Sweden Compulsory School Year 9 Syllabus - Swedish

Aim: The Swedish curriculum for Year 9 aims to develop students' knowledge in and about the Swedish language. It focuses on building confidence in their language skills, enabling them to express themselves effectively in diverse contexts and for various purposes. The curriculum emphasizes developing language skills for thinking, communication, and learning.

Core Content:

• Reading and Writing: Students learn reading strategies for comprehension, interpretation, and analysis of various media texts. They learn to identify messages, themes, motives, purpose, sender, and context. Writing strategies are taught for different text types, adapting language, structure, and features accordingly. Creating multimedia texts (combining words, pictures, and sound) is also included. Students learn text processing techniques, including collaborative writing and providing/receiving feedback. Digital tools for text organization and editing are also covered. Language structure, including spelling, punctuation, parts of speech, and clauses, is a key component. Finally, students learn how to use dictionaries and digital tools for spelling and vocabulary development.
• Speaking, Listening, and Talking: Students practice leading conversations, formulating arguments, responding to arguments, and summarizing discussions. Oral presentations and storytelling are practiced, adapting language, content, and structure to the audience and purpose. The use of digital media and tools for planning and delivering presentations is also included.
• Narrative and Non-Fiction Texts: Students engage with fiction for youth and adults from different periods and parts of the world, including Swedish, Nordic, and international literature. They learn to analyze language features, structure, and narrative perspectives. Different literary genres and their stylistic and content variations are explored. Students also study important authors and their works within their historical and cultural contexts. Non-fiction texts, such as newspaper articles, scientific texts, task descriptions, and blog entries, are also analyzed for their purpose, content, structure, and language elements. Multimedia texts and their components are also studied. Finally, students practice combining different text types to create new texts.
• Use of Language: Students develop language strategies for learning and memorization, such as keyword identification and note-taking. They expand their vocabulary, including words, symbols, and terms for expressing emotions, knowledge, and opinions. Nuances of meaning and connotations are also explored. Students learn about new words, loan words, and word formation. They also learn to adapt language use to different contexts, audiences, and purposes. The importance of language in influencing others and developing personal identity is emphasized. Ethical and moral aspects of language use, freedom of expression, and integrity in different media and contexts are also addressed. Finally, students study language use in Sweden and the Nordic region, including regional variations, different Nordic languages, and national minority languages. The history and development of the Swedish language are also covered.
• Searching for Information and Critical Evaluation of Sources: Students learn research skills, including using libraries, the internet, books, mass media, and interviews. They learn how to cite and reference sources, even in digital media. Critically evaluating information, including sifting through large amounts of data and assessing source reliability, is also a key component.

Knowledge Requirements: The curriculum specifies knowledge requirements for different grade levels (E, D, C, B, and A), outlining the expected skills and understanding students should achieve by the end of Year 9. These requirements cover reading comprehension, writing skills, oral communication, text analysis, language use, and research skills. The official curriculum document ( provides detailed descriptions of these requirements.