The German Education System

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The German education system focuses within the states therefore the responsibility lies solely on the states. The Federal Government plays a minor role in the education system and it begins with all children aged between two and six attending optional Kindergarten after which school attendance is compulsory. Similarly in Sweden the public educational system is divided into two; the compulsory and non-compulsory system. Education in the public sector is free and no fee is required from teachers or parents for school material, meals or transport to and from school. From the age of 7 until the age of 16 it is compulsory to attend school and some parents even choose to start a year earlier at the age of 6.
Primary Education
In Germany the Primary School is named as the Grundschule and all children from the ages of six to ten attend. İt covers grade 1 to 4 however in Berlin and and Brandenburg the school covers six grades therefore convering the ages of 6 to 12. Whereas in Sweden the legal age to start school is 7 unless the parenst desire to start a year early which would then be 6.
For children to be able to become familiar with school life and their surroundings in Germany they are normally accompained by the same class teacher in grades 1 and 2. Not only does it make it easier to meet the childrens personal needs but also from a pedagogical aspect it provides consistency. From grade 3 onwards the children are then introduced to their subject teachers who help them prepare for their transition into secondary school. Grades 3 and 4 start teaching a foreign language and in some states this can begin as early as grade 1. The langauges which the children must choose are English or French. English is taught between 4 to 6 periods each...

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...instructions or goals. Since the nine year compulsory schooling had been introduced The Englihs syllabi had been chaged several times. Finally in the autumn of 2011 the nine year compulsory schooling got a new course syllabi which was entirely reformulated and introduced once again into the system.
İn 2008 two people were commissioned to carry out an anaylsis for the SvEn activitied and by interviewing 17 teachers they were able to find the approaches the teachers were using in their extra classroom time with the students. İn terms of the English language the teachers were taking a more traditional and practical route of teaching and the was made up of, listening, speaking, reading and writing. Also some of the teachers spoke of grammer in its own right while others spoke of the use of teaching the media. Therefore the two researchers applied the six factors of:

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