work with sketches, models, drawings or reports where the intention of the work is relatively well made clear.

Pupils can apply developed and relatively well informed reasoning about how some objects and technical systems in society change over time, and show the driving forces in technological development. In addition, pupils can apply well developed and relatively well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.

Pupils can study different technical solutions in everyday life and with good use of topic-specific terms describe how parts of sub-systems work together to satisfy their purpose and function, and show other similar solutions. In addition, pupils carry out well developed and well informed reasoning about similarities and differences between some materials and their use in technical solutions.

Pupils can carry out simple work involving technology and design by studying and systematically testing and retesting possible ideas for solutions and also design well developed and well planned physical or digital models. During the work process, pupils formulate and choose action alternatives that lead to improvements. Pupils draw up well developed documentation of the work using sketches, models, drawings or reports where the intention of the work is well documented.

Pupils can apply well developed and well informed reasoning over how some objects and technical systems in society have changed over time and show the driving forces of technological development. In addition, pupils can apply well developed and well informed reasoning about how different technical choices can have different consequences for the individual, society and the environment.