In this study, we aim to analyze how the terms documentation and pedagogical documentation respectively are portrayed in the curriculum (skolverket 2010) as well as in the curriculum complementary material (skolverket 2012). The analysis is performed by use of critical discourse analysis. We used published research as a theoretical base to analyze the empirical data against. Our aim is to increase the understanding of how the terms documentation and pedagogical documentation are used in the various policy documents and what messages these documents relay concerning the aforementioned terms.

We aim to give some answers to the following questions:

• How to interpret the term documentation in relation to the term pedagogical documentation.
• How to interpret the ways the terms are promoted in the policy documents.

 We conclude that the term documentation is vastly more open to interpretation than the term pedagogical documentation. We note that the curriculum exclusively use the term documentation and stress the importance of using a variety of documentation forms. The complimentary curricular documents promoting pedagogical documentation also states the importance of a critical analysis the methods used in the documentation process. In spite of this there is no suggestions for alternative documentation procedures in the complimentary curricular documents. Rather, on the contrary, it relays the message that pedagogical documentation is the only valid method.