Norwegian (NOR01‑08)
Competence aims and assessment
Not in force for vg2 until 1.8.2026
Explanation
Competence aims after vg2 vocational education programmes
The pupil is expected to be able to
- read, analyse and interpret newer works of fiction in "bokmål" and "nynorsk" and in translations from Sami and other languages
- reflect on how texts present encounters between different cultures
- explain and reflect on the use of rhetorical language and language features and literary devices in factual prose texts
- listen to others, construct reasoned arguments and use rhetorical language in discussions
- use different sources in a critical, independent and verifiable manner
- communicate clearly and comprehensibly, both orally and in writing, in vocationally relevant genres
- use relevant vocational terminology to present, explain and document subject-related topics and work processes in one’s own education programme
- read technical material from one’s own vocational field to find, combine and assess relevant information
- combine language features and forms of expression creatively in the creation of one’s own texts
- assess and revise one’s own texts based on feedback and subject-related criteria
- write texts with good structure and coherence and master punctuation and spelling in the written first-choice language
- compare distinctive features of Norwegian with other languages and demonstrate how language can be changed due to influence from other languages
- explain the prevalence of the Sami languages in Norway, the Norwegianization policy and linguistic rights the Sami have as an indigenous people
Formative assessment
Formative assessment shall help to promote learning and develop competence in the subject. The pupils demonstrate and develop competence in Norwegian in the vg2 vocational education programmes when they formulate texts in creative ways and when they explore vocational topics with a critical use of sources and present them in oral and written texts with structure and coherence. The pupils also demonstrate and develop competence when they use knowledge about the language as a system to explore and compare language, and when they reflect critically on their own and others’ texts.
The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to find their own research questions to explore, alone and together with others. The teacher and the pupils shall engage in dialogue on the development the pupils show in Norwegian. The pupils shall be given the opportunity to experiment with the language. 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 to reflect on their development in the subject. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their oral and written competence in the subject.
For the half-year assessment, the teacher shall award one grade in Norwegian in accordance with the assessment of coursework.
Assessment of coursework
The grade awarded for coursework shall reflect the overall competence of the pupil in Norwegian after completing the vg2 vocational education programme. The teacher shall plan and facilitate for the pupils to demonstrate their competence in various ways, including through understanding, reflection and critical thinking, and in various contexts. The teacher shall award one grade in Norwegian after the vg2 vocational education programmes, in which oral and written competences have equal value. The grade shall be awarded according to the competence demonstrated by the pupil when the pupil has presented subject-related content orally and according to the competence demonstrated by the pupil in written texts in different genres and for different purposes in the written first-choice language.