Norwegian (NOR01‑06)
Competence aims and assessment
Competence aims after vg1 programmes for general studies
The pupil is expected to be able to
- read, analyse and interpret newer works of fiction in "bokmål" and "nynorsk" and in translations from Sami and other languages
- reflect on how texts present encounters between different cultures
- explain and reflect on the use of rhetorical language, language features and literary devices in factual prose texts
- listen to others, construct well-reasoned arguments and use rhetorical language in discussions
- use different sources in a critical, independent and verifiable manner
- explain and discuss Norwegian subject-related or interdisciplinary topics orally
- write articles that explain and discuss topics that relate to the Norwegian subject or interdisciplinary topics
- use subject-related terminology to describe sentence structure and the relationship between sentences when working with texts
- combine language features, literary devices and forms of expression creatively in the creation of one’s own texts
- assess and revise one’s own texts based on feedback and subject-related criteria
- write texts with good structure and coherence and master punctuation and spelling in the written first-choice and second-choice languages
- compare distinctive features of Norwegian with other languages and demonstrate how language can be changed due to influence from other languages
- explain the prevalence of the Sami languages in Norway, the Norwegianization policy and linguistic rights the Sami have as an indigenous people
Formative assessment
Formative assessment shall help to promote learning and develop competence in the subject. The pupils demonstrate and develop competence in Norwegian in the vg1 programmes for general studies when they express themselves creatively and when they explore subject-related topics with critical use of sources and present the findings in oral and written texts with structure and coherence. The pupils also demonstrate and develop competence when they use knowledge about the language as a system to explore and compare languages and when they reflect critically on the use of language features and literary devices in their own and others’ texts.
The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to find their own research questions to explore, alone and together with others. The teacher and the pupils shall engage in dialogue on the development demonstrated by the pupils in oral Norwegian and written Norwegian in the first-choice and second-choice languages. The pupils shall have the opportunity to experiment with the language. With the competence the pupils have demonstrated as the starting point, they shall be given the opportunity to express what they feel they have achieved and reflect on their development in the subject. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to reflect on their learning and as the basis to revise their oral and written texts.
For the half-year assessment, the teacher shall award one grade in oral Norwegian and one in written Norwegian. The grade for oral Norwegian shall be awarded according to the competence demonstrated by the pupils in presenting subject-related matter orally. The grade for written Norwegian shall be awarded according to both short and long texts written by the pupil in different genres in both the first-choice and second-choice languages.