It usually takes several years for a whole school to be able to really change perspective and establish new practices. In some subjects, for example Norwegian, teachers have already worked with process-oriented writing, which is based on learning theories similar to AfL. Making this connection allows them to see how to work with AfL in the classroom and how to experiment with new methods and strategies. In other subjects, this can be more difficult. In general, it is not possible to say that AfL has been integrated into teachers’ knowledge base or accepted as a core practice in the profession at present.