Social Studies (SAF01‑04)
Competence aims and assessment
Explanation
Competence aims after year 7
The pupil is expected to be able to
- conduct social-studies-related research and present the findings using one’s own digital tools
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
- present a news item on current affairs and reflect on the differences between facts, opinions and the commercial message in the media picture
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
- compare how various sources can provide different information on the same topic, and reflect on how sources can be used to affect and promote particular views
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
- explore how people in the past provided for themselves, and discuss how key changes in livelihoods and technology have had impact on and continue to have impact on demographics, living conditions and settlement patterns
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn to understand how geography, history and current affairs have set and continue to set the conditions for how people have ensured and ensure that their needs are met, and how resources have been and are distributed in different societies. This means examining how geographic diversity and variety establish the framework for people’s livelihoods and living conditions. The pupils shall also gain an insight into the economic, environmental and social dimensions of sustainable development, and the connections between them. They shall learn how changes in the past have had an impact on the three dimensions and thus how sustainable different societies are. The pupils shall see that the use of resources by societies has had and has consequences, and shall be able to assess the alternative actions that can be taken to ensure sustainable development on the individual, national and global levels. Sustainability in social studies shall be taught through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- describe geographic features in different parts of the world and reflect on how these features have impact on the lives of the people who live there
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn to understand how geography, history and current affairs have set and continue to set the conditions for how people have ensured and ensure that their needs are met, and how resources have been and are distributed in different societies. This means examining how geographic diversity and variety establish the framework for people’s livelihoods and living conditions. The pupils shall also gain an insight into the economic, environmental and social dimensions of sustainable development, and the connections between them. They shall learn how changes in the past have had an impact on the three dimensions and thus how sustainable different societies are. The pupils shall see that the use of resources by societies has had and has consequences, and shall be able to assess the alternative actions that can be taken to ensure sustainable development on the individual, national and global levels. Sustainability in social studies shall be taught through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
- reflect on why conflicts arise, and discuss how both the individual and society can deal with conflicts
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- explore various aspects of diversity in Norway and reflect on people’s need to be themselves and to belong to a community
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- discuss what equality and equal opportunities mean for a democracy, and develop proposals for how to counteract prejudice, racism and discrimination
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- talk about human values and equality, and compare how human rights have been established and implemented in various countries
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- explore the main features in the history of the Sami people and the national minorities of Norway and make a presentation about the rights the Sami and national minorities of Norway have today
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- reflect on how commercialism can influence consumption, personal finances and one’s self-image
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- explore and present a global challenge that is related to sustainability and what consequences this might have, and develop a proposal relating to how one can contribute to counteracting such challenges and how collaboration between countries may help
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall learn to understand how geography, history and current affairs have set and continue to set the conditions for how people have ensured and ensure that their needs are met, and how resources have been and are distributed in different societies. This means examining how geographic diversity and variety establish the framework for people’s livelihoods and living conditions. The pupils shall also gain an insight into the economic, environmental and social dimensions of sustainable development, and the connections between them. They shall learn how changes in the past have had an impact on the three dimensions and thus how sustainable different societies are. The pupils shall see that the use of resources by societies has had and has consequences, and shall be able to assess the alternative actions that can be taken to ensure sustainable development on the individual, national and global levels. Sustainability in social studies shall be taught through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- reflect on how one and other people participate in digital interaction, and discuss what it means to use one’s judgment in the light of rules, norms and boundaries
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- reflect on variations in identity, sexual orientation and gender expression, and one’s own and others’ boundaries in connection with emotions, the body, gender and sexuality and discuss what one can do if those boundaries are violated
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
- describe key events that have led to the democracy we have in Norway today and compare how individuals have the power to influence different systems of government
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
- give examples of laws, rules and norms and how they function in society, and reflect on the consequences of any breaches of them
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
- reflect on how encounters between people have contributed to changing the way people think, and also how different societies have been organised
The pupils shall be encouraged to wonder at, reflect on and assess how our knowledge of society has been developed from the past to the present. The pupils shall be encouraged to be curious and actively search for and create knowledge, individually and with others, both inside and outside the classroom. The pupils shall also learn to collect and use information from various types of historical, geographic and social-science sources to shed light on relations within different societies, at different times and in their own lives. They shall also be able to critically assess whether the sources they find are reliable and relevant.
The pupils shall learn to understand the connections between geographic, historical and current conditions and how these have individually and collectively had impact on and continue to have impact on people and society. The pupils shall also gain insight into how nature and society have a reciprocal impact on each other. They shall see how developments in the past were characterised by both upheaval and continuity and what contributed to changes and develop historical empathy. The pupils shall analyse how power and power relations have had and continue to have impact on various conditions in society. They shall evaluate knowledge, events and phenomena from different perspectives and reflect on why humankind has made, and makes, different choices.
The pupils shall learn about how geographic, historical and current conditions have laid and continue to lay the foundation for how people have cooperated and cooperate, organise and make decisions in different societies. The pupils shall gain an insight into the differences between countries when it comes to systems of government, protection of human rights and minorities. Furthermore, they shall understand how these differences have influenced and continue to influence people’s lives and their motives for participating in society. They shall also learn to understand the reasons why conflicts have arisen and arise, and how they have been and are dealt with. The pupils shall thus gain experience of democracy in practice so they can influence and contribute to the development of society. The content of this core element shall be seen through various perspectives, from the local to the global, and through the perspectives of indigenous and minority communities, with an emphasis on the past, present and future.
The pupils shall gain an insight into how people develop their sense of identity and belonging, and how they interact with others. They shall learn to understand why people seek to come together in society, and how the development of identity and belongingness is affected by geographic, historical and current conditions. This means having different perspectives on what may constitute a good life, where the pupils develop an awareness of history and competence in making decisions by understanding themselves in light of their past, present and future.
Formative assessment
Formative assessment shall help to promote learning and develop competence in the subject. The pupils demonstrate and develop their competence in Social Studies in years 5, 6 and 7 when they show that they can explore and understand the connections between historical, geographical and social-science-related topics. The pupils also demonstrate and develop their competence when they show their ability to research and present their work on social-studies-related topics, and reflect on possible answers for questions about the past, present and future, and assess how various sources can provide different types of information. The pupils also demonstrate and develop their competence in the subject when they reflect on the way in which they and others are a part of different communities and how they can have an impact on society. They further demonstrate and develop their competence when they show that they can use digital tools and judge digital sources in their work in this subject.
The teacher shall facilitate pupil participation and stimulate their desire to learn in their oral, written, practical and digital ways of working in the subject. The teacher and pupils shall engage in dialogue about their development in Social Studies. The pupils shall be encouraged to experiment on their own in the subject. With the competence the pupils have demonstrated as the starting point, they shall be given the opportunity to express what they believe they have achieved and what they believe they have improved on. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their competence in social studies.