Swedish as a Second Language - Year 5

Curriculum for the Compulsory School (Grundskolan)

Swedish as a Second Language instruction aims to equip students with the necessary knowledge and skills to confidently communicate in Swedish across various contexts. The curriculum emphasizes fostering a rich and varied use of the language, while also promoting language development as a tool for thinking and learning.

Year 5 falls within the "Mellanstadiet" stage (Years 4-6) of the curriculum. The focus for this stage is building upon the foundational skills acquired in earlier years and expanding students' communicative abilities.

Core Content (Years 4-6):

• Reading and Writing: Students develop reading strategies to comprehend and interpret texts from diverse media, differentiating between explicit and implicit messages. Writing skills are honed through composing various text types, adapting language and structure to suit different purposes and audiences. Creative writing is encouraged, including texts that combine words, pictures, and sound. Students learn to process and refine their own and collaborative texts, providing and receiving feedback. Formal language structures are introduced, including main and subordinate clauses, spelling rules, punctuation, and parts of speech. Students learn to use dictionaries and other resources to improve spelling and vocabulary.
• Speaking, Listening, and Talking: Language strategies are taught to aid comprehension and communication in various school subjects. Students practice using arguments in discussions and decision-making processes. Oral presentations and storytelling are emphasized, with a focus on adapting language, content, and structure to the audience. Non-verbal communication, such as gestures and body language, is also addressed. Pronunciation and intonation are further developed, focusing on the relationship between emphasis and meaning.
• Narrative and Non-Fiction Texts: Students engage with a range of texts, including fiction, poetry, drama, myths, and tales from different cultures and time periods. They analyze narrative techniques, such as parallel action, flashbacks, and character descriptions. Non-fiction texts, including factual texts, instructions, advertisements, and letters, are also studied, focusing on their content, structure, and language features. Digital texts and multimedia are incorporated, emphasizing their unique characteristics and interactive functions.
• Use of Language: Language strategies for learning and memory are introduced, such as mind maps and keywords. Vocabulary development is prioritized, including understanding shades of meaning, value connotations, and subject-specific terminology. Synonyms, antonyms, and word categorization are explored. Students learn to adapt language use to different contexts, audiences, and purposes, emphasizing responsible communication in digital and other media.
• Searching for Information and Critical Evaluation of Sources: Students learn to search for information across various media and sources, including reference books and the internet. They develop critical thinking skills to compare sources and evaluate their reliability.

General Guidelines (applicable to all subjects, including Swedish as a Second Language):

• Fundamental Values: The curriculum emphasizes democratic values, respect for others, and active participation in society.
• Knowledge: Students are encouraged to develop a broad knowledge base and a lifelong love of learning.
• Responsibility and Influence: Students are given opportunities to take responsibility for their learning and influence their educational environment.
• School and Home: Collaboration between school and home is considered essential for student success.
• Assessment and Grades: Assessment focuses on individual progress and the development of self-assessment skills. Grades are introduced in Year 6.

This curriculum provides a framework for Swedish as a Second Language instruction in Year 5, focusing on developing well-rounded communicative competence and preparing students for continued language learning in subsequent years.