Comparison chart of the objectives from the Swedish...
Transcript of Comparison chart of the objectives from the Swedish...
Comparison chart of the objectives from the Swedish national curriculum: English (School subject), Mother tongue English and Swedish
School English Mother tongue English Swedish
Years 1-3
Content of communication • Subject areas that are familiar to the pupils. • Interests, people and places. • Daily life and ways of living in different contexts and areas where English is used. Listening and reading – reception • Clearly spoken English and texts from various media. • Simple instructions and descriptions. • Different types of simple conversations and dialogues. • Films and dramatised narratives for children. • Songs, rhymes, poems and sagas. • Words and phrases in their local surroundings, such as those used on signs and other simple texts. Speaking, writing and discussing – production and interaction • Simple presentations. • Simple descriptions and messages. • Songs, rhymes and dramatisations.
Reading and writing • Reading strategies for understanding and interpreting texts, as well as adapting reading to the form and content of texts. • Strategies for writing different types of texts in areas familiar to pupils. • Direction of reading and forms and sounds of written characters in comparison with Swedish. • Word order and punctuation as well as spelling rules for frequently occurring words in texts familiar to the pupils. Comparisons with the Swedish word order, punctuation and spelling rules. Speaking, listening and talking • Oral narratives for different recipients. • Pronunciation, emphasis and intonation, and the importance of pronunciation in making oneself understood. • Pronunciation in the mother tongue compared to Swedish. Narrative texts and non-fiction texts • Narrative and poetic texts for children in the form of picture books, chapter books, lyrics, sagas and myths from different periods and areas where the mother tongue is spoken. Narrative and poetic texts which provide an insight into people’s experiences. • Rhymes, jingles and riddles from mother tongue traditions. • Descriptive and explanatory texts for children related to traditions, phenomena and language
Reading and writing • Reading strategies for understanding and interpreting texts, as well as adapting reading to the form and content of texts. • Strategies for writing different types of texts adapted to their typical structures and language features. Creating texts where words and pictures interact. • Simple forms of processing texts, such as subsequently going through their own texts and making clarifications. • Handwriting and using computers for writing. • Structure of language with large and small letters, full stops, question marks, exclamation marks as well as spelling rules for frequently occurring words in texts closely related to pupils’ daily life. • The alphabet and alphabetical ordering. • The relationship between sounds and letters. Speaking, listening and talking • Listening and recounting in different conversation situations. • Oral presentations and relating everyday topics to different recipients. Pictures and other aids that can support presentations. • Narration in different cultures, at different times and for different purposes. Narrative texts and non-fiction texts • Narrative texts and poetic texts for children from different times and different parts of the world. Texts in the form of rhymes, jingles, songs, picture books, chapter books, lyrics, drama, sagas and myths.
expressions used in areas where the mother tongue is spoken. Use of language • Words and terms used to express feelings, knowledge and opinions. Culture and society • Traditions and festivals which pupils meet in different contexts. • Games and music from areas where the mother tongue is spoken.
Narrative and poetic texts which provide an insight into people’s experiences. • The message, structure and content of narrative texts. How a narrative text can be organized with an introduction, sequence of events and an ending, as well as descriptions of literary figures. • Some authors and illustrators of fiction for children. • Descriptive and explanatory texts, such as factual texts for children, and how their contents can be organised. • Instructional texts, such as game instructions and task descriptions, and how these can be organized in a logical order and by grouping of points. • Texts that combine words and pictures, such as films, interactive games and web texts. Use of language • Language strategies for remembering and learning, such as making notes of what has been talked about. • Words and terms used to express feelings, knowledge and opinions. • How words and opinions are interpreted depending on tone of voice and a word’s shades of meaning. • Differences between spoken and written language, such as where speech can be reinforced through tone of voice and body language. Searching for information and critical evaluation of sources • Searching for information in books, magazines and web sites for children. • Criticism of sources, how the sender of a text influences content.
Years 4-6
Content of communication • Subject areas that are familiar to the pupils. • Daily situations, interests, people, places, events and activities. • Views, feelings and experiences. • Daily life, ways of living and social relations in different contexts and areas where English is used. Listening and reading – reception • Clearly spoken English and texts from various media. • Oral and written instructions and descriptions. • Different types of conversations, dialogues and interviews. • Films and dramatised narratives for children and youth. • Songs, sagas and poems. • Strategies to understand key words and context in spoken language and texts, for example, by adapting listening and reading to the form and content of communications. • Different ways of searching for and choosing texts and spoken English from the Internet and other media. • Language phenomena such as pronunciation, intonation, grammatical structures, spelling and also fixed language expressions in the language pupils encounter. • How words and fixed language expressions, such as politeness phrases and forms of address, are used in texts and spoken language in different situations. • How different expressions are used to initiate and complete different types of communications and conversations. Speaking, writing and discussing – production and interaction
Reading and writing • Reading strategies to understand and interpret texts from various media, and to distinguish messages in texts, both explicit and implicit. • Strategies for writing different types of texts adapted to their typical structures and language features. • Basic structure of the mother tongue in comparison to Swedish. • Dictionaries and other aids for spelling and understanding words. Speaking, listening and talking • Oral presentations for different recipients. • Pronunciation, emphasis and intonation and the importance of pronunciation in making oneself understood. • Pronunciation in the mother tongue compared to Swedish. Narrative texts and non-fiction texts. • Narrative and poetic texts for children and youth in the form of literature, lyrics, sagas and myths from different periods and areas where the mother tongue is spoken. Narrative and poetic texts which provide an insight into people’s conditions, and issues related to identity and life. • Typical language elements of narrative and poetic texts, as well as their words and terms. • Descriptive, explanatory and instructional texts for children and youth related to traditions, phenomena and language expressions used in areas where the mother tongue is spoken. • The contents of texts and their typical words and terms. Use of language
Reading and writing • Reading strategies to understand and interpret texts from various media, and to distinguish between explicit and implicit messages in texts. • Strategies for writing different types of texts adapted to their typical structures and language features. Creating texts where words, pictures and sound interact. • Different ways of working on the content and form of their own texts. How to give and receive responses on texts. • Handwriting and writing, organising and editing text by hand and by using computers. • Structure of language and construction of sentences, main clauses, subordinate clauses, spelling rules, punctuation, word inflection and parts of speech. Structuring text by using linking words. • How to use dictionaries and other aids for spelling and understanding words. Speaking, listening and talking • Using arguments in different discussion situations and decision processes. • Oral presentations and storytelling for different audiences, on topics drawn from everyday life and school. Keywords, pictures and digital media as aids in planning and giving an oral presentation. How gestures and body language can influence a presentation. Narrative texts and non-fiction texts • Narrative texts and poetic texts for children and youth from different epochs, from Sweden, the Nordic area and other parts of the world. Texts in the form of fiction, lyrics, drama, sagas and myths that illustrate
• Presentations, instructions, messages, narratives and descriptions in connected speech and writing. • Language strategies to understand and make oneself understood when language skills are lacking, such as through reformulations. • Language strategies to participate in and contribute to discussions, such as questions, and phrases and expressions to confirm understanding. • Language phenomena to clarify and enrich communication such as pronunciation and intonation, spelling and punctuation, polite phrases, and other fixed language expressions and grammatical structures.
• Words and terms used to express feelings, knowledge and opinions. Words and terms, their shades of meaning and value connotations. • Synonyms and antonyms. Culture and society • Customs, usage and traditions in areas where the mother tongue is spoken in comparison to Swedish customs, usage and traditions. • Schooling in areas where the mother tongue is spoken in comparison to schooling in Sweden.
the human condition and questions of identity and life. • Narrative text messages, language characteristics and typical structures involving parallel action and flashbacks, descriptions of settings and persons, as well as dialogues. • Some important literary authors for children and young people and their works. • Descriptive, explanatory, instructional and argumentative texts, including factual texts, task descriptions, advertisements and letters to the press. Textual contents, structure and typical language features. • Texts which combine words, pictures and sounds, such as web content, interactive games and television programs. Textual contents, structure and typical language features. Use of language • Language strategies for remembering and learning, such as using mind maps and key words. • Words and terms used to express feelings, knowledge and opinions. Words and terms, their shades of meaning and value connotations. • Differences in language use, depending on who you write to and for what purpose, such as the difference between writing a personal SMS message and a factual text. • Use of language in Sweden and the Nordic area. Some variants of regional differences in spoken Swedish. Some typical words and terms in Nordic languages, as well as differences and similarities between them. The national minority languages. Searching for information and critical evaluation of sources
• Information in some different media and sources, such as reference books, from interviews and via Internet search engines. • How to compare sources and examine their reliability from a critical standpoint.
Years 7-9
Content of communication • Current and subject areas familiar to the pupils. • Interests, daily situations, activities, sequences of events, relations and ethical questions. • Views, experiences, feelings and future plans. • Living conditions, traditions, social relations and cultural phenomena in various contexts and areas where English is used. Listening and reading – reception • Spoken English and texts from various media. • Spoken English with some regional and social variants. • Oral and written instructions and descriptions. • Different types of conversations, dialogues, interviews and oral communications. • Literature and other fiction in spoken, dramatised and filmed forms. • Songs and poems. • Oral and written information, as well as discussions and argumentation for different purposes, such as news, reports and newspaper articles. • Strategies to understand details and context in spoken language and texts, such as adapting listening and reading to the type of communication, contents and purpose. • Different ways of searching for, choosing and assessing texts and spoken language in English from the Internet and other media.
Reading and writing • Reading strategies to understand and interpret literary texts. Understanding the explicit and implicit message of a text. • Strategies for writing different types of texts adapted to their typical structures and language features. Creating texts where words and pictures interact. • Basic structure of the mother tongue in comparison to Swedish. Word formation and sentence structure in the mother tongue compared to Swedish. • Dictionaries and other aids for spelling and understanding words. Speaking, listening and talking • Oral presentations and oral narratives for different recipients. Adaptation of language, content and structure to purpose and recipient. • Pronunciation, emphasis and intonation in comparison to Swedish as well as different spoken variants of the mother tongue. Narrative texts and non-fiction texts • Literature for youth and adults, lyrics, drama, sagas and myths from different periods and areas where the mother tongue is spoken. Literature that provides an insight into the conditions under which people live, issues related to life and identity. • Language features, words and terms in literature for
Reading and writing • Reading strategies to understand, interpret and analyse texts from different media. Identifying messages in texts, themes and motives, as well as their purpose, sender and context. • Strategies for writing different types of texts adapted to their typical structures and language features. Creating texts where words, pictures and sound interact. • Different ways of working on the content and form of their own texts. How to give and receive responses on texts. • Editing and laying out texts using computers. Different functions for handling language in digital media. • Structure of language with spelling rules, punctuation marks, parts of speech and clauses. • Dictionaries and other aids for spelling and understanding words. Speaking, listening and talking • Leading a conversation, formulating and responding to arguments and summarising the main features of what has been said. • Oral presentations and storytelling for different audiences, on topics drawn from school and community life. Adaptation of language, content and structure to purpose and recipient. Different tools, such as digital tools for planning and giving oral presentations.
• Language phenomena such as pronunciation, intonation, grammatical structures, sentence structure, words with different registers, as well as fixed language expressions pupils will encounter in the language. • How texts and spoken language can be varied for different purposes and contexts. • How connecting words and other expressions are used to create structure and linguistically coherent entities. Speaking, writing and discussing – production and interaction • Different ways of working on personal communications to vary, clarify, specify and adapt them for different purposes. • Oral and written narratives, descriptions and instructions. • Conversations, discussions and argumentation. • Language strategies to understand and be understood when language skills are lacking, such as reformulations, questions and explanations. • Language strategies to contribute to and actively participate in conversations by taking the initiative in interaction, giving confirmation, putting follow-up questions, taking the initiative to raise new issues and also concluding conversations. • Language phenomena to clarify, vary and enrich communication such as pronunciation, intonation and fixed language expressions, grammatical structures and sentence structures.
youth and adults. • Descriptive, explanatory, instructional and argumentative texts, such as newspaper articles and task descriptions. Content of texts, typical language features and their words and terms. • Texts which combine words, pictures and sound, and their language and dramaturgical components. How expressions can interact with each other, such as in television series, theatrical performances and web texts. Use of language • Translation of and comparisons between texts in the mother tongue and in Swedish. • Words and terms used to express feelings, knowledge and opinions. Words and terms, their shades of meaning and value connotations. Figurative language and idiomatic expressions. • Differences in the use of language depending on the context, the person and the purpose of communication. Culture and society • Current social questions in areas where the mother tongue is spoken, in comparison to similar questions in Sweden. • Cultural forms of expression from areas where the mother tongue is spoken, such as visual arts, music and architecture.
Narrative texts and non-fiction texts • Fiction for youth and adults from different periods, from Sweden, the Nordic area and other parts of the world. Literature that provides an insight into the conditions under which people live, issues related to life and identity. Poetry, drama, sagas and myths. • Language features, structure and narrative perspectives in fiction for youth and adults. Parallel action, flashbacks, descriptions of settings and persons, internal and external dialogues. • Some literary genres and how they differ from each other in terms of style and content. • Some important authors of literature for youth and adults from Sweden, the Nordic area and other parts of the world and their works, as well as the historical and cultural context from which the works originated. • Descriptive, explanatory, investigative, instructional and argumentative texts, such as newspaper articles, scientific texts, tasks descriptions and blog entries. The purpose, content, structure and language elements of texts. • Texts which combine words, pictures and sound, and their language and dramaturgical components. How expressions can interact with each other, such as in television series, theatrical performances and web texts. • Combining different types of texts into new texts, such as informative texts containing some arguments. Use of language • Language strategies for remembering and learning by identifying key words and taking notes. • Words and terms used to express feelings, knowledge and opinions. Words and terms, their shades of meaning and value connotations.
• New words in the language, such as loan words. • Differences in the use of language depending on the context, the person and the purpose of communication. • The importance of language in exercising influence and the development of personal identity. • Ethical and moral aspects of the use of language, freedom of speech and privacy in different media and contexts.
CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011 39
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls c
an u
nder
stan
d th
e m
ost
esse
ntia
l con
tent
in c
lear
ly s
poke
n,
sim
ple
Eng
lish
at a
rel
axed
pac
e in
si
mpl
e te
xts
abou
t dai
ly a
nd fa
mili
ar
topi
cs. P
upils
sho
w th
eir
unde
rsta
nd-
ing
by r
epor
ting
con
tent
in a
sim
ple
form
wit
h co
mm
ents
on
cont
ent a
nd
also
wit
h ac
cept
able
res
ults
act
on
the
basi
s of
the
mes
sage
and
inst
ruc-
tion
s in
the
cont
ent.
To fa
cilit
ate
thei
r un
ders
tand
ing
of th
e co
nten
t of
the
spok
en la
ngua
ge a
nd te
xts,
pup
ils
can
choo
se a
nd a
pply
a s
trat
egy
for
liste
ning
and
rea
ding
. Pup
ils c
an
choo
se te
xts
and
spok
en la
ngua
ge o
f a
sim
ple
natu
re a
nd fr
om d
iffer
ent
med
ia a
nd w
ith
som
e re
leva
nce
use
the
sele
cted
mat
eria
l in
thei
r ow
n pr
oduc
tion
and
inte
ract
ion.
In o
ral a
nd w
ritt
en p
rodu
ctio
n,
pupi
ls c
an e
xpre
ss th
emse
lves
sim
ply
and
unde
rsta
ndab
ly in
phr
ases
and
se
nten
ces.
To
clar
ify a
nd v
ary
thei
r co
mm
unic
atio
n, p
upils
can
wor
k on
and
mak
e so
me
sim
ple
impr
ove-
men
ts to
thei
r co
mm
unic
atio
ns. I
n or
al a
nd w
ritt
en in
tera
ctio
n, p
upils
ca
n ex
pres
s th
emse
lves
sim
ply
and
unde
rsta
ndab
ly in
wor
ds, p
hras
es
and
sent
ence
s. I
n ad
diti
on, p
upils
ca
n ch
oose
and
use
a s
trat
egy
that
so
lves
pro
blem
s an
d im
prov
es th
eir
inte
ract
ion.
Pupi
ls c
an u
nder
stan
d th
e m
ain
con
tent
and
cle
ar d
etai
ls in
sim
ple
Eng
-lis
h, c
lear
ly s
poke
n at
a r
elax
ed p
ace,
an
d al
so in
sim
ple
text
s on
dai
ly a
nd
fam
iliar
topi
cs. P
upils
sho
w th
eir
unde
rsta
ndin
g by
rep
orti
ng c
onte
nt
in a
sim
ple
form
wit
h co
mm
ents
on
cont
ent a
nd d
etai
ls a
nd a
lso
wit
h sa
tisf
acto
ry r
esul
ts a
ct o
n th
e ba
sis
of th
e m
essa
ge a
nd in
stru
ctio
ns in
th
e co
nten
t. To
faci
litat
e th
eir
unde
r-st
andi
ng o
f the
con
tent
of t
he s
poke
n la
ngua
ge a
nd th
e te
xts,
pup
ils c
an t
o so
me
exte
nt c
hoos
e an
d ap
ply
stra
te
gies
for
liste
ning
and
rea
ding
. Pup
ils
can
choo
se fr
om te
xts
and
spok
en
lang
uage
of a
sim
ple
natu
re a
nd fr
om
diff
eren
t med
ia a
nd in
a r
elev
ant
way
use
the
sele
cted
mat
eria
l in
thei
r ow
n pr
oduc
tion
and
inte
ract
ion.
In o
ral a
nd w
ritt
en p
rodu
ctio
n,
pupi
ls c
an e
xpre
ss th
emse
lves
sim
ply
, rel
ativ
ely
clea
rly
and
to s
ome
exte
nt c
oher
entl
y. T
o cl
arify
and
var
y th
eir
com
mun
icat
ion,
pup
ils c
an
wor
k on
and
mak
e si
mpl
e im
prov
e-m
ents
to th
eir
com
mun
icat
ions
. In
oral
and
wri
tten
inte
ract
ion,
pup
ils
can
expr
ess
them
selv
es s
impl
y an
d re
lati
vely
cle
arly
in w
ords
, phr
ases
an
d se
nten
ces.
In
addi
tion
, pup
ils
can
choo
se a
nd a
pply
som
e di
ffer
en
t st
rate
gies
to s
olve
pro
blem
s an
d im
prov
e th
eir
inte
ract
ion.
Pupi
ls c
an u
nder
stan
d th
e w
hole
and
im
port
ant
deta
ils in
cle
arly
spo
ken,
si
mpl
e E
nglis
h at
a r
elax
ed p
ace
in
sim
ple
text
s on
dai
ly a
nd fa
mili
ar
topi
cs. P
upils
sho
w th
eir
unde
rsta
nd-
ing
by p
rese
ntin
g an
ove
rvie
w w
ith
thei
r co
mm
ents
on
cont
ent a
nd
deta
ils a
nd a
lso
with
goo
d re
sults
act
on
the
basi
s of
the
mes
sage
and
in-
stru
ctio
ns in
the
cont
ent.
To fa
cilit
ate
thei
r un
ders
tand
ing
of th
e co
nten
t of
the
spok
en la
ngua
ge a
nd th
e te
xts,
pu
pils
can
to s
ome
exte
nt c
hoos
e an
d ap
ply
stra
tegi
es fo
r lis
teni
ng a
nd
read
ing.
Pup
ils c
an c
hoos
e fr
om te
xts
and
spok
en la
ngua
ge o
f a s
impl
e na
-tu
re a
nd fr
om d
iffer
ent m
edia
and
in
a re
leva
nt a
nd e
ffec
tive
way
use
the
mat
eria
l cho
sen
in th
eir
own
prod
uc-
tion
and
inte
ract
ion.
In o
ral a
nd w
ritt
en p
rodu
ctio
n,
pupi
ls c
an e
xpre
ss th
emse
lves
sim
ply,
re
lati
vely
cle
arly
and
rel
ativ
ely
cohe
r-en
tly. T
o cl
arify
and
var
y th
eir
com
-m
unic
atio
n, p
upils
can
wor
k on
and
m
ake
sim
ple
impr
ovem
ents
to th
eir
com
mun
icat
ions
. In
oral
and
wri
tten
in
tera
ctio
n, p
upils
can
exp
ress
them
-se
lves
sim
ply
and
clea
rly
in w
ords
, ph
rase
s an
d se
nten
ces,
whi
ch t
o so
me
exte
nt a
re a
dapt
ed t
o pu
rpos
e,
reci
pien
t an
d si
tuat
ion.
In
addi
tion
, pu
pils
can
cho
ose
and
appl
y se
vera
l di
ffer
ent
stra
tegi
es to
sol
ve p
robl
ems
and
impr
ove
thei
r in
tera
ctio
n.
ENGLISH
40 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls c
omm
ent i
n si
mpl
e fo
rms
on
som
e ph
enom
ena
in d
iffer
ent c
on-
text
s an
d ar
eas
whe
re E
nglis
h is
use
d,
and
can
also
mak
e si
mpl
e co
mpa
ri-
sons
wit
h th
eir
own
expe
rien
ces
and
know
ledg
e.
Pupi
ls c
omm
ent i
n si
mpl
e fo
rms
on
som
e ph
enom
ena
in d
iffer
ent c
on-
text
s an
d ar
eas
whe
re E
nglis
h is
use
d,
and
can
also
mak
e si
mpl
e co
mpa
ri-
sons
wit
h th
eir
own
expe
rien
ces
and
know
ledg
e.
Pupi
ls c
omm
ent i
n ov
eral
l ter
ms
on
som
e ph
enom
ena
in d
iffer
ent c
on-
text
s an
d ar
eas
whe
re E
nglis
h is
use
d,
and
can
also
mak
e si
mpl
e co
mpa
ri-
sons
wit
h th
eir
own
expe
rien
ces
and
know
ledg
e.
ENGLISH
CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011 91
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls ca
n re
ad te
xts f
or c
hild
ren
and
yout
h cl
osel
y re
late
d to
thei
r in
tere
sts
and
age
with
som
e ea
se b
y ch
oos-
ing
and
usin
g re
adin
g st
rate
gies
in a
ba
sica
lly fu
ncti
onal
way
. By
mak
ing
sim
ple,
chr
onol
ogic
al su
mm
arie
s of
the
cont
ents
of d
iffer
ent t
exts
and
co
mm
entin
g on
the
mai
n po
ints
w
ith s
ome
conn
ectio
n to
the
cont
ext,
pupi
ls sh
ow b
asic
read
ing
com
preh
en-
sion
. In
addi
tion,
on
the
basi
s of t
heir
ow
n ex
peri
ence
s and
fram
es o
f ref
er-
ence
, pup
ils a
pply
sim
ple
and
to s
ome
exte
nt in
form
ed re
ason
ing
to th
e m
ain
mes
sage
con
tain
ed in
the
text
s.
Pupi
ls o
n th
e ba
sis
of th
e sp
ecifi
c ch
arac
teri
stic
s of
thei
r m
othe
r to
ngue
ca
n ex
pres
s th
emse
lves
sim
ply
in
wri
ting
wit
h so
me
vari
atio
n in
lan-
guag
e us
ing
som
e to
pic-
rela
ted
wor
ds
and
term
s. P
upils
use
wit
h so
me
cer-
tain
ty b
asic
rul
es fo
r co
rrec
t lan
guag
e an
d ca
n sp
ell w
ords
that
they
oft
en
use
and
whi
ch a
re c
omm
only
foun
d in
text
s re
late
d to
thei
r in
tere
sts.
B
y co
mpa
ring
the
wri
tten
lang
uage
of
the
mot
her
tong
ue w
ith
that
of
Swed
ish,
pup
ils c
an a
pply
sim
ple
reas
onin
g ab
out s
imila
riti
es a
nd d
if-fe
renc
es b
etw
een
the
mot
her
tong
ue
and
Swed
ish.
Pupi
ls c
an r
ead
text
s fo
r ch
ildre
n an
d yo
uth
clos
ely
rela
ted
to th
eir
inte
rest
s an
d ag
e w
ith
rela
tive
ly g
ood
ease
by
choo
sing
and
usi
ng r
eadi
ng s
trat
egie
s in
an
appr
opri
ate
way
. By
mak
ing
deve
lope
d su
mm
arie
s of
the
cont
ents
of
diff
eren
t tex
ts a
nd c
omm
enti
ng o
n th
e m
ain
part
s w
ith
rela
tive
ly g
ood
conn
ecti
on to
the
cont
ext,
pupi
ls
show
goo
d re
adin
g co
mpr
ehen
sion
. In
add
itio
n, b
ased
on
thei
r ow
n ex
peri
ence
s an
d fr
ames
of r
efer
ence
, pu
pils
app
ly d
evel
oped
and
rel
ativ
ely
wel
l inf
orm
ed r
easo
ning
to th
e m
ain
mes
sage
con
tain
ed in
the
text
s.
Pupi
ls o
n th
e ba
sis
of th
e sp
ecifi
c ch
arac
teri
stic
s of
thei
r m
othe
r to
ngue
ca
n ex
pres
s th
emse
lves
in a
dev
el
oped
way
in w
riti
ng w
ith
rela
tive
ly
good
var
iati
on in
lang
uage
usi
ng
topi
c-re
late
d w
ords
and
term
s. P
upils
us
e w
ith
rela
tive
ly g
ood
cert
aint
y ba
sic
rule
s fo
r co
rrec
t lan
guag
e an
d ca
n sp
ell w
ords
that
they
oft
en u
se
and
whi
ch a
re c
omm
only
foun
d in
te
xts
rela
ted
to th
eir
inte
rest
s. B
y co
mpa
ring
the
wri
tten
lang
uage
of
the
mot
her
tong
ue w
ith
that
of
Swed
ish,
pup
ils c
an a
pply
dev
elop
ed
reas
onin
g ab
out s
imila
riti
es a
nd d
if-fe
renc
es b
etw
een
the
mot
her
tong
ue
and
Swed
ish.
Pupi
ls c
an r
ead
text
s fo
r ch
ildre
n an
d yo
uth
adap
ted
to th
eir
age
and
inte
r-es
ts w
ith
good
eas
e by
usi
ng r
eadi
ng
stra
tegi
es in
an
appr
opri
ate
and
ef
fect
ive
way
. By
mak
ing
wel
l dev
el
oped
sum
mar
ies
of th
e co
nten
ts o
f va
riou
s te
xts
and
com
men
ting
on
the
mai
n pa
rts
wit
h go
od c
onne
ctio
n to
th
e co
ntex
t, pu
pils
sho
w v
ery
good
re
adin
g co
mpr
ehen
sion
. In
addi
tion
, ba
sed
on th
eir
own
expe
rien
ces
and
fram
es o
f ref
eren
ce p
upils
app
ly w
ell
deve
lope
d an
d w
ell i
nfor
med
rea
son-
ing
to th
e m
ain
mes
sage
con
tain
ed in
th
e te
xts.
Pupi
ls o
n th
e ba
sis
of th
e sp
ecifi
c ch
arac
teri
stic
s of
thei
r m
othe
r to
ngue
ca
n ex
pres
s th
emse
lves
in w
ell d
evel
op
ed w
ays
in w
riti
ng w
ith
good
var
i-at
ion
in la
ngua
ge u
sing
topi
c-re
late
d w
ords
and
term
s. P
upils
use
wit
h go
od c
erta
inty
bas
ic r
ules
for
corr
ect
lang
uage
and
can
spe
ll w
ords
that
th
ey o
ften
use
and
whi
ch a
re c
om-
mon
ly fo
und
in te
xts
rela
ted
to th
eir
inte
rest
s. B
y co
mpa
ring
the
wri
tten
la
ngua
ge o
f the
mot
her
tong
ue w
ith
that
of S
wed
ish,
pup
ils c
an a
pply
w
ell d
evel
oped
rea
soni
ng a
bout
sim
i-la
riti
es a
nd d
iffer
ence
s be
twee
n th
e m
othe
r to
ngue
and
Sw
edis
h.
MOTHER TONGUE TUITION
92 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls c
an w
ith
a ba
sica
lly fu
ncti
onal
vo
cabu
lary
and
rep
erto
ire
of te
rms
disc
uss
fam
iliar
topi
cs in
a s
impl
e w
ay. I
n co
nver
sati
ons,
pup
ils c
an p
ut
ques
tion
s an
d ex
pres
s th
eir
opin
ions
in
a w
ay th
at t
o so
me
exte
nt m
ain-
tain
s th
e co
nver
sati
on. W
hen
pupi
ls
rela
te d
aily
eve
nts,
they
can
des
crib
e th
em s
o th
at th
e m
ain
cont
ent i
s ex
pres
sed
wit
h so
me
clar
ity.
Pup
ils
base
d on
thei
r ow
n fr
ames
of r
efer
-en
ce a
nd e
xper
ienc
es c
an in
a s
impl
e w
ay d
escr
ibe
and
reas
on a
bout
im-
port
ant a
reas
of k
now
ledg
e re
late
d to
th
eir
mot
her
tong
ue a
nd a
reas
whe
re
the
mot
her
tong
ue is
spo
ken.
Pupi
ls w
ith
appr
opri
ate
voca
bula
ry
and
term
s ca
n di
scus
s fa
mili
ar to
pics
in
a d
evel
oped
way
. In
conv
ersa
tion
s,
pupi
ls c
an p
ut q
uest
ions
and
exp
ress
th
eir
opin
ions
in a
way
that
mai
n-ta
ins
the
conv
ersa
tion
rel
ativ
ely
wel
l. W
hen
pupi
ls r
elat
e da
ily e
vent
s, th
ey
can
desc
ribe
them
so
that
the
mai
n co
nten
t is
expr
esse
d w
ith
rela
tive
ly
good
cla
rity
. Pup
ils b
ased
on
thei
r ow
n te
rms
of r
efer
ence
and
exp
eri-
ence
can
in a
dev
elop
ed w
ay d
escr
ibe
and
reas
on a
bout
impo
rtan
t are
as
of k
now
ledg
e ar
eas
rela
ted
to th
e m
othe
r to
ngue
and
are
as w
here
the
mot
her
tong
ue is
spo
ken.
Pupi
ls c
an w
ith
an a
ppro
pria
te a
nd
effe
ctiv
e vo
cabu
lary
and
rep
erto
ire
of te
rms
disc
uss
fam
iliar
topi
cs in
a
wel
l dev
elop
ed w
ay. I
n co
nver
sa-
tion
s, p
upils
can
put
que
stio
ns a
nd
expr
ess
thei
r op
inio
ns in
a w
ay th
at
mai
ntai
ns th
e co
nver
sati
on w
ell.
Whe
n pu
pils
rel
ate
daily
eve
nts,
they
ca
n de
scri
be th
em s
o th
at th
e m
ain
cont
ent i
s ex
pres
sed
wit
h go
od c
lar-
ity.
Pup
ils o
n th
eir
own
term
s of
ref
-er
ence
and
exp
erie
nces
can
in a
wel
l de
velo
ped
way
des
crib
e an
d re
ason
ab
out i
mpo
rtan
t are
as o
f kno
wle
dge
rela
ted
to th
eir
mot
her
tong
ue a
nd
area
s w
here
the
mot
her
tong
ue is
sp
oken
.
MOTHER TONGUE TUITION
222 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
for
child
ren
and
yout
h w
ith
very
goo
d ea
se b
y us
ing
read
-in
g st
rate
gies
in a
n ap
prop
riat
e an
d ef
fect
ive
way
. By
mak
ing
wel
l de
velo
ped
sum
mar
ies
of th
e co
nten
ts
of v
ario
us te
xts
and
com
men
ting
on
the
mai
n pa
rts
wit
h go
od c
on-
nect
ion
to th
e co
ntex
t, pu
pils
sho
w
very
goo
d re
adin
g co
mpr
ehen
sion
. In
add
itio
n, p
upils
from
thei
r ow
n ex
peri
ence
s, in
terp
ret a
nd a
pply
wel
l de
velo
ped
and
wel
l inf
orm
ed r
easo
n-in
g to
cle
arly
pro
min
ent m
essa
ges
in d
iffer
ent w
orks
, and
in a
wel
l de
velo
ped
way
des
crib
e th
eir
read
ing
expe
rien
ce.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xt w
ith
clea
r co
nten
ts a
nd w
ell
func
tion
ing
stru
ctur
es a
nd a
lso
rela
ti
vely
goo
d va
riat
ion
in la
ngua
ge. I
n th
eir
text
s, p
upils
use
bas
ic r
ules
for
spel
ling,
pun
ctua
tion
and
lang
uage
co
rrec
tnes
s w
ith
good
cer
tain
ty. T
he
narr
ativ
e te
xts
pupi
ls w
rite
con
tain
w
ell d
evel
oped
exp
ress
ive
desc
rip-
tion
s an
d w
ell d
evel
oped
act
ions
. Pu
pils
can
sea
rch
for,
choo
se a
nd
com
pile
info
rmat
ion
from
a li
mit
ed
rang
e of
sou
rces
and
then
app
ly
wel
l dev
elop
ed r
easo
ning
abo
ut th
e us
eful
ness
of t
he in
form
atio
n. T
he
sum
mar
ies
cont
ain
wel
l dev
elop
ed
desc
ript
ions
, the
ir o
wn
form
ulat
ions
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
for
child
ren
and
yout
h w
ith
ease
by
usin
g re
adin
g st
rate
gies
in
a b
asic
ally
func
tion
al w
ay. B
y m
akin
g si
mpl
e, c
hron
olog
ical
sum
-m
arie
s of
the
cont
ents
of d
iffer
ent
text
s an
d co
mm
enti
ng o
n th
e m
ain
poin
ts w
ith
som
e co
nnec
tion
to th
e co
ntex
t, pu
pils
sho
w b
asic
rea
ding
co
mpr
ehen
sion
. In
addi
tion
, bas
ed
on th
eir
own
expe
rien
ce, p
upils
can
in
terp
ret a
nd a
pply
sim
ple
and
to
som
e ex
tent
info
rmed
rea
soni
ng to
cl
ear
mes
sage
s in
diff
eren
t wor
ks a
nd
in a
sim
ple
way
des
crib
e th
eir
read
-in
g ex
peri
ence
s.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xt w
ith
unde
rsta
ndab
le c
onte
nt
and
basi
cally
func
tion
al s
truc
ture
s an
d al
so w
ith
som
e va
riat
ion
in la
n-gu
age.
In
the
text
s pu
pils
use
bas
ic
rule
s fo
r sp
ellin
g, p
unct
uati
on a
nd
corr
ect l
angu
age
wit
h so
me
cert
aint
y.
The
nar
rati
ve te
xts
pupi
ls w
rite
con
-ta
in s
impl
e ex
pres
sive
des
crip
tion
s an
d si
mpl
e pl
ots.
Pup
ils c
an s
earc
h fo
r, se
lect
and
com
pile
info
rmat
ion
from
a li
mit
ed r
ange
of s
ourc
es a
nd
then
app
ly s
impl
e re
ason
ing
to th
e us
eful
ness
of t
he in
form
atio
n. T
he
sum
mar
ies
cont
ain
sim
ple
desc
rip-
tion
s, p
erso
nal f
orm
ulat
ions
and
so
me
use
of to
pic-
spec
ific
wor
ds a
nd
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
for
child
ren
and
yout
h w
ith
good
eas
e by
usi
ng r
eadi
ng
stra
tegi
es in
an
appr
opri
ate
way
. By
mak
ing
deve
lope
d su
mm
arie
s of
th
e co
nten
ts o
f diff
eren
t tex
ts a
nd
com
men
ting
on
the
mai
n pa
rts
wit
h re
lati
vely
goo
d co
nnec
tion
to th
e co
ntex
t, pu
pils
sho
w g
ood
read
ing
com
preh
ensi
on. I
n ad
diti
on, p
upils
fr
om th
eir
own
expe
rien
ces,
inte
rpre
t an
d ap
ply
deve
lope
d an
d re
lati
vely
w
ell i
nfor
med
rea
soni
ng to
cle
arly
pr
omin
ent m
essa
ges
from
diff
eren
t w
orks
and
in a
dev
elop
ed w
ay d
e-sc
ribe
thei
r re
adin
g ex
peri
ence
.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xt w
ith
rela
tive
ly c
lear
con
tent
s an
d re
lati
vely
wel
l fun
ctio
ning
st
ruct
ures
and
als
o re
lati
vely
goo
d va
riat
ion
in la
ngua
ge. I
n th
eir
text
s,
pupi
ls u
se b
asic
rul
es fo
r sp
ellin
g,
punc
tuat
ion
and
corr
ectn
ess
of la
n-gu
age
wit
h re
lati
vely
goo
d ce
rtai
nty.
T
he n
arra
tive
text
s pu
pils
wri
te
cont
ain
deve
lope
d ex
pres
sive
des
crip
-ti
ons
and
deve
lope
d ac
tion
s. P
upils
ca
n se
arch
for,
sele
ct a
nd c
ompi
le
info
rmat
ion
from
a li
mit
ed r
ange
of
sou
rces
and
app
ly d
evel
oped
rea
-so
ning
abo
ut th
e us
eful
ness
of t
he
info
rmat
ion.
The
sum
mar
ies
cont
ain
deve
lope
d de
scri
ptio
ns, p
erso
nal f
or-
SWEDISH
CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011 223
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
6
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
conc
epts
. By
com
bini
ng te
xt w
ith
vari
ous
aest
heti
c ex
pres
sion
s so
that
th
ey in
tera
ct in
a b
asic
ally
func
tion
al
way
, pup
ils c
an r
einf
orce
and
bri
ng
to li
fe th
e m
essa
ge in
the
text
s. I
n ad
diti
on, p
upils
can
giv
e si
mpl
e as
-se
ssm
ents
of t
he c
onte
nts
of a
text
an
d ba
sed
on r
espo
nses
enh
ance
it
s cl
arit
y an
d qu
alit
y in
a b
asic
ally
fu
ncti
onal
way
.
Pupi
ls c
an ta
lk a
bout
topi
cs fa
mili
ar
to th
em b
y pu
ttin
g qu
esti
ons
and
expr
essi
ng th
eir
opin
ions
in a
way
th
at to
som
e ex
tent
mai
ntai
ns th
e di
alog
ue. I
n ad
diti
on, p
upils
can
pre
-pa
re a
nd g
ive
sim
ple
oral
acc
ount
s w
ith
a ba
sica
lly fu
ncti
onal
intr
oduc
-ti
on, c
onte
nt a
nd e
ndin
g, a
nd w
ith
som
e ad
apta
tion
to p
urpo
se a
nd
reci
pien
t. Pu
pils
can
giv
e ex
ampl
es
of n
atio
nal m
inor
ity
lang
uage
s, a
p-pl
y si
mpl
e re
ason
ing
abou
t lan
guag
e va
rian
ts in
Sw
edis
h, a
nd a
lso
give
ex
ampl
es o
f som
e of
the
mai
n la
n-gu
age
sim
ilari
ties
and
diff
eren
ces
betw
een
Swed
ish
and
clos
ely
rela
ted
lang
uage
s.
mul
atio
ns a
nd r
elat
ivel
y go
od u
se o
f to
pic-
spec
ific
wor
ds a
nd c
once
pts.
By
com
bini
ng te
xt w
ith
vari
ous
aest
heti
c ex
pres
sion
s so
that
they
inte
ract
in a
n ap
prop
riat
e w
ay, p
upils
can
enh
ance
an
d br
ing
to li
fe th
e m
essa
ge in
thei
r te
xts.
In
addi
tion
pup
ils c
an m
ake
deve
lope
d as
sess
men
ts o
f the
con
-te
nts
of a
text
and
bas
ed o
n re
spon
ses
enha
nce
its
clar
ity
and
qual
ity
in a
re
lati
vely
wel
l fun
ctio
ning
way
.
Pupi
ls c
an ta
lk a
bout
topi
cs fa
mil-
iar
to th
em b
y pu
ttin
g qu
esti
ons
and
expr
essi
ng th
eir
opin
ions
in a
w
ay w
hich
mai
ntai
ns th
e di
alog
ue
rela
tive
ly w
ell.
In a
ddit
ion,
pup
ils
can
prep
are
and
give
dev
elop
ed o
ral
acco
unts
wit
h a
rela
tive
ly w
ell f
unc-
tion
ing
intr
oduc
tion
, con
tent
s an
d en
ding
, and
rel
ativ
ely
good
ada
pta-
tion
to p
urpo
se a
nd r
ecip
ient
. Pup
ils
can
give
exa
mpl
es o
f nat
iona
l min
or-
ity
lang
uage
s, a
pply
sim
ple
reas
onin
g ab
out l
angu
age
vari
ants
in S
wed
ish,
an
d al
so g
ive
exam
ples
of s
ome
of th
e m
ain
lang
uage
sim
ilari
ties
and
dif-
fere
nces
bet
wee
n Sw
edis
h an
d cl
osel
y re
late
d la
ngua
ges.
and
good
use
of t
opic
-spe
cific
wor
ds
and
conc
epts
. By
com
bini
ng te
xt
wit
h va
riou
s ae
sthe
tic
expr
essi
ons
so
that
they
inte
ract
in a
n ap
prop
riat
e an
d ef
fect
ive
way
, pup
ils c
an e
n-ha
nce
and
brin
g to
life
the
mes
sage
in
thei
r te
xts.
In
addi
tion
pup
ils c
an
mak
e w
ell d
evel
oped
ass
essm
ents
of
the
cont
ents
of a
text
and
bas
ed
on r
espo
nses
enh
ance
its
clar
ity
and
qual
ity
in a
wel
l fun
ctio
ning
way
.
Pupi
ls c
an ta
lk a
bout
fam
iliar
topi
cs
by a
skin
g qu
esti
ons
and
expr
essi
ng
thei
r ow
n vi
ews
in a
way
that
mai
n-ta
ins
the
dial
ogue
wel
l. In
add
itio
n,
pupi
ls c
an p
repa
re a
nd g
ive
wel
l de
velo
ped
oral
acc
ount
s w
ith
wel
l fu
ncti
onin
g in
trod
ucti
ons,
con
tent
s an
d en
ding
s an
d go
od a
dapt
atio
n to
pur
pose
and
rec
ipie
nt. P
upils
can
gi
ve e
xam
ples
of n
atio
nal m
inor
ity
lang
uage
s, a
pply
sim
ple
reas
onin
g ab
out l
angu
age
vari
ants
in S
wed
ish,
an
d al
so g
ive
exam
ples
of s
ome
of th
e m
ain
lang
uage
sim
ilari
ties
and
diff
er-
ence
s be
twee
n Sw
edis
h an
d cl
osel
y
rela
ted
lang
uage
s.
SWEDISH
224 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
9
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
wit
h ve
ry g
ood
ease
by
usin
g an
d ch
oosi
ng r
eadi
ng s
trat
egie
s ba
sed
on th
e sp
ecifi
c ch
arac
teri
stic
s of
the
text
in a
n ap
prop
riat
e an
d ef
fect
ive
way
. By
mak
ing
wel
l dev
el
oped
sum
mar
ies
of th
e co
nten
ts o
f di
ffer
ent t
exts
wit
h go
od c
onne
ctio
n to
tim
e as
pect
s, c
ausa
l rel
atio
nshi
ps
and
othe
r te
xts,
pup
ils s
how
ver
y go
od r
eadi
ng c
ompr
ehen
sion
. In
addi
tion
, on
the
basi
s of
thei
r ow
n ex
peri
ence
s, d
iffer
ent i
ssue
s co
ncer
n-in
g lif
e an
d th
e su
rrou
ndin
g w
orld
, pu
pils
can
inte
rpre
t and
app
ly w
ell
deve
lope
d an
d w
ell i
nfor
med
rea
son-
ing
abou
t the
exp
licit
and
impl
icit
m
essa
ges
in d
iffer
ent w
orks
. Pup
ils
can
also
car
ry o
ut w
ell d
evel
oped
an
d ba
lanc
ed r
easo
ning
abo
ut th
e w
ork
and
how
it is
rel
ated
to it
s cr
ea-
tor.
Pupi
ls th
en d
raw
wel
l inf
orm
ed
conc
lusi
ons
on h
ow th
e w
ork
has
been
aff
ecte
d by
the
hist
oric
al a
nd
cultu
ral c
onte
xt it
em
erge
d fr
om.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xts
wit
h go
od v
aria
tion
in la
n-gu
age,
wel
l dev
elop
ed te
xt li
nkin
g an
d al
so w
ell f
unct
ioni
ng a
dapt
atio
n to
type
of t
ext,
lang
uage
nor
ms
and
stru
ctur
es. T
he n
arra
tive
text
s pu
pils
w
rite
con
tain
wel
l dev
elop
ed e
xpre
s-si
ve d
escr
ipti
ons
and
narr
ativ
e de
vic-
es a
nd d
ram
atur
gica
l ele
men
ts w
ith
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
wit
h ea
se b
y us
ing
and
choo
sing
rea
ding
str
ateg
ies
base
d on
the
spec
ific
char
acte
rist
ics
of th
e te
xt in
a b
asic
ally
func
tion
al w
ay.
By
mak
ing
sim
ple
sum
mar
ies
of th
e co
nten
ts o
f diff
eren
t tex
ts w
ith
som
e co
nnec
tion
to ti
me
aspe
cts,
cau
sal
rela
tion
ship
s an
d ot
her
text
s, p
upils
sh
ow b
asic
rea
ding
com
preh
ensi
on.
In a
ddit
ion,
on
the
basi
s of
thei
r ow
n ex
peri
ence
s, d
iffer
ent i
ssue
s co
ncer
ning
life
and
the
surr
ound
ing
wor
ld, p
upils
can
inte
rpre
t and
app
ly
sim
ple
and
to s
ome
exte
nt in
form
ed
reas
onin
g ab
out t
he m
ain
mes
sage
in
diff
eren
t wor
ks. P
upils
can
als
o ap
ply
sim
ple
reas
onin
g ab
out t
he w
ork
and
how
it is
rel
ated
to it
s cr
eato
r. Pu
pils
th
en d
raw
to
som
e ex
tent
info
rmed
co
nclu
sion
s on
how
the
wor
k ha
s be
en a
ffec
ted
by th
e hi
stor
ical
and
cu
ltura
l con
text
it e
mer
ged
from
.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xts
wit
h so
me
vari
atio
n in
lan-
guag
e, s
impl
e te
xt li
nkin
g an
d al
so
basi
cally
func
tion
al a
dapt
atio
n to
ty
pe o
f tex
t, la
ngua
ge n
orm
s an
d st
ruct
ures
. The
nar
rati
ve te
xts
pupi
ls
wri
te c
onta
in s
impl
e ex
pres
sive
de-
scri
ptio
ns a
nd n
arra
tive
dev
ices
, and
dr
amat
urgi
cal e
lem
ents
wit
h si
mpl
e
Pupi
ls c
an r
ead
ficti
on a
nd n
on-
ficti
on te
xts
wit
h go
od e
ase
by u
s-in
g an
d ch
oosi
ng r
eadi
ng s
trat
egie
s ba
sed
on th
e sp
ecifi
c ch
arac
teri
stic
s of
the
text
in a
n ap
prop
riat
e w
ay.
By
mak
ing
deve
lope
d su
mm
arie
s of
th
e co
nten
ts o
f diff
eren
t tex
ts w
ith
rela
tive
ly g
ood
conn
ecti
on to
tim
e as
pect
s, c
ausa
l rel
atio
nshi
ps a
nd
othe
r te
xts,
pup
ils s
how
goo
d re
ad-
ing
com
preh
ensi
on. I
n ad
diti
on, o
n th
e ba
sis
of th
eir
own
expe
rien
ces,
di
ffer
ent i
ssue
s co
ncer
ning
life
and
th
e su
rrou
ndin
g w
orld
, pup
ils c
an
inte
rpre
t and
pro
vide
dev
elop
ed a
nd
rela
tive
ly w
ell i
nfor
med
rea
soni
ng
abou
t the
exp
licit
and
impl
icit
mes
sa
ges
in v
ario
us w
orks
. Pup
ils c
an
also
app
ly d
evel
oped
rea
soni
ng a
bout
th
e w
ork
and
how
it is
rel
ated
to it
s cr
eato
r. Pu
pils
then
dra
w r
elat
ivel
y w
ell i
nfor
med
con
clus
ions
abo
ut
how
the
wor
k ha
s be
en in
fluen
ced
by
the
hist
oric
al a
nd c
ultu
ral c
onte
xt it
em
erge
d fr
om.
Pupi
ls c
an w
rite
diff
eren
t kin
ds o
f te
xts
wit
h re
lati
vely
goo
d va
riat
ion
in la
ngua
ge, d
evel
oped
text
link
ing
and
also
rel
ativ
ely
wel
l fun
ctio
ning
ad
apta
tion
to te
xt ty
pe, l
angu
age
norm
s an
d st
ruct
ures
. The
nar
rati
ve
text
s pu
pils
wri
te c
onta
in d
evel
oped
ex
pres
sive
des
crip
tion
s an
d na
rrat
ive
devi
ces,
and
dra
mat
urgi
cal e
lem
ents
SWEDISH
CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011 225
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
9
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
plot
s. P
upils
can
sea
rch
for,
sele
ct
and
sum
mar
ise
info
rmat
ion
from
a
limit
ed r
ange
of s
ourc
es a
nd a
pply
si
mpl
e an
d to
som
e ex
tent
info
rmed
re
ason
ing
to th
e cr
edib
ility
and
rel
-ev
ance
of t
heir
sou
rces
and
info
rma-
tion
. The
sum
mar
ies
cont
ain
sim
ple
desc
ript
ions
and
exp
lana
tion
s, s
impl
e to
pic-
rela
ted
lang
uage
, and
bas
ical
ly
func
tion
al s
truc
ture
s, q
uota
tion
s an
d so
urce
ref
eren
ces.
By
com
bin-
ing
diff
eren
t typ
es o
f tex
ts, a
esth
etic
ex
pres
sion
s an
d m
edia
so
that
the
vari
ous
part
s in
tera
ct in
a b
asic
ally
fu
ncti
onal
way
, pup
ils c
an e
nhan
ce
and
brin
g to
life
the
mes
sage
in th
eir
text
s. I
n ad
diti
on p
upils
can
giv
e si
mpl
e as
sess
men
ts o
f the
con
tent
s of
a te
xt a
nd it
s st
ruct
ure
and
base
d on
res
pons
es w
ork
on e
nhan
cing
its
clar
ity,
qua
lity
and
expr
essi
vene
ss in
a
basi
cally
func
tion
al w
ay.
Pupi
ls c
an ta
lk a
bout
and
dis
cuss
var
-io
us to
pics
by
aski
ng q
uest
ions
and
ex
pres
sing
opi
nion
s w
ith
sim
ple
and
to s
ome
exte
nt in
form
ed a
rgum
ents
in
a w
ay th
at t
o so
me
exte
nt t
akes
th
e di
alog
ues
and
disc
ussi
ons
for
war
d. I
n ad
diti
on, p
upils
can
pre
pare
an
d gi
ve s
impl
e or
al a
ccou
nts
wit
h ba
sica
lly fu
ncti
onal
str
uctu
res
and
cont
ent,
and
wit
h so
me
adap
tati
on
wit
h re
lati
vely
com
plex
str
uctu
res.
Pu
pils
can
sea
rch
for,
sele
ct a
nd c
om-
pile
info
rmat
ion
from
a r
elat
ivel
y va
ried
ran
ge o
f sou
rces
and
then
ap
ply
deve
lope
d an
d re
lati
vely
wel
l in
form
ed r
easo
ning
to th
e cr
edib
ility
an
d re
leva
nce
of th
eir
sour
ces
and
info
rmat
ion.
The
sum
mar
ies
cont
ain
deve
lope
d de
scri
ptio
ns a
nd e
xpla
na-
tion
s, d
evel
oped
topi
c-re
late
d la
n-gu
age,
and
rel
ativ
ely
wel
l fun
ctio
n-in
g st
ruct
ures
, quo
tati
ons
and
sour
ce
refe
renc
es. B
y co
mbi
ning
diff
eren
t ty
pes
of te
xts,
aes
thet
ic e
xpre
ssio
ns
and
med
ia s
o th
at th
e va
riou
s pa
rts
inte
ract
in a
n ap
prop
riat
e w
ay, p
u-pi
ls c
an e
nhan
ce a
nd b
ring
to li
fe th
e m
essa
ge in
thei
r te
xts.
In
addi
tion
, pu
pils
can
mak
e de
velo
ped
asse
ss-
men
ts o
f the
con
tent
s of
a te
xt a
nd
base
d on
res
pons
es e
nhan
ce c
lari
ty,
qual
ity
and
expr
essi
vene
ss in
a r
ela
tive
ly w
ell f
unct
ioni
ng w
ay.
Pupi
ls c
an ta
lk a
bout
and
dis
cuss
va
riou
s to
pics
by
aski
ng q
uest
ions
an
d ex
pres
sing
opi
nion
s w
ith
deve
lop
ed a
nd r
elat
ivel
y w
ell i
nfor
med
ar
gum
ents
in a
way
that
tak
es t
he
dial
ogue
s an
d di
scus
sion
s fo
rwar
d.
In a
ddit
ion,
pup
ils c
an p
repa
re a
nd
give
dev
elop
ed o
ral a
ccou
nts
wit
h re
lati
vely
wel
l fun
ctio
ning
str
uctu
res
and
cont
ents
and
rel
ativ
ely
good
com
plex
str
uctu
res.
Pup
ils c
an s
earc
h fo
r, se
lect
and
com
pile
info
rmat
ion
from
a v
arie
d ra
nge
of s
ourc
es a
nd
then
app
ly w
ell d
evel
oped
and
wel
l in
form
ed r
easo
ning
to th
e cr
edib
ility
an
d re
leva
nce
of th
eir
sour
ces
and
info
rmat
ion.
The
sum
mar
ies
con-
tain
wel
l dev
elop
ed a
nd b
alan
ced
desc
ript
ions
and
exp
lana
tion
s, w
ell
deve
lope
d to
pic-
rela
ted
lang
uage
, an
d w
ell f
unct
ioni
ng s
truc
ture
s,
quot
atio
ns a
nd s
ourc
e re
fere
nces
. By
com
bini
ng d
iffer
ent t
ypes
of t
exts
, ae
sthe
tic
expr
essi
ons
and
med
ia s
o th
at th
e va
riou
s pa
rts
inte
ract
in a
n ap
prop
riat
e an
d ef
fect
ive
way
, pup
ils
can
enha
nce
and
brin
g to
life
the
mes
sage
in th
eir
text
s. I
n ad
diti
on,
pupi
ls c
an m
ake
wel
l dev
elop
ed a
nd
bala
nced
ass
essm
ents
of t
he c
onte
nts
of a
text
and
its
stru
ctur
e, a
nd b
ased
on
res
pons
es w
ork
on e
nhan
cing
cl
arit
y, q
ualit
y an
d ex
pres
sive
ness
in a
w
ell f
unct
ioni
ng w
ay.
Pupi
ls c
an ta
lk a
bout
and
dis
cuss
var
-io
us to
pics
by
aski
ng q
uest
ions
and
ex
pres
sing
opi
nion
s w
ith
wel
l dev
el
oped
and
wel
l inf
orm
ed a
rgum
ents
in
a w
ay th
at t
akes
the
dia
logu
es a
nd
disc
ussi
ons
forw
ard
and
deep
ens
or
broa
dens
the
m. I
n ad
diti
on, p
upils
ca
n pr
epar
e an
d gi
ve w
ell d
evel
oped
or
al a
ccou
nts
wit
h w
ell f
unct
ioni
ng
stru
ctur
es a
nd c
onte
nts
and
good
SWEDISH
226 CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011
Kno
wle
dge
requ
irem
ents
at
the
end
of y
ear
9
Gra
de E
Gra
de D
Gra
de C
Gra
de B
Gra
de A
Gra
de D
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
E a
nd m
ost o
f C
are
sat
isfie
d.
Gra
de B
mea
ns th
at th
e kn
owle
dge
requ
irem
ents
fo
r gr
ade
C a
nd m
ost o
f A
are
sat
isfie
d.
to p
urpo
se, r
ecip
ient
and
con
text
. Pu
pils
can
app
ly s
impl
e an
d to
som
e ex
tent
info
rmed
rea
soni
ng a
bout
the
hist
ory
of th
e Sw
edis
h la
ngua
ge, i
ts
orig
ins
and
spec
ial c
hara
cter
isti
cs,
and
com
pare
thes
e w
ith
clos
ely
rela
t-ed
lang
uage
s an
d cl
earl
y de
scri
be th
e m
ain
sim
ilari
ties
and
diff
eren
ces.
clos
ely
rela
ted
lang
uage
s an
d cl
earl
y de
scri
be s
imila
riti
es
and
diff
eren
ces.
diff
eren
ces.
SWEDISH
adap
tati
on to
pur
pose
, rec
ipie
nt a
nd
cont
ext.
Pupi
ls c
an a
pply
dev
elop
ed
and
rela
tive
ly w
ell i
nfor
med
rea
son-
ing
abou
t the
his
tory
of t
he S
wed
ish
lang
uage
, its
ori
gins
and
spe
cial
cha
r-ac
teri
stic
s, a
nd c
ompa
re th
ese
wit
h
adap
tati
on to
pur
pose
, rec
ipie
nt
and
cont
ext.
Pupi
ls c
an a
pply
wel
l de
velo
ped
and
wel
l inf
orm
ed r
easo
n-in
g ab
out t
he h
isto
ry o
f the
Sw
edis
h la
ngua
ge, i
ts o
rigi
ns a
nd s
peci
al c
har-
acte
rist
ics,
and
com
pare
thes
e w
ith
clos
ely
rela
ted
lang
uage
s an
d cl
earl
y de
scri
be im
port
ant s
imila
riti
es a
nd