Framework for Basic Skills - udir.no · Framework for Basic Skills ... involves mastering different linguistic and communicative activities and ... Can distinguish between facts and

Framework for Basic SkillsTo use for subject curricula groups appointed by the Norwegian Directorate for Education and Training

3 Norwegian Directorate for education and Training 2012 – Framework for Basic Skills

FrameworkforBasicSkills

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

1. Introduction 2. Framework for basic skills

2.1 Oral skills 2.2 Reading 2.3 Writing

2.4 Digital skills 2.5 Numeracy


Contents

1. Introduction 2. Framework for basic skills

2.1 Oral skills 2.2 Reading 2.3 Writing

2.4 Digital skills 2.5 Numeracy

4568101214



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




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


2. Frameworkforbasicskills

The Norwegian Directorate for Education and Training has developed this Framework for

the 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 that

they are fundamental to learning in all subjects as well as a prerequisite for the pupil to

show 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 for

developing and revising the National Subject-Specific Curricula.

For these five basic skills grids have been developed describing their progression through

levels. 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 to

subject 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 as

well as for different age groups of students, and formulate competence aims based on

these decisions.



2.1Oralskills

What are oral skills?

Oral skills relate to creating meaning through listening and speaking. This involves mastering different linguistic and communicative activities and coordinating verbal and other partial skills. It includes being able to listen to others, to respond to others and to be conscious of the interlocutor while speaking. Oral skills are a precondition for exploring interactions in which knowledge is constructed 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 to developing 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 to subject-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 to substantiate their opinions, discuss subject-related topics, appreciate different modes of expression and assess their own performance.



7

Oral

skil

ls

Su

bcate

go

rie

s

Level

1

Level

2

Level

3

Level

4

Level

5

Un

derstan

d

an

d r

efl

ect

Can u

nders

tand

info

rmation a

nd

arg

um

enta

tion.

Can u

nders

tand

rele

vant

info

rmation.

Can

dis

tinguis

h

betw

een f

acts

and o

pin

ions.

Can u

nders

tand

speech w

ith

am

big

uous

info

rmation.

Can

diffe

rentiate

betw

een

info

rmati

ve a

nd

arg

um

enta

tive t

ext.

Can u

nders

tand e

xte

nded

speech a

nd c

om

ple

x

topic

s a

nd r

eflect

on t

he

conte

nt

and p

urp

ose.

Can c

riti

cally a

ssess

conte

nt

and p

urp

ose o

f

com

ple

x s

peech.

Prod

uce

Can c

om

bin

e v

erb

al

language a

nd n

on-

verb

al r

esourc

es t

o

cre

ate

meanin

g.

Can v

ary

spoken

language,

and

use d

igital and

non-verb

al

resourc

es t

o

support

speech.

Can u

se s

poken f

orm

s

of

language a

nd

choose a

ppro

priate

non-verb

al re

sourc

es

to s

upport

speech.

Can a

dapt

spoken

language a

nd n

on-

verb

al

resourc

es

to p

urp

ose,

situation a

nd

inte

rlocuto

rs.

Can a

pply

spoken

language a

nd n

on-

verb

al re

sourc

es

independently a

nd

cri

tically.

Co

mm

un

icate

C

an t

alk

about

pers

onal

experi

ences a

nd

subje

ct-

rela

ted

topic

s.

Can e

xpla

in

a v

iew

poin

t on a

topic

al is

sue.

Can

expre

ss a

nd

substa

ntiate

one’s

ow

n o

pin

ions.

Can g

ive a

n

account

of

subje

ct-

rela

ted

topic

s.

Can a

rgue

for

one’s

ow

n

poin

t of

vie

w.

Can d

iscuss s

ubje

ct-

rela

ted t

opic

s a

nd

pro

cedure

s.

Can a

rgue f

or

and

again

st

in a

debate

usin

g s

ubje

ct-

rela

ted

term

inolo

gy.

Can d

iscuss s

ubje

ct-

rela

ted t

opic

s a

nd

pro

cedure

s u

sin

g

appro

priate

subje

ct-

rela

ted t

erm

inolo

gy in

exte

nded s

peech.

Can

arg

ue a

case a

nd p

resent

a t

opic

obje

ctively

with a

logic

str

uctu

re.

Can d

iscuss c

om

ple

x

subje

ct-

rela

ted t

opic

s

and p

rocedure

s

usin

g

accura

te s

ubje

ct-

rela

ted

term

inolo

gy.

Can

pre

sent

a h

olistic

arg

um

enta

tion.

Refl

ect

an

d

assess

Can t

ake t

urn

s a

nd

giv

e f

eedback.

Can

rephra

se u

sin

g

one’s

ow

n w

ord

s

and a

sk f

or

cla

rification.

Can f

ollow

up

inte

rventions in

subje

ct-

rela

ted

convers

ations.

Can a

sk f

or

cla

rification a

nd

ela

bora

tion.

Can b

uild o

n

inte

rventions a

nd

expre

ss o

ne’s

ow

n

vie

ws.

Can d

evelo

p

inte

rventions f

rom

oth

ers

and u

se o

ne’s

ow

n e

xperi

ence a

nd

know

ledge in s

ubje

ct-

rela

ted t

asks.

Can c

ontr

ibute

to

dis

cussio

ns t

hro

ugh

pert

inent

inte

rventions.

Can e

xchange e

xperi

ence

and k

now

ledge a

nd

contr

ibute

to c

onstr

uction

of

know

ledge in

subje

ct-

rela

ted

dis

cussio

ns.

Can g

ive r

esponses a

nd

take t

urn

flu

ently,

eff

ectively

in d

iffe

rent

subje

ct-

rela

ted r

ole

s

and s

ituations.

Can u

se

diffe

rent

liste

nin

g a

nd

speakin

g s

trate

gie

s a

nd

assess o

ne’s

ow

n

perf

orm

ance.



8

2.2Readingasabasicskill

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 and

expectations. This implies using different meaning-making strategies in order to

understand increasingly more complex texts. This presupposes decoding strategies in

which 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 of

comprehension and processes of decoding. Basic reading instruction involves mastering

the reading of screen and paper texts with concentration, endurance, fluency and

coherence. The functional ability to read is developed through knowledge about and

experience with different subject-related texts. This involves being able to deal with a

wide variety of text types and relate critically to different types of information and

increasingly 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.



9

Re

ad

ing

as b

asic

sk

ill

Su

b-

categ

orie

s

Level

1

Level

2

Level

3

Level

4

Level

5

Un

derstan

d

Can u

se p

revio

us

know

ledge t

o g

et

an

overv

iew

of

the

text

prior

to r

eadin

g.

Can r

ead s

imple

texts

on p

aper

and s

cre

en

and

pro

cess t

he t

ext

with s

om

e h

elp

.

Can r

ead s

imple

texts

with f

luency a

nd

pers

evera

nce.

Can f

ind

and r

ead t

exts

on t

he

Inte

rnet.

Can a

sk

questions a

nd t

alk

about

the c

onte

nt.

Can v

ary

the r

eadin

g

appro

ach a

ccord

ing t

o

text

type a

nd

purp

ose.

Can r

ead a

nd n

avig

ate

eff

ectively

on t

he

Inte

rnet.

Can u

se

diffe

rent

meth

ods t

o

str

uctu

re c

onte

nt.

Can a

pply

subje

ct-

rela

ted a

nd g

enera

l

know

ledge a

ctively

. C

an

read s

cre

en a

nd p

aper

texts

cri

tically.

Can

inte

rpre

t t

exts

in a

n

independent

manner.

Can c

hoose a

nd u

se

readin

g s

trate

gie

s

rele

vant

to a

wid

e

vari

ety

of

text

types

and p

urp

ose.

Can

assess o

ne’s

ow

n

readin

g a

nd r

eflect

on

the s

trate

gie

s a

pplied.

Fin

d

Can r

ecogniz

e e

xplicitly

expre

ssed info

rmation

centr

ally p

laced in

sim

ple

texts

.

Can identify

centr

al

subje

ct-

rela

ted t

exts

.

Can identify

explicitly

expre

ssed info

rmation

in t

exts

with c

om

peting

info

rmation.

Can r

efe

r

to s

ourc

es.

Can o

bta

in a

nd c

om

bin

e

info

rmation in t

exts

with

com

peting info

rmation.

Can a

ssess s

ourc

e

cre

dib

ility.

Can identify

im

plicit

info

rmation in c

om

ple

x

texts

. C

an u

se s

ourc

es

cri

tically a

nd r

efe

r to

them

in a

syste

matic

manner

Can o

bta

in d

eta

iled a

nd

implicit info

rmation in

texts

without

pri

or

know

ledge o

f te

xt

type

and c

onte

nt.

In

terp

ret

C

an d

raw

sim

ple

conclu

sio

ns b

ased o

n

info

rmation in t

exts

and

can u

se o

ne’s

ow

n

word

s t

o e

xpre

ss t

hem

.

Can identify

the m

ain

topic

and u

nders

tand

cle

ar

connections

explicitly

expre

ssed.

Can infe

r and

unders

tand info

rmation

implicitly

expre

ssed.

Can d

eal w

ith

am

big

uity.

Can identify

contr

adic

tory

info

rmation a

nd d

eal

with info

rmation t

hat

does n

ot

corr

espond t

o

expecta

tions.

Can s

how

holistic as

well a

s d

eta

iled

com

pre

hensio

n o

f

com

ple

x t

exts

.

Can s

yste

matize a

nd

dra

w c

onclu

sio

ns b

ased

on

implicit info

rmation.

Refl

ect

an

d

assess

Can c

om

ment

on

conte

nt

and m

eanin

g in

sim

ple

texts

.

Can a

ssess t

he c

onte

nt

of

subje

ct-

rela

ted t

exts

.

Can g

ive s

ubsta

ntiate

d

assessm

ent

of

form

and

conte

nt

in s

ubje

ct-

rela

ted t

exts

.

Can c

riti

cally a

naly

ze

and a

ssess f

orm

and

conte

nt.

Can c

om

pare

and s

yste

matize

info

rmation in d

iffe

rent

subje

ct-

rela

ted t

exts

.

Can a

ssess c

om

ple

x

texts

about

unfa

milia

r

topic

s in a

cri

tical

manner

and

incorp

ora

te s

ubje

ct-

rela

ted a

s w

ell a

s

genera

l p

ers

pectives.



10

2.3Writingasabasicskill

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 critical

participation 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, share

knowledge and experience though adapting one’s own texts to audience and

content 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 hand-

writing 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.



11

Writ

ing

as a

ba

sic

sk

ill

Su

bcate

go

rie

s

Level

1

Level

2

Level

3

Level

4

Level

5

Pla

n

Can t

ake n

ote

s a

nd

use s

imple

sourc

es

as b

asis

for

wri

ting.

Can m

ake s

imple

changes in t

exts

aft

er

feedback.

Can u

se n

ote

s a

nd

sourc

es a

s basis

for

wri

ting a

nd c

an q

uote

sourc

es.

Can r

evis

e

texts

aft

er

feedback.

Can u

se d

iffe

rent

note

s a

nd v

arious

sourc

es a

s

basis

for

wri

ting.

Can a

ssess

and r

evis

e t

exts

and

describe t

heir

qualities.

Can c

hoose v

ari

ed

str

ate

gie

s a

s basis

for

wri

ting,

and inte

gra

te,

refe

r and q

uote

rele

vant

sourc

es.

Can r

evis

e t

exts

and

assess t

heir

qualiti

es.

Can c

hoose r

ele

vant

wri

ting s

trate

gie

s a

nd

use

sourc

es c

ritically

and v

eri

fiably

. C

an

cri

tically r

evis

e o

ne’s

ow

n t

exts

.

Con

stru

ct

Maste

r o

rthophonic

wri

ting b

y h

and a

nd

on k

eyboard

. C

an

com

bin

e d

iffe

rent

means o

f expre

ssio

n,

such a

s d

raw

ings,

pic

ture

s,

sym

bols

and v

erb

al la

nguage.

Can c

onstr

uct

legib

le

and c

lear

texts

with

corr

ect

spellin

g b

y

hand a

nd o

n

keyboard

and

com

bin

e d

iffe

rent

means o

f expre

ssio

n.

Can c

onstr

uct

texts

usin

g s

ubje

ct-

rela

ted

term

inolo

gy.

Can c

onstr

uct

com

ple

x

subje

ct-

rela

ted t

ext

usin

g r

ele

vant

term

inolo

gy a

nd m

eans

of

expre

ssio

n a

dapte

d

to s

ubje

ct

and p

urp

ose.

Can a

pply

and m

ake

full u

se o

f specia

lized

subje

ct-

rela

ted

term

inolo

gy a

nd t

ext

types.

Co

mm

un

icate

C

an e

xpre

ss o

ne’s

ow

n o

pin

ions a

nd

expre

ss p

ers

onal

experi

ences a

nd

syste

matize s

imple

texts

.

Can e

xpre

ss o

ne’s

ow

n o

pin

ions,

take

diffe

rent

pers

pectives

and f

orm

ula

te

questions.

Can n

arr

ate

, descri

be

and o

rganiz

e

diffe

rent

types o

f

subje

ct-

rela

ted t

exts

.

Can a

rgue b

y

substa

ntiating o

ne’s

ow

n p

oin

ts o

f vie

w.

Can w

rite

subje

ct-

rela

ted r

eport

s,

docum

ent

pro

cedure

s

and r

esults a

nd

form

ula

te h

ypoth

eses.

Can a

rgue f

or

and

again

st

poin

ts o

f vie

ws

and m

ake a

decis

ion.

Can e

xplo

re s

ubje

ct-

rela

ted t

opic

s a

nd

write

in d

iffe

rent

sty

les,

usin

g

diffe

rent

str

uctu

res.

Can b

uild u

p a

holistic

arg

um

enta

tion.

Can

cri

tically e

xplo

re a

nd

pro

ble

matize s

ubje

ct-

rela

ted t

opic

s.

Refl

ect

an

d

assess

Can r

eflect

on

pers

onal experi

ences

in

sim

ple

texts

.

Can r

eflect

on

pers

onal and s

ubje

ct-

rela

ted e

xperi

ences

in d

iffe

rent

types o

f

texts

.

Can r

eflect

on o

ne’s

ow

n learn

ing w

hen

work

ing w

ith s

ubje

ct-

rela

ted t

exts

.

Can r

eflect

and a

ssess

one’s

ow

n learn

ing

when w

ork

ing w

ith

subje

ct-

rela

ted t

exts

.

Can r

eflect

cri

tically

on p

roduct

and a

ssess

one’s

ow

n learn

ing

when

work

ing

with

subje

ct-

rela

ted t

exts

.



12

2.4Digitalskillsasbasicskills

What are digital skills?

Digital skills involve being able to use digital tools, media and resources efficiently and

responsibly, to solve practical tasks, find and process information, design digital products

and communicate content. Digital skills also include developing digital judgement by

acquiring 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 the

same 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 the

learning 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 and

learn 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.



13

Dig

ital

skil

ls a

s b

asic

skil

ls

Fie

ld o

f skil

ls

Level

1

Level

2

Level

3

Level

4

Level

5

Search

an

d p

rocess

Can r

ead h

ypert

exts

and s

imple

inte

ractive

info

rmation. C

an u

se

pic

ture

- and icon-

based n

avig

ation.

Can m

ake s

imple

dig

ital

searc

hes,

and r

ead a

nd

inte

rpre

t in

form

ation f

rom

dig

ital sourc

es.

Can u

se s

imple

dig

ital

resourc

es a

nd t

ools

for

info

rmation p

rocessin

g a

nd

learn

ing.

Can c

hoose a

nd u

se s

earc

h

str

ate

gie

s a

nd a

ssess

info

rmation fro

m d

igital

sourc

es. C

an u

se diffe

rent

dig

ital to

ols

and r

esourc

es

for

info

rmation p

rocessin

g

and learn

ing.

Can filte

r, t

ransfo

rm a

nd

collate

info

rmation f

rom

dig

ital sourc

es. C

an u

se

rele

vant

searc

h t

ools

and

maste

r searc

h s

trate

gie

s

in s

ubje

ct-

rela

ted t

asks.

Can fin

d,

org

aniz

e a

nd u

pdate

dig

ital in

form

ation.

Can u

se

advanced s

earc

h s

trate

gie

s

and s

ourc

es in s

ubje

ct-

rela

ted

work

.

Prod

uce

Can w

rite

sim

ple

texts

on k

eyboard

and

pro

duce s

imple

com

posite s

texts

.

Know

s s

imple

dig

ital

use o

f sourc

es a

nd

copyright

rule

s.

Can p

roduce d

igital

com

posite t

exts

follow

ing

sim

ple

form

al

requirem

ents

.

Can m

ake u

se s

imple

use

of dig

ital sourc

es

observ

ing c

opyright

rule

s,

als

o in r

e-u

se,

and f

urt

her

develo

pm

ent.

Can m

ake d

igital com

posite

texts

with lin

ked c

onte

nt.

Can u

nders

tand a

nd u

se

dig

ital fo

rmal re

quir

em

ents

in o

ne’s

ow

n t

exts

. Can r

efe

r

to d

igital sourc

es a

nd a

pply

copyright

rule

s.

Can p

roduce a

nd e

dit

com

ple

x d

igital te

xts

.

Can r

efe

r to

and a

ssess

dig

ital sourc

es in r

ele

vant

subje

ct-

rela

ted

situations.

Can c

hoose a

nd u

se t

arg

et

gro

up r

ele

vant

dig

ital to

ols

and d

igital fo

rmal

requirem

ents

.

Can a

dm

inis

ter

copyri

ght

rule

s t

o o

ne’s

ow

n d

igital

pro

ducts

and m

aste

r dig

ital

sourc

e r

efe

rencin

g.

Co

mm

un

icate

Can u

se s

imple

dig

ital

tools

and m

edia

for

pre

senta

tion a

nd

com

munic

ation.

Can u

se a

sele

ction o

f

dig

ital to

ols

and m

edia

for

pre

senta

tion a

nd

com

munic

ation.

Can m

ake v

ari

ed u

se o

f

diffe

rent

dig

ital to

ols

and

media

to c

onvey a

message

both

in o

ne-t

o-o

ne a

nd

gro

up c

om

munic

ation.

Can u

se d

igital m

edia

and t

ools

to c

onvey a

cle

ar

and d

eta

iled

message f

or

com

munic

ation a

nd

docum

enta

tion.

Can c

hoose,

assess a

nd a

pply

dig

ital com

munic

ation t

ools

accord

ing t

o d

iffe

rent

subje

ct-

rela

ted n

eeds.

Dig

italj

ud

ge

men

t Can f

ollow

basic

rule

s

for

dig

ital in

tera

ction.

Know

s b

asic

rule

s f

or

pro

tection o

f pers

onal

privacy o

n t

he

Inte

rnet.

Can a

pply

basic

netiquett

e

and k

now

s a

bout

rule

s f

or

pro

tection o

f pers

onal

inte

gri

ty o

n t

he I

nte

rnet

Can a

pply

netiquett

e a

nd

follow

rule

s f

or

pro

tection o

f

pers

onal in

tegrity

on t

he

Inte

rnet

and in s

ocia

l m

edia

.

Can u

se t

he I

nte

rnet

and

socia

l m

edia

effic

iently

and a

ppro

pri

ate

ly.

Can r

eflect

eth

ically o

n a

nd

assess t

he I

nte

rnet

and s

ocia

l

media

as a

com

munic

ations

and info

rmation c

hannel.



14

2.5 Numeracyasabasicskill

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 make

appropriate 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 and

social life. It involves identifying relevant problems and analyzing and formulating them

in 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 from

recognition 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.



15

Nu

me

racy a

s a

basic

skil

l

Su

b-c

ate

gorie

s

Level

1

Level

2

Level

3

Level

4

Level

5

Recog

niz

e a

nd

describ

e

Can r

ecogniz

e c

oncre

te

situations t

hat

can b

e

solv

ed b

y n

um

erc

ay

and c

an f

orm

ula

te

questions.

Can r

ecogniz

e p

att

ern

s

and f

orm

ula

te p

roble

ms

whic

h c

an b

e s

olv

ed in

one s

tep. Can a

naly

ze

text,

conte

nt

and

situations w

hic

h involv

e

num

era

cy.

Can a

naly

ze t

exts

and

situations w

hic

h

pre

suppose

math

em

atical p

roble

m

solv

ing in s

evera

l

sta

ges. C

an s

implify

the

situation o

r th

e issue t

o

make it

manageable

.

Can a

naly

ze m

ore

com

ple

x issues in

every

day a

nd s

ubje

ct-

rela

ted c

onte

xts

. C

an

identify

vari

able

s.

Can a

naly

ze a

wid

e r

ange

of is

sues w

hic

h c

an b

e

described w

ith a

model.

Can c

onvert

and form

ula

te

a m

odel fo

r fu

rther

work

.

ap

ply

an

d p

ocess

Can u

se s

imple

str

ate

gie

s f

or

counting

and c

lassific

ation o

f

quantities a

nd

geom

etr

ical fo

rms.

Can p

erf

orm

sim

ple

calc

ula

tions in d

iffe

rent

ways.

Can c

hoose a

ppro

pri

ate

arith

metical opera

tions

and u

se d

iffe

rent

meth

ods t

o fin

d t

he

answ

er.

Can a

pply

,

geom

etr

ical fo

rms,

units

of

measure

ment,

table

s

and g

raphic

repre

senta

tion in t

he

pro

cess.

Can c

om

pare

units a

nd

expre

ss t

he c

onnection

betw

een t

hem

. C

an

choose s

uitable

units o

f

measure

ment

and

perf

orm

one’s

ow

n

researc

h.

Can a

ssess r

isks a

nd

perf

orm

sim

ple

sta

tistical

calc

ula

tions. C

an u

se

sym

bols

to e

xpre

ss

unknow

n o

r vari

able

units. C

an a

pply

fam

ilia

r

meth

ods t

o s

olv

e

com

ple

x issues.

Can a

pply

a v

ari

ed

sele

ction o

f pro

ble

m

solv

ing s

trate

gie

s a

nd is

able

to s

ubsta

ntiate

choic

e

of

meth

ods. C

an e

xpre

ss

connections w

ith w

ord

s

and a

lgebra

ic e

xpre

ssio

n.

Co

mm

un

icate

Can u

se d

iffe

rent

means t

o e

xpre

ss

sim

ple

calc

ula

tions.

Can d

escri

be r

esults b

y

means o

f fo

r exam

ple

geom

etr

ical fo

rms,

units

of

measure

ment

and

table

s

Can p

resent

results in a

manner

suited t

o t

he

circum

sta

nces

Can c

ollate

diffe

rent

ways t

o p

resent

results

from

num

era

tic

pro

cesses.

Can p

resent

results fro

m

num

era

tic p

rocesses in

texts

in d

iffe

rent

subje

cts

and in e

very

day life.

Refl

ect

an

d a

ssess

Can d

ecid

e f a

result is

an a

dequate

answ

er

to

a q

uestion.

Can a

ssess if

a r

esult is

reasonable

and c

an

make d

ecis

ions b

ased o

n

curr

ent

facts

.

Can a

ssess pro

cess a

nd

consid

er

if o

ther

pro

cedure

s a

re m

ore

effective a

nd e

asie

r to

com

munic

ate

.

Can identify

pote

ntial

sourc

es o

f err

or.

Can a

ssess t

he e

ffect

of

the r

esult

on

the s

ituation in w

hic

h it

is t

o b

e u

sed.

Can

dis

cuss s

ourc

es o

f err

or

and m

ake a

dju

stm

ents

if

required.

Can c

om

pare

diffe

rent

models

and e

valu

ate

them

in lig

ht

of t

he p

roble

ms

they r

ela

te t

o.

Norwegian Directorate for education an TrainingSchweigaards gate 15 BPostboks 9359 Grønland

0135 oSLo, NorwayTel: (+47) 23 30 12 00

www.utdanningsdirektoratet.noPublished september 2012

Documents

Framework for Basic Skills - udir.no · Framework for Basic Skills ... involves mastering different linguistic and communicative activities and ... Can distinguish between facts and