Norwegian (NOR01‑08)
Competence aims and assessment

Not in force for 1. trinn and 2. trinn until 1.8.2026

This version of the curriculum is not in force for 1. trinn and 2. trinn until 1.8.2026. Until 1.8.2026 the previous curriculum version is in force.

Examples of connections

Explanation

Competence aims after Year 2

The pupil is expected to be able to

  • listen to and talk about fiction and factual prose in both "bokmål" and "nynorsk"
  • borrow and read books from the library
  • express perceptions of texts through play, singing, drawing, writing and other creative activities
  • talk about and describe how the words we use can affect others
  • play with rhyme and rhythm and listen to identify the various speech sounds and syllables in words
  • combine letter sounds into words when reading and writing
  • read with coherence and comprehension on paper and on screen and use simple strategies for reading comprehension
  • listen, speak in turn and give grounds for one’s own opinions in conversations
  • describe and tell orally and in writing
  • write texts using pen and paper and using a keyboard
  • use upper-case and lower-case letters, periods, question marks and exclamation marks in texts and in conversations about one’s own and others’ texts
  • create texts that combine text and pictures
  • explore and talk about the structure and meaning of words and expressions
  • explore one’s own spoken language and talk about differences and similarities between spoken language and written language

Formative assessment

Formative assessment shall help to promote learning and develop competence in the subject. The pupils demonstrate and develop competence in Norwegian in Years 1 and 2 when they explore and use the language in play and interaction and in discussing perceptions on texts. They also demonstrate and develop competence when they combine letter sounds into words when reading and writing.

The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to engage in movement, play, using their senses and having a sense of wonder. The teacher shall also facilitate for the pupils to develop their oral and written speech by experimenting on their own and being creative. The teacher and the pupils shall engage in dialogue on the pupils’ development in Norwegian. 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 how they have improved their skills. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their reading, writing and oral skills.