Frameworkfor Basic Skills
To use for subject curricula groups appointed by the Norwegian Directorate for Education and TrainingFramework for Basic Skills
This Framework is a tool for subject curricula groups appointed by the Norwegian
Directorate for Education and Training to develop and revise National Subject Curricula.
It has been approved by the Ministry of Education and Research.
Oslo, 11th January, 2012

Contents
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5
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1. Introduction
2. Framework for basic skills
2.1 Oral skills
2.2 Reading
2.3 Writing
2.4 Digital skills
2.5 Numeracy

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Norwegian Directorate for Education and Training 2012 – Framework for Basic Skills

1.

Introduction

This Framework is based on decisions made in the Norwegian Parliament based on White
Paper No. 30 (2003- 2004) Culture for Learning, Report No 268 (2003-2004) from The
Standing Committee on Education, Research and Church Affairs.
The Framework is to be used by subject curricula groups appointed by The Norwegian
Directorate for Education and Training to develop and revise National Subject Curricula.

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Norwegian Directorate for Education and Training 2012 – Framework for Basic Skills

2. Framework for basic skills
The Norwegian Directorate for Education and Training has developed this Framework forthe five basic skills, namely orals skills, reading, writing. digital skills and numeracy.
What are the basic skills defined in the Framework?
In the compulsory and secondary education reform of 2006 five skills were defined as
basic to learning in school, work and social life. These skills are basic in the sense thatthey are fundamental to learning in all subjects as well as a prerequisite for the pupil toshow his/her competence and qualifications.
From the 2006 reform all subject-specific curricula describe how the five basic skills
contribute to developing the pupils` competence and qualifications and how these skills
are integrated into the subject.
Each subject curriculum integrates competence aims, basic skills and subject content.
The skills are consequently expressed in different manners and to a varying degree in the
different curricula, depending on the relevance of different skills aspects for the subject
in question.
What is the Framework for basic skills?
The Framework for basic skills is a document defining the five basic skills mentioned,
describing their functions at different levels covering compulsory and secondary
education. It is a generic Framework developed to serve as a reference document fordeveloping and revising the National Subject-Specific Curricula.
For these five basic skills grids have been developed describing their progression throughlevels. The cells of each grid formulate what is required at the different levels. The
requirements are general and serve as a basis and point of reference for developing
subject and grade relevant competence aims.
How to use the Framework
The Framework is a tool for subject curricula groups appointed by the Norwegian
Directorate for Education and Training to develop and revise National Subject Curricula .
The grids’ skills descriptors are points of reference for relating skills development tosubject content in a given subject as a first step in formulating competence aims
reflecting these skills as well as subject content. Each subject curriculum group will
therefore make decisions on which grids, cells and levels are relevant for their subject aswell as for different age groups of students, and formulate competence aims based onthese decisions.

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Norwegian Directorate for Education and Training 2012 – Framework for Basic Skills

2.1 Oral skills
What are oral skills?
Oral skills relate to creating meaning through listening and speaking. This
involves mastering different linguistic and communicative activities andcoordinating verbal and other partial skills. It includes being able to listen toothers, to respond to others and to be conscious of the interlocutor while
speaking.
Oral skills are a precondition for exploring interactions in which knowledge isconstructed and shared.
Oral skills are a precondition for lifelong learning and for active participation in
working and civic life.
Sub-categories
Understand and reflect describes receptive skills and includes the ability to listen
attentively and to comprehend, interpret and assess oral texts.
Produce includes using a variety of oral expressions to formulate an utterance
and to support spontaneous as well as prepared speech.
Communicate includes expressing opinions, discussing topics and structuring
and adapting one’s own oral text according to recipients, content and purpose.
Reflect and assess includes listening and responding to others and expressing
one’s own opinion in spontaneous as well as prepared conversations.
How are oral skills developed?
The development of oral skills begins at an early age and classroom work
consequently has to build on them and develop them further beyond what has
already been acquired outside the classroom. From primary to secondary
education students proceed from mastering basic oral communicative skills todeveloping more varied, distinct and precise ways of expressing themselves
orally, thus moving towards cognitive academic language proficiency.
Mastering oral genres in constantly more complex listening and speaking
situations requires active participation. Skills development is connected tosubject-related content, terminology and modes of expressions. At the lower
stages this implies being able to express one’s own opinions, present oral texts,
narrate experiences in a structured way, listening and responding as well as
taking turns in conversations. In secondary education students should be able tosubstantiate their opinions, discuss subject-related topics, appreciate different
modes of expression and assess their own performance.

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7

Can combine verbal
language and nonverbal resources tocreate meaning.

Can talk about
personal
experiences andsubject-related
topics. Can explaina viewpoint on a
topical issue. Can
express andsubstantiate one’s
own opinions.
Can take turns andgive feedback. Can
rephrase using
one’s own words
and ask forclarification.

ProduceCommunicate

Reflect andassessLevel 1
Can understandinformation andargumentation.

Subcategories
Understandand reflect

Can follow upinterventions insubject-related
conversations.
Can ask forclarification andelaboration.

Can vary spoken
language, anduse digital andnon-verbal
resources tosupport speech.
Can give an
account ofsubject-related
topics. Can argue
for one’s own
point of view.

Level 2Can understandrelevant
information. Can
distinguishbetween facts
and opinions.

Can build oninterventions andexpress one’s own
views. Can developinterventions fromothers and use one’s
own experience andknowledge in subjectrelated tasks.

Can discuss subjectrelated topics andprocedures.
Can argue for andagainst in a debateusing subject-related
terminology.

Level 3Can understandspeech with
ambiguous
information. Can
differentiate between
informative andargumentative text.
Can use spoken formsof language andchoose appropriate
non-verbal resources
to support speech.

Oral skills

Can contribute to
discussions throughpertinent interventions.
Can exchange experienceand knowledge andcontribute to constructionof knowledge insubject-related
discussions.

Can discuss subjectrelated topics andprocedures using
appropriate subjectrelated terminology inextended speech. Can
argue a case and present
a topic objectively with alogic structure.

Can adapt spoken
language and non- verbal
resources to purpose,
situation andinterlocutors.

Level 4
Can understand extended
speech and complex
topics and reflect on thecontent and purpose.

7

Can give responses andtake turn fluently,
effectively in different
subject-related roles
and situations. Can use
different listening andspeaking strategies andassess one’s own
performance.

Can discuss complex
subject-related topics
and procedures using
accurate subject-related
terminology. Can
present a holistic
argumentation.

Can apply spoken
language and nonverbal resources
independently andcritically.

Level 5Can critically assess
content and purpose ofcomplex speech.

2.2 Reading as a basic skill
What is reading?
Reading means to create meaning from text in the widest sense. Reading gives insight
into other people`s experience, opinion and knowledge, independent of time and place.
The reading of texts on screen and paper is a prerequisite for lifelong learning and for
active participation in civic life.
To read involves engaging in texts, comprehending, applying what is read and reflecting
on this. In the context of this Framework, texts include everything that can be read in
different media, including illustrations, graphs, symbols or other modes of expression.
Knowledge about what characterizes different types of texts and their function is an
important part of reading as a basic skill
Sub-categories:
Understand means processing and comprehending texts based on prior knowledge andexpectations. This implies using different meaning-making strategies in order tounderstand increasingly more complex texts. This presupposes decoding strategies inwhich letters are contracted to words, words to sentences and sentences to texts.
Find means finding information which is explicitly or implicitly expressed.
Interpret means drawing conclusions based on more than one text.
Reflect and assess means relating independently to texts, from commenting on text
content to relating critically to a text and substantiate one’s own opinions, analyses or
evaluation.
How is reading developed?
The development of the functional ability to read is an interaction between processes ofcomprehension and processes of decoding. Basic reading instruction involves mastering
the reading of screen and paper texts with concentration, endurance, fluency andcoherence. The functional ability to read is developed through knowledge about andexperience with different subject-related texts. This involves being able to deal with awide variety of text types and relate critically to different types of information andincreasingly complex reading tasks.
Reading development requires using appropriate reading strategies to find and process
information. Functional reading is therefore characterized by the use of reading
strategies adapted to purpose and text type.

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Can draw simple
conclusions based on
information in texts andcan use one’s own
words to express them.

Can comment on
content and meaning in
simple texts.

Reflect andassessCan assess the content
of subject-related texts.

Can identify the main
topic and understandclear connections
explicitly expressed.

Can identify central
subject-related texts.
Can identify explicitly
expressed informationin texts with competing
information. Can refer
to sources.

Can read simple texts
with fluency andperseverance. Can findand read texts on theInternet. Can ask
questions and talkabout the content.

Can use previous
knowledge to get an
overview of thetext prior to reading.
Can read simple texts
on paper and screen
and process the text
with some help.

Can recognize explicitly
expressed information
centrally placed insimple texts.

Level 2

Level 1

Interpret

Find

Subcategories
UnderstandCan give substantiatedassessment of form andcontent in subjectrelated texts.

Can infer andunderstand information
implicitly expressed.

Can obtain and combine
information in texts withcompeting information.
Can assess source
credibility.

Can vary the reading
approach according totext type and purpose.
Can read and navigate
effectively on theInternet. Can use
different methods tostructure content.

Level 3

Reading as basic skill

Can deal with
ambiguity. Can identify
contradictory
information and deal
with information that
does not correspond to
expectations.
Can critically analyze
and assess form andcontent. Can compare
and systematize
information in different
subject- related texts.

Can identify implicit
information in complex
texts. Can use sources
critically and refer tothem in a systematicmannerCan apply subjectrelated and generalknowledge actively. Can
read screen and paper
texts critically. Can
interpret texts in an
independent manner.

Level 4

9

Can show holistic aswell as detailed
comprehension ofcomplex texts.
Can systematize anddraw conclusions basedon implicit information.
Can assess complex
texts about unfamiliar
topics in a criticalmanner andincorporate subjectrelated as well as
general perspectives.

Can obtain detailed andimplicit information in
texts without priorknowledge of text typeand content.

Can choose and use
reading strategies
relevant to a wide
variety of text types
and purpose. Can
assess one’s own
reading and reflect on
the strategies applied.

Level 5

2.3 Writing as a basic skill
What is writing?
Writing involves expressing oneself understandably and appropriately about
different topics and communicating with others in the written mode. Writing is
also a tool for developing one’s own thoughts in the learning process. Writing
comprehensibly and appropriately means developing and coordinating different
partial skills. This includes being able to plan, construct, and revise texts
relevant to content, purpose and audience.
Mastering writing is a prerequisite for lifelong learning and for active and criticalparticipation in civic and social life.
Sub-categories
Plan involves using different strategies and sources in preparation of writing,and revising texts based on one’s own judgement and feedback from others.
Construct means to master spelling, grammar, sentence construction, cohesion
and text binding on paper and screen together with other modes of expression
such as pictures, figures and symbols if relevant.
Communicate means being able to express opinions, discuss issues, shareknowledge and experience though adapting one’s own texts to audience andcontent and purpose.
Reflect and assess means applying writing as a tool to monitor and develop
awareness about one’s own learning.
How is the writing skill developed?
Basic writing instruction involves developing orthography, a functional handwriting and use of keyboard, in addition to planning and writing simple, clear
texts for different purposes. The development of functional writing is closely
connected to subject-related development. Writing is a tool for learning in all
subjects, and parallell with and through the development of the writing skill,increasingly more sophisticated and subject-related skills are developed.

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Reflect andassessCan reflect on
personal experiencesin simple texts.

Master orthophonicwriting by hand andon keyboard. Can
combine different
means of expression,
such as drawings,
pictures, symbols
and verbal language.
Can express one’s
own opinions andexpress personal
experiences andsystematize simple
texts.

Construct

Communicate

Level 1
Can take notes anduse simple sources
as basis for writing.
Can make simple
changes in texts after
feedback.

Subcategories
Plan

Can reflect on
personal and subjectrelated experiencesin different types oftexts.

Can express one’s
own opinions, takedifferent perspectives
and formulatequestions.
Can narrate, describeand organize
different types ofsubject-related texts.

Can construct legible
and clear texts withcorrect spelling byhand and on
keyboard andcombine different
means of expression.

Level 2Can use notes andsources as basis forwriting and can quotesources. Can revise
texts after feedback.

Can reflect on one’s
own learning whenworking with subjectrelated texts.

Can argue by
substantiating one’s
own points of view.
Can write subjectrelated reports,
document procedures
and results andformulate hypotheses.

Can construct texts
using subject-related
terminology.

Level 3Can use different
notes and various
sources as basis forwriting. Can assess
and revise texts anddescribe their
qualities.

Writing as a basic skill

Can reflect and assess
one’s own learningwhen working withsubject-related texts.

Can argue for andagainst points of views
and make a decision.
Can explore subjectrelated topics and write
in different styles, using
different structures.

Can construct complex
subject-related text
using relevant
terminology and meansof expression adapted
to subject and purpose.

Level 4
Can choose varied
strategies as basis forwriting, and integrate,
refer and quote relevant
sources.
Can revise texts andassess their qualities.

11

Can reflect criticallyon product and assess
one’s own learningwhen working withsubject-related texts.

Can build up a holistic
argumentation. Can
critically explore andproblematize subjectrelated topics.

Can apply and makefull use of specialized
subject-related
terminology and text
types.

Level 5Can choose relevant
writing strategies anduse sources criticallyand verifiably. Can
critically revise one’s
own texts.

2.4 Digital skills as basic skills
What are digital skills?
Digital skills involve being able to use digital tools, media and resources efficiently andresponsibly, to solve practical tasks, find and process information, design digital products
and communicate content. Digital skills also include developing digital judgement byacquiring knowledge and good strategies for the use of the Internet.
Digital skills are a prerequisite for further learning and for active participation in working
life and a society in constant change. The development in digital technology has changed
many of the conditions for reading, writing and oral forms of expression. Consequently,
using digital skills is a natural part of learning both in and across subjects, and their use
provides possibilities for acquiring and applying new learning strategies while at thesame time requiring new and increased powers of judgment..
Sub-categories
Search and process means being able to use different digital tools, media and resources
as well as to search for, navigate in, sort out, categorize and interpret digital information
appropriately and critically.
Produce means being able to use digital tools, media and resources to compose,reapply, convert and develop different digital elements into finished products, e.g.
composite texts.
Communicate means using digital tools, resources and media to collaborate in thelearning processes, and to present one’s own knowledge and competence to different
target groups.
Digital judgement means being able to use digital tools, media and resources in a
responsible manner, and being aware of rules for protecting privacy and ethical use of
the Internet.
How are digital skills developed?
Developing digital skills means learning to use digital tools, media and resources andlearn to make use of them to acquire subject-related knowledge and express one’s own
competence. This implies developing increased independence and judgement in the
choice and use of digital tools, media and resources relevant to the task.

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13

Can follow basic rules
for digital interaction.
Knows basic rules forprotection of personalprivacy on theInternet.

Digitaljudgement

Can write simple texts
on keyboard andproduce simple
composite stexts.
Knows simple digitaluse of sources andcopyright rules.

ProduceCan use simple digital
tools and media forpresentation andcommunication.

Can read hypertexts
and simple interactive
information. Can use
picture- and iconbased navigation.

Search and process

Communicate

Level 1

Field of skills

Can apply basic netiquetteand knows about rules forprotection of personal
integrity on the Internet

Can reflect ethically on andassess the Internet and social
media as a communications
and information channel.

Can use the Internet andsocial media efficiently
and appropriately.

Can apply netiquette andfollow rules for protection of
personal integrity on theInternet and in social media.

13

Can choose, assess and apply
digital communication tools
according to different subjectrelated needs.

Can choose and use target
group relevant digital tools
and digital formal
requirements.
Can administer copyrightrules to one’s own digitalproducts and master digitalsource referencing.
Can produce and edit
complex digital texts.
Can refer to and assess
digital sources in relevant
subject-related
situations.

Can make digital composite
texts with linked content.
Can understand and use
digital formal requirements
in one’s own texts. Can referto digital sources and apply
copyright rules.

Can produce digitalcomposite texts following
simple formal
requirements.
Can make use simple useof digital sources
observing copyright rules,
also in re-use, and further
development.
Can use a selection ofdigital tools and media forpresentation andcommunication.

Can use digital media
and tools to convey a
clear and detailed
message forcommunication anddocumentation.

Can find, organize and update
digital information. Can use
advanced search strategies
and sources in subject-relatedwork.

Can filter, transform andcollate information fromdigital sources. Can use
relevant search tools andmaster search strategies
in subject-related tasks.

Can choose and use searchstrategies and assess
information from digitalsources. Can use different
digital tools and resources
for information processing
and learning.

Can make simple digitalsearches, and read andinterpret information fromdigital sources.
Can use simple digital
resources and tools for
information processing andlearning.

Can make varied use ofdifferent digital tools andmedia to convey a message
both in one-to-one andgroup communication.

Level 5

Level 4

Level 3

Level 2

Digital skills as basic skills

2.5 Numeracy as a basic skill
What is numeracy?
Numeracy means applying mathematics in different situations. Being numerate means
to be able to reason and use mathematical concepts, procedures, facts and tools to solve
problems and to describe, explain and predict what will happen. It involves recognizing
numeracy in different contexts, asking questions related to mathematics, choosing
relevant methods to solve problems and interpreting validity and effect of the results.
Furthermore, it involves being able to backtrack to make new choices. Numeracy includes
communicating and arguing for choices by interpreting context and working on a
problem until it is solved.
Numeracy is necessary to arrive at an informed opinion about civic and social issues.
Furthermore, it is equally important for personal development and the ability to makeappropriate decisions in work and everyday life.
Sub-categories:
Recognize and describe includes being able to identify situations involving figures, units
and geometric figures found in plays, games, subject-related situations in work, civic andsocial life. It involves identifying relevant problems and analyzing and formulating themin an appropriate manner.
Apply and process involves being able to choose strategies for problem solving. It
involves using appropriate units of measurement and levels of precision, carrying out
calculations, retrieving information from tables and diagrams, drawing and describing
geometric figures, processing and comparing information from different sources.
Communicate means being able to express numerical processes and results in a variety
of ways. Communicate also means being able to substantiate choices, communicate
work processes and present results involving numbers.
Reflect and assess means interpreting results, evaluating validity and reflecting on
effects. It involves using results as basis for a conclusion or an action.
How is the skill developed?
The skill develops from applying it in concrete situations to more complex and abstract
situations connected to different subject-specific areas. The skill is developed fromrecognition of concrete situations to be solved to analysis s a wide range of issues.
Skills development is characterized by the ability to gradually being able to employ new
concepts and learning new techniques and strategies to being able to choose suitable
methods in a goal-oriented and effective way.

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15

Can decide f a result isan adequate answer toa question.

Reflect and assess

Can use simple
strategies for counting
and classification ofquantities andgeometrical forms.
Can perform simple
calculations in different
ways.

apply and pocess

Can use different
means to express
simple calculations.

Can recognize concrete
situations that can besolved by numercay
and can formulatequestions.

Recognize anddescribe

Communicate

Level 1Sub-categories

Can compare different
models and evaluate themin light of the problems
they relate to.
Can assess the effect of
the result on
the situation in which it
is to be used. Can
discuss sources of error
and make adjustments if
required.

Can assess process andconsider if otherprocedures are more
effective and easier tocommunicate.
Can identify potential
sources of error.

15

Can present results fromnumeratic processes intexts in different subjects
and in everyday life.
Can collate different
ways to present resultsfrom numeratic
processes.

Can apply a varied
selection of problem
solving strategies and isable to substantiate choiceof methods. Can express
connections with words
and algebraic expression.

Can assess risks andperform simple statistical
calculations. Can use
symbols to express
unknown or variable
units. Can apply familiar
methods to solve
complex issues.

Can present results in amanner suited to thecircumstances

Can analyze a wide range
of issues which can be
described with a model.
Can convert and formulate
a model for further work.

Can analyze more
complex issues ineveryday and subjectrelated contexts. Can
identify variables.

Can analyze texts andsituations which
presuppose
mathematical problem
solving in several
stages. Can simplify thesituation or the issue tomake it manageable.
Can compare units andexpress the connection
between them. Can
choose suitable units ofmeasurement andperform one’s own
research.

Can recognize patterns
and formulate problems
which can be solved in
one step. Can analyze
text, content andsituations which involve
numeracy.
Can choose appropriate
arithmetical operations
and use different
methods to find theanswer. Can apply,
geometrical forms, unitsof measurement, tables
and graphic
representation in theprocess.
Can describe results bymeans of for example
geometrical forms, unitsof measurement andtablesCan assess if a result isreasonable and canmake decisions based on
current facts.

Level 5

Level 4

Level 3

Level 2

Numeracy as a basic skill

Norwegian Directorate for Education an Training
Schweigaards gate 15 B
Postboks 9359 Grønland
0135 OSLO, Norway
Tel: (+47) 23 30 12 00
www.utdanningsdirektoratet.noPublished september 2012