- Main subject areas
- Teaching hours
- Basic skills
- Competence aims after Year 2
- Competence aims after Year 4
- Competence aims after Year 7
- Competence aims after Year 10
- Competence aims after Vg1 – programmes for general studies and after Vg2 – vocational education programmes
- Competence aims after Vg2 – programmes for general studies
- Competence aims after Vg3 – programmes for general studies
- Competence aims after the supplementary studies qualifying for higher education – vocational education programme
Main subject areas
The subject has been structured into main subject areas for which competence aims have been formulated.
These main subject areas supplement each other and must be considered together.
The subject is a common core subject for all the education programmes throughout upper secondary education. Learning in the subject shall therefore be made as relevant as possible for the pupils by adapting the subject to each different education programme.
Norwegian has competence goals after the second, fourth, seventh and tenth years in primary/lower secondary school and after Vg1, Vg2 and Vg3 (the first, second and third years) in upper secondary programmes for general studies. In vocational education programmes the competence aims come after Vg2 and after the supplementary studies qualifying for higher education.
Competence aims concerning the second-choice official Norwegian language do not apply to vocational education programmes after Vg2.
For pupils that have Sami as their first or second language, or Finnish as a second language, the right to an exemption from instruction and assessment in the second choice variant of Norwegian.
Overview of main subject areas:
Year of school
Main subject areas
Language and culture
The main subject area oral texts focuses on spoken communication, i.e. listening, speaking and exploring spoken texts. A key element is developing various linguistic roles and genres and understanding how language and form are adapted to the recipient and to the purpose of the text. Listening and speaking are part of day-to-day socialising and are key elements for social and cultural competence and for aesthetic development and appreciation.
The main subject area written texts focuses on written communication, i.e. reading and writing Norwegian. Reading and writing are parallel processes in each pupil's learning process. The pupil develops writing competence by writing and reading and develops reading competence through reading and writing. This is accomplished through work in various genres in both official languages, and the pupils are met with increasing demands as to their understanding of the relationship between the form and function of the text. Pupils are stimulated to enjoy reading and writing and to developing their reading and writing strategies in continuous progression throughout the 13 years of schooling. Attention is also paid to the pupils' own ability to read the different texts in different ways for purposes of learning and personal experience, and for the pupil's understanding of his or her own development as a reader and writer.
The main subject area composite texts focuses on an extended text concept where texts may be composed of writing, sound and pictures in a composite expression. This means working with texts such as picture books, cartoons, newspapers, advertising, web sites, lyrics, film and theatre. This main subject area includes pupils' text production and perceptions, critical assessment and analysis of composite texts. Being able to read in composite texts deals with finding meaning in the entirety of the different forms of expression found in the text.
Language and culture
The main subject area language and culture focuses on Norwegian and Nordic language and text culture but with international perspectives. Emphasis is placed on enabling the pupils to develop an independent understanding of Norwegian language and literature and an insight into how language and texts have changed over time and continue to change. The pupils must acquire knowledge about language as a system and the language as used in a number of old and new text forms. They are given the opportunity to explore and experience good Norwegian authors and other authors from around the world. They must also relate to the traditions in Norwegian textual history in a comparative perspective where the present and the past are also viewed in relation to external impulses.
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