Sweden Year 3 Curriculum - Swedish

Swedish Subject Overview

The Swedish subject in the Swedish Year 3 curriculum focuses on developing foundational skills in reading, writing, speaking, and listening. The curriculum emphasizes a learning-by-doing approach, encouraging pupils to actively participate in discussions, explore various texts, and express themselves creatively.

Core Content Areas:

• Reading and Writing: Pupils develop reading strategies for comprehension and interpretation, adapting their approach based on text type and content. Writing skills are fostered through creating various texts, incorporating words and pictures, often with digital tools. Simple text processing, such as reviewing and clarifying written work, is introduced. Pupils learn handwriting and digital writing, along with basic language structure: capitalization, punctuation (periods, question marks, exclamation marks), and spelling rules for common words. The alphabet and alphabetical order are also covered. The relationship between sounds and letters is emphasized.
• Speaking, Listening and Talking: Pupils practice listening and recounting information in conversations. They develop oral presentation skills, learning to relate everyday topics to different audiences using various aids, including pictures and digital media. The concept of storytelling across cultures, times, and purposes is introduced.
• Narrative and Non-Fiction Texts: Pupils engage with narrative and poetic texts for children from diverse times and places, including rhymes, songs, picture books, chapter books, lyrics, drama, tales, and myths. They explore the message, structure, and content of these texts, learning about introductions, plot sequences, endings, and character descriptions. They are also introduced to descriptive and explanatory texts, such as factual texts for children, and learn how their content is organized. Instructional texts, like game instructions and work descriptions, are also explored, focusing on logical sequencing and multi-level bullet points. Pupils also encounter texts that combine words and pictures, including films, games, and web texts, as well as texts in digital environments with interactive functions.
• Use of Language: Pupils develop language strategies for learning and remembering, such as note-taking. They learn words, symbols, and terms to express emotions, knowledge, and opinions. They explore how tone of voice and shades of meaning influence interpretation. The differences between spoken and written language are introduced, along with the opportunities and risks of communication in digital media.
• Searching for Information and Critical Evaluation of Sources: Pupils begin to search for information in books, periodicals, and on child-friendly websites using internet search engines. They are introduced to the concept of source criticism and how the sender of a text can influence its content.

Knowledge Requirements:

By the end of Year 3, pupils should be able to read texts on familiar topics with ease, demonstrate basic reading comprehension, and write simple texts both by hand and on a computer. They should be able to use basic punctuation and spelling, and write narrative texts with a clear beginning, middle, and end. They should also be able to search for information from a given source and present it in a simple factual text, incorporating basic subject-specific vocabulary. Pupils should be able to participate in discussions, relate daily events clearly, and give and receive simple oral instructions.