The German education system focuses on the Länder, so the responsibility lies solely with the Länder. The federal government plays a minor role in the education system and begins with optional preschool attendance by all children aged two to six, after which school attendance becomes compulsory. Similarly, in Sweden, the public education system is divided into two: compulsory and non-compulsory. Education in the public sector is free and no fees are charged to teachers or parents for school materials, meals or transportation to and from school. From 7 years old to 16 years old, school attendance is compulsory and some parents even choose to start a year earlier, at 6 years old. Primary educationIn Germany, primary school is called Grundschule and all children from the age of 6 attend six to ten people. It covers grades 1 to 4, but in Berlin and Brandenburg the school spans six years, covering ages 6 to 12. Whereas in Sweden the legal age for starting school is 7, unless parents wish to start a year earlier, which would then be 6. So that children can get acquainted with school life and their environment in Germany, they are generally accompanied by the same teacher in the first and second year. This not only makes it easier to meet the personal needs of children, but also from an educational aspect it provides consistency. From year 3 onwards, children are then introduced to their subject teachers who help them prepare for their transition to secondary school. Grades 3 and 4 begin teaching a foreign language, and in some states this can begin as early as first grade. The languages ​​children must choose are English or French. English is taught between 4 and 6 periods each...... middle of paper ......instructions or objectives. Since the introduction of nine-year compulsory education, the English curricula have been changed several times. Finally, in the fall of 2011, the nine-year compulsory education received a new curriculum that was completely reformulated and reintroduced into the system. In 2008, two people were tasked with carrying out an analysis of SvEn activities and, after interviewing 17 teachers, they were able to find the approaches that teachers were using during their extra class time with students. When it came to English language, teachers followed a more traditional and practical teaching route and consisted of listening, speaking, reading and writing. Some teachers also talked about grammar in its own right while others talked about the use of media teaching. The two researchers therefore applied the six factors of: