Social Science (SAK01‑01)
Competence aims and assessment
Competence aims
The pupil is expected to be able to
- exploreand
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
presentone’s work on contemporary topics or debates using methods, sources and digital resources from the social-science field, and argue for one’s own and others’ opinions and valuesTo present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- explorehow interests and ideological points of view affect our arguments and choice of sources, and
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
reflecton how this is manifested through different opinionsTo reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- explainthe process of socialisation and
To explain something means to give a well-grounded explanation of a subject, an issue or something we wish to examine or implement.
discusshow identity and self-esteem of young people are influenced through socialisationTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- discusshow personal finances, commercial influences and consumerism affect people on the individual, group and societal levels
To discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- reflecton challenges associated with setting boundaries, and
To reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
discusshow different values, norms and laws apply to gender, sexuality and the bodyTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- reflecton one’s own digital footprint,
To reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
explorewho has access to one’s digital traces, andTo explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
discusshow data and personal data can be used or misusedTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- obtain information on the different forms of social inequality in Norway anddiscussthe connection between inequality and social exclusion
To discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
- reflecton equalities and inequalities in cultural expression, identity and lifestyles within and between the majority and minority groups in Norway and the Sápmi/Sábme/Sáepmie
To reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- exploreand
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
describehow the organisation of society and working life in Norway has changed, andTo describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
discusshow the Nordic Model attempts to deal with the challenges the individual and society faceTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
- exploreand
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
discusshow business and industry, innovation and technology shape and affect working life and local communities in NorwayTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- reflecton what it means to be a citizen, and
To reflect means to examine and consider different aspects of your own and others’ actions, attitudes and ideas. We may also reflect on a subject, practical activities or our own learning. Reflection means testing out our own thoughts and attitudes to develop better insight and understanding.
comparehow political systems are organised in different countries and areasTo compare means to examine the character or qualities to discover resemblances or differences between two or more issues.
Core elements
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- assesshow the exercise of power affects people on the individual and societal level
To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.
Core elements
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- explainthe foundations of human rights and
To explain something means to give a well-grounded explanation of a subject, an issue or something we wish to examine or implement.
exploreand give examples of violations of human rights, nationally and globallyTo explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- assessthe causes of and initiatives that can be taken to prevent racism, discrimination and hate speech, and
To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.
discussthe boundaries for freedom of speechTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- explorea challenge or conflict at the local, national or global level and
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
discusshow the chosen challenge or conflict affects different groupsTo discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess from various perspectives how the parts of a society are interconnected. They shall be encouraged to question the organisation of power, and how power works. The pupils shall also develop an understanding of culture, and learn to appreciate why people make different choices.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
- discussthe connection between economic growth, living standards and quality of life in a global and sustainability perspective
To discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.
Core elements
The pupils shall be encouraged to have a sense of wonder, reflect on and assess how our knowledge of society has been developed and established. They shall be given the opportunity to be curious and actively search for and create knowledge together with others. The pupils shall collect and use information from numerous and varied sources to address issues in society and their own lives. They shall learn to make critical assessments of the sources according to their purpose and possible bias, and how reliable and relevant they may be.
The pupils shall learn to assess the background and consequences of, and the possible alternatives for, sustainability on the individual, national and global levels. Citizenship and sustainability involve an understanding of democratic citizenship, the societal dimension of sustainable development and how people collaborate, organise themselves and make decisions within society. This also involves the pupils’ training in coping strategies so that they will be able to collaborate in democratic processes and the development of society. Important content shall be presented through both local and global perspectives, including indigenous and minority perspectives.
The pupils shall understand how people develop their identity, and how they interact with one another. Based on their own life experiences, the pupils shall gain an understanding of who they are, and how they can master their own lives.
Formative assessment
The aim of formative assessment is to contribute to the learning process and to develop the pupils’ competence in the subject. The pupils demonstrate and develop their competence in social science when they show that they can reflect on the conditions in society, and critically assess and discuss different contexts and perspectives. The pupils also demonstrate and develop their competence in the subject through their ability to use methods from the field of social science, as well as their use of digital resources to research and assess societal issues. The pupils further demonstrate and develop their competence when they reflect on their role as a participant in the society they live in, what has shaped them as people, and how they can influence their own and other peoples’ lives, both now and in the future.
The teacher shall facilitate pupil participation and stimulate their desire to learn through the oral, written and practical methods used to acquire and demonstrate their competence in the subject, and by enabling them to be curious and encouraging them to actively seek knowledge. The teacher shall be in dialogue with the pupils to help them develop their skills in this subject. The pupils shall be encouraged to experiment on their own in the subject. Based on the competence the pupils have demonstrated, they shall be given the opportunity to express themselves on what they have experienced and learned, and reflect on their own development in the subject. The teacher shall guide the pupils on further learning and adapt the teaching so that the pupils can use this guidance to develop their competence in social science.
Assessment of coursework
The grade awarded for coursework shall reflect the overall competence of the pupil in social science after completing the subject. The teacher shall plan and facilitate for various ways for the pupils to demonstrate their competence, including showing their understanding, reflection and deliberation in various contexts. The teacher shall award grades in social science based on the competence the pupils have demonstrated in the combined use of their knowledge and skills.