Slovenia Foreign Language Curriculum (9. razred)

This curriculum outlines the framework for a second foreign language as an optional elective subject in Slovenian primary schools, specifically for the 9th grade (9. razred). It emphasizes communication, intercultural understanding, and building upon prior language learning experiences. The curriculum aims to equip students with basic communication skills for everyday situations and accessing information in the chosen language, targeting an A1 or A2 level proficiency according to the Common European Framework of Reference for Languages (CEFR).

Curriculum Structure

The curriculum is designed for 64 hours of instruction in the 9th grade, as part of a larger 414-hour program spanning from the 4th to the 9th grade (2 hours per week). Students voluntarily enroll in the second foreign language course and can choose from English, French, Croatian, Italian, Hungarian, or German. These languages were selected based on their prevalence as working languages within the EU and/or their status as languages of neighboring countries or autochthonous minorities in Slovenia.

Learning Objectives

The curriculum focuses on developing communicative language competence through receptive, interactive, and productive activities.

• Receptive Activities (Listening and Reading): Students are expected to understand the main idea and specific details in simple texts on familiar topics, including instructions, short stories, and public announcements. They should also be able to identify attitudes and relationships expressed in these texts.
• Interactive Activities (Speaking and Writing): Students practice communication in everyday situations, such as asking for help, making arrangements, and exchanging information on familiar topics. They are encouraged to use compensatory strategies and non-verbal communication to aid understanding.
• Productive Activities (Speaking and Writing): Students create simple spoken and written texts, including self-introductions, descriptions of people, places, and events, and short personal letters or emails. The focus is on conveying meaning, even with grammatical imperfections.

Learning Content

The curriculum is organized around thematic units that reflect real-life contexts and are aligned with the CEFR. These units include:

• Me and My World: Self-introductions, descriptions of family and friends, hobbies, and daily routines.
• My Immediate Environment: Describing the local area, public services, daily activities, and social events.
• My Wider Environment: Discussing different countries, cultures, and languages, as well as travel and cultural heritage.
• Contact Between Cultures: Exploring intercultural exchange, social interactions, and attitudes towards different nationalities and cultures.

Assessment

Student progress is assessed through various methods, including oral and written tests, as well as other forms of assessment. The curriculum emphasizes continuous assessment and self-evaluation to encourage student autonomy and reflection on their learning process. Teachers are expected to adapt their teaching and assessment methods to accommodate the diverse language backgrounds and learning styles within the classroom.

Interdisciplinary Connections

The curriculum encourages interdisciplinary connections by integrating content and activities from other subjects, such as social studies, science, and art. This approach aims to provide authentic learning contexts, deepen understanding, and reduce student workload by leveraging knowledge acquired in other subjects. Examples of interdisciplinary connections include:

• Using foreign language texts to research topics in other subjects.
• Comparing cultural practices and perspectives.
• Presenting information on topics from other subjects in the foreign language.

Use of Technology

The curriculum promotes the use of information and communication technology (ICT) to enhance language learning and develop digital literacy. Students are encouraged to use online resources, such as dictionaries and news websites, and to communicate with peers through online platforms. ICT is also used for creating and sharing student work, such as presentations and videos.