L1 - Danish

The students finish with Danish on A-level, which is the requirement for all tertiary educational programmes taught in Danish.

During Secondary 5 to Secondary 7, students are introduced to a wide variety of literary texts from different literary periods in Danish literature as well as non-fictional texts. Throughout Secondary 6 and Secondary 7, students will also cover two themes. The themes will change every second year. The themes in 2023-2025 were existentialism in Danish literature and social inequality in Danish literature.

When finishing Secondary 7th, students will be able to...

1. express themselves precisely, nuanced, varied, personally, and clearly, both orally and in writing.
2. analyze both fictional and non-fictional texts in a critical way
3. communicate with an awareness of the intended audience in various oral and written genres.
4. demonstrate a solid understanding of the structure and functions of language and master formal linguistic correctness.
5. analyze and characterize language, style, and argumentation.
6. apply a nuanced and methodologically conscious analytical framework to the analysis, interpretation, contextualization, and evaluation of literary and non-literary texts.
7. demonstrate knowledge of key Danish literary texts throughout history.
8. demonstrate knowledge of the history of Danish literature and its interaction with culture and society, including aspects of the Nordic and European dimensions.
9. analyze printed and electronic media texts in a social context.

Didactic principles in Danish L1

1. Working with the four competencies—listening, speaking, reading, and writing—provides insight into literature, language, and media. This work is based on both receptive and productive skills.
2. The literary, linguistic, and media-related subject areas constitute the core of the subject.
3. Language work is integrated as an essential part of text reading.
4. Communicative language competence is a general learning objective.
5. Teaching is organized in such a way that the student’s knowledge, experiences, and perceptions are incorporated, contributing to the development of their linguistic, cultural, and social identity, as well as their personal and independent decision-making.
6. The student’s initiative and innovation are strengthened through independent projects, both oral and written.
7. Different learning styles, learning speeds, social skills, strengths, and weaknesses of students are taken into account through the use of various methods, working forms, and differentiation.
8. Students are involved in the planning and evaluation of teaching courses.