Students get peace and quiet at Sveaskolan. Here you will find a welcoming, warm and inspiring atmosphere. Students find it easy to settle in and very quickly become part of our school community. Students who feel comfortable at school are more Iikely to learn successfully.

We have regular sports lessons at our school, but everyone also has an opportunity to choose a sport during a six-week period. During this six -week period you choose a sport that appeals to you. After everyone has chosen their sport we mix the classes so that grades 6 & 7 have a sports lesson on Wednesday mornings and grades 8 & 9 have a lesson on Friday mornings. The variation of seasons gives you different sport opportunities to choose from.

Spanish, Mandarin and other Modern Languages

lt is compulsory in Sweden since 2018 that students from year six, when between eleven to twelve years of age, are introduced to learn a third language. Something that is referred to in the Swedish curriculum as "Modern Languages" and includes a large number of languages.

These "Modern Languages" may differ widely in terms of everything from written form and pronunciation to their growth and use in diverse contexts such as everyday Iife, culture, politics and education. Proficiency in severallanguages increases apportunities for students to be part of different social and cultural contexts, and participate in study and working Iife globally. Knowledge of modern languages will also provide new perspectives on the world, improved apportunities for contacts and greater understanding of different ways of living.

The Modern Languages being taught at Sveaskolan at the moment are Spanish and Mandarin. The reason why we have ehosen these two languages as our priority languages is not only of the mera fact that both are at the top of the most spoken languages in the world, and its usage for future studies and working Iife are therefore irreplaceable, but also because our students have expressed their interest in studying these actuallanguages. Nevertheless, we are seeing an increase of interest in the German language amongst our students and also the need for it when working globally, so hopefully we can introduce a third modern language into our syllabus in the near future.

Teaching in the subjaet of modern languages should give students the apportunities to develop the following:

1) Understanding of the target language in speech and in writing, and the ability to interpret content. 2) The ability to express eneself and communicate in the target language in speech and writing.
3) The ability to use different language strategies in different contexts.
4) The ability to adapt language to different purposes, recipients and situations.
5) The ability to discuss and reflect on living conditions, societal issues and cultural phenomena in different contexts and areas where the language is used.

Mindfulness as an integrated part of our school day. Working for health promotion and stress prevention is the wish of many schools. Sveaskolan's SHT student and health team along with educators in sports and health work closely work together to provide knowledge about the basic needs, physical activity and the internal condition. With the advancement of technology, we need to keep up and not forget our basic needs such as sleep, movement, recovery and brain rest. Sveaskolan has warked with Mindfulness and stress management as a sports choice and extra adaptation during the school day for almost 3 years with a focus on being able to provide tools to its students who have difficulties and increasing their creativity, relaxation and sleep. Lack of sleep has increased by 500% in the last 10 years and stress-related iii health by 370%. Sleep and relaxation are two of the most important factors for learning, concentration and impulse control. Sveaskolan has received support from the National Agency for Education to run a health project that has been evaluated by researchers.

AIDS - WHAT IS IT?

• What is the significance for the future?
• How are we talking about it?
• How many people are directly affected and how many risk being there?
• How will it affect people in the world?
• What happens to the body?
• How is it spread?
• How do young people in other countries getinformation about the disease?
• How is the disease caused?
• What has been the trend in history?
• Are there different interests, maybe money or power in Sweden or in other countries that affect what happens?
• What has the music industry with this disease to do?
• How is it to live with a terminal illness?
• Is there is any good book where a young person is describing how it is having AIDS?


HAPPINESS - WHAT IS IT?

• What makes you happy?
• Do people have to be happy?
• Do our eating habits affect happiness?
• What does the body have to do with happiness?
• What is healthy food anyway?
• How is the brain and body affected by thoughts?
• Do sports and exercise have an affect on how we feel?
• Does it matter how others feel?
• Can another person make you happy or do you do that yourself?
• What happens when someone bullies someone else?
• Do adults bully each other too?
• What does self-esteem and self-confidence mean?
• Do different religions describe happiness in the same way?
• Did happiness mean something different in the past?
• What did Socrates think about happiness?
• How and why do you fall in love?
• What happens in the body and the brain when you kiss?
• When should you start to talk about sex and how do you break-up?
• Can the body manage being happy all the time or is that bad?
• What can you do if you fell lonely?
• What is BUP (Child & Adolescent Psychiatry)?
• What is BRIS (Children's rights in society)?
• How can you know when you are chatting with a nutter in a chat room?
• What happens with the body when you laugh?
• Is it easy to find happiness in books, art and music?

You and your school decide together:

· Which themes/themeworks are most interesting and which you prefer working with.
· How you wish to work with these themes, your ideas and input is taken into consideration.
· Which study visits you could benefit from and that are of interest to you.
· If we can connect some of the internship days to the themework.

Your thoughts and opinions

We would love to hear from you if you want to ask something or just talk to us about what you have just found out from visiting our webpage. Feel free to contact us. We look forward to hearing from you!

Catharina Elgh: catharina.elgh@sveaskolan.nu, Mobil: +46 703 818155
Tove Möller: tove.moller@sveaskolan.nu, Mobil: +46 703 816150

About the school

Why choose Svea School?

The school leaders are a vital part of the school and very easy to get in touch with. We have experience and a fantastic network. We hand pick dedicated teachers who are not only experts in their subjects but generalists as well which coincides with the school's science profile.


Objectives

Our students continually work on believing in their abilities and develop self-confidence when it comes to understanding the world around them. Our ultimate goal is that all school pupils, regardless of their background and circumstances, should be encouraged and inspired to think critically and continue to be hopeful and life-affirming individuals.


Education - learned?

The school's mission is to trigger curiosity and provide the tools to explore all areas of curiosity. Being educated means that you have the ability to understand and feel secure about contexts and parallels.


Science

In this day and age, some of mankind's most important questions are deeply rooted in the sciences. This is why we have chosen to give our students extra hours in these subjects. Curiosity and guidance are two key words in deciding what topics to work with. We pay close attention to what girls and boys want to learn.

Fiction

Literature provides students and adults with a well of interesting facts and information. Unfortunately this well is not readily used in many schools today. We use fictional novels to help our students get a better understanding of the overall theme-work topic.

School Description

We are convinced that the sooner we can get young people interested in mathematics, physics, chemistry, biology and technology, the easier for students to see and be able to use these skills in their lives to come. Therefore, we focus on these topics and work with the world outside school in exploring them (such is the University of Lund).

Together with the National Encyclopedia, Lund's University has been offering grades 6-9 exciting science and popular shows in biology, earth science, physics and chemistry, (and other school subjects as well).
This has been done to show that science is fun and that science can be an adventurous way of understanding how our world works.

In addition to collaboration with universities and colleges, we see the local business community as an important partner for our school. We are convinced that both schools and businesses benefit from these collaborations. These exchanges allow for employers to gain insight in how the schools of today shape tomorrow's employees. The school is involved in the activities taking place in the business and science world of today. Students gain knowledge of the conditions and demands of working life. They gain a better understanding of what it means to work as an adult and between theory and practice within the subjects they are learning. Our school is a part of our society, not an isolated island.
The school's management is continuously working on improving our network including both local businesses as well as within the various universities and international schools.

The school's approach is characterized by classes with inspiring teachers and communicative, practical exercises, labs, project-oriented thematic instruction, field trips and exhibitions. The school invests in multiple and recurrent work study opportunities.

Our value system affects activities throughout the whole school. This system of values deals with relationships between people, how we treat each other: as children, young people and adults. The value system is an ongoing process that covers all situations in school, in class, recess, on the move between classes, in meetings between students and school staff and teachers in the classrooms and we focus of strengthening democracy in school and society. In this way we prevent bullying, sexual harassment, violence, xenophobia and other ways of showing disrespect. The school works to help the pupils in developing language skills and a solid all-around education in order to have a rich life and also gain the ability to feel and express empathy.

The school is guided by and is actively working with questions about values by using Lpo 94, as follows:

Time is allowed for talks on and about the importance of relationships between people at all levels. That is relationships between: children, children and adults and adults.

Having adults present in informal settings, that is, school environments that are not directly related to teaching but where bullying may occur. Examples of these settings are hallways, school grounds and changing rooms.

Knowledge and skills in the area of values is continuously strengthened .

We have clear objectives at all levels in regards to values and these need to be continually improved on. A high degree of awareness of the true situation in the school is necessary as a basis for development.

We have a clear and visible leadership.

All the adults in school are responsible for helping in these areas.

Long term goals have been set up and these are continuously addressed. Both children and parents must be engaged and involved.

The school interacts with and benefits from interactions with the local community.

The school has a democratic mission consisting of various areas of importance. The first area deals with developing pupils' understanding of democracy and values, and this area is addressed in our teaching of subjects and when planning together. The second area helps our school to operate democratically in regards to work relations, both students and staff have an effect on and feel a strongly involvement in the atmosphere of their work environment. This influence is formally dealt with by having a student and parent council, staff meetings, staff/student meetings and discussions with students, staff and parents.

We are proud of the school's small size this helps us to create a safe environment for students.

We work in close consultation with the parents to see and respond to each individual the best possible way.

What methods do we use?

Thematic teaching

Thematic teaching entails incorporating different subjects into one main topic. This topic is the core of the theme work activities. To achieve this we have longer classes and an integrated school day. The content is clearly linked to students' everyday experiences. Reading literature plays a central role in the search for knowledge. Our approach is problem-solving, investigative and process-oriented. Ethical, moral issues and human relationships are important elements.

Adventures in Science on boys' and girls' levels

We at Svea School think it is important to translate scientific language to an understandable, everyday language. Boys' and girls' interests are different and it is important for educators to adapt to their various interests. Topics dealing with humanity, anatomy, psychology and health issues, environmental issues, communication and IT all have a central place in contemporary science subjects. We want to emphasize that nobody needs to be a master of these topics in the sixth grade. The important thing is that the students is curious about science and understand its importance in our world.

Cooperation with the University of Lund

How does one increase curiosity and lust for life? School Activities, meetings and research takes place before trips to Lund and once there, the university has spectacular science shows that awaken all your senses.

Cooperation with businesses and the city of Malmoe

It is important that our students successfully meet the challenges ahead. To do this, school and business must meet, share with each other and work together. It is important that we have a common understanding of what is happening in our society. Frequent, regular visits and work study opportunities is something we work intensively with.

Schoolsoft

Everyone at the school works with an interactive web-base tool called Schoolsoft. This is a tried program that simplifies the teachers' planning and doings while improving communication between the school and home. Using this tool has simplified the work of teachers while the student and parents have easy access to information about school work, attendance, performance reviews, plans, homework, tests, results, etc.

Frequently asked Questions

Where do students have lessons in physical education, home economics, woodwork and textile craft?
Svea School rents suitable premises for these activities (for example, Friskis and Svettis).

Can we visit Svea school?
Absolutely! Contact: tove.moller@sveaskolan.nu

Does the school have a school nurse?
Yes. Svea School has both a school nurse and a doctor.

Where do students eat lunch?
Restaurang Variation delivers nutritious and delicious food every day and lunch is eaten in the main building in the mediatek.

What foreign languages can you choose?
Students can choose Spanish and Mandarin.

When can I sign up my child on the waiting list?
There are waiting lists for children of all ages available now.

You can fill out and submit the application whenever you like. The application is readily available on the school's website. You will receive immediate confirmation that we have received your application.

What is an independent school?

Independent Schools are funded by local school funds and no fees are charged to students nor their families. Independent schools are schools run by a private owner and the school is regulated by the state. An independent school is open to all regardless of where you live in the city, or which municipality you live in.

The most common myths about independent schools:

Myth: The number of independent schools has exploded.
Fact: Approximately 8% of the students in Sweden are attending an independent school, the majority of these are located in the Stockholm and Gothenburg region.

Myth: It costs money to go to an independent school.
Facts: Student fees are prohibited in independent schools as schools are funded by local municipal grants.

Myth: independent schools only want the good, trouble-free students.
Fact: Studies show that the percentage of children with special needs is higher in the independent schools than in the community run schools.

Myth: It is not appropriate that schools should be run by private companies.
Fact: All private businesses must make a profit. Ltd is a well proven, well-conceived business model, with clear rules on transparency. It is a business form that is highly suitable for operating a complex business.

Myth: Independent schools have contributed to segregation.
Fact: It is mainly housing that segregates. Segregation arises when people are not given choices. Independent schools often have their students from a wide geographic area and student composition therefore reflects different living environments and nationalities.

Myth: Independent schools are secretive and suspicious.
Fact: Independent schools are given permission to open by the Swedish government authority called Skolverket. the School Board controls all school supervision. The municipality in which the independent school also reviews all school activities.

Our location

Here we are!

Sveaskolan
Ringungsgatan 1
21611 Limhamn

Contact

Principal Catharina Elgh-Linander,
catharina.elgh@sveaskolan.nu, 0046703 81 81 55

Vice Principal Tove Möller,
tove.moller@sveaskolan.nu, 0046703 81 61 50

Vice Principal Rikard Petersson,
rikard.petersson@sveaskolan.nu, 0046703 81 03 53

Head Teacher Natural Sience Magnus Lofgren
magnus.lofgren@sveaskolan.nu, 0046734 24 91 54

Head Teacher Language Maria Lindsten
maria.lindsten@sveaskolan.nu, 0046736 91 40 36