Norwegian (NOR01‑08)
Competence aims and assessment

Not in force for vg3 until 1.8.2026

This version of the curriculum is not in force for vg3 until 1.8.2026. Until 1.8.2026 the previous curriculum version is in force.

Examples of connections

Explanation

Competence aims after vg3 programmes for general studies

The pupil is expected to be able to

  • analyse and interpret novels, short stories, plays, poetry and factual prose in "bokmål" and "nynorsk" from 1850 to the present and reflect on the texts in light of the cultural-history context and one’s own contemporary time
  • explore and reflect on how texts from the realist and modernist traditions present humankind, nature and society
  • write essays that explore and reflect on the content of texts
  • write literary interpretations and comparisons
  • analyse forms of expression in multimedia texts in different media and assess how they interact
  • use subject-related knowledge and precise terminology in exploratory conversations, discussions and oral presentations on topics relating to the Norwegian subject
  • write rhetorical analyses and interpretations of factual prose texts
  • master language morphology rules in the written first-choice and second-choice languages and write texts with verifiable use of sources and precise and nuanced language
  • read subject-related literature, assess sources critically and write articles that explain and discuss topics relating to the Norwegian subject
  • explain present-day changes in spoken Norwegian and reflect on relationships between language, culture and identity

Formative assessment

Formative assessment shall help to promote learning and to develop competence in the subject. The pupils demonstrate and develop competence in Norwegian in the vg3 programmes for general studies when they analyse, interpret and compare texts and explore the context of the texts. The pupils also demonstrate and develop competence when they produce short and long texts in different genres for different purposes and receivers, and when they revise their own texts. They also demonstrate and develop competence when they reflect on language and texts using appropriate terminology, express themselves precisely and with nuances both orally and in writing, and master morphological language rules in the written first-choice and second-choice languages.

The teacher shall facilitate for pupil participation and stimulate the desire to learn by encouraging the pupils to explore research questions relating to the Norwegian subject and to work creatively to find answers. The teacher shall facilitate for developing the ability of the pupils to persevere when working on large assignments, whether this concerns reading long texts or exploring subject-related research questions. The teacher and the pupils shall engage in dialogue on the development the pupils demonstrate in Norwegian orally and verbally in the written first-choice and second-choice languages. The pupils shall be encouraged to experiment with the language. With the competence the pupils have demonstrated as the starting point, they shall have the opportunity to express what they believe they have achieved and 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 competence in the subject

For the half-year assessment, the teacher shall award the same number of grades as in the assessment of coursework.

Assessment of coursework

The grade awarded for coursework shall reflect the overall competence of the pupil in Norwegian after completing vg3. The teacher shall plan and facilitate for the pupils to demonstrate their competence in various ways, which include understanding, reflection and critical thinking, and in various contexts. The teacher shall award a grade in oral Norwegian based on the competence demonstrated by the pupil when presenting subject-related content orally. The teacher shall award a grade in written Norwegian first-choice and second-choice languages based on the competence demonstrated by the pupil in a variety of texts written in different genres. In assessing written Norwegian second-choice language, the teacher shall take into account that the pupils have had a longer formal education in the written first-choice language than in the written second-choice language.