1.0 Overview of the Swedish Education System
In the Swedish school system, children go to school for at least nine years from the year they turn seven, as mandated by the Swedish Education Act. The preschool class may be regarded as a preparatory year for children before they begin their first year of compulsory basic school. All children and young people in Sweden are obliged to attend school between the ages of seven and sixteen. In the nine years of compulsory basic school, all pupils are guaranteed a certain number of teaching hours in each subject. All pupils study Swedish, English, mathematics, geography, history, religious knowledge, civics, biology, physics, chemistry, technology, art, home economics, sport and health, music, textiles, wood and metalwork, and one other foreign language. After compulsory basic school, the majority of pupils continue on to the voluntary three-year upper secondary school where they can choose between seventeen national programmes. In order to start on one of the programmes pupils need to have attained passing grades in Swedish, English and mathematics. All national programmes offer students the necessary qualifications for further study at higher education establishments.
2.0 Sweden’s English curriculum
Sweden’s curriculum has put great emphasis on teaching and learning English since the start of the pre-school year. At the early age of 3, the pre-schoolers in Sweden will be exposed to English through singing and counting activities. As mandated in Swedish education, the total aim of teaching English in Sweden is to incorporate complete knowledge of the English language and to enhance effective communication among Swedish pupils. Three methods namely simple presentations, intelligible messages and the use of literary elements such as rhymes, and dramatisation could help in developing the core content of the English language. In the Swedish English curriculum, the core content of the target language is divided into three parts which are Content Of Communication, Reception and Production And Interaction. Skolverket (2018) provides English course achievement levels using the grade descriptors A, C, and E. 5, 6 and 7. These attainment levels are used in managing and to determine Swedish students’ proficiency especially in four core skills in English. To ascertain higher levels of proficiency and fluency of Swedish students, they will have to obtain a high grade which are A and 7. The grade E and 5 is regarded as the basic standard of English since it is considered slightly lower than grade C and A. Educators will have to refer students’ attainable level by using the grade description in order to achieve the desired results in the target language.
3.0 Reflection
I believe the differences between Sweden's and Malaysia’s curriculum can be distinguished easily after a thorough research. Both Malaysia and Sweden curriculum have made clear prominence wherein each child in both countries regardless of any gender is compulsory to attend school. When it comes to Sweden’s English curriculum, the methods mentioned above manage to elevate students’ continuity in learning the language. Looking at the curriculum in both countries, Malaysia and Sweden, especially in the English language, the similarities and differences in how the English language has been implemented to the students can be seen. In Malaysia, the teachers have the tendency to incorporate a teacher-centred approach to teaching and learning. The level of proficiency was evaluated with the final exam, and this is totally different from Sweden's education system, where the English Language subject will be taught and being exposed to real-life situation to stimulate their understanding and also provide chances for them to practice English language. We also noticed that Sweden's English language teaching methods differ as it applies mostly to student-centred and materials-centred learning. Their evaluation method is also impressive as there will be no final examination, but the teachers will evaluate the student's oral proficiency, comprehension, and written proficiency through the grading system that has been set in the curriculum. Thus, teachers are encouraged to record students' work in these areas.
4.0 Conclusion
In conclusion, although there are some similarities and differences between Sweden and Malaysian curriculums, we believe that all curriculums share a common goal which is to help students learn. No matter what country or district the school is in, student outcomes begin with a solid plan. Also, carefully selected curriculums reflect the culture and values of the communities, states and countries that surround them. Curriculums that are well-designed help students embrace and appreciate their cultural identity, hone their personal values and become strong, global citizens. Therefore, the National Agency for Education, schools, teachers and students play an important role in making education become better.