The German education system is concentrated within the states, therefore the responsibility lies exclusively with the states. The federal government plays a minor role in the education system and begins with optional preschool attendance for all children between the ages of two and six, after which school attendance becomes compulsory. Similarly in Sweden the public education system is divided into two; the mandatory and non-mandatory system. Education in the public sector is free, and no compensation is required from teachers or parents for school supplies, meals, or transportation to and from school. From the age of 7 to 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 primary school is called Grundschule and all children aged 6 and over attend from six to ten. It covers classes 1 to 4, however in Berlin and Brandenburg the school covers six classes, so the age is between 6 and 12 years. While in Sweden the legal age to start school is 7, unless parents wish to start a year earlier, which would then be 6. In order for children to familiarize themselves with school life and the surrounding environment in Germany, they are normally accompanied by the same class teacher in classes 1 and 2. Not only does this make it easier to meet the children's personal needs, but also from a pedagogical point of view it provides coherence. From primary three onwards the children are then introduced to their subject teachers who help them prepare for the 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 ​​that children must choose are English or French. English is taught 4 to 6 periods each…half of the paper…instructions or objectives. Since nine-year compulsory schooling was introduced, English curricula have been changed several times. Finally, in the autumn of 2011, the nine years of compulsory schooling received a new course program which was entirely reformulated and reinserted into the system. In 2008 two people were commissioned to carry out an analysis for the SvEn activity and by interviewing 17 teachers they were able to find the approaches that teachers used in extra time in the classroom with students. Regarding the English language, teachers were following a more traditional and practical teaching path consisting of listening, speaking, reading and writing. Some teachers also talked about grammar proper, while others talked about the use of media in teaching. Therefore the two researchers applied the six factors: