Convergences between modern languages and language(s) of schooling – Sweden –

Compulsory School Upper Secondary School Adult Education New grading scales Teacher Education Pre-school New Education Act 1st July 2011 A period of reforms

A global approach A linguistic dimension in all subjects All languages supporting plurilingualism - Swedish - Mother tongue - Modern languages - Other languages

Convergences between the different languages Content, e.g. aims and competencies Terminology, e.g. strategies and progression Structure, for all syllabuses and for modern languages in 7 steps, aligned with CEFR

Part 2 Norms and values Responsibility and influence of pupils School and home Transition and cooperation The school and the surrounding world Assessment and grades The Swedish curriculum Part 1 Fundamental values and tasks of the school Knowledge Part 3 Syllabuses

Correlations between Swedish, English and Modern Languages in the curriculum Aim Core content Knowledge requirements Motives Language is the primary tool human beings use for thinking, communicating and learning. … …increases the individual’s opportunities to participate in different social and cultural contexts, as well as in international studies and working life. Teaching in XX should essentially give pupils the opportunities to develop their ability to: express themselves and communicate in speech and writing, use language strategies to understand and make themselves understood, adapt language for different purposes, recipients and contexts, Motives What teaching should aim for What teaching should contain Listening and reading (reception) Speaking, writing and discussion (production & interaction) Describes what the pupils should know or be able to do and how it shows. The knowledge required for different years and grades Pupils can read fiction and non-fiction texts for children and youth with ease by using reading strategies in a basically functional way. By making simple, chronological summaries of the contents of different texts and commenting on the main points with some connection to the context, pupils show basic reading comprehension. In addition, based on their own experience, pupils can interpret and apply simple and to some extent informed reasoning to clear messages in different works and in a simple way describe their reading experiences. Pupils can write different kinds of text with understandable content and basically functional structures and also with some variation in language. In the texts pupils use basic rules for spelling, punctuation and correct language with some certainty. The narrative texts pupils write contain simple expressive descriptions and simple plots … …Pupils can give examples of national minority languages, apply simple reasoning about language variants in Swedish, and also give examples of some of the main language similarities and differences between Swedish and closely related languages.