Comparison chart of the objectives from the Swedish...

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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 chil dren 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.

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

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requ

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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