Danish

L1 Danish

DESCRIPTION

The teaching of L1 has a special importance in the European Schools: it is a vital means of establishing and confirming the pupil’s linguistic and cultural identity, thereby providing a foundation for engagement with other subjects, notably other languages and cultures.

A course in L1 should:

  • develop pupils’ abilities to communicate effectively in speech and writing and to listen and respond with sensitivity and understanding
    · encourage pupils to be enthusiastic, responsive and knowledgeable readers
    · assist pupils‘ development when transferring these skills to other learning contexts
    · enrich pupils’ lives by introducing them to experiences beyond those encountered in their daily lives, and contribute to their personal and social development.

OBJECTIVES

S1, S2 and S3

By the end of the 1st cycle, the student should be able to:

  1. read and understand written texts of appropriate lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, identifying obvious linguistic, literary and presentational features and ideas.
  2. write coherent texts in varying forms and structures on topics which express individual points of view, or describe personal experiences, impressions and ideas.
  3. in speech or writing, present reasons and explanations for opinions and ideas in a variety of forms;
  4. listen and respond appropriately to others’ spoken or written productions.
  5. show some awareness of how language and literature relate to their social, cultural and historical setting.
  6. show some awareness of how language changes over time and in different contexts.
  7. begin to choose and use strategies to organise individual learning, applying a range of study skills and tools suggested by the teacher.

S4 and S5

By the end of the 2nd cycle the student should be able to:

  1. read and understand written texts of increasing lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, responding to and interpreting linguistic, literary and presentational features, ideas and concepts.
  2. write coherent texts in an increasing range of forms and structures, and of increasing length and complexity, from impersonal as well as personal viewpoints.
  3. in speech or writing, present developed reasons and explanations for opinions and ideas in a variety of forms and in different contexts.
  4. listen and respond appropriately to others’ spoken or written productions, challenging content or expression when appropriate.
  5. show increasing awareness of how language and literature reflect their social, cultural and historical setting.
  6. show increasing awareness of how language changes over time and in different contexts.
  7. choose and use effective strategies to organise learning, developing individual responsibility for identifying appropriate study skills and tools.

S6 and S7
By the end of year 7, students should have achieved overall:
a) subject-specific competences in the narrower sense, i.e. the ability to elaborate a personal interpretation and to express different points of view using different sources of information and set texts or books covering a wide range of social, cultural, political and literary topics.
b) subject-specific competences in a broader sense, i.e. differentiated communication skills and interpersonal and social skills through engagement with and reflection on language, literature and media.
c) cross-curricular competences, i.e. the acquisition of learner independence and autonomy, including the development of metacognitive strategies and techniques such as academic writing and presentation skills in order to guarantee success in further/higher education.

By the end of the 3rd cycle the student should be able to:

  1. read and understand written texts of complex lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, analysing and evaluating sophisticated linguistic, literary and presentational features and ideas.
  2. write complex and sophisticated texts, using appropriate forms, structures and registers, on a range of challenging topics.
  3. in speech or writing, present supported, evidenced reasons and explanations for opinions and ideas, in a variety of forms, contexts and situations.
  4. listen and respond appropriately to others’ spoken or written productions, challenging where appropriate and acknowledging successes
  5. show detailed understanding of how language and literature relate to their social, cultural and historical setting
  6. show knowledge and understanding of how language changes over time and in different contexts.
  7. accept full responsibility for organising his/her individual learning, independently adopting a variety of appropriate study skills and tools.
TEACHER COURSE
SANTANA David S1, S2, S3, S4
SYBERG Ane Sofie S5, S6, S7

 

Syllabus and attainment indicators:

https://www.eursc.eu/Syllabuses/2015-01-D-36-da-5.pdf

 

L4 Danish

DESCRIPTION

The study of an L IV, ab initio, is optional for all secondary students from Year 4 to 7. An elementary course is offered to students in years 4 and 5. The course in years 6+7, which leads to the baccalaureate, is designed to build on the elementary course. The learning objectives up to the end of Year 5 are based on two years (four periods per week in Years 4+5) of continuous study of the language, and the objectives for the Baccalaureate are based on four years of continuous study (four periods per week in Years 6 and 7).

The learning objectives are benchmarked against the reference levels of the Council of Europe’s Common European Framework of Reference for Languages (CEFR). 2016-07-D-12-en-3 4/56 The CEFR also allows for intermediate levels, defined as A1 and A2+ :

Cycle Attainment level
2nd cycle S 4+5 Level A 1
3rd cycle S 6+7 Level A 2+

 

OBJECTIVES

Learning objectives for the 2nd cycle (S4-S5)

By the end of the second cycle, the student should be able to :

  1. understand familiar words and everyday expressions relating to himself/herself, his/her family and his/her environment, if people speak slowly and distinctly
  2. read and understand short, simple texts of an everyday nature
  3. interact in a simple way, and ask and answer simple questions in areas of practical need or on very familiar topics
  4. use simple phrases and sentences to describe persons and things familiar to him/her
  5. write short simple texts on familiar topics and fill in forms
  6. demonstrate basic understanding of the culture of the target language countries/communities
  7. relate elements of his/her existing cultural awareness to elements of the culture of the target countries/communities
  8. identify and apply basic strategies for learning languages
  9. apply basic study skills and tools to the learning of the target language.

Learning objectives for the 3rd cycle (S6-S7)

By the end of the third cycle, the student should be able to:

  1. understand the main points of messages related to areas of personal relevance and to topics of general interest, if spoken in a clear standard language
  2. read and understand the main points of simple literary and non- literary texts related to areas of personal relevance and to topics of general interest written in everyday language
  3. interact in simple and routine situations and participate in a conversation on topics that are familiar, of personal interest or pertinent to everyday life
  4. orally describe and recount experiences and events related to topics that are familiar, of personal interest or pertinent to everyday life
  5. write short, simple and coherent texts on familiar topics and topics of personal interest
  6. demonstrate his/her understanding of the culture of the target language countries/communities
  7. relate his/her acquired cultural knowledge to that of the target countries/communities
  8. choose and apply effective strategies for learning languages
  9. apply relevant study skills and tools to the learning of the target language
TEACHER COURSE
SANTANA David S5
SYBERG Ane Sofie S4, S6

 

Syllabus and attainment descriptors:

https://www.eursc.eu/Syllabuses/2016-07-D-12-da-4.pdf