Norwegian Subject Curriculum (NOR1-05)

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

Oral skills involve deriving meaning by listening, discussing and speaking while adapting the language for a given purpose and recipient. The subject has a particular responsibility for developing the pupils' ability to master different verbal communication situations and to plan and give different types of oral presentations. A systematic approach to different oral genres and strategies in increasingly complex listening and speaking situations is key to developing the pupils' oral skills. This means acquiring specialist knowledge by listening actively and by understanding and using the spoken language with increasing nuance and precision when discussing subject-related topics, problems and texts of increasing volume and complexity.

Writing skills involve expressing oneself in genres relevant to the subject in an appropriate manner. 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 thoughts and a method for learning. The subject has a particular responsibility for developing the pupils' ability to plan, create and refine increasingly complex texts adapted for a given purpose and recipient. A systematic approach to formal writing skills, knowledge about texts and different writing strategies is key to developing writing skills. This means being able to express oneself with increasing linguistic confidence in both the primary and secondary language form.

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 on screen and paper and taking a critical and independent perspective on the texts being read. In order to develop their Norwegian reading 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.

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. Developing numeracy involves 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 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 Norwegian 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.