Norwegian Subject Curriculum for the Hearing Impaired (NOR5-04)

Basic skills are integrated into the competence aims, where they help develop and form part of the pupils’ academic skills. Basic skills in Norwegian for the Hearing Impaired are as follows:

Oral skills involve deriving meaning by lip-reading, listening and expressing oneself using varying degrees of speech or Sign Language chosen on the basis of the pupil's circumstances. Oral skills are associated with Sign Language situations, speech situations and combinations thereof and involve listening actively and being able to speak, both spontaneously and after preparation. It also involves being able to co-operate on subject-related topics, problems and texts using different languages, communicative strategies and media, and being able to adapt the language for a given purpose and recipient. A systematic approach to oral genres and strategies in increasingly complex listening and conversation situations is key to developing the pupils' oral skills.

Writing skills involve expressing oneself in an appropriate manner and communicating with others using written language. This means being able to write texts relevant to the subject and using linguistic terminology. Writing Norwegian is also a way of developing and structuring ideas and thoughts and a method for learning. Taking pleasure in writing is key to developing writing skills. Writing texts in a wide range of genres using appropriate tools is an important aspect of the subject. This means being able to plan, create and refine texts adapted for a given purpose and recipient. Developing Norwegian writing skills requires a systematic approach to formal writing, textual knowledge and various writing strategies in order to be able to write increasingly complex texts.

Reading skills involve deriving meaning from contemporary and historical texts from a wide range of genres. This means immersing oneself in texts and gaining an insight into other people's thoughts, experiences and creativity. It also involves being able to find information and understand logical reasoning and presentation in different types of text and taking a critical and independent perspective on the texts being read. To develop their skills pupils must read much and often, and they must work systematically on reading strategies appropriate to the objective of the reading, and on different types of texts in the subject. They should progress from basic decoding and comprehension of simple texts to understanding, interpreting, reflecting on and evaluating increasingly complex texts in different genres. Reading training for deaf and hearing impaired pupils also involves drawing on their linguistic resources in the confluence between Norwegian and Sign Language.

Numeracy involves interpreting and understanding information in texts containing figures, quantities or geometrical shapes. This means being able to evaluate, reflect on and communicate about complex texts containing graphic representations, tables and statistics. Numeracy skills are developed by deriving comprehensive meaning from increasingly complex texts where different forms of expression must be seen in the context of each other.

Digital skills involve using digital tools, media and learning resources to obtain and process information, creating and editing different types of text, and communicating with each other. In this context it is important to be able to consciously evaluate and use sources. Digital skills are part of literacy training in the subject and involve identifying, using and eventually evaluating and citing digital sources in written and spoken texts as well as producing increasingly complex texts. It also involves developing knowledge of copyright and data protection and taking a critical and independent view of different types of digital sources.