At the beginning of their studies, students are guided to:
Compile descriptions of their skills in each language
In the description, the student
- assesses their skills in different languages
- sets goals for their learning
- considers ways to achieve the set goals.
Reflect on and describe their language learning skills
This part may take into account, for example, the student’s
- own strengths and areas of growth
- insights into what might increase their motivation and sense of purpose
- self-assessment skills and handling feedback.
Reflect on and specify where and for what purposes language skills can be utilised
These might entail, for example
- future studies
- job opportunities
- free time and hobbies
- international opportunities.
The student’s language skills cover mother tongues, languages learned in school and language skills acquired outside school. Students can work on descriptions of their skills independently or in collaboration with a teacher and / or other students. The student decides, independently or together with the teacher, timelines for the learning objectives. The timeline may be a part of the general upper secondary education, but preferably all of your general upper secondary time. In order to make the concept of accumulating language skills throughout life (lifelong learning) more real, it is a good idea to set goals for a longer period of time, for example, five years from now. The goals set by the student for themselves will be returned to at least in Module 6 of the A-level language.
At the end of their studies the latest, each student is encouraged to prepare their own language CV.
A language CV should include
- Competence descriptions for each language the student knows at the CEFR skill level alongside a verbal description.
- Description of accumulated international competence.
- International competence refers to contextual knowledge (in the target language) and world citizenship skills (me and the world), i.e. historical, political and cultural knowledge in the target language or languages. The description may include, for example, information about popular culture or the media related to everyday life, discussion, and current affairs. Information about the contexts in which the student uses their intercultural skills, such as hobbies and work, can be added to the description.