Official Norwegian Reports NOU 2015: 8

The School of the Future Renewal of subjects and competences Official Norwegian Reports NOU 2015: 8 The School of the Future Renewal of subjects and competences

Report from the committee appointed by Royal Resolution on 21 June 2013. Submitted to the Ministry of Education and Research on 15 June 2015.

Translation from the Norwegian. For information only.

To the Ministry of Education and Research

In the Royal Resolution dated 21 June 2013 the Government appointed a Com- mittee to assess the subjects in primary and secondary education and training in terms of the requirements for competences in future working life and society. The Committee refers to its interim report NOU 2014: 7 Pupils’ learning in the school of the future [Elevenes læring i fremtidens skole]1, and hereby sub- mits its main report.

Oslo 15 June 2015

Sten Ludvigsen (chair)

Eli Gundersen Sigve Indregard Bushra Ishaq

Kjersti Kleven Tormod Korpås Jens Rasmussen

Mari Rege Sunniva Rose Daniel Sundberg

Helge Øye

Hege Nilssen (Head of the secretariat)

Knut Gustav Andersen

Pia Elverhøi

Hedda Birgitte Huse

Helle Kristin Jensen

Torun Riise

Susanne Skjørberg

1 A summary is available in english on http://blogg.regjeringen.no/fremtidensskole/mandate- in-english/. Contents

1 Subject renewal and competence 2.7.1 Change of concept ...... 37 for the future ...... 7 2.7.2 The different skills ...... 37 1.1 Summary ...... 8 2.8 The Committee’s 1.1.1 The four areas of competence ...... 8 recommendations ...... 39 1.1.2 In-depth learning and progression 10 1.1.3 Subject renewal ...... 12 3 Renewal of the school 1.1.4 Teaching and assessment subjects ...... 40 practices ...... 13 3.1 Subject renewal ...... 41 1.1.5 Implementation ...... 14 3.1.1 Competences for the future ...... 41 1.2 About the Committee and 3.1.2 School’s social responsibility ...... 42 its mandate ...... 15 3.1.3 Facilitating in-depth learning 1.2.1 Composition of the Committee ... 15 and advanced progression ...... 43 1.2.2 Mandate for the 3.1.4 Principles of subject renewal ...... 44 Committee’s work ...... 15 3.1.5 Consequences of applying 1.2.3 The Committee’s understanding the principles ...... 47 of its mandate ...... 16 3.2 Renewal of the subjects 1.2.4 Openness and involvement ...... 17 in school ...... 48 3.2.1 Common building blocks and 2 Competences in the school closer cooperation between of the future ...... 18 subjects ...... 48 2.1 The competence concept 3.2.2 The areas of competence ...... 49 in school ...... 19 3.2.3 Interdisciplinary themes ...... 52 2.1.1 Subject-specific and cross- 3.2.4 The disciplines ...... 55 curricular competence ...... 20 3.2.5 The common core subjects ...... 57 2.2 Competences for the future – 3.2.6 Elective content in school ...... 59 rationales and considerations ...... 20 3.2.7 The Sami main curriculum ...... 60 2.2.1 School’s social responsibility ...... 20 3.3 Examples of subject renewal ...... 60 2.2.2 Important trends in societal 3.3.1 Mathematics ...... 60 development ...... 20 3.3.2 Music ...... 62 2.2.3 Relevant research ...... 21 3.4 The Committee’s 2.2.4 Competence needs ...... 22 recommendations ...... 64 2.2.5 Four areas of competence ...... 23 2.3 Subject-specific competence ...... 24 4 Curriculum model ...... 66 2.3.1 Disciplines ...... 25 4.1 Development of a model for 2.3.2 Scientific methods and ways subject curricula ...... 67 of thinking ...... 27 4.1.1 Curriculum coherence ...... 67 2.3.3 Digitalisation and digital 4.1.2 Focus on competence ...... 68 competence ...... 27 4.1.3 Clearer progression ...... 69 2.4 Being able to learn ...... 28 4.1.4 Emphasising cross-curriculum 2.4.1 Metacognition and self-regulated competences ...... 72 learning ...... 28 4.2 The subject curricula and 2.5 Being able to communicate, guidance resources ...... 73 interact and participate ...... 29 4.3 Framework for designing 2.5.1 Reading and writing competence national subject curricula ...... 74 and verbal competence ...... 29 4.3.1 Openness and dialogue ...... 74 2.5.2 Collaboration competence ...... 31 4.3.2 Leadership and 2.6 Being able to explore and create .. 33 decision-making ...... 75 2.6.1 Creativity and innovation ...... 33 4.3.3 Renewal of the subjects within 2.6.2 Critical thinking and problem- the disciplines ...... 75 solving ...... 35 4.4 The Committee’s 2.7 Reformulating today’s basic recommendations ...... 77 skills ...... 37 5 Teaching and assessment ...... 80 6.4.1 Quality assessment ...... 101 5.1 Teaching that promotes 6.4.2 Developing the Quality learning ...... 81 Assessment System ...... 103 5.1.1 The teachers’ professional work .. 81 6.4.3 School-based evaluation 5.1.2 A productive learning (self-evaluation) ...... 103 environment ...... 83 6.4.4 Research-based evaluation ...... 104 5.1.3 Support for the teachers’ work ..... 85 6.5 The Committee’s 5.2 Assessing pupils’ competence ...... 86 recommendations ...... 104 5.2.1 The competence areas and a broad competence concept ...... 87 7 Financial and administrative 5.2.2 Development of formative consequences ...... 106 assessment ...... 88 7.1 Socio-economic consequences 5.2.3 Developing overall assessment of education ...... 106 grades and examinations ...... 89 7.2 Renewal of the school’s 5.2.4 The relationship to other content ...... 107 assessment schemes ...... 92 7.2.1 Planning and developing new 5.3 The Committee’s subject curricula ...... 107 recommendations ...... 93 7.2.2 Developing guidance and support resources ...... 107 6 Implementation ...... 95 7.2.3 Coherence in the governing 6.1 Coherent strategy ...... 96 documents ...... 108 6.1.1 Knowledge about and 7.2.4 Consequences for teacher experiences of change training ...... 108 processes ...... 96 7.2.5 Updates of teaching aids ...... 108 6.1.2 Different phases in the 7.3 Competence development ...... 108 change work ...... 96 7.3.1 Continuing education ...... 108 6.1.3 Dialogue and anchoring ...... 97 7.3.2 Locally based competence 6.1.4 Coordination of resources and development ...... 109 measures ...... 97 7.4 Knowledge as the basis for 6.2 Capacity-building and development ...... 109 competence development ...... 98 7.4.1 Research-based evaluation ...... 109 6.2.1 Teacher training ...... 98 7.4.2 Development of the Quality 6.2.2 School owners and school Assessment System ...... 109 leaders ...... 98 7.4.3 Review of the examination 6.2.3 The teaching profession ...... 100 system ...... 110 6.3 Local work with the subject 7.5 Summary and assessment curricula ...... 100 of costs ...... 110 6.4 Knowledge as the basis for development ...... 101 References ...... 111 Official Norwegian Reports NOU 2015: 8 7 The School of the Future Chapter 1

Chapter 1 Subject renewal and competence for the future

Figure 1.1 Illustration Chapter 1

Primary and secondary education and training is an important institution in society where pupils shall contribute to developing the knowledge and interact with each other, and with teachers and competences of pupils so they may become active other resource persons to develop knowledge and participants in an increasingly knowledge-inten- competences that will enable them to participate sive society. School must also support pupils in and contribute productively in the various arenas their personal development. Today’s and tomor- of life. Values, norms and attitudes are undergoing row’s society has and will have new requirements continuous change. School must support but also when it comes to participating in a number of set- influence the values and norms that are the foun- tings like work, organizations, home and leisure. dation of society. Individuals and society also face local and global School must help to develop pupils’ potential challenges relating to social, cultural, economic as individuals. They must be able to share the key and technological development, and to how we aspects of our cultural heritage. In today’s society, can ensure sustainable development. knowledge is changing its content and form – in School as a communal arena is gaining greater scientific disciplines, in new emerging knowledge importance than was previously the case. School fields and in working life. If the potentials of pupils 8 Official Norwegian Reports NOU 2015: 8 Chapter 1 The School of the Future are to be realised, the subjects must be renewed and school must be developed. This is how new Box 1.1 The chapters in the report conditions for pupils’ learning can be created and how competences for the future may be devel- Chapter 2 Competences in the school of the oped. future describes the competences the Commit- The development of pupils in school is an tee recommends that pupils should develop in important aspect of social development, and the school of the future. The Committee pro- school actively interacts with the surrounding poses four areas of competence as the basis communities. Different arenas offer different for setting priorities for the school’s activities. learning opportunities that pupils may use for Chapter 3 Renewal of the school subjects their own development and to become active citi- describes and propose how the subjects may zens in society. be developed to focus on the areas of compe- In this report the Committee provides knowl- tence described in Chapter 2. The Committee edge on this issue and proposes choices we as a recommends renewal of the subjects in school society should make when it comes to compe- that will ensure the breadth of the competence tences for the future and renewal of subjects. concept. This will lay the foundation for creating good In Chapter 4 Curriculum model, the lives for Norwegian citizens and for creating a Committee recommends frameworks for the productive society that can contribute in a global- design of national subject curricula and natio- ised world. nal support and guidance resources. Chapter 5 Teaching and assessment discusses how the recommendations relating to 1.1 Summary competences in the school of the future will change the requirements for teaching and The subjects in school need to be renewed to sat- assessment practices, and how assessment isfy future competence needs in working life and schemes may support the goals in renewed society. If school is to enable pupils to master life subjects. as private persons, citizens of society and mem- In Chapter 6 Implementation an implemen- bers of working life, it must cooperate with par- tation strategy is recommended with different ents to help pupils develop many different compe- phases and parallel processes. Planning, dia- tences and a good understanding of what they are logues and embedding, school-based compe- learning. tence development and local curriculum work The goals for pupils’ learning must reflect the are key parts of the implementation. values underpinning school as expressed in its Chapter 7 Financial and administrative objects clause, society’s needs and research-based consequences explores the cost and administra- knowledge. The rationales for the Committee's tive aspects of realising the committee’s rec- recommendations are based on these consider- ommendations. ations. The Committee’s mandate was to assess and report on what pupils will need to learn in school in a perspective of 20 to 30 years. The main questions asked in the report are the following: 1.1.1 The four areas of competence – Which competences will be important for As shown in the interim report NOU 2014: 7 pupils in school, in further education and work- Pupils’ learning in the school of the future, several ing life, and as responsible members of soci- trends point in the direction of a society that has ety? greater diversity, a high degree of complexity and – Which changes must be made in the subjects if rapid changes. Changes in society include rapidly pupils are to develop these competences? changing communication and media technologies, – What will be required by the various stakehold- challenges related to sustainable development, ers in primary and secondary education and demographic changes, both locally and globally, training if renewed subjects are to lead to good with ethnic, cultural and religious diversity, urban- learning for the pupils? isation, growth in consumption and a knowledge- based and internationalised working life. These The recommendations in the report apply to the trends are not new, but developments in all these content of the Norwegian and Sami schools. areas are changing society at a rapid pace, influ- Official Norwegian Reports NOU 2015: 8 9 The School of the Future Chapter 1 encing societal life locally, regionally and globally School’s social responsibility comprises more to a much higher degree than ever before. than competence objectives in subjects. School Bearing these trends in mind, the Committee must also support the pupils’ identity develop- recommends four areas of competence as the ment, facilitate good interpersonal relationships basis for renewing the content of school: and work systematically with the social environ- – subject-specific competence ment in school. – competence in learning In the proposal by the Committee, school’s – competence in communicating, interacting and social responsibility, competences for the future participating and renewed subject curricula constitute a com- – competence in exploring and creating prehensive whole, as illustrated in Figure 1.2.

Pupils develop competence by working with the subjects. The Committee therefore recommends Subject-specific competence renewal of school subjects to reflect that pupils in In the future, pupils will need to develop compe- Norwegian and Sami schools will need to develop tence in key disciplines, such as mathematics, nat- competences from these four areas – subject-spe- ural science and technology, languages, social sci- cific competence, being able to learn, being able ences and ethics, and practical and aesthetic sub- to communicate, interact and participate, and jects. This will give the pupils a foundation for being able to explore and create. making educational and vocational choices. Pri- A broad concept of competence which involves mary and secondary education and training shall both cognitive and practical skills and social and allow the pupils to choose education and voca- emotional learning and development is reflected tional studies based on their interests and abili- in all the four areas of competence. Social and ties, and thus ensure recruitment to all areas of emotional competences include engagement in society and its working life. and attitudes relating to the subjects and one’s Subjects and disciplines are changing more own learning in the subjects, persistence, expecta- rapidly than previously. Robust knowledge on the tions for one’s own mastering, the ability to plan, most important methods and ways of thinking, carry out and evaluate one’s own learning pro- and the concepts and principles the subjects con- cesses and being able to communicate and inter- sist of will give the pupils insight and skills in the act with others. If these aspects of pupils’ learning subject that will continue to be relevant over time. are to be given priority in the day-to-day school, The report uses the principle of building blocks they must be part of the subjects’ objectives. for important content and key competences in the

SScchhooooll’s ssoocicialal reessppoonnssibibililitity

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Figure 1.2 Subject renewal 10 Official Norwegian Reports NOU 2015: 8 Chapter 1 The School of the Future disciplines. The Committee emphasizes that the clearer than in the current subject curricula. It is methods and ways of thinking in the subjects are also recommended that collaboration and partici- particularly important parts of the building pation should be included in all subjects, focusing blocks, including the ability to think critically and on cooperation on problem-solving and participa- resolve problems – practically and theoretically, tion in discussions relating to subject content. A professional problems and everyday problems. In key goal for pupils’ learning must be that they are all the subjects the building blocks are of both a able to interact in a number of social arenas, not practical and theoretical nature. Practical subjects least when it comes to democratic participation, and vocational subjects have a knowledge base, tolerance and social responsibility. and all theory subjects have a practical aspect. The Committee recommends that mathematics should be strengthened in school, and also Being able to explore and create that it should be made more important in subjects This area of competence includes critical thinking where mathematical competence is an important and problem-solving, i.e. being able to reason and aspect of the subjectcross-curriculum compe- analyse, identify relevant issues and apply rele- tence, particularly in social studies and natural sci- vant strategies to solve problems. The ability to ence. In light of the increase in globalisation and judge claims, arguments and evidence from vari- an internationalised working life, strengthening ous sources is part of this competence. The ability the language subjects is recommended. Techno- to use scientific methods also comes under this logical developments affect all subjects, a fact that competence. Critical thinking and problem-solv- means digital competence must be present in all ing are linked to creativity and innovation. Creativ- school subjects. ity is understood as being inquisitive, persevering and willing to be imaginative when solving problems, alone and not least in cooperation with oth- Being able to learn ers. Innovation includes key aspects of creativity, Metacognition is the term used when pupils are but also means being able to take initiatives and able to monitor and reflect on the purpose for transform ideas into action. what they are learning, what they have learnt, and To contribute to new ideas, innovation and how they learn. Pupils who develop awareness of restructuring in working life, and to deal with their own learning, who learn about learning and future societal challenges, the Committee empha- think about how they learn are better equipped to sizes school should help pupils to develop the abil- solve problems in a reflected manner, both on ity to explore, see new possibilities and develop their own and with others. Being able to use vari- new solutions. Having the competence that ous strategies to plan, carry out and assess one’s enables one to be creative, alone or with others, is own learning and work processes is part of this important for each person, in school, in working concept. Self-regulation is the term used to life and in other arenas. Creativity, innovation, crit- describe when pupils learn, in cooperation with ical thinking and problem-solving are key compe- their teachers and co-pupils, to take initiatives and tences in many subjects. work purposefully to learn, and learn to regulate Figure 1.3 illustrates the competence areas. their own thinking and their own actions and emotions. The Committee recommends that metacognition and self-regulated learning should be 1.1.2 In-depth learning and progression emphasized in all subjects. In-depth learning The most important point of a competence is its Being able to communicate, interact and participate application, in other words, the capacity to use The pupils will need to master different forms of and apply knowledge and skills to master chal- communication in working life and society to a lenges and solve problems. The knowledge and higher degree than has been the case earlier. understanding pupils have of what they have They must be able to communicate verbally and in learnt, how they can use what they have learnt writing with different purposes and recipients. and when to use it, play an important part in The Committee believes that reading, writing and acquiring competence. Thus the development of oral competence must continue to be part of all competence and in-depth learning are closely subjects. How these work together to form the linked, the acquisition of competence requires in- underpinning for pupils’ learning should be made depth learning. Official Norwegian Reports NOU 2015: 8 11 The School of the Future Chapter 1

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CoCompm etene cee in CCoompmpeetteennccee in exexplp orrining ana d ccoommmmuunniicatiningg,, creaatit ngg iinnteteraracctiing ana d ppaarrttiiccipi atining

Figure 1.3 The four competence areas

Developing understanding in a discipline or conditions for good learning. Sufficient time for in- across disciplines requires that pupils acquire depth study, challenges adapted to each pupil and knowledge and skills, reflect on what they learn the level of the group of pupils, as well as support and place it in context with what they know and and guidance, are key concepts for the teachers’ can do from before. Learning something thor- work. The teachers’ work in promoting in-depth oughly and with good understanding demands learning assumes varied teaching methods. active participation in one’s own learning pro- The Committee argues that in-depth learning cesses, the use of learning strategies and the abil- in school will help the pupils to master key ele- ity to assess one’s own mastering and progress. ments in the subjects better, and make it easier to Hence in-depth learning is closely connected to transfer learning from one subject to another. learning competence. Understanding of what the pupil has learnt is a Learning new competencies is just as important requirement for and consequence of in-depth for theoretical knowledge areas as for areas learning. Schools that provide better learning pro- demanding practical skills. In-depth learning is cesses that lead to understanding may help equally important for developing competence in all strengthen the motivation of their pupils and their subjects, in primary and lower secondary educa- sense of mastering and relevance in the day-to-day tion as well as the common core subjects and pro- life in school. gramme subjects in upper secondary education. Learning and mastering the methods and ways of thinking are essential for all school subjects – math- Progression ematics and natural sciences, languages, social Progression refers to development in pupils’ studies and ethics, the practical subjects and aes- learning and is closely connected to in-depth thetic subjects. When the teaching is adapted to learning. In the report, progression has a learn- each pupil, they will have different needs in terms ing-psychological aspect relating to how pupils’ of what they study in depth and how. To be able to understanding develops over time, seen as learn- study in depth in individual topics the pupils have ing progression in a subject area. In the subject to have the opportunity to make choices. curricula, learning progression will be expressed Learning content thoroughly rather than by the fact that the key concepts, methods and superficially requires the pupil’s active involve- relationships in a subject will be connected to stu- ment, but it is the school’s responsibility to provide dents’ development. 12 Official Norwegian Reports NOU 2015: 8 Chapter 1 The School of the Future

Figure 1.4 Illustration Chapter 1

The Committee recommends clearer progres- school, i.e. the problem that arises from bringing sion between the main levels in the subject curric- new themes and new competence into school ula. Clear descriptions of expected progression without removing anything from what is already give teachers and the teaching staff support in fol- there, is a challenge when school is to provide lowing up the pupils’ learning within areas in the good learning processes and lasting understand- subjects over time. This will be useful for planning ing. The subjects must be developed to help teaching and learning progression for individual pupils study in depth. Research show that it takes pupils and for a whole class, and for being able to time for pupils to develop understanding. This adapt the teaching to each pupil’s level during the raises the question of how many disciplines it learning process. It is also important in terms of would be realistic for the school subjects to have. assessment and being able to determine where If the subject curricula are to be efficient gov- the pupils are in their understanding of the sub- erning documents and tools for schools and teach- ject, and being able to give both relevant advice ing staffs, the content should be connected to the about what to work on and a relevant and fair final central methods, ways of thinking and contexts of assessment. the subject. The Committee argues that by priori- To help pupils on their way to the expected tising key building blocks, combined with clearer progression in the subject, the teachers must descriptions of progression in the curricula and determine and reflect on whether their teaching guidance material, better conditions will be estab- contributes to the learning of each pupil and the lished for good learning. These measures will group of pupils. Thus flexible teaching is make it easier for the teachers to prioritise their required, where teachers are able to make work at school. changes if the methods or work forms they have When the subjects are to be renewed, goals chosen do not give the desired results in their must still be set for the pupils’ learning through pupils’ learning outcome. The Committee recom- competence objectives. This will place pupils’ mends that national guidelines should be devel- learning in the centre of the school’s activities. oped for learning progress in the subjects. This The Committee recommends a reduced number will clarify the expectations for progression in of competence objectives, and that they should be pupils’ learning. It should also be assessed how more uniform than they are today. To ensure that the subject curricula for school years that have a the subjects are renewed in a systematic and final assessment can provide descriptors for dif- knowledge-based manner, it is recommended that ferent levels of achievement. An important consid- renewal should be based on eration to make here is whether criteria for final – the abilities and aptitudes for pupils’ learning, assessment should be rendered as part of the stat- – pedagogical, didactic, subject-didactic and utory subject curricula or in guidance documents. learning research, – relevant disciplines and competences for the future, 1.1.3 Subject renewal – horizontal and vertical coherence in the Core Pupils mainly learn by working with the subjects. Curriculum, and The Committee finds that the competence areas – the breadth of the school’s objects clause. form the point of departure for a future renewal of all school subjects. This will contribute to better The Committee recommends continuous develop- coherence between the school’s objects clause ment of subjects and competences in school, and the subject content in school than is the case which takes into consideration that subject didac- today. tics knowledge and knowledge about pupils’ learn- In the interim report the Committee attaches ing and productive teaching practice are in ongo- importance to the fact that curriculum overload in ing development. Official Norwegian Reports NOU 2015: 8 13 The School of the Future Chapter 1

Subject renewal through the disciplines 1.1.4 Teaching and assessment practices The Committee recommends that subject renewal Teachers’ planning and their teaching are of great should not begin in individual subjects, but rather importance if pupils are to develop the recom- in disciplinary areas: mended competences. It is very important for – mathematics, natural science and technology, pupils’ learning that schools work systematically to – languages, develop productive learning environments, where – social studies and ethics, and pupils dare to try and fail, and learn to share the – practical and aesthetic subjects. responsibility for the social climate in the school. The social and emotional development of pupils is When the competence areas are to be emphasized important for their own learning in the subjects, in the subject curricula, the different subjects in but is also important when it comes to the respon- each discipline must be considered coherently. In sibility everyone has to create and have impact on part, the subjects may reinforce each other by a good school, class and learning environment. A having goals for pupil competence in important productive social environment is essential for an areas. This means emphasising the common individual to succeed, but it is also important for responsibility of the subjects. The subjects may the school community to function and to be experi- also be developed with a higher degree of work enced as a safe and good place for all. In the opin- division. Not all competences need to be present ion of the Committee it is of great importance that in all the subjects. the pupils learn the value of meaning something to The Committee argues that an increase in the others, and that they stand up for and assume flexibility in the distribution of subjects and alloca- responsibility for others, also considered in the tion of teaching hours per subject may be consid- light of the individualisation of society. ered as a measure to stimulate learning activities The teaching and assessment practices must across subjects in the disciplines. This may pro- be developed to deal with the renewed subjects, vide good opportunities for spending a sufficient and will demand a long-term effort to develop amount of time on the priority areas. teacher competences. Formative assessment The Committee argues that three interdisci- should be given emphasis as an integral part of plinary topic areas are particularly important in the teaching practice in the subjects. The compe- the future and must be clear in the subject cur- tences recommended by the Committee require ricula: Sustainable development, the multicul- that the pupils have an active role in the teaching. tural society and public health and well-being. The pupils must develop awareness of their own These three topic areas must have competence learning process, and should be challenged to objectives in the subjects across the disciplines. apply what they learn in the subjects. The Committee also argues that the com- In a future curriculum renewal the Committee mon core subjects in upper secondary educa- recommends that greater importance should be tion must be renewed in accordance with the attached to the professional responsibility of same principles as the subjects in primary and schools to choose subject content, work methods lower secondary education, and must build on and organisation that are based on research, are the competence achieved by the pupils in pri- relevant for what the pupils are to learn and are mary and lower secondary education. The four adapted to the group of pupils in question. The competence areas must be emphasized in all the professional autonomy teachers have means hav- subjects, and must open for good progression ing the responsibility for making reasoned and through the entire learning trajectory. To research-based choices of methods in their teach- achieve stronger relevance in the common core ing. subjects, particularly in vocational study pro- The Committee argues that formative assess- grammes, it is recommended that subject cur- ment, overall achievement grades and exams may ricula are prepared in the common core sub- be developed so that they support and reflect the jects to fit the various education programmes, content of the school of the future. Formative and which may function together with the pro- assessment is an important measure for promot- gramme subjects. A reduced number of compe- ing pupils’ learning, and through the overall tence objectives in the common core subjects assessment grades the teachers have the opportu- may contribute to reducing curriculum overload nity to assess the breadth of their pupils’ compe- in the subjects. tence. There will be a need to develop these 14 Official Norwegian Reports NOU 2015: 8 Chapter 1 The School of the Future

Box 1.2 Key concepts in the main report

cific competences are related to science subjects Competence and other subjects or knowledge areas that Competence means being able to master chal- school subjects build on. Cross-curricular com- lenges and solve tasks in various contexts, and petences are relevant for many subjects and comprises cognitive, practical, social and emo- knowledge areas. Subject-specific and cross-cur- tional learning and development, including atti- ricular competences must be integrated in sub- tudes, values and ethical assessments. jects and together constitute the competence in Knowledge, skills, attitudes and ethical a school subject. assessments are all requirements for and part of developing competence. To display competence, pupils must often apply different types of knowl- In-depth learning edge, skills and attitudes in context. In-depth learning refers to pupils’ gradual development of understanding of concepts, concept systems, methods and contexts in a discipline. It Four areas of competence also refers to understanding topics and problem The Committee recommends that these four formulations across subjects or knowledge areas of competence should be the focus in the areas. In-depth learning means that the pupils future school: use their ability to analyse, solve problems and – subject-specific competence reflect on their own learning to construct a – competence in learning robust and flexible understanding. – competence in communicating, interacting and participating – competence in exploring and creating Progression Pupils’ understanding develops over time in a learning progression in a particular discipline. Subject-specific and cross-curricular competence Progression creates development processes that The report distinguishes between subject-specific enable in-depth learning. and cross-curricular competences. Subject-spe-

schemes and the competence and practice of structures should be established for meeting teachers, particularly with a view to the chal- places and dialogues that will be used throughout lenges that arise when assessing a broader com- the implementation process. Clear goals and petence concept in the subjects. A long-term, expectations and good support from the national knowledge-based development is recommended, authorities are important for realising school pol- where the point of departure will be the renewed icy on the local level. The key aspects of the imple- subject curricula. mentation strategy proposed by the Committee are – dialogue and anchoring, 1.1.5 Implementation – coordination of resources and measures, The Committee recommends that a comprehen- – building capacity and developing competence, sive strategy is made for the introduction of new – strengthening the local work on the subject subject curricula where the various phases of the curricula, implementation work are described, and where – necessary changes in the Quality Assessment this includes what is expected of the stakeholders System and on the national, regional and local levels. The – research-based evaluation. Committee recommends that the national education authorities should provide for goal-oriented One of the measures in the strategy is to formu- and systematic work over time, and that good late a plan for building capacity and the develop- Official Norwegian Reports NOU 2015: 8 15 The School of the Future Chapter 1 ment of competence which has a strong focus on Eli Gundersen, Chief Municipal Education Officer, the four areas of competence and the renewed Stavanger subject curricula. Competence development in the Sigve Indregard, journalist, Oslo form of continuing education and school-based Bushra Ishaq, social commentator, Oslo competence development programmes will be Kjersti Kleven, Chairperson of the board of The important measures for creating changes in Federation of Norwegian Industries, Ulsteinvik school practices. To make changes, the teaching Tormod Korpås, Head of a Upper secondary staff and school leaders must be actively engaged, school, Sarpsborg involved and motivated to organise and develop Jens Rasmussen, Professor, Copenhagen, Den- the school’s practice. School leaders and school mark owners have responsibility for the quality of the Mari Rege, Professor, Stavanger teaching and must provide frameworks for the Sunniva Rose, Ph.D candidate, Oslo teachers’ work, and it is necessary to support Daniel Sundberg, Professor, Växjö, Sweden their capacity and competence during the imple- Helge Øye, Project manager, Gjøvik mentation process. The Quality Assessment System should be developed according to the changes in the content 1.2.2 Mandate for the Committee’s work of the subjects, and the measures recommended The Committee’s mandate is to assess the sub- by the Committee must be examined, studied and jects2 in primary and secondary education and evaluated by researchers. training in accordance with the requirements The Committee would like to point out that the for competence in the future society and its capacity and competence that have been devel- working life. oped through the introduction of the Knowledge The Committee shall submit an interim Promotion Reform [Kunnskapsløftet] provide a report within 1 September 2014 presenting a solid foundation for the future development work knowledge base and an analysis of: because the recommendations in the report are – the historical development in the subjects advancements of the competence-oriented subject in primary and secondary education and curricula we have today. training over time – the subjects in primary and secondary education and training compared to countries it 1.2 About the Committee and its is natural to compare Norway with, inclu- mandate ding structure, grouping and content – reports and recommendations from natio- This section discusses the composition of the nal and international stakeholders on the committee, its mandate, the interpretation of the future competence requirements which are mandate and how the Committee has worked to relevant for primary and secondary educa- satisfy it. tion and training

The Committee shall submit its main report 1.2.1 Composition of the Committee within 15 June 2015 with assessment of: The background for the Committee is described – the degree to which today’s subject content in Report to the Storting no. 20 (2012–2013) On covers the competences and the basic skills the right way – Quality and diversity in the compre- the Committee finds pupils will need in the hensive school [På rett vei – Kvalitet og mangfold i future society and its working life fellesskolen] and has been described in the inte- – the changes that should be made if these rim report. competences and skills are to be incorpora- On 21 June 2013, the Stoltenberg II Govern- ted within the content of the education ment appointed a committee to assess the degree – whether today’s subject structure should to which the content of school covers the compe- continue to form the foundation for the edu- tences pupils will need in the future society and its working life. The Committee is composed of the following 2 This is here limited to all subjects in primary and secon- members (plus region of residence): dary education and training and the common core subjects Sten Ludvigsen, Professor, Head of the Commit- in upper secondary education (Norwegian, mathematics, tee, Oslo natural science, English, social studies and PE). 16 Official Norwegian Reports NOU 2015: 8 Chapter 1 The School of the Future

cation, or whether the content of the educa- school’s social responsibilities are key premises tion should be structured differently, and for the assessments and recommendations in the – whether the content of the objects clause main report. for primary and secondary education and Results from research on learning and subject training adequately reflects the education didactics and didactics research have been given and training’s subject content special focus. Various international organisations, education At least one of the Committee’s proposals for authorities in a number of countries and compre- change should be able to be realised within the hensive research and report projects have concurrent resource framework. tributed perspectives on which competences will The Committee’s has been instructed that be especially important in the future. The Com- the objects clause currently in force for pri- mittee has examined the knowledge from these mary and secondary education and training is fields and included it in its assessments in the to be maintained. The proposals must be based report. on the idea that pupils leaving compulsory In the main report the Committee provides a school will still be able to choose from among number of examples from schools which today all the education programmes in upper second- are doing productive work on key aspects of what ary education. The Committee shall not pro- the Committee recommends should be strength- pose a concrete distribution of subjects and ened in the school of the future. The report also allocation of teaching hours. has some examples of what form subject renewal The Committee must assess the need to may have. The purpose of the various examples hire additional expertise to support its work, has been to shed light on some key dimensions or and should open for representatives of relevant illustrate some important matters. The Committee organisations and research communities to is responsible for the interpretation and use of the present their points of view and problem for- examples. mulations. This could, for example, be done The main report builds on the interim report. through a reference group. When the Commit- The Committee refers to the interim report for a tee finds the need to interpret or delimit its description of the knowledge base. mandate this shall be addressed to the Minis- try of Education and Research. The ministry will arrange for secretariat services for the A broad competence concept Committee. The Committee bases its findings on a competence concept that has a wide breadth. Compe- tence is connected to school’s broad “bildung“ and 1.2.3 The Committee’s understanding of its qualification responsibility, as described in the mandate objects clause and the main curriculum in their The Committee has emphasised the following in entirety. This means that the competence concept its work on the main report: comprises academic knowledge and skills, social and emotional learning and development, attitudes, values and ethical assessments. The relationship between the interim report and the main report The Committee has in general chosen to deal with A system with coherence the division between the main report and interim The subject curricula are both governing and ped- report as outlined in the mandate. The interim agogical tools for planning and implementing report NOU 2014: 7 Pupils’ learning in the school teaching. The content and form of the curricula of the future comprises an important knowledge thus impact school practices. How the intentions base for the main report. behind the subject curricula are realised is, however, closely connected to other circumstances around them, including systems for pupil assess- Research and report-based knowledge foundation ment and quality assessment. All changes in The Committee propose that the content of school school are dependent on the teachers’ practices should be developed according to a strong knowl- and on teachers and school leaders becoming edge base. Trends in societal developments, engaged and involved in the implementation knowledge from different research fields and work. Official Norwegian Reports NOU 2015: 8 17 The School of the Future Chapter 1

Figure 1.5 Illustration Chapter 1

tions [Unio], the Federation of Norwegian Profes- 1.2.4 Openness and involvement sional Associations [Akademikerne], the Sami The Committee has chosen an open work form to Parliament [Sametinget] and the National Council include a broad target group, both in the school for Teacher Education [Nasjonalt råd for lærerut- sector and other sectors in society. An important danning], who have offered input to the Commit- measure has thus been to establish the blog tee’s work. https://blogg.regjeringen.no/fremtidensskole/. The Committee has also had meetings with a The blog contains information about the Com- number of experts and research groups in differ- mittee’s mandate and composition, case docu- ent fields, such as the national centres, various ments from all Committee meetings, as well as national associations for school subjects and a blog posts from Committee members, research- number of research environments in universities ers, school stakeholders, organisations and oth- and colleges. Several of these have provided ers. It has been possible to enter comments in the important input for the Committee’s work. The blog, and other input has been sent in writing to Committee has additionally been in contact with a the Committee. number of NGOs. Much of the input to the work is The blog was launched in December 2013. It available on the blog website. has had an average of 2400 readers had 6000 hits a The Committee has assessed the subject cur- month. At the time this report is going into print, ricula, research and experiences from a number the blog has had more than 30 000 visitors and of other countries and been in contact with educa- more than 80 000 hits. tion authorities in Sweden, Denmark, Finland, The Committee has invited a number of organ- Scotland, the Netherlands and New Zealand. isations and research environments to meetings To ensure the quality and long-term effect of and to provide input on key issues in the Commit- our work a researcher group and sector group tee’s work. There have been regular meetings were established as external readers of drafts of with the Union of Education in Norway [Utdan- the report. See the blog website for a list of mem- ningsforbundet], the Norwegian Association of bers of these groups. Heads of School [Skolelederforbundet], the Nor- The Committee invited interested parties to a wegian Union of School Employees [Skolenes conference when our work commenced, where Landsforbund], the Norwegian Association of many academic and research groups and organi- Graduate Teachers [Norsk Lektorlag], the sations participated. National Parents’ Committee for Primary and Sec- The Committee has had very good experi- ondary Education [Foreldreutvalget for ences from being open and involving others grunnskolen], the School Student Union of Nor- throughout our work. The level of interest, way [Elevorganisasjonen], the Norwegian Con- engagement and input to the Committee work has federation of Trade Unions [LO], The Confedera- helped us to increase the quality and relevance of tion of Norwegian Enterprise [NHO], employer our work. The open work form may also contrib- organisation for local and regional authorities ute to good processes for the consultation process [KS], a Norwegian Employer's Organisation and implementation processes. [Spekter], the Confederation of Vocational Unions The Committee has had ten meetings during [YS], the Enterprise Federation of Norway the committee period. [Virke], the confederation of employee organisa- 18 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Chapter 2 Competences in the school of the future

Figure 2.1 Illustration Chapter 2

The Committee was asked to assess the compe- some aspects of these are discussed in depth due tences pupils will need in the future society, work- to their importance for the school of the future. ing life and their own private lives in a 20-30 year Several trends suggest a society characterised perspective. These future competences needs will by complexity, greater diversity and a more rapid form the point of departure for assessing how the pace of change. The societal trends the Commit- subject content of school should be renewed. tee finds most important have been pointed out in In this chapter the Committee assesses and various international and domestic reports and gives rationales for which areas of competence research work.1 The societal features reflect to a should be emphasised in the school of the future. large extent the local, national and global commu- The rationales the Committee finds important are nities the pupils are part of, as well as the working the content of the objects clause, key trends in life they will join later in life. societal development and knowledge from various research fields. The second part of the chapter provides definitions of the competences, and 1 Erstad et al. 2014 Official Norwegian Reports NOU 2015: 8 19 The School of the Future Chapter 2

SSuubjbjeecctt--ssppececiﬁﬁc CoCommppeteteennccee ccoommppetetenenccee inn leeaarniningng

CoCompm etene cee in CCoompmpeetteennccee in exexplp orrining ana d ccoommmmuunniicatiningg,, creaatit ngg iinnteteraracctiing ana d ppaarrtiiccipi atining

Figure 2.2 The four competence areas

The Committee recommends that the follow- importance to how pupils should develop compe- ing four areas of competence should be given tence through their work with the school subjects, emphasis in the subject content of school in a per- and Chapter 3 assesses how today’s school sub- spective stretching from 20 to 30 years: jects may be renewed so that the competence – subject-specific competence areas will influence the education more than is the – competence in learning case today. – competence in communicating, interacting and participating – competence in exploring and creating 2.1 The competence concept in school

The Committee point out that pupil's development In school, competence refers to goals for pupils’ of competence in key subjects and disciplines will learning and development. The use of the compe- also continue to be important in the school of the tence concept puts focus on what pupils should future. Pupils will need to acquire new knowledge learn, and which competence they should develop and develop what they already know and can do, through their education. Pupils’ development of and school should therefore develop their compe- competence is a process stretching across the tence in learning. Pupils’ ability to learn to com- entire educational pathway. Knowledge is decisive municate, interact and participate is becoming in a school aiming to develop pupil competence, more and more important, both for the society but the competence concept reinforces the fact and each individual, and will be an important part that the pupils must learn how to use the knowl- of creating a good learning environment in school. edge and skills they acquire. School should also contribute to teaching pupils to The Committee recommends continuing with explore and create. This is important if pupils are the competence concept in today’s school, but to be able to contribute in working life and society wants to put more focus on defining competence and are to contribute to exploring and finding broadly, see Box 2.1. This means that when the solutions to new challenges. pupils develop competence, they will develop their In sum, these areas of competence will reflect thinking and practical skills, and they will also the school’s societal mission. As illustrated in Fig- develop socially and emotionally. Competence ure 2.2, each competence area is important on its also means being able to reflect on and assess own in a school for the future, but they are also what a situation or task requires, what is ethically interconnected and will be developed in collabora- acceptable and understanding what the conse- tion with each other. The Committee attaches quence of an action are. The need for the broad 20 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

2.2 Competences for the future – Box 2.1 Definition of competence rationales and considerations Competence means being able to master challenges and solve tasks in various contexts, and 2.2.1 School’s social responsibility comprises cognitive, practical, social and emo- School’s social responsibility comprises goals for tional learning and development, including both society and each pupil. The objects clause attitudes, values and ethical assessments. states that pupils are to develop knowledge, skills Competence can be learnt and developed and and attitudes to master their lives and to be able to is expressed through what a person does in participate in working life and society. They must different activities and situations. be allowed to experience and show the joy of cre- Knowledge, skills, attitudes and ethical ativity, engagement and the desire to explore. assessments are requirements for and parts of The activities in school must reflect the developing competence. To demonstrate com- objects clause. The Committee therefore attaches petence, pupils must often apply various importance to how, in sum the competences rec- knowledge, skills and attitudes together. ommended for the future must reflect school’s social responsibility. School’s social responsibility will also comprise more than the sum of the competence objectives in the subjects. School should, for example, support the identity development of competence concept is found in the complexity of the pupils and assume responsibility for the inter- the challenges the pupils will encounter in school personal relations and the social environment in and later in life, and this idea is also supported by school.3 research on learning and development and the school’s societal responsibilities.2 2.2.2 Important trends in societal development Today’s Norwegian society is characterised by 2.1.1 Subject-specific and cross-curricular stability and good living conditions. Compared to competence many other countries in the world, Norway has a The report distinguishes between subject-specific well-functioning democratic system, comprehen- and cross-curricular competences. Subject-specific sive welfare programmes, a high level of educa- competences are connected to the science sub- tion, competitive business and industry and high jects and other subject/knowledge areas the employment. This is an important point of depar- school subjects build on. Cross-curricular compe- ture for creating a school and a society where the tences are relevant for many subjects and areas of pupils can realise their opportunities and live pro- knowledge. The Committee finds that both sub- ductive and safe lives.4 However, there are also ject-specific and cross-curricular competences inequality in Norway. School has an important should be integrated in the school subjects, and duty to make it possible for all pupils to master that pupils’ learning occurs through working with their lives and participate in work and the social the subjects. It is important to bear in mind that community. At the same time, Norway is also part learning a subject requires cross-curricular com- of a world dominated by major challenges. petences, and that the relationships between what Globalisation is a dominate development is subject-specific and what is cross-curricular will trend, and it is probable that this development will change over time when a school subject is increase and continue. People, ideas, capital, renewed and developed. These concepts are nec- goods and services are being moved across essary analytical tools for the development and national borders more than ever before, and con- implementation of subject curricula so we can tact and influence between people from different assess how they contribute together to renewing countries are on the rise. Norwegian economy and changing the content of a subject. and welfare depend on comprehensive financial, cultural and political cooperation, both with the European sphere and other regions of the world.

3 Section 9a-3 of the Education Act: The psychosocial 2 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- environment. ning in the school of the future] 4 Malik 2013 Official Norwegian Reports NOU 2015: 8 21 The School of the Future Chapter 2

Norway is part of the international migration pic- stimulate innovation and the development of busi- ture, where the immigrant proportion of the popu- ness and industry in other fields. lation appears to be increasing. This contributes Technological development creates new forms to a growth in ethnic, religious and cultural diver- of communication, collaboration and cooperation sity in the Norwegian society.5 Urbanisation is a in working life and society at large. Today’s work- developing feature in Norway that impacts where ing life has high demands for competence, educa- people live and the type of work they have, and tion and the ability to restructure and cooperate also impacts our attitudes and the way we choose across professional and vocational fields. It is to live.6 Cultural diversity and multilingualism probable that the number of jobs that demand enrich society and create new resources. We also complex problem-solving and communication will see that cultural complexity in society creates ten- increase in the coming years, whereas a number sions that may lead to conflicts between groups. of monotonous and manual jobs will be taken over Common challenges, such as climate change by technological solutions.9 Demographic and the conflict level in the world impact society changes will impact working life in the future. For locally, regionally and globally, and require solu- example, the workforce will probably have to cope tions that must be found together where one of with heavier demands on their provider responsi- the aims is to promote social responsibility. In the bilities.10 future, climate change will increasingly impact Societal development is placing greater nature, the environment and people’s living condi- demands on each individual. Access to informa- tions. It has been estimated that migration due to tion is extremely comprehensive, and the informa- climate change will increase towards 2050.7 Some tion that is available to each individual through of the aims of a democratic society are that its media and other channels is often complex and inhabitants are willing to support key social values stems from different types of sources. It will and principles and that the various groups in soci- therefore be important for pupils to be able to pro- ety participate in organisational life and elections, cess complex information and assess information and are involved in their society. Societal changes critically. Each of us must make considered and arising because of globalisation, increased diver- deliberate decisions in many fields, for example, sity and individualisation make it important to personal health, social relationships, sustainable concentrate on democratic participation and what consumption and personal finances. When society it means to co-exist in society.8 in many fields is characterised by individualisa- Society is changing at an increasingly rapid tion, this may provide great freedom to make indi- pace, and this means that knowledge has to be vidual choices, but this may also demand more of renewed on a continuous basis. Investment in each individual.11 human knowledge and competence is the most In sum, the trends offer a picture of a future important underpinning for future welfare and society that will typically feature rapid changes, economy, and it is highly important that the indi- development of technology and knowledge, diver- vidual has the opportunity to realise him/herself. sity, complexity, major social challenges and Research, innovation and technological develop- opportunities for development. ment are important contributors to Norwegian business and industry’s competitiveness and are important when dealing with national and interna- 2.2.3 Relevant research tional societal challenges. Today a large propor- The interim report describes various research tion of Norway's income stems from oil and gas- fields which help to illuminate what is important related industries. Due to climate emissions and for pupils to learn in school. Recent research on the fact that in the long run oil and gas reserves what creates conditions for learning is in focus are non-renewable resources, it is important to here. Learning occurs in an interaction between cognitive, social and emotional aspects of pupil’s learning. Research supports the idea that a learn- 5 Meld. St. 6 (2012–2013) En helhetlig integreringspolitikk. ing environment which is perceived as safe and is Mangfold og fellesskap White paper: [A comprehensive integration policy. diversity and community] 6 Fløtten et al. 2013 9 Autor et al. 2003, Levy 2010, Frey and Osborne 2013, Pajari- 7 IPCC, UN’s Climate Panel 2014 nen et al. 2015 10 8 Meld. St. 6 (2012–2013) En helhetlig integreringspolitikk. Fløtten et al. 2013 Mangfold og fellesskap White paper: [A comprehensive inte- 11 NOU 2003: 19 Makt og demokrati [Power and democracy], gration policy. diversity and community] Beck 1992 22 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future based on good relationships is decisive for sup- The pupils will need to develop competence in porting pupils’ academic, social and emotional the disciplines of mathematics, natural science learning and development. Furthermore, produc- and technology, languages, social studies and eth- tive cooperation between the home and school is ics, as well as in practical and aesthetics subjects. important for pupils’ learning and development. This will give them the foundation from which to Social and emotional competences which ear- make further choices about their education and lier were considered to be stable personal features vocation. These disciplines are important for cre- can be developed and learned, and have impact on ating welfare and a good community to live in, and academic learning. The Committee underlines for ensuring innovation and competitiveness in that when the teaching stimulates the pupils’ Norwegian business and industry. Knowledge development of metacognition and self-regulation, about society and the surrounding world will con- this promotes learning in the subjects.12 As the tribute to personal development, critical reflection ability to learn is so important in school, working and an informed well-functioning democracy. life and society in general, metacognition and self- The complexity of society, and the duties and regulation will be important competences for the challenges pupils will encounter, means that pupils to develop. pupils must learn to use knowledge and skills in In a learning context the concept of self-regu- different ways. As knowledge is continuously lated learning means that the pupils learn to take renewed, pupils must be able to develop and initiatives in their own learning processes and to refine what they learn in the subjects later in life. work purposefully to learn in the subjects. Self- Learning the scientific methods of the subjects, regulated learning occurs in collaboration with the ways of thinking, concepts and principles may others. In the interim report the Committee also give pupils competence which will be relevant attaches importance to a psychological under- over time, and provide tools for understanding standing of self-regulation, which means the abil- how specialised knowledge changes. Digital com- ity to manage and take control of one’s own munication tools and other technologies will be actions, emotions and thinking.13 Being able to involved in a high number of situations, so pupils work purposefully, resist distractions and adapt in need to develop digital competence as part of collaboration with others are examples of self-reg- their subject competence. ulation. Self-regulation and the ability to act reli- To acquire new knowledge and deal with ably and responsibly are important for pupils’ changes and restructuring in working life and learning in school and how they later cope with other arenas, pupils need competence in learning. working life and their own lives.14 This means that they must develop awareness of what they actually can do and know, and how they can use it, and that they master relevant learning 2.2.4 Competence needs strategies. It is important for further learning and The Committee has considered key aspects of for the learning environment in school that pupils social developments, relevant research and the have a positive view on learning and their own content of the objects clause. In sum this supports mastering. the idea that pupils in the Norwegian school will It is of great value socially, culturally and finan- need to develop subject-specific competences and cially that school contribute to developing pupils’ cross-curricular competences that are important competence in being exploring and creative. Soci- in many subjects, such as the ability to learn, com- ety has a great need for innovation, research and municate, cooperate, participate, explore and cre- competence to deal with complex duties and chal- ate. A broad competence concept which involves lenges. Thus the pupils need to learn creativity, thinking, practical skills and social and emotional innovation, critical thinking and problem-solving. learning and development should be reflected in It is also a very important value for society that the competences. there is competence in creating artistic and cultural expressions. The open and experimental approach to being creative in art and culture may 12 NOU 2014: 7 Elevenes læring i fremtidens skole, [Pupils’ enrich the individual’s life, and society as a whole. learning in the school of the future] Durlak et al. 2011, If citizens are to find their way in a complex OECD 2015b society and make informed choices in their lives, 13 Baumeister and Vohs 2007, Mischel and Ayduk 2004 they will need the ability to make critical assess- 14 Mischel and Ayduk 2004, NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ learning in the school of the ments and be good at problem-solving. Already future] during their primary and secondary education Official Norwegian Reports NOU 2015: 8 23 The School of the Future Chapter 2 and training pupils need to practise asking explor- cally on supporting pupils’ social and emotional atory questions, analysing and solving problems learning and development in the subjects. Practi- with others, in addition to developing and imple- cal skills have great value in school, in working menting ideas. life and in everyday life, and there is a potential The need for creativity, innovation, critical in pupils’ learning to apply knowledge and skills thinking and problem-solving is not restricted to practically in many subjects. academic professions and professions with theo- In the working life of the future there will retically oriented job descriptions. Skilled workers probably be fewer jobs for those who have nei- will also need to make critical assessments as part ther vocational training nor higher education. of their practical work, and will need to find solu- Therefore it will be important for each individual tions and implement ideas in practice. and society that pupils develop good compe- School is a society in miniature, where the tence, motivation and the will to learn in school, pupils learn, interact and participate in and with and that they complete and pass the education. various communities. Research indicates that strategies for cooperation, daring to speak up and to understand that one’s own participation means 2.2.5 Four areas of competence something to others, can be learnt and developed Bearing all this in mind, the Committee recom- and should be given greater attention in school. In mends that the following areas of competence school, in working life and in various social arenas will be important in the school subjects in the the pupils must be able to communicate, interact future: and participate. Trends such as increased diversity – subject-specific competence and individualisation create the need to understand – being able to learn democracy, to respect differences and to have posi- – being able to communicate, interact and partic- tive attitudes to co-existence in a community. ipate Massive and complex access to information, – being able to explore and create digital communication technology and the large amount of written information in society result in the need for sound competence in reading and writing. Pupils must be able to understand various types of texts, collate information from different sources, assess the credibility of sources, have the Box 2.2 Four areas of competence ability to judge digital sources and be able to com- 1. Subject-specific competence in municate according to various purposes and tar- – mathematics, natural science and tech- get groups. In the future, society will also place nology high demands on the individual’s ability to orient – languages him/herself in society, cope with everyday life – social studies and ethics and make good decisions in his or her own life. – practical and aesthetic subjects Critical thinking, ethical assessment, mathemati- 2. Being able to learn cal competence and knowledge about the body – metacognition and self-regulated learn- and movement are examples of competences that ing are important for making choices about personal 3. Being able to communicate, interact and health, lifestyle, consumption and one’s own finan- participate cial situation. – competence in reading and writing and, Pupils’ motivations, emotions, attitudes and verbal competence collaborations with others have intrinsic value in – collaboration, participation and demo- school and for individual personal development. cratic competence The importance of communication and participa- 4. Being able to explore and create tion is increasing in society, and the social and – creativity and innovation emotional competence of pupils impacts subject – critical thinking and problem-solving learning and their later life.15 The Committee argues that this makes it even more important Scientific methods and ways of thinking are dealt with as than before that school should work systemati- part of the disciplines in section 1 and section 4. Digital competence is dealt with in section 1, and also in section 3 and section 4. 15 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ learning in the school of the future] 24 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Elaboration of the areas of competence Box 2.3 Social and emotional Box 2.2 shows how various competences the competences in the competence Committee finds crucial can be connected to the areas four competence areas. Several of the compe- The following aspects of the pupils’ social and tences will be relevant for more than one compe- emotional learning and development are tence area. For example, reading and writing com- found to be important: petences are dealt with under the section on com- Subject-specific competence: ethical assess- municating, interacting and participating, and the ment ability, engagement, attitudes to subjects rationale for this is that the purpose of reading and to one’s own learning in the subjects. and writing is generally to understand and com- Being able to learn: Persistence, expecta- municate. Reading and writing also contribute to tions for one’s own mastering and being able learning in the subjects, and are thus also related to plan, implement and evaluate one’s own to competence in learning. learning processes. In sections 2.3–2.6 the competence areas are Being able to communicate, interact and elaborated on through descriptions of the compe- participate: Being able to speak up and con- tences connected to these areas. Grounds are tribute, to take the community into consider- given as to why it is important to focus on these ation by regulating one’s own thoughts, emo- competences in school and how they may be tions and actions, recognising that collabora- defined. Moreover, aspects of the competences tion and participation are based on mutual are described which the Committee wants to high- dependency, and respecting and seeing the light as important for pupils in the future society value of the points of view of others. and its working life. The competences will be rele- Being able to explore and create: Curiosity, vant for several of the areas, but will only be persistence and being open to see things in described under one of them. new ways, and the ability to take initiatives.

2.3 Subject-specific competence

Today’s school subjects are based on different sci- Competence is developed in the subjects ence subjects and subject traditions. The Commit- The Committee finds that all the areas of compe- tee argues that in the future it will also be import- tence are developed through the pupils’ work ant for the pupils to develop competence in the with their subjects, and that they accordingly most important disciplines found in today’s should be included in the subject curricula. This school. All the disciplines are important to give applies to both the competences that are subject- the pupils a foundation they may build on when specific, as the first competence area, and the making their choices of education and vocation. other three areas of competence, which are more The disciplines also contribute to a liberal educa- cross-curricular. Thus the subjects of the future tion by increasing knowledge, understanding and will have competence objectives that have both possibilities for participation in society. subject-specific and cross-curricular competen- What characterises the competence in science ces. subjects and other disciplines will be developed on an ongoing basis, which should impact the content of the school subjects. See Chapter 3 for more Social and emotional competences as part of the areas details about subject renewal. Learning scientific of competence methods and key concepts, principles and con- The broad concept of competence used here texts can supply pupils with resources that are rel- means that social and emotional competences are evant over time. Technological development and key elements in all the areas of competence. In digitalisation will lead to changes in the content the interim report, the concept of social and emo- and methods in the disciplines. The Committee tional competences is defined as a person’s atti- finds that digital competence will be an integral tudes, behaviour, emotions and social skills, and relationships.16 Box 2.3 shows which social and 16 Skolverket (Swedish National Agency for Education) 2013: emotional competences are important in each Betydelsen av icke-kognitiva förmågor [The importance of competence area. non-cognitive abilities] Official Norwegian Reports NOU 2015: 8 25 The School of the Future Chapter 2

Box 2.4 Mortensnes School: Social and emotional competences as the basis for better learning outcomes Mortensnes School, located in the municipality School it has therefore been important that the of Tromsø in Troms County, is a primary school pupils understand what to do to develop their with pupils from Year 1 to Year 7. social and emotional competences. The learning Social and emotional competences promote objectives are so concrete that they can be part a productive learning environment and are of the pupils’ learning and work plans. closely linked to pupils’ competence in learning In all the period plans the pupils are assigned in their subjects. The goal for the project the subject and social and emotional learning objec- school has participated in has been that the tives. The pupils train and develop their compe- development of the pupil’s social and emotional tence when they work with the subjects. competence would enhance the learning environment and contribute to improving their learning in the subjects. Time for subject learning The project has had much focus on the knowledge and attitudes of the adults in the school. If Working with social and emotional competences in there is something the pupil is unable to do or subjects understand, the teacher must ask herself/him- The school has prepared definitions and learn- self what can be done to help the pupil to prog- ing objectives for the social and emotional com- ress. The school’s goal is that it should at all petences. These learning objectives are divided times be able to map, implement and evaluate into three development stages expressing the necessary measures to enhance the pupils’ progression and learning process of the pupils learning environment. in the areas of cooperation, responsibility, self-con- The staff at Mortensnes School point out trol, empathy and self-assertion. that working with the social and emotional com- Examples of progression in cooperation are I petences of the pupils is a good use of time will raise my hand and wait to speak until permit- because it gives better quality time and more ted on the lowest development level, I will work time for subject learning. The teachers are now with others even if we are not close friends on the focused on how and what they do impacts learn- middle development level, and I will participate ing outcomes. Good communication and a good actively when we are planning common activities learning environment are decisive for pupils’ on the top development level. learning. Succeeding in the work with social and The pupils must train in these social compe- emotional competences will give more opportu- tences in the same way they work on learning nities to develop subject competence, particu- subject-specific competences. In Mortensnes larly for pupils with low achievement.

part of what pupils should learn in the disciplines ral science and technology, but is given special mentioned here. mention because it also is part of other disciplines.

2.3.1 Disciplines The main disciplines in Norwegian school are Mathematics, natural science and technology – mathematics, natural science and technology Mathematics, natural science and technology are – languages important in a number of vocations, in various – social studies and ethics social areas and for an individual’s coping with – practical and aesthetic subjects day-to-day living. Society needs competent labour and innovation in such fields as medicine, nature Here the need is described for the pupils to management, engineering and technology. develop competence in these disciplines. Mathe- Important parts of Norwegian business and indus- matics is part of the discipline mathematics, natu- try are based on mathematics, natural science and 26 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future technology. This discipline will also be decisive in society, working life and business and industry. the search to find solutions to global challenges in Pupils with bilingual or multilingual competence terms of sustainable development, for example are a resource for Norwegian culture and society, when it comes to global warming. Each individual and they should be given the opportunity to needs competence in mathematics, natural sci- develop their linguistic competence. This applies ence and technology in their everyday life, in to pupils with Sami, Finnish/Kven language back- many vocations and to understand and become grounds, as well as pupils with other minority-lan- involved in important societal issues. guage backgrounds. English is an international language, and the media are more internationally oriented than was Mathematics competence previously the case. European integration contin- Mathematics is an independent science subject ues to create the need for Norwegian pupils to which the school subject mathematics builds on. learn European languages. Globalisation is also a Moreover, other fields of mathematics are included reason for pupils to choose languages from other in other subjects, such as processing numbers, sta- regions of the world. Languages are important for tistics and various forms of representation. the individual’s ability to express him-/herself and There is broad agreement that there will be a develop identity. Linguistic competence must in need for mathematics competence in the years particular be considered in conjunction with being ahead.17 Knowledge development in other science able to communicate, interact and participate, see subjects depends on mathematics to ensure the section 2.5. competitiveness of business and industry and innovation in a number of fields in society. Many will need mathematics in education and work con- Social studies and ethics texts.18 Everyone needs mathematics in day-to- It is important today to understand and analyse day life, for example to consider numbers and sta- historical, cultural, geographical and socio-eco- tistics that support various types of information, to nomic aspects of our society, and this will con- be able to assess facts and to deal with social tinue to be important in the future. The general issues critically and with reflection. This is import- conflict level in the world and economic difficul- ant for an informed and well-functioning democ- ties impact society globally, regionally and locally. racy. Mathematics competence is also necessary This highlights the need for pupils to understand for dealing with personal finances. various aspects of the local, national and global In school, mathematics competence is gener- society they belong to. ally dealt with through the mathematics subject. In a more international world the pupils must Moreover, numeracy has been given importance learn about different geographical regions and as a basic skill in all subjects. Similar examples cultures. Knowledge about and reflection on dif- are found internationally where numeracy, or mat- ferent religious and cultural values and norms are hematical literacy, is defined as skills across subje- important elements in a multicultural society. cts, both in the subject curricula and in the develop- Understanding ethical issues and the need for ment of tests.19 action are important in different areas, for exam- See section 2.7 for proposals for changes in ple in connection with conflicts in the world. today’s basic numeracy skill. Knowledge about democratic principles and forms of government will be important in the coming years. Social responsibility and attitudes relat- Languages ing to democracy are related to this. The Commit- The need for advanced competence in languages tee finds democratic competence to be especially and communication and the ability to master sev- important, see section 2.5.2 on collaboration com- eral languages become even more important due petence. to the globalisation and internationalisation of

Practical and aesthetic subjects 17 Input from important organisations to the Ludvigsen The term practical and aesthetic subjects refers to Committee in NOU 2014: 7 Elevenes læring i fremtidens a broad group of subjects, in today’s school repre- skole [Pupils’ learning in the school of the future], Binkley et al. 2012 sented by the subjects of arts and crafts, physical 18 Bjørkeng 2013 education and food and health. Practical and aes- 19 Scottish Curriculum for Excellence, OECD 2013b thetic disciplines broaden the competence pupils Official Norwegian Reports NOU 2015: 8 27 The School of the Future Chapter 2

Figure 2.3 Illustration Chapter 2 must develop in school as the basis for further Increased specialisation and on-going knowl- education and participation in working life and edge development in the scientific subjects have society. Working life needs a number of compe- created the need to reassess which specialised tences which the practical and aesthetic subjects knowledge pupils need to learn in school. If pupils in school offer. learn the important scientific methods and ways of Aesthetic subjects can give pupils different thinking, concepts, and principles in different dis- artistic forms of expression and they may learn to ciplines, this may help them to understand how express themselves and communicate through knowledge is changed, and how to acquire new various art forms. Artistic and aesthetic forms of knowledge.22 Pupils will thus acquire tools so they expression may promote reflection on the society can use their knowledge and skills later in life. we live in and on different cultures. This may be However, it will be necessary to consider the very important in a multicultural society. Experi- importance of scientific methods and ways of encing and contributing to creating artistic thinking in various subjects in school. See Chap- expressions may be important for individual ter 3 for a more detailed discussion on how con- development of identity, knowledge development cepts from various disciplines, principles, meth- and the ability to express oneself. These subjects ods and ways of thinking may promote in-depth help to develop another type of understanding learning in the subjects. than scientifically oriented subjects do, and give On the one hand, putting emphasis on scien- room to explore and experiment where the goal is tific methods and ways of thinking in the subjects not necessarily to achieve an outcome that is the will be connected to analysis and understanding of “correct answer”.20 how knowledge comes about. On the other hand, The Committee emphasizes that it will be practical skills, such as carrying out experiments more important for pupils to learn how to take and finding knowledge through observations and adequate care of their own lives, bearing in mind dialogues with others, may also be part of what physical and mental health, lifestyle, economy and the pupils need to learn. consumption, often called life skills or everyday competence, and which include the ability to 2.3.3 Digitalisation and digital competence make informed decisions and ethical considerations. The Committee finds that digital competence is an important element in the disciplines in school. Technological development and the use of digital 2.3.2 Scientific methods and ways of thinking technology have major impact on how we live our The Committee emphasizes that scientific meth- private lives, and how we are in school, working ods and ways of thinking are a particularly import- life and society. Today, digital competence is nec- ant part of the disciplines described under section essary if we are to participate in various forms of 2.3.1. The Committee for Quality in Primary and learning and education, and participate actively in Secondary Education in Norway and a number of working life and society.23 Digital competence is international projects have suggested that scien- an integral part of different disciplines in school tific methods and ways of thinking are relevant for and education, and is decisive for innovation and the future, and this is considered in the context of technological development in business and indus- the need to think critically and solve problems.21 try and in public enterprises.

22 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- 20 Winner et al. 2013 ning in the school of the future] 21 NOU 2003: 16 I første rekke [In the first row], Pellegrino 23 Input from central organisations in NOU 2014: 7 Elevenes and Hilton 2012, Björnsson and Hörnqvist 2014b, Binkley læring i fremtidens skole [Pupils’ learning in the school of et al. 2012 the future], Erstad et al. 2014 28 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Digital competence integrated in the disciplines 2.4 Being able to learn Technological developments, including digital The Committee argues that pupils in the future technology, create change in science subjects and school will need to learn and develop their own in other fields.24 This will have an effect on the competence, in school and in other arenas later in kind of digital competence the pupils should life. The Committee finds pupils’ development of develop in the school subjects. For example, it will metacognition and self-regulated learning as vary from one subject to the next as to which essential for further learning and underlines that types of digital and other technological tools are these areas are developed in collaboration with relevant to use, and what the pupils should use teachers and co-pupils. A knowledge-based soci- these tools for as part of their subject competence. ety and working life demand that the individual Digital competence can be defined in several must develop his or her own knowledge and study ways. Often the distinction is made between ICT new knowledge areas throughout life. By develop- competence or technological competence and infor- ing metacognition and self-regulation pupils learn mation and media competence. ICT competence to be involved in a way that will promote in-depth comprises the use of digital tools and technology, learning. This may also promote motivation for understanding of technological systems and act- learning in school and in other arenas. Being able ing ethically when using technology. Information to plan, implement and evaluate one’s own work and media competence focuses on the use of tech- may give pupils good work habits in school and in nology for different purposes and in different con- further education and working life.27 texts, and includes learning about technology and media.25 2.4.1 Metacognition and self-regulated learning Digital competence across subjects Metacognition refers to being able to monitor and Digital competence is also considered to be a reflect on one’s own thinking and learning. In a cross-curricular competence that is relevant learning context this means that pupils reflect on across the disciplines. The competence to use a why they learn, what they have learnt and how diversity of tools and competence connected to they learn. Metacognition also means being able safety and security are examples of digital compe- to apply ways of thinking and learning strategies tence without any immediate connections to any actively and purposefully to promote one’s own of today’s school subjects. Tool competence refers learning. Pupils will need knowledge about rele- to the practical use of universal digital units and vant learning strategies in each subject, but they systems, such as using a computer and estab- must also be able to use them and assess when lished software for word processing, and process- their use is relevant. The development of meta- ing numbers, presentations and images. Security cognitive competence should be connected to refers to learning to protect one’s own digitally- work with individual subjects/disciplines because stored information.26 It is proposed in Chapter 3 the pupils will need various strategies and that such competence should be integrated in one approaches depending on what is to be learnt.28 or possibly a few subjects, with clear assignment In school and in working life metacognition is of responsibility. important for being able to plan, implement and Digital competence is also part of other cross- evaluate one’s own learning and work processes. curricular competences, such as being able to For example, pupils need to assess the level of dif- think critically and to communicate and collabo- ficulty of an assignment and to assess how to mas- rate. Critical thinking will today generally be ter the task while working on it. about assessing information which is accessible Metacognition means reflecting on one’s own digitally, see section 2.6.2. Mastering digital tools thinking in different contexts, not merely in con- and surroundings is an important part of commu- nection with learning processes. Being able to nication and collaboration, see section 2.5. reflect on one’s own thinking and actions is important when solving complex problems or performing tasks and activities.

24 Erstad et al. 2014, Hultin et al. 2014 27 Paris and Paris 2001, NOU 2014: 7 Elevenes læring i frem- 25 Erstad et al. 2014 tidens skole [Pupils’ learning in the school of the future] 26 Hultin et al. 2014 28 Pellegrino and Hilton 2012 Official Norwegian Reports NOU 2015: 8 29 The School of the Future Chapter 2

Self-regulated learning means that pupils over In previous curriculum reforms (Reform 94 time learn to take initiatives and control parts of and Reform 97), responsibility for own learning was their own learning process.29 This requires that a key concept. Even if this was not the intention, they learn strategies for planning, tracking and many understood this to mean that more of the evaluating their own learning process, and for responsibility for learning something should be motivating their own effort. In many contexts, par- placed with the pupils, giving the teacher a more ticularly early in their learning trajectory, pupils withdrawn role. Experience garnered from these do this together with others. Throughout their reforms in the 1990s show that it must be commu- learning trajectory pupils should increasingly nicated clearly that even if the pupils are practis- learn to make their own assessments and to work ing at working independently, school and the independently in the learning process. School is teachers are still responsible for facilitating the responsible for facilitating pupils’ learning and pupils’ learning processes. helping them to act independently and with co- responsibility within these frames. Self-regulated learning and metacognition are 2.5 Being able to communicate, requirements for learning in all subjects, and interact and participate should therefore be developed as an integrated part of learning in the subjects. Being able to communicate, interact and partici- To develop competence in learning, pupils pate is an important area of competence in the must also develop their social and emotional com- future school. Communication, collaboration and petence. Pupil persistence, expectations for their cooperation are often considered together, both in own mastering and being able to plan, implement research and in reports on competence for the and evaluate their own learning processes are key twenty-first century. The abilities to argue and aspects. Learning demands persistence, for exam- debate, to work in groups and communicate ple when learning processes take time, are per- through different media and to different target ceived as dull or when assignments or subject groups are seen as important future compe- matter are challenging. Learning strategies for tences.32 The Committee considers communica- progressing when something is difficult is part of tion and collaboration as a common area of com- developing persistence. Pupil motivation to learn, petence because they are inextricably linked to the will to reach goals and the sense of autonomy each other. In the context of communication, read- and relevance will also influence pupils’ learning. ing, writing and verbal competence are also men- Moreover, pupil expectations for their own mas- tioned. Under collaboration competence we find tering will impact motivation, effort, persistence collaboration, participation and democratic com- and the goals that they set, and are therefore petence. The collaboration concept points out the related to learning competence. Pupil motivation importance of social responsibility and relation- for learning and expectations for mastering are ships to others. It also shows the connection influenced by different matters, including previ- between cooperation in school and working life ous experiences of mastering or failing, the knowl- and society’s need for collaboration and democ- edge pupils have in a subject and the support they racy on the local, national and global levels. are given in the learning environment.30 Pupils’ learning and reflection on their own learning processes are formed in a social environ- 2.5.1 Reading and writing competence and ment. In school, working life and other arenas verbal competence pupils will exercise metacognition and self-regu- The importance of communication in society and lated learning together with others in various con- its working life is increasing, where society needs texts. Pupils should acquire strategies for learning employees and citizens who can deal with a com- together with others, for example, asking for help plex diversity of information and texts, and who when they need it and experiencing that they also can communicate and interact with others. For learn by explaining subject matter to others.31 individuals, reading, writing and the ability to communicate verbally are important requirements for having a good learning outcome at school and from education, for participating in 29 Pintrich 2000 30 Marsh et al. 2005, Bandura 2012 working life and for orienting oneself and impact- 31 Greeno 2006, Håkansson and Sundberg 2012, Pellegrino and Hilton 2012 32 Dede 2010 30 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Figure 2.4 Illustration Chapter 2 ing the society around them. Moreover, reading assess and engage in the content of texts. As is the and expressing oneself are important parts of the case today, pupils must be able to deal with access personal development of pupils. Pupils in the to much and varied information, and be able to future school will need to learn to master many read multimodal texts that have varying purposes forms of communication, whether they are verbal, and are taken from various contexts. Texts written or digitally based. This means that in the include everything that can be read in different school for the future pupils should to an increas- media, not just words, but also illustrations, sym- ing degree practise in genres they will encounter bols or other means of expression. The under- in arenas outside school and later in life.33 standing pupils have of mathematics impacts how they understand mathematical representations in texts. When reading digitally, pupils must deal Common features of reading, writing and verbal with more complex expressions than previously. competence Finding information, interpreting, collating infor- Literacy research is an important contributor to mation from various sources and reflecting and understanding reading and writing competence assessing information critically will be an import- and verbal competence. Today the literacy con- ant reading competence in the school of the cept is used to point out that academic, social and future.36 cultural contexts place different requirements on Knowledge on and the use of strategies are reading, writing and communicating verbally. The important aspects of reading. Text diversity and pupils must therefore learn to read, write, speak the complexity of texts pupils encounter will mean and listen with different purposes in different con- that they have to be able to reflect on the text mes- texts.34 The development of digital media has led sage and content and compare this with the con- to new communication cultures, genres and com- tent of other texts. Such in-depth strategies may plex forms of expression which the pupils must be increase in importance because much of the digi- able to understand and use. tal reading of pupils in today’s as well as tomor- What the relevant competences for reading, row’s society is superficial and vulnerable to dis- writing and speaking are will differ from one sub- tractions. Research shows that pupils’ develop- ject to the next. Which concepts have to be under- ment of subject competence and their develop- stood, how one reads texts and how important ment of reading are processes that occur parallel principles and ways of thinking are presented are to and influence each other. For example, pupils’ closely related to the subject-specific content. As understanding of concepts and background subject terminology and subject matter become knowledge in a subject or topic area has an impact more complex, greater demands will be placed on on their understanding of a text.37 It is extremely pupils’ reading, writing and oral competences. It is important for learning in all subjects that the important today and will continue to be in the teaching supports pupils’ reading development. future that school focuses on the relationships A broad understanding of reading refers to between these competences.35 how pupils gradually develop knowledge, skills, strategies, attitudes, motivation and ability to interact with their surroundings. Motivation and Reading competence interest cause pupils to engage in the reading in a Developing reading competence refers to being way that promotes understanding, and are there- able to understand, use, reflect upon, critically fore considered part of the pupils’ reading competence. Together, reading and writing are seen as important tools for expanding one’s own horizon 33 OECD 2010, Aasen et al. 2014, Berge et al. 2014 34 Barton 1994, Berge 2014, Skaftun 2014 36 35 Alexander 2012, Shanahan and Shanahan 2008, Skaftun Alexander 2012, Bjørkeng 2013, Bråten and Strømsø 2009 2014 37 Skaftun 2014, Alexander 2012 Official Norwegian Reports NOU 2015: 8 31 The School of the Future Chapter 2 of understanding and giving knowledge and moti- Verbal competence may be defined as creating vation to participate in different societal arenas.38 meaning through listening, speaking and convers- ing.41 This means being able to present messages with different purposes to different recipients. Writing competence Being able to listen means understanding and pro- The dependency on written matter in society has cessing what is said, giving a response and being increased, particularly due to digital communica- aware of the understanding of the recipient when tion tools and social media. The importance of speaking. mastering written communication and collabora- All pupils have an everyday language they use tion is on the rise. Being able to write means the with family and friends, and developing this has ability to express oneself understandably and an effect on their personal development. In school appropriately on various topics, and being able to pupils must learn to use the language in genres communicate with others. Writing is also a tool for that are relevant in various social and work con- developing one’s own thoughts and learning.39 texts, for example, by giving presentations or par- Writing refers to mastering different writing ticipating in discussions. The pupils must obtain actions which take place in various contexts and knowledge about and training in relevant patterns with different purposes. Being able to write con- of action, concepts and expressions that are vincingly and reflectively gives the basis for demanded in various situations.42 expressing one’s own opinions and for one’s own School must give the pupils a metalanguage thinking and identity development. Writing can for verbal communication. This means being able also be used to organise one’s own knowledge and to use strategies to plan what to say in various con- develop new knowledge. Being able to use rele- texts and being able to reflect on their personal vant concepts and structures adapted to the con- verbal communication, for example when taking text is closely interwoven with learning in the sub- part in dialogues.43 jects. The pupils must be able to apply grammar Attitudes are a key aspect of verbal compe- and language norms and write in a logically coher- tence, such as showing respect for the person one ent manner across subjects and situations.40 is speaking with or listening to. In a diverse and Being able to plan, design and edit texts that democratic society, being able to listen to and are adapted to the content and purpose of the writ- acknowledge points of view and perspectives is an ten text is part of being able to write. In working important competence. The Committee points out life, society and organisational life, and in personal that verbal competence must be considered day-to-day affairs, it is important for pupils to together with collaboration competence. develop writing strategies. Receiving and giving feedback on texts and producing texts in cooperation with others will be important competences in 2.5.2 Collaboration competence school and working life in the future. The need for collaboration and participation is ris- ing in many arenas. In Norwegian school and working life cooperation is a widely used work Verbal competence method, and participation, co-determination and In the future, pupils will continue to come to democracy are important values. Collaboration school with a wide range of language experiences. across different backgrounds, values and points of Learning to communicate orally with different view have major significance in a diverse society purposes is important in school as preparation for when it comes to religion, culture and values. For participation in working life, for stating opinions the individual it is important to be able to partici- and for mastering communication situations in pate in different arenas, express opinions and everyday life. Developing the ability to express enter into positive relationships with others. personal thoughts and opinions will, just as today, Being able to carry out activities and perform be an important part of the identity development tasks with others is important in working life, and of pupils. many will need to cooperate on solving complex problems, often across vocations or disciplines.44

41 38 Alexander 2012, Skaftun 2014, Berge 2014, OECD 2010, Svenkerud et al. 2011 Rychen and Salganik 2001 42 Bakhtin 1998 39 Berge 2014 43 Gee 2012 40 Berge 2014 44 Dede 2010, OECD 2005 32 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Cooperation, collaboration and active partici- each other. Principles for unbiased argumenta- pation may contribute to motivating, activating tion, tolerating disagreement and criticism and and involving pupils and promoting learning.45 being able to present constructive criticism of the Cooperating, feeling confident and having good arguments of others are important. Being able to relationships in the learning environment are also resolve conflicts when they arise and enter into highly significant for the self-efficacy of pupils and compromises are part of interactive and demo- their relationships to others. cratic competences. Being able to listen to others, endeavouring to adopt the perspective of others and considering Collaboration and participation matters from several angles are important in a Pupils in the school of the future will need to learn diverse society, as well as being able to reflect on strategies and methods for performing duties and and reassess stances when encountering new per- achieving goals together. Being able to plan, spectives, and accepting that there will be differ- implement and assess work together and adopt ences of opinion. different roles in a cooperative process will be part of this. Another relevant competence is to be able to give and receive feedback on one’s own Democratic competence work and that of others in a constructive manner. Democratic competence is an important aspect of It is important that pupils learn to express collaboration and participation competence. Dem- themselves, and learn to participate in and con- ocratic competence refers to being able to live tribute to the community, both in school and in dif- together and deal with challenges together. Com- ferent arenas later in life. In school the pupils may mon challenges such as climate change and the develop the confidence and courage to speak up conflict level in the world reveal the need for and state their opinion. Both being able to assert social responsibility and cooperation on common one’s own opinions and to consider that one’s per- solutions on a global scale. sonal contribution to the community is important Democratic competence comprises knowl- are part of this competence. In collaboration with edge about the political system, human rights and others, pupils must also learn to consider those being able to participate in elections and other around them by regulating their thoughts, emo- democratic decision-making processes. Demo- tions and actions.46 This means, for example, wait- cratic competence is also connected to democratic ing for one’s turn, allowing others to be heard, co-citizenship, which is about living together in a accepting majority decisions and making compro- community and participating and contributing in mises. different social arenas. Co-citizenship is important Developing pupil attitudes and actions in con- for creating support for common democratic prin- nection with personal and social responsibility is ciples, promoting understanding across the differ- part of collaboration and participation. This refers ent backgrounds and values people have and stim- to feeling that it is valuable to contribute to the ulating people to be active participants in local community and being able to show respect and communities. In diverse communities it is import- care for co-pupils. Developing the cooperation ant to promote harmony and understanding, but competence of the pupils is related to school’s also to deal with conflicts if they arise.48 work to create and maintain a good psychosocial Being able to interact with others is part of environment where it is important that the pupils democratic competence, for example being able to are assigned co-responsibility for the school envi- state one’s opinion, participate in discussions and ronment and learn how they can help create a pro- listen to and show respect for the opinions and ductive school environment for others. views of others. Attitudes such as understanding Being able to participate in discussions, deal- the value of togetherness and respecting differing with conflicts and interacting across differences, and allowing the opinions of others to be ences in views are important.47 Pupils need to heard are important in this context. Understand- practise taking part in discussions and coopera- ing that participation means there are mutual obli- tion processes where they have to investigate dif- gations between people may also be defined as a ferent points of view and test arguments against part of democratic competence. Democratic competence also includes per- 45 Greeno 2006 forming democratic actions in practice, such as 46 Mischel and Ayduk 2004 47 OECD 2005 48 Stray 2011, Nussbaum 2012 Official Norwegian Reports NOU 2015: 8 33 The School of the Future Chapter 2 being able to chair discussions, allowing everyone to be heard and reaching agreement and compro- 2.6.1 Creativity and innovation mises.49 School shall be a place that gives pupils Creativity and innovation refer to being innova- experience of various forms of participation in tive, curious, inventive, and capable of thinking democratic processes in its daily activities and outside the box and taking initiatives. Other con- representative bodies. cepts connected to the competences are idea Democratic competence also refers to under- development, risk assessment and being able to standing and demonstrating social responsibility. transform an idea into action. The concept of This may mean understanding the situation of entrepreneurship is often used in connection with others and making ethical assessments of the innovation competence in working life and in consequences of one’s own actions and those of school.50 others. Developments on knowledge and technology and high expectations for being able to solve complex problems have made creativity and innova- 2.6 Being able to explore and create tion important competences in society and in working life in the years ahead. Creativity and The Committee recommends that creativity, innovation are found to be important for the devel- innovation, critical thinking and problem-solving opment of the economy and the competitiveness are competences the school should help pupils of Norwegian business and industry.51 Creativity develop. The Norwegian and international soci- and innovation in the form of aesthetic and artistic eties depend on creative individuals who can con- expressions have great value for society, and it tribute in working life and society, create new will be important in the future that cultural enterprises and find solutions to demanding expressions reflect the increased diversity in soci- social challenges. A knowledge-based society ety. Most people will need to be creative in per- and working life require scientific methods and forming their jobs, and the ability to be innovative ways of thinking, critical thinking and an explor- and take initiatives may create opportunities and atory approach to knowledge. The creation of ensure the quality of life for the individual and for aesthetic and cultural expressions has great others. value for society. For individuals it is meaningful Creativity and innovation as competences to be able to contribute to creating things share many common elements, but the concepts through work and other activities. The ability to stem from different traditions, respectively aes- undertake critical assessment, problem-solving thetic subjects/performing arts, and business and and creativity may help individuals to cope with working life.52 A definition of creativity is that it is various events in life. about being curious, persevering, imaginative, The Committee finds that these competences and having the ability to cooperate and work in a can be learnt and developed, and that they are disciplined way. These elements are described as important parts of all the disciplines in school. follows: Curiosity, persistence, openness to seeing – Inquisitive: Having the ability to wonder and things in new ways and the ability to take initia- ask questions, the ability to explore and inves- tives are important aspects of the competences. tigate and challenging assumptions Young people are by nature inquisitive and – Persistent: Sticking with difficulty, daring to be exploring, but curiosity must be stimulated to be different and tolerating uncertainty developed. – Imaginative: Being able to develop imaginative Creativity, innovation, critical thinking and solutions and opportunities, playing with differ- problem-solving are here described as different ent possibilities, making connections and using competences. However, they also have common intuition features, and in many situations the pupils will need to apply the competences in concert to be able to explore and create. Complex problem-solving, for example in a work context, may demand innovation, critical assessment of information and 50 Björnsson and Hörnqvist 2014b, Erstad et al. 2014, Euro- the ability to choose relevant problem-solving pean Commission 2008 51 Pajarinen et al. 2015, Kereluik et al. 2013, NOU 2014: 7 strategies. Elevenes læring i fremtidens skole [Pupils’ learning in the school of the future] 49 Stray 2014 52 Binkley et al. 2012 34 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

Box 2.5 Binde School: Competence in innovation as practice for the working life of the future Binde School, located in the municipality of agreements with local businesses. The teachers Steinkjer in the county of Nord-Trøndelag, has function as guides for the pupils and the busi- pupils from Years 1 to 7. nesses throughout the school year, in connec- The school is putting extra effort into train- tion with both product development and the cre- ing in innovation, using the classroom and the ation of a good corporate culture. local community as a training arena for all pupils When the pupil enterprises are wound down, at each year level. Through systematic work to the pupils in Year 7 share their experiences with develop innovation competence the school the pupils in Year 6, giving the next group of intends to prepare its pupils for life as adults. pupils a good start when new pupil enterprises The goal is that the pupils should learn to think in the school will start in the autumn. The creatively, and that they practise seeing them- school has also introduced a special “fund“ that selves and their opportunities as contributors to is fed by taxes paid by the pupil enterprises. society and the working life of the future. These funds may be used to buy equipment for future pupil enterprises.

Application of innovation The school has developed a teaching programme A good start to working life where the pupils learn and apply competence in In the classroom and in the other education are- other education arenas. The aim is that the pupils nas the teachers help the pupils as they learn to will see how knowledge may be applied innova- cooperate, take initiatives and responsibility, and tively, and that they should gain insight into the become creative and confident. To promote the need for innovation in various businesses. The acquisition of these competences the teacher pupils visit and cooperate with businesses in the asks questions while expecting the pupils to local region, and draw on local resource persons reflect, propose solutions to the challenges and with innovation competence. This teaching is practise thinking creatively. The pupils are chal- linked to goals in the curriculum. lenged when it comes to what is possible, and Ever since the launch of this training in how to present their ideas. For the school it is entrepreneurship in 2005 all the pupils in Year 7 important that the pupils learn how to contrib- have taken part in establishing their own pupil ute by proposing solutions to the challenges of enterprises as part of the teaching in the various others when the teachers ask questions. school subjects. Working with entrepreneurship Innovation competence is developed by put- gives the pupils knowledge and skills that can be ting trust in the pupils, placing demands on connected directly to the competence objectives them, encouraging creativity and having them in a number of subjects. contact businesses. The school’s overriding goal The pupil enterprises use local mentors and is to make the pupils aware that everyone has find start-up capital themselves. Since the pupils competences it is important to use because soci- are trusted and receive guidance through the ety needs reflections, ideas and labour in the mentor programme, they have established future.

– Collaborative: Sharing a product, giving and The definition has been developed as part of a receiving feedback and cooperating appropri- framework for assessing creativity across sub- ately jects, and is presented in Figure 2.5. – Disciplined: Developing techniques, being able Creativity, an important competence in most to reflect critically and to craft and improve53 subjects and disciplines, is closely connected to subject-specific content and is developed through working with the subjects. In some cooperative situations persistence and the ability to cooperate 53 Spencer et al. 2012 with different people are requirements for creativ- Official Norwegian Reports NOU 2015: 8 35 The School of the Future Chapter 2

WONDERING & USING QUESTIONING EXPLORING AND INTUITION INVESTIGATING MAKING E TIV IN CONNECTIONSA Q IN U CHALLENGING G IS ASSUMPTIONS A IT M IV I E

PLAYING WITH POSSIBILITIES

& UNCERTAINTY

ING TOLERATING

CRAFTING IMPROV

E P

STICKING WITH STICKING L

DIFFICULTY S

I I

C T

E TECHNIQUES

I DEVELOPING

BE DIFFERENT BE

DARING TO DARING CRITICALLY

REFLECTING CO E

G LL IV

ABORAT PRODUCT

SHARING THE SHARING

APPROPRIATELY

FEEDBACK

COOPERATIN GIVING & RECEIVING & GIVING

Figure 2.5 Definition of creativity Source: Spencer et al. 2012

ity and innovation.54 As creativity is defined innovation in addition to creativity to point out that above, the ability to think critically and explore to pupils will need to learn to take initiatives and find solutions is part of this competence. transform ideas into action. Innovation may be defined in a similar manner Entrepreneurship is often used together with as creativity, for example that it includes practical or instead of the innovation concept, and many skills and skills relating to thinking, being cre- see entrepreneurship as a competence school ative, curious and able to see relationships, and should contribute to developing and as an import- having imagination and being able to deal with ant working method in school,57 see Box 2.6. The uncertainty. Social skills, such as communication, Committee has chosen to use the innovation con- cooperation and persistence are also seen as cept, but recognize that in part it overlaps with the important.55 While creativity refers to developing idea of entrepreneurship competence. ideas, innovative competence also includes being able to transform ideas into action and taking initiatives.56 2.6.2 Critical thinking and problem-solving Innovation is important for society and for Critical thinking and problem-solving are often companies and enterprises, and pupils may be considered together and refer to being able to rea- able to develop innovative competence in higher son and analyse, identify relevant issues and being education and working life. Creativity as it is capable of using relevant strategies for complex described here covers important competence in problem-solving. It also refers to the ability to the future society and its working life. The Com- assess claims, arguments and evidence from vari- mittee has nevertheless chosen to use the concept ous sources in complex and unknown situations.

54 Sawyer 2012, Erstad et al. 2014, Kaufman and Sternberg 57 Input from organisations to the Ludvigsen Committee in 2010 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- 55 OECD 2015a ning in the school of the future], the Ministry of Education 56 European Commission 2014 and Research 2011, European Commission 2008 36 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future

competence in a democratic perspective. Being able to think critically is also important for making Box 2.6 Entrepreneurship good decisions and choices in one’s own life, for Entrepreneurship is a key concept in the busi- example when it comes to health.59 Many voca- ness world and means the initiative and ability tions will need to use research-based knowledge to create new business. In school, entrepre- and will require understanding of scientific meth- neurship is defined in a number of ways. One ods and ways of thinking. definition is that the pupils must learn to Critical thinking means using scientific meth- establish and operate an enterprise, for exam- ods and ways of thinking to assess the validity of ple by working with a pupil enterprise. Other information and arguments. Being able to under- definitions see entrepreneurship as both a take ethical assessments and exercise one’s competence the pupils should develop and a judgement is part of the critical assessment ability method and way of working. One example of pupils should develop. This is important for the this approach is that entrepreneurship train- pupils in school, working life and leisure activities. ing should help develop creativity and cooper- Critical thinking is also a key part of reading and ation, strengthen pupils’ learning, their self- writing competence, see section 2.5.1. confidence and motivation, and encourage Problem-solving means that pupils must learn more young people to start up their own com- to analyse a problem and assess the relevance of panies. knowledge and methods. They must also be able Entrepreneurship as a working method in to test and explore different solutions and evalu- school attaches importance to pupil initiatives, ate and make necessary adjustments while work- problem-based learning, practical work and ing with an assignment. Pupils must learn to cooperation with the local community. Such accept that they may often be unable to find the work methods may lead to a varied and practi- solution to a problem immediately. Problem-solv- cal education and inspire pupils to learn. ing and critical thinking may also be connected to how pupils learn strategies to work in an investi- Source: Johansen and Støren 2014, Spilling et al. 2015 gative manner. This means being able to ask questions, test, gain experiences and obtain more knowledge, a process that will then be the spring- board for asking new questions.60 Society is dominated by complexity and The ability to make rational choices and decisions demanding global challenges, and the need for and to use scientific methods is also connected to complex problem-solving will most likely increase these competences.58 in working life.61 Therefore, pupils should have Critical thinking and problem-solving are experience of solving problems and dealing with important today, and some aspects of the compe- situations where it is not obvious which strategies tences will gain in importance in the coming and methods they should use to arrive at a solu- years. The complexity of society and the access to tion. Such complex problem-solving requires that vast amounts of information will demand that each pupils learn to apply several competences individual is able to undertake critical assess- together, including metacognition, creativity, inno- ments and deal with various issues and problems, vation, critical thinking and problem-solving.62 at work, in society and in ones’ private life. See section 2.4.1 about metacognition. Complex Due to digitalisation and the broad access to issues will often require that pupils will be able to information, the ability to think critically and to collate and apply knowledge and skills from differ- judge sources has changed and become more ent subjects.63 important. Information that is available digitally has Pupils will need to learn problem-solving strat- been quality assured to varying degrees and may egies that are relevant to each subject, and must be published or posted by individuals or organisa- be systematically trained to use subject knowl- tions with other purposes than the dissemination of correct information. Being able to critically judge information and to understand decisions made on 59 Pellegrino and Hilton 2012 one’s own or others’ behalf constitute an important 60 Dewey 1938, Bruce and Bishop 2002, Linn et al. 2011 61 Autor et al. 2003, Pellegrino and Hilton 2012 62 58 Pellegrino and Hilton 2012, Björnsson and Hörnqvist Funke and Frensch 2007, Mevarech and Kramarski 2014 2014b, Binkley et al. 2012 63 Funke and Frensch 2007, Pellegrino and Hilton 2012 Official Norwegian Reports NOU 2015: 8 37 The School of the Future Chapter 2 edge and skills to undertake critical assessments jects in the school of the future. Therefore there and solve problems in their subjects.64 might be some confusion if the concept “basic skills“ were to be carried forward for some of these, while others are referred to as compe- 2.7 Reformulating today’s basic skills tences. Even if we step away from the generic term for The rationales for giving priority to the basic skills today’s basic skills, it will be important to point in the Knowledge Promotion Reform were that out the common features and collaboration these are necessary requirements for learning and between reading, writing and verbal competence, development in school, society and in working life. and digital competence and mathematics compe- They are considered to be decisive for each individ- tence where it is relevant. ual’s ability to master working life and participate as a critical and reflexive citizen. The Committee finds these rationales to be as important in the 2.7.2 The different skills school of the future. Bearing in mind the assessments in this chap- Reading, writing and verbal skills ter, the Committee finds that changes in today’s Reading, writing and verbal competences consti- model for basic skills are needed. The work with tute an important requirement for learning in all basic skills has been a major development activity subjects, and will in different ways be parts of the for schools, school owners and for development of competence in the subjects. Therefore the Com- the national subject curricula and the national mittee recommends carrying forward today’s tests. It will be important to build on the good principle that these areas should be present in all work that has been done to ensure continuity in subjects. The manner in which the competences school’s work and to learn from experiences. are integrated in each subject should be developed. For example, some teachers have understood reading as a basic skill as something “alien“ 2.7.1 Change of concept which comes from the outside, and not as clarify- The definition of basic skills in the Knowledge ing what kind of reading that is relevant for the Promotion Reform is broad and connected to lite- pupils to learn in their subject. How the compe- racy, i.e. being able to communicate and partici- tences can be made even more visible as part of pate in different societal and cultural contexts. the competence in the subjects should be This closely resembles an understanding of com- assessed in a future curriculum process. petence, and supports the idea that in the future The Committee attaches importance to how one should use the competence concept instead of different social and cultural situations demand the the skill concept.65 Even if the concept basic ability to read, write, speak and listen, and that expresses that the skills are requirements for these competences to some extent should be con- learning in all subjects, the term does not express sidered together. Communicating, interacting and clearly that the skills develop continuously participating are underlined as a common area of throughout the students’ learning trajectory. The competence. This means that reading and writing, evaluation of the Knowledge Promotion Reform and verbal competence, should be considered showed that in many cases the basic skills have together with collaboration competence. been understood more narrowly than originally intended, as elementary skills that are most important for the pupils during the early stages of Numeracy education.66 Discarding the concept of basic skills The Committee has pointed out that mathematics and rather using the competence concept may competence is important in the school of the make it clearer that competence is developed con- future. The Committee emphasizes that mathe- tinuously throughout one’s learning trajectory. matics competence should be developed in the Moreover, the Committee wants to focus on a mathematics subject and in other subjects where number of competences as important across sub- it is a relevant aspect of the competence. This has consequences for today’s basic numeracy skill. One of the purposes of giving priority to numer- 64 National Research Council 2000 65 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- acy as a basic skill was that it is important for ning in the school of the future] developing competence in all subjects. Impor- 66 Aasen et al. 2012 tance was also attached to how the pupils need 38 Official Norwegian Reports NOU 2015: 8 Chapter 2 The School of the Future numeracy skills to understand, interpret and use to do with numeracy. In other subjects numeracy information so that they can be informed citizens and other aspects of mathematics are an essential and participate actively in society.67 An example of part of the subjects, such as in natural science and how numeracy is integrated in social studies is social studies. If some subjects are given greater that pupils must learn how to use concurrent and responsibility for mathematics, including what conflicting information from statistics to discuss a today is understood as numeracy, it may clarify social studies issue, and calculate incomes, pre- the division of responsibility between the subjects pare a household budget and assess how life situa- and make it easier for schools to work with the tions, savings and loaning money impact personal mathematics competence where relevant. finances.68 The introduction of numeracy as a basic skill makes it clear that the progression in the curricu- Digital skills lum revisions in 2013 and not least the national Today’s basic skills put too much emphasis on the test in mathematics have made it clear that all tool aspect of digital competence and are not suffi- teachers have responsibility for pupils developing ciently clear in terms of how digital tools and numeracy skills in all subjects. However, it has media are an integral part of what the pupils must proved to be challenging for schools to work sys- learn in the subjects and across subjects. It varies tematically with numeracy in all subjects.69 from one school to the next and one subject to the The Committee emphasizes that the purpose next as to how much the digital tools are part of and content of numeracy as a basic skill may be the education.71 maintained as well within a competence concept, The Committee emphasizes it is more import- and that what is designated as numeracy today ant to assess how technological and digital devel- may be seen as part of mathematics competence. opments influence the competence in each subject One objection against the concept of numer- than it is to focus on the common features of digi- acy is that there is no clear distinction between tal skills across subjects. As digital competence what numeracy is and what mathematics compe- involves many dimensions, there is a need to dis- tence is, and there is no correspondence between tinguish more clearly between different aspects of how numeracy is understood in the mathematics the competence than the digital skills do today. It subject and how it is defined as a basic skill in all will be important to consider which digital tools subjects.70 The concept of numeracy has over and situations are prominent in each subject, and time been embedded in school, so in the event of a thus are important for what the pupils should future change it will be important to clarify what learn in the subject. Moreover, digital competence the change in concept means. In developing the should be shown as part of other cross-curricular curriculum it may help to see competence in the competences. Today, much communication mathematics subject and mathematics compe- occurs digitally. tence which is relevant for other subjects as a “common“ competence to ensure coherence and a clear division of responsibility between the sub- Coherence between different competences jects. Today’s basic skills in reading, writing and verbal Experiences from curriculum development language comprise elements of several of the and the work in schools with numeracy as a basic competences the Committee has highlighted in skill indicate that it is not as relevant to make this chapter, including metacognition, self-regu- numeracy visible as a part of the competence in all lation, learning strategies and critical thinking. subjects. An example of this is the language sub- However, these are not a systematic part of the jects, where, for example, a competence objective subjects. In a future subject renewal there will be relating to being able to count in English has little a need to draw boundary lines and establish coherence between the content of the cross-cur- 67 Cf. the concepts numeracy and literacy, see Report to the riculum competences, particularly in terms of Storting no. 30 (2003–2004) Kultur for læring [Culture for how the competences are present in each sub- learning] 68 Curriculum in social studies ject. 69 Grønmo 2014, Aasen et al. 2012 70 Grønmo 2014 71 Erstad et al. 2014 Official Norwegian Reports NOU 2015: 8 39 The School of the Future Chapter 2

Figure 2.6 Illustration Chapter 2

2.8 The Committee’s recommen- and ethical assessments. Social and emotional dations competences should be integrated in the subjects as part of the recommended areas of com- In this chapter the Committee has assessed what petence. kind of competences will be important for society, – The following areas competence should serve working life and individuals in the future and as the foundation for a future renewal of the which of these school should help pupils to subjects in school: develop. The assessments of the Committee have – subject-specific competence been made according to the school’s objects – competence in learning clause, important trends in societal development – competence in communicating, interacting and relevant research. and participating Pupils in the school of the future will need to – competence in exploring and creating develop subject-specific competences and compe- – Competence should be developed through tences that are important in many subjects, such work in the subjects. In a future subject as being able to learn, communicate, cooperate, renewal process the four areas of competence participate, explore and create. Assignments and must be present in all the disciplines in school. challenges the pupils will encounter demand that – The following competences are connected to they develop thinking, practical skills and social the areas of competence: and emotional competence in an collaboration. – subject-specific competence in mathemat- The Committee therefore recommends four ics, natural science and technology, lan- areas of competence as important in the school guages, social studies and ethics, and prac- subjects of the future. These competence areas tical and aesthetic subjects, are considered to be important for pupils, society – metacognition and self-regulated learning and its working life in the years ahead. The Com- (being able to learn), mittee believes that pupils should develop subject- – reading, writing and verbal competences, specific and cross-curriculum competences by collaboration, participation and democratic working with the various subjects in school. If the competence (being able to communicate, areas of competence form the point of departure interact and participate), and for renewal of the subjects, it will contribute to – creativity, innovation, critical thinking and better coherence between the objects clause and problem-solving (being able to explore and the subject content than is the case today. create). – Today’s basic skills in reading, writing and The Committee recommends the following: spoken language should be reformulated as – A broad competence concept should be used as competences. Numeracy should be desig- the underpinning for the school subjects of the nated as a mathematical competence. Digi- future. Competence means that pupils should tal skills will be connected more closely be able to master challenges and solve prob- than today to subject-specific competence lems in different contexts, and comprise cogni- in the subjects, in addition to digital compe- tive, practical, social and emotional learning tence being integrated with other cross-cur- and development, including attitudes, values riculum competences. 40 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Chapter 3 Renewal of the school subjects

Figure 3.1 Illustration Chapter 3

While Chapter 2 discusses and describes the com- interim report indicates that learning that leads to petences pupils should develop in the school of in-depth understanding and which pupils can also the future, in Chapter 3 the Committee assesses transfer to other contexts, will increase in impor- and gives reasons for how the subjects can be tance in the future. In this chapter some principles developed to promote these competences. The are recommended for renewal of the subjects. The subjects in the Knowledge Promotion Reform and aim is that the renewal should be knowledge- the Knowledge Promotion Sami Reform need based. renewal to meet the future requirements for com- If the subject curricula are to be productive petence in working life and society. governing documents and tools for teachers and For schooling to help pupils as private individ- teaching staffs, the content must be connected to uals, citizens and workers/professionals, school the key building blocks in the subjects, which must support them in their development of a deep means the important methods, ways of thinking, understanding of what they learn in subjects and concepts, principles and contexts in the subject across subjects. The knowledge foundation in the that the pupils need to learn. The Committee rec- Official Norwegian Reports NOU 2015: 8 41 The School of the Future Chapter 3 ommends that the renewal should start in the dis- clause. Objectives for the social development of ciplines in school. The four areas of competence the pupils are not, for example, a systematic ele- presented in Chapter 2 will be part of all the disci- ment in the school subjects. The Committee has plines in school. been asked to assess the degree to which the content of the objects clause is adequately reflected by the subject content in primary and secondary 3.1 Subject renewal education and training. The Committee recommends renewal of the school subjects where the This section elaborates on why subject renewal is ability to learn, ability to communicate and inter- necessary, and which important considerations act and the ability to explore and create are high- should underlie the rationales for the subjects. lighted together with subject-specific competence. Following this, principles will be recommended The Committee argues that if this recommenda- for the renewal of the subjects. tion forms the basis for a future renewal of the When subjects are to be renewed grounds school subjects, they will reflect the objects clause must be given according to the needs for compe- better than today. tence in society, and according to how they will help realise school’s social responsibility and in- depth learning and advanced progression in the 3.1.1 Competences for the future pupil’s learning. Sections 3.1.1–3.1.3 elaborate on The Committee recommends that some of the these three considerations. competence areas should be included in all sub- The social responsibility of primary and sec- jects and others in some of the subjects. This will ondary education and training comprises objec- be explained in more detail later in the chapter. An tives for society as well as the individual pupil. In argument for the presence of some competences sum, the objects clause and the objectives of the in all subjects is that they are crucial require- main curriculum have goals for the pupils’ aca- ments for learning. Another argument may be demic, social and personal learning and develop- that the competences are so relevant and import- ment. It is a challenge today that a number of the ant in society and working life that the pupils competences that are concentrated on in the main should work with them in different ways through- curriculum generally are described in the Quality out their entire learning trajectory. framework, the Core Curriculum and the objects

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Figure 3.2 Subject renewal 42 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Including a number of cross-curriculum com- ity, as defined in the objects clause, it follows that petences in the curriculum can add breadth to the the content the pupils encounter in primary and subjects if nothing is removed. This shows that secondary education and training is not only an the relationship between breadth and depth in objective in itself, but that it must also satisfy a school’s content may be a challenge. The desire to number of social requirements. The subjects must highlight a theme, a competence or an area of be relevant in the sense that they have value for study by allowing some or all subjects to have society and working life, and also are adapted to some responsibility may increase the breadth of the experiences, abilities and aptitudes for pupils’ the subject curricula at the expense of a pupil’s learning. opportunity to undertake in-depth studies in indi- Choosing relevant content in school is con- vidual topics. nected to prioritising subject content and areas of The balance between breadth and depth is one competence that are important for the personal of the many dilemmas a future curriculum devel- development of the pupils, future vocations and opment will have to address to find optimal solu- professions and participation in society. It is part tions. But it is not immediately possible to equate of the Committee’s mandate to examine the breadth in the subjects with superficial learning in school subjects in a perspective stretching 20 to the subjects. In might be necessary for pupils’ 30 years into the future. understanding and in-depth learning to have Pupils experience relevance if they can con- insight into the breadth of a field of knowledge. nect what they are learning to what is deemed to They will also learn to work in accordance with be important knowledge in social and working thematically cross-curriculum knowledge.1 Opti- life, and to what they are personally interested in mal solutions for this dilemma may be found by and personally consider valuable. If the experi- combining insights from learning sciences and ences and aptitudes for pupils’ learning are con- subject didactics. Designing a curriculum will sidered when the subjects are to be renewed, this then involve connecting development and learn- may give pupils experiences of mastering and ing sciences to the key concepts, principles and motivation in their school work. The belief that contexts in a subject that the subject didactics the content in school subjects must also be cho- builds on.2 sen with a view to the experiences pupils already The four areas of competence from Chapter 2 have gained has been an important consideration are an answer to the need to set priorities in sub- in pedagogy and didactics for a long time. The jects when the body of knowledge is endless and experiences pupils have, and the knowledge and rapidly changing. The Committee proposes skills they have developed through these provide attaching greater importance to central building the point of departure for further learning.3 The blocks in the subjects. Cross-curriculum and sub- content of school must reflect the fact that pupils ject-specific competences constitute building are living in the here and now, have a history and blocks in the subjects, but how they will be have hopes and ambitions for the future.4 expressed in the competence objectives will vary Traditionally school subjects have had broad from one subject to the next. See more about rationales based on liberal education and utility, highlighting the four areas of competence in sec- but with varying degrees of importance.5 A liberal tion 3.2. education in primary and secondary education In the Committee’s overall proposal, social and training means that school should have valid- responsibility, competences for the future and ity for all, for those who will be working in voca- renewed subject curricula constitute a compre- tions later in life and for those who will pass on to hensive whole as illustrated in Figure 3.2. academic subjects in university.6 In a school for all, a liberal education may be considered to comprise a certain minimum of general knowledge, 3.1.2 School’s social responsibility cultural understanding and cultural ways of think- To realise school’s social responsibility the sub- ing that are considered to be important for all jects must be relevant. The relevance of the sub- members of a society. That compulsory school jects is connected to rational arguments as to why a particular content must be an element of a 3 Dewey 1996 school subject. From school’s social responsibil- 4 Dewey 1916, Erstad et al. 2014 5 Aase 2005 1 Håkansson and Sundberg 2012 6 The Ministry of Education, Research and Church Affairs 2 National Research Council 2012 (1993), Common Core Curriculum (L93) Official Norwegian Reports NOU 2015: 8 43 The School of the Future Chapter 3

goals, for example relating to working life, the economy, business interests or research interests Box 3.1 Grounds for natural in the science subjects. Utility also means that science’s place in school knowledge and skills in a number of subjects may 1 Why should all pupils learn natural science? help individuals to master day-to-day life, both in The economic argument: Natural science is nature and the man-made world in a modern soci- a beneficial preparation for a vocation and edu- ety, and is thus connected to school’s broad man- cation in a high-technology and science-based date. When renewing the school subjects, the util- society. ity aspect, as well as the liberal education aspect, The utility argument: Natural science is must be made relevant in a perspective that takes important for practical mastering of day-to-day the individual, working life and society into con- life in a modern society. sideration. In subject didactics, systematic The democracy argument: Natural science attempts have been made to give grounds for the knowledge is important in order to have place subjects have in school. For an example of informed opinions and to be a responsible this relating to natural science see Box 3.1. member in a democracy. The culture argument: Natural science is an import part of human culture. 3.1.3 Facilitating in-depth learning and This list illustrates that school subjects are advanced progression based on many considerations, and when these are to be explained, a number of these In-depth learning considerations interact and their importance The consequences of societal developments for is seen in relation to each other. the individual, as outlined in Chapter 2, are an increase in the demand for the acquisition of new 1 Sjøberg 2009 knowledge and competence throughout one’s life and the need to use what one learns in new contexts. The knowledge foundation in the interim report indicates that lasting learning which the pupils may transfer to other contexts will be even has a general liberal function means that it must more important in the future. This means that stimulate pupil participation in social life and lei- school has to lay the groundwork for better devel- sure time, regardless their personal interests and opment of the pupils’ comprehensive and lasting whether they will be taking higher education or understanding in a subject or across disciplines, are entering a vocation. If pupils are to be able to i.e. in-depth learning. This means that there is a choose education and jobs based on their inter- need for renewal of the subjects in school with in- ests and abilities, and in a way that also ensures depth learning in focus. that school can recruit people to all areas in work- The goal for pupil development of competence ing life and society, school must give the pupils a in subjects is that they should be able to apply it, broad basis in a wide range of practical, theoreti- i.e. that they should be able to use knowledge and cal, ethical and aesthetic disciplines. The social skills to solve tasks and master challenges, cogni- responsibility of primary and secondary educa- tively, practically and in communication with oth- tion and training thus requires a range of different ers. Knowledge about when one can use what one subjects. has learnt and skills relating to how to do this are School as a social institution contributes to a a result of in-depth learning. Hence, in-depth liberal education through organised and purpose- learning and competence development are closely ful processes, and here the subjects play import- linked. In many cases, acquiring competence ant roles because all in all they help to create requires in-depth learning.7 knowledgeable citizens who can be active partici- Developing competence that can be used is pants in our culture in different ways. The school equally important for theoretical knowledge fields subjects are not, however, static quantities. They as for practical-demanding skills areas. In-depth live in a field of tension between tradition and learning is equally important for developing com- renewal. petence in all subjects, subjects in primary school The utility perspective for the subjects is based as well as common core subjects and programme on the idea that what pupils should learn in school is primarily valuable for achieving a number of 7 Pellegrino and Hilton 2012 44 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future subjects in upper secondary education. It is school year this should take place. Curriculum important to learn and master the subjects’ meth- development has at times attached less impor- ods and ways of thinking in all subjects in school. tance to how the knowledge and skills actually are With an education more adapted to each individ- learnt by the pupils. Close collaboration between ual, the pupils will have varying needs for what to learning sciences and subject didactics will have a study in depth, and how. In-depth learning does positive effect as it will make the desired progres- not mean in depth in everything for everybody. sion clearer for pupils’ learning. Studying in depth in individual topics assumes To facilitate good progression in the learning a that the pupils have the opportunity to make good subject didactics understanding of probable choices. learning trajectories in a subject is required. Some In the interim report the Committee finds that teachers will have this competence, while others, curruculum overload challenges the school’s aim who may not have sufficient subject or subject of providing learning and understanding that will didactics competence, may need support to be last, more specifically, the challenge that arises able to guide the subject development of pupils. when new subject matter is added without some- The concept of taxonomy is often used, meaning thing else being removed. The subjects must be systematisation of how knowledge or competence developed in ways that will make in-depth learn- is constructed in a discipline. A pupil’s learning ing possible. Research shows that it takes time for trajectory is a dynamic process, something which pupils to develop understanding. This raises the is not covered well by the taxonomy construct. A issue of how many disciplines it is realistic that taxonomy is a classification/categorisation of dif- the school subjects should consist of if pupils are ferent types of cognitive functions, expressed in to have the opportunity to develop robust under- varying situations, and therefore cannot be seen standing during a given learning trajectory. If the as stable abilities in pupils. subject curricula are to be productive governing Taxonomies may, however, be useful in the documents and tools for schools and teaching development of the subject curricula. In didactics staffs, the content must be connected to the key research they are used to identify the degree of building blocks in the subjects. The competence expected cognitive complexity.8 To put it in a sim- focus in the subject curricula may function as a pler way, it may be claimed that surface learning way of reducing curruculum overload as the issue is on a low taxonomy level, while in-depth learning is not whether any material from a subject should will be on a higher/high taxonomy level. These be removed when something new is included, but taxonomies may also be connected to social func- rather which subject matter and which ways of tions, such as a pupil’s capacity to participate in working should be chosen to promote the desired complex problem-solving, which may refer to the competence. knowledge and social competence needed to participate in demanding activities. The SOLO taxonomy (Structure of Observed Learning Outcome) is Progression thus interesting. This describes increasing levels In the report, progression has a learning science of complexity in pupils’ understanding of subjects, aspect which refers to how pupils’ understanding and endeavours to state something about the qual- develops over time throughout the learning in a ity of their learning.9 discipline. Progression also has a subject didactics See more about progression in the subject cur- aspect relating to how the building blocks in the ricula and pupils’ learning progressions in Chap- subject can be described according to a progres- ter 4. sion from one stage with descriptions of objectives to the next in the subject curricula. The Commit- tee emphasize that by applying learning sciences 3.1.4 Principles of subject renewal and subject didactics together it will be possible to A consequence of the knowledge foundation in clarify the desired progression in pupils’ learning. the interim report is that renewal of the school Learning progression will then be about connect- subjects is necessary, and that the renewal must ing development and learning sciences to the key be especially focused on subject-specific and concepts, methods and contexts in a subject. cross-curriculum competences, in-depth learning Traditionally the development of subject cur- and progression in pupils’ learning trajectories. ricula has been oriented towards deliberate choices relating to which skills are to be trained, 8 See for example Andersen and Krathwohl 2001 which knowledge is to be taught and in which 9 Biggs and Collins 1982 Official Norwegian Reports NOU 2015: 8 45 The School of the Future Chapter 3

Box 3.2 Eiksmarka School: With problem formulations as the point of departure for in-depth learning Eiksmarka School, in the municipality of Where can we obtain knowledge about this? Bærum in Akershus County, is a primary school Who can we ask? with pupils in Year 1 to Year 7. The pupils learn from asking experts outside Each year in school, all the pupils from Year school. How should we formulate our question to 2 to Year 7 work on a project where they use a get an answer? How can we write this so that oth- recognised research method. They are allowed ers will understand what we mean? The pupils to choose which discipline they want to work learn that it is important to present their findings with, and must then formulate a hypothesis con- using their own words, even if what they have nected to a problem formulation or research found may be difficult to present to others. question. The class works together to develop, For many pupils these projects have taught choose and implement surveys to test the them that it is important to decide what the most hypotheses. On completion of the project the important elements are to include in an assign- findings will be assessed, the pupils have to ment. What is it actually that we are trying to find summarise and draw their conclusions, and out? What will the reader expect to find informa- finally present their findings in a written report. tion about in the report? What is less important When working to find the answer to the information this time around? Can we use research question they have chosen, the pupils humour to make the report more exciting to must use subject-specific competences and com- read? petence in learning and communicating. The Asking questions and finding answers has teacher must support the pupils in their plan- become part of the pupils work method, and is a ning and implementation of the project and the good way of training in various academic pupils must cooperate to arrive at a good result. approaches so that both pupils and teachers can This is also an excellent method for teaching the start thinking in another way. For example, the pupils that day-to-day life and the school sub- pupils ask themselves more questions: Can I jects are interconnected. solve this more quickly? Are there other answers?

In-depth learning over surface learning The pupils learn how to find their way to new Important competences for later in life knowledge and how to present it, and they gain If they are to obtain the best possible results, the understanding of the field they have been work- pupils understand that it is not sufficient to ing with in a way that they will remember for a carry out the assignment they have the main long time. Moreover, teachers and pupils will responsibility for. They must help each other. experience that finding the answer to a hypothe- When the report is finished, they see that work- sis often leads to new questions. In-depth study ing together gives a better result than if they of an issue contributes to better understanding had done everything alone. and to giving the pupils the urge to learn more. The pupils must make proposals, give Spending time on a project allows the pupils to grounds for these and dare to discuss. They improve the results through the work process. must cooperate to achieve a common result, and they also learn to compromise. The school is working to give the pupils tools that will allow Asking questions to find answers them to deal with disagreements in a good way. In the lower school years the teachers put much This is an important competence for them to work into teaching the pupils to ask questions, have when they are to solve the challenges of also when not involved in project work. The tomorrow. pupils may, for example, be required to prepare The pupils also learn that persistence is questions for a text. When they have learnt to important. Answers do not always arrive out of ask good questions, they must learn how to find the blue. These are experiences and compe- the answers. The pupils learn both how to find tences the school hopes the pupils will use the answers and how to give reasons for them. throughout their whole lives. 46 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Future needs and findings from learning research underpinning of the school subject in question. cannot, however, stand alone as rationales for When subject curricula are developed, subject choosing content in the school subjects. In partic- didactic arguments may be connected to issues ular it will be important to combine learning sci- relating to determine the most important con- ences and subject didactics research. If the sub- cepts, principles and contexts in what pupils are to ject renewal is to take place in a systematic and learn. Are there aspects of a school subject that knowledge-based manner, it is recommended that are more fundamental than others? What is appro- it is based on priate progression in the subject when taking how – the pupils’ expectations for learning, pupils learn into consideration? Are there aspects – pedagogical, didactic, subject didactic and of the subject that are particularly useful to con- learning research, sider in conjunction with other school subjects? – the relevant disciplines and competences for the future, – horizontal and vertical coherence in the curric- Relevant subjects and competences for the future ulum and Trends in society and working life must be – the breadth of the school’s objects clause. included in the considerations when choosing the competences in the school subjects. The interim report deals with this through the priorities and Requirements for learning choices of cross-curriculum and subject-specific The content of school must be adapted to the cog- competences. The digitalisation of society is a nat- nitive, mental, social, cultural and academic abili- ural example of a development trend demanding ties and aptitudes of the pupils. The general point renewal of the content in the school subjects. The of this principle is that the development of the language subjects must for example include new school subjects requires that the various disci- digital text forms, genres and purposes of writ- plines and stakeholders are updated on research- ing.11 Digital calculation tools lead to substantial based knowledge on pupils’ learning and develop- changes in the content of the mathematics12 ment. The Committee attaches particular impor- school subject and other natural science subjects. tance to the possibilities for in-depth learning and progression in pupils’ learning trajectories. Research tells us that pupils’ development of Horizontal and vertical coherence in the curriculum understanding takes time. The choice of content This principle refers to strengthening the connec- and planning of progression must take this fact tions between the various sections of the curricu- into consideration. lum to make it appear holistic and consistent, both internally in subjects and across them.13 For example, vertical coherence may mean that the Pedagogical, didactic, subject didactic and learning plan for the progression of pupils’ learning is clear research between the various stages and years in the sub- Subject curricula are didactic texts, and curricu- ject curricula. Horizontal coherence means con- lum development must build on research-based nections across the curricula, for example, where knowledge from pedagogy and didactics. As a multi-subject themes and research questions have field of study, didactics deals with the what of goals in several subjects, an approach that can teaching (content – what the pupils must learn), build bridges between subjects so they can rein- the how (teaching forms – how learning should force each other in important areas. take place) and the why (objectives and grounds – why they should learn this or that).10 Further- more, questions such as when and where may be The school’s objects clause added to emphasise context perspectives that are The relevant content of the school subjects must important for learning. Schemes and forms of be chosen in light of the breadth of the school's pupil assessment in subjects are also part of didac- objects clause. The core values the Norwegian tics. Subject didactics, such as mathematics didac- school is founded on are expressed in the objects tics and social studies didactics, works with didac- clause. tic questions in the school subjects, and also complies with the science tradition(s) that are the 11 Hultin et al. 2014 12 The Directorate of Education 2014 10 Gundem 1998 13 Muller 2009 Official Norwegian Reports NOU 2015: 8 47 The School of the Future Chapter 3

Box 3.3 Systematic use of resources and learning arenas outside school The purpose of the Lektor2-scheme [a lektor in strengthened the relationships between school Norway is a teacher with a full 6 year university and working life.1 degree] is to strengthen parts of the teaching in The natural school rucksack is a national pro- natural science and increase pupil motivation for gramme to promote curiosity and knowledge natural science subjects in lower secondary about nature and society, awareness about school and upper secondary education. This will sustainable development and increase the invol- be accomplished by implementing teaching pro- vement in environmental issues of pupils and grammes developed in cooperation between teachers in school. The evaluation of the pro- teachers in school and experts from industry gramme showed that pupils and teachers gene- and other areas of working life outside school. rally found that practical teaching in outdoor By involving experts from working life directly learning arenas motivates learning. Pupils in in the teaching as a “Adjunct teacher “ (teachers upper secondary school were more motivated 2), the purpose is to give the pupils insight into than younger pupils by the more exploratory how what they learn in school is useful in work- ways of working, such as looking for answers to ing life. In the evaluation of the scheme the questions they had made themselves. The pupils assessed the teaching with their “Adjunct schools pointed out the subject didactics benefit teacher“ as more positive and interesting than from participating, which refers to the teachers’ other teaching in the natural science subjects. competence-raising in the use of more practical, The teachers in the school gained better insight varied and exploratory teaching in learning are- into the competence requirement of the compa- nas outside the school/classroom.2 nies, while the companies gained better insight into the day-to-day business of school and the 1 Sjaastad et al. 2014b competence required there. In sum, this 2 Sjaastad et al. 2014a

tent of the music subject in that digital compe- 3.1.5 Consequences of applying the principles tence is given a place,16 which then creates the Renewal of subjects must be a systematic process need for subject didactics development work. where the principles are considered together. Subjects as well as society change over time. Making the subjects taught in school more rele- What is most important for children and young vant for the future may mean assessing the sub- people to learn in a subject is not necessarily the jects according to various types of challenges. Dif- same today as ten or 20 years ago. Renewal of a ferent assessments must be made in the different subject may mean another prioritising of compe- subjects, based on the nature of the subject and tence areas in existing subjects. The subject curric- what responsibility it has in school. Below are ula are often the result of academic and political some examples of such assessments. compromises, and in many ways represent a sum- Reviewing a subject may mean that new compe- mary of long subject didactics traditions and tence objectives must be embedded in the subject, or developments. The need for other priorities may that the phrasing of the competences requires demand that academic environments and curricu- more precision. The reason may be that the sub- lum developers must reconsider their own priori- ject must respond to particular challenges in soci- ties.17 etal development, or that research has changed Subject renewal may also mean restructuring the subject. For example, the music area of study the distribution of subjects. Restructuring subjects has changed its content substantially due to tech- may mean other compositions of disciplines, nological developments.14 The subject has been merging subjects or new formation of subjects. expanded with the topic area of music technol- Chapter 2 points out that knowledge about physi- ogy.15 This challenges the framework of the con- cal health, mental health, nutrition, lifestyles and

14 Hultin et al. 2014 16 Savage 2005 15 Kvidal 2009 17 Espeland 2014 48 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future personal finances is important for mastering life in – social studies and ethics today’s society. Several of these topics are present – practical and esthetic subjects in the current subject curricula, but they could be made more visible. See more about this in section The Committee recommends that the subject 3.2.3. renewal should start in the disciplines in school, The subjects may also be renewed through the and not in individual subjects. This recommenda- use of other learning arenas. Linking the compe- tion means that the various subjects in each disci- tence in subjects to different arenas, for example pline must be considered together when high- outside the classroom or school, may increase the lighting the areas of competence. This means, for relevance of school for pupils. Productive coopera- example, that if language learning and communi- tion between school and other learning arenas may cation are to be strengthened in the language sub- have impact on pupils’ understanding of subjects jects, the development of the subject curricula in and have positive influence on motivation for learn- Norwegian, English and other languages must ing. Some development work has taken place in take place concurrently and be closely connected. this field in recent years. The examples in Box 3.3, The Committee argue that a requirement for a the Lektor2 scheme and The natural school strong subject curricula coherence between the rucksack [Den naturlige skolesekken] are not language subjects is that their formulations of about choosing school content on an cross-curricu- objectives and progression must be mutually sup- lum level, but rather about planning and implemen- portive in areas they have in common. tation of teaching and organising the day in school. Common responsibilities and division of However, these projects may inspire school to responsibilities are both keywords for good cur- make the curriculum objectives open for the use of riculum coherence between subjects that have resource and learning arenas outside school. many areas in common. The division of responsibilities will refer to finding methods, ways of thinking, concepts and principles the subjects 3.2 Renewal of the subjects in school have a common responsibility for in school so that they can jointly support pupils’ learning. When In Chapter 2 it is recommended that the following having greater focus on the common building four areas of competence should be the basis for blocks, the subjects in each of the school’s disci- choosing priorities when renewing the subjects: plines may be developed with more in-depth ori- – subject-specific competence entation by either having common responsibilities – being able to learn or shared responsibilities. – being able to communicate, interact and participate – being able to explore and create 3.2.1 Common building blocks and closer cooperation between subjects This section describes the Committee’s recommendations as to how the four areas of compe- Building blocks tence may be made more visible in the subjects. One answer to how the pupils may develop sub- Subject-specific competence will constitute the ject knowledge when the amount of knowledge is foundation in disciplines and subjects, even if endless and changing rapidly is to put more focus there must be renewal here as well. When it on the important building blocks in the subjects. comes to cross-curriculum competences, some Learning in school generally occurs by working should be present in all subjects, while others may on the school subjects. If the everyday school is to be given a stronger focus in selected subjects. be focused on pupils’ learning and development of The Committee recommends that a future cross-curriculum and subject-specific compe- subject renewal should be undertaken in close tences, they must be given a prominent place in collaboration between the subjects and disciplines the subjects. The most important work when the 18 in the school: subjects are to be renewed will be to prioritise the – mathematics, natural science and technology competences in the subjects. Cross-curriculum – languages and subject-specific competences may both constitute building blocks in the subjects. The term “building blocks“ refers to the most 18 In accordance with section 2-3 Content and assessment of lower secondary education of the Norwegian Education important methods, ways of thinking, concepts, Act principles and connections in a subject or disci- Official Norwegian Reports NOU 2015: 8 49 The School of the Future Chapter 3 pline. The Committee emphasize that the subject should be integrated within the framework of jects’ methods and ways of thinking are a particu- the discipline where the subject belongs. See larly important part of the building blocks, includ- more about recommendations connected to sub- ing the ability to think critically and solve prob- ject development under section 4.3. lems – practical and theoretical, academic problems and everyday problems. The building blocks in all the subjects are of both a theoretical and 3.2.2 The areas of competence practical nature. Practical subjects and vocational Here follows a review of how the four areas of subjects have a knowledge foundation, and all the- competence may be made emphasized in the sub- ory subjects have a practical performance aspect. jects. The importance that scientific methods and ways of thinking can have in the various school subjects will vary. The school subject of social Subject-specific competence studies, for example, is connected to various sci- The Committee points out that the disciplines ence disciplines. What is considered important in described in 3.2.4 will be important in the coming the current curriculum is that the pupils must years. interpret, discuss, explain, describe and compare Methods and ways of thinking are an import- various matters that concern society and politics. ant part of the subject-specific competence. In the In learning in social studies, pupils depend on dif- subject renewal, the importance of scientific meth- ferent building blocks, such as scientific concepts ods and ways of thinking must be assessed for and methods. The subject includes such concepts each subject. For example, there will be differ- as values, norms, institutions, power, bureaucracy, ences between subjects clearly building on natural democracy and the global society. Such key con- science or linguistic and communication science, cepts are the gateway to learning about society. and subjects that have weaker or more complex However, at the same time, many of these con- connections to science subjects. cepts are ambiguous. This makes social studies Digital competence must be closely integrated into a reflection and interpretation subject where in the content of the school subjects and must con- pupils must train in assessing information and tinue to be a part of all the subject curricula. The interpreting different presentations of reality. information and communication technologies are Reflecting on values, attitudes and various defini- so closely interwoven in all human activity that tions of concepts will thus also be some of the the various aspects of digital competence should important building blocks in the subject. The be expressed in a subject context in school. If quantitatively oriented section of the social stud- school is to keep pace with the digital day-to-day ies subjects and social research give us new life of pupils and the digital environments used at knowledge about how society functions, which workplaces they will encounter after their school- may be used as the underpinning for social plan- ing, digital competence must be worked with and ning and policy design. The methodological basis developed in subjects in ways that are relevant for for this type of information and knowledge is part the pupils. If this is to be done successfully, digital of the building blocks in these disciplines. competence will have to be explicitly present in the competence objectives in all the subject curricula.19 The Committee acknowledges that the Closer collaboration between the subjects in the Norwegian school put digital skills in all the sub- disciplines ject curricula as one of the basic skills at an early The Committee argues that a more clearly defined stage. For future curriculum development it is rec- division of responsibility and work between the ommended that the various aspects of digital com- different subject curricula can reduce the prob- petence must be expressed as part of the compe- lem of curruculum overload because there will be tence in all subjects, but without continuing less overlapping between the subjects and it will today’s scheme of basic digital skills. be clearer as to what each subject should contrib- Technological development leads to changes ute to. This may free up time which teachers and in all the subjects. But there are aspects of digital pupils can then use to work on areas over time competence that are not connected to a particu- and in depth, and thus help to increase under- lar subject, such as learning general aspects of standing and lasting learning for pupils. The Com- using computers as tools. One consequence of mittee therefore recommends that subject-specific and cross-curriculum competences in each sub- 19 Hultin et al. 2014 50 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future this may be confusion in the everyday school tion and self-regulated learning are not systemati- when it comes to which subjects should assume cally integrated in the subjects. responsibility for the pupils’ learning and devel- Metacognition and self-regulated learning opment of basic “operational“ digital skills. The mean that the pupils learn to reflect on what, how Committee proposes that responsibility for the and why they learn in the subjects, and learn to teaching in this area should be placed with a par- use learning strategies to focus on their own ticular subject, possibly several subjects, where learning. Knowledge about when one can use the responsibility is clearly formulated and what one has learnt, and how, is important for clearly assigned. achieving competence and understanding of how The Committee emphasize that digital compe- one learns. Pupils should develop awareness on tence must be learnt as part of being able to read, the development of their own competence in the write and communicate verbally in the subjects. subjects, and learn to reflect on why and how the This will be decisive in working life, society and competence they are developing may be relevant one’s daily life in a perspective of 20 to 30 years. and lasting. Developing self-regulated learning Reading, writing, verbal competence and digital and metacognition in school will generally occur competence are all integrated in the current cur- in collaboration with others. riculum, but the collaboration between them When metacognition and self-regulated learn- could be much clearer. ing are to be made visible in the subjects, they The Committee emphasize that competence in should be closely connected to the content of the mathematics should be strengthened in school, subject. Pupils will, for example, need different and proposes that this should be accomplished by learning strategies in different subjects. The making mathematics clearer in subjects where it competence should also be closely connected to is a key aspect of the competence. This should be progression in the subject. The requirement for done by strengthening mathematics in the sub- using relevant learning strategies when reading jects where it is most relevant. A good way of help- natural science texts will increase, for example, ing pupils to learn more mathematics is to have when concepts and subject matter become more them work with mathematics in a number of rele- advanced. vant subject contexts. The Committee recom- Involvement in and reflection on the learning mends that today’s design with numeracy as a work and the objectives in the subjects are import- basic skill in all subjects should be changed, see ant for training the pupils in taking charge of their section 2.7. It will nevertheless be best to build on own learning processes. In each of the school the experiences of numeracy as a basic skill in the years the teachers may involve the pupils in reflec- Knowledge Promotion Reform. tion on their own learning, as long as this is Natural science and social studies are two sub- adapted to the ages and levels of the pupils. jects where strengthening mathematics compe- An illustration of how competence in learning tence would be important. Natural science, for can be addressed can be found in the current cur- example, applies maths by using concepts, mea- riculum for foreign languages. The plan on all lev- suring instruments, measurement units, formulas els has an objective which states that the pupil and graphs. This is in relation to comparing, shall be able to describe and assess his or her own assessing and arguing for the validity of calcula- work on learning the new language. This consis- tions, results and presentations. In social studies, tent competence objective focuses on having mathematics may be used to compare, analyse insight into one’s own language learning and lan- and present statistical material which illuminates guage usage. Competence in learning is about a social-science topic. developing the capacity to use appropriate learning strategies, such as defining one’s learning needs, formulating goals, choosing ways to work, Being able to learn using learning aids and assessing the work pro- Metacognition and self-regulated learning are sig- cess and goal achievement individually and in nificant competences in themselves, while also cooperation with others. being requirements for the pupils’ learning in the subjects. Therefore metacognition and self-regulated learning should be part of all subjects. Today Being able to communicate, interact and participate learning strategies are focused on in the Quality This area of competence includes reading, writing Framework and in the competence objectives in and verbal competence, as well as being able to some subjects, including English, but metacogni- interact. Official Norwegian Reports NOU 2015: 8 51 The School of the Future Chapter 3

Figure 3.3 Illustration Chapter 3

It is recommended that all the linguistic com- that verbal competence must be considered petences should be included and developed in the together and turned in the direction of collabora- subject curricula for all the subjects. The goal for tion. pupil development of reading and writing compe- Chapter 2 has promoted competence in collab- tence and verbal competence in school must be oration and participation and democratic compe- that they should learn and master a diversity of tence. Today collaboration/participation is men- communication situations. The Committee tioned in most of the subject curricula, but the emphasize that the focus of the subject renewal Committee finds that this should be done more should be to make aspects of reading, writing and thoroughly than at present, including in the com- verbal skills that are important parts of the competence objectives. The relationship between the petence in the different subjects clearer than is Core Curriculum and the subject curricula can be the case today. Reading natural science texts, for clearer in this area. The Committee believes that example, is part of the competence that must be competence in interacting, collaboration and par- prioritised as part of the subject. When develop- ticipating should be part of all subjects. First, ing the subject curricula, the connections between cooperation is important for learning in the sub- the progression in subject competence and read- ject. Second, it will be so important for pupils to ing should be assessed. This could for example master collaboration and participation in school, refer to how complex subject terms and complex working life and society that they should train in subject matter require increasingly complex this competence in all subjects. understanding.20 In many subjects the develop- It will be relevant to include several aspects of ment of competence in reading requires that collaboration and participation in all subjects. pupils read often and a large amount of text, and Pupils will need to learn and collaborate in sub- that they should work systematically on reading jects and to develop positive attitudes to working strategies that are suitable for the purpose of the with others. For example, collaboration in the sub- reading, and with different types of texts in the jects may mean development from speaking in subject. The development of reading competence turn in conversations, giving feedback to others, progresses from basic decoding and understand- following up the input of others in cooperation on ing of simple texts to understanding, interpreting, a subject and developing input from others. Col- reflecting on and assessing increasingly complex laboration may also mean to contribute input, to texts from different genres. The subject curricula exchange experiences and knowledge and to cre- must reflect this. ate meaning when working with others. Choosing The Committee recommends that verbal com- relevant strategies for collaboration together and petence should be developed in all the subject cur- interacting flexibly and efficiently in different situ- ricula. For various reasons, the verbal use of lan- ations will also be aspects of this competence that guage is the part of language competence that is may be relevant in many subjects. least clear in the current subject curricula, and it The Committee argues that it is relevant to is therefore here that the need for development is attach importance to democratic competence in a greatest. This development may mean putting selection of subjects, for example in the discipline more emphasis on the receptive, productive, lis- of social studies and ethics. Democratic compe- tening, speaking and rhetorical aspects of verbal tence is part of these disciplines today, but the communication. This means that the situations coherence between the subjects could be the pupils are to communicate in must be varied, strengthened, see sections 3.2.3 and 3.2.4. Partic- focus on the purpose of the use of language in dif- ular attention is given to democratic citizenship ferent communication situations and have rele- and knowledge of the political system and demo- vance outside school. The Committee point out cratic decision-making processes. Part of school’s core values and objectives is that it must promote 20 Alexander 2012 collaboration, cooperation and democracy, and 52 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future this is thus embedded in the objects clause, the ple what the consequences of global warming Core Curriculum and the Quality Framework. might be. In Chapter 2 the Committee emphasises In the current subject curricula the subjects of social, emotional and attitudinal aspects of collabo- arts and crafts, music and food and health are the ration, participation and democratic competence. ones that promote creativity and creative work. In An example of such a goal from the current cur- Chapter 2 the Committee finds creativity and inno- riculum in Norwegian is that after Year 7 pupils vation to be important competences in most sub- should be able to express and give grounds for jects and disciplines, and that these should be their points of view and show respect for those of developed through working with the subjects. others. Developing creativity is a process which often Pupil development of collaboration and partici- requires work with a subject or discipline over pation in individual subjects must be supported by time. In-depth understanding and robust skills in a the school’s work with the psychosocial school subject are a requirement for composing subject environment and the breadth of the objects knowledge in new ways or applying knowledge clause. Respect for others and responsibility for and skills in new contexts.22 The Committee rec- the community are values one should work with in ommends that creativity and innovation should be all subjects. In the opinion of the Committee it is systematically emphasised in all the subjects in very important that pupils should learn the value ways that are relevant in the subjects. One exam- of meaning something for others, standing up for ple is that pupils must learn to think creatively and others and assuming responsibility for others in test different solutions to be able to master com- light of the individualisation of society. plex problems in maths.23

Being able to explore and create 3.2.3 Interdisciplinary themes Being able to explore and create comprises cre- When pupils are working with research questions ativity, innovation, problem-solving and critical or themes that require competence from a num- thinking. The objects clause states that pupils ber of subjects, we call this interdisciplinary work. must learn to think critically, and that the educa- For example, pupils’ understanding of research tion should promote a scientific way of thinking. questions relating to climate challenges requires Creativity and innovation are also embedded in knowledge from the natural sciences, mathemat- the objects clause, where it says that the pupils ics, social studies and ethics. The Committee should be able to demonstrate the joy of creating. believes that three interdisciplinary topics are par- The Committee emphasize it is necessary to ticularly important in the school of the future and strengthen critical thinking and problem-solving must be clear in the curriculum:24 in all subjects. Pupils will need to learn to think – sustainable development and assess critically, apply different problem-solv- – the multicultural society ing strategies and reflect on how they solve a task – public health and well being or approach an issue, and this is relevant in all subjects. Critical thinking and problem-solving For these three topic areas the Committee recom- includes the ability to assess claims, arguments mends objectives across the disciplines. The inter- and evidence from various sources, and to apply disciplinary organisation of key competences may relevant procedures and strategies to carry out an be a way of ensuring in-depth learning in the assignment or solve a problem. In today’s subject sense of understanding relationships and connec- curricula, critical thinking and problem-solving tions. are connected in particular to scientific methods in natural science and mathematics.21 Critical thinking and problem-solving will play Climate, environment and sustainable development varying roles in the different subjects, and the ter- Sustainable development has been placed on the minology will also vary. In subjects such as natu- agenda on all levels of education through interna- ral science, Norwegian and social studies pupils tional obligations on the initiative of the UN sys- will learn to interpret research, statistics and other information critically to enable them to draw 22 Sawyer 2012, Erstad et al. 2014 logical/valid conclusions about issues, for exam- 23 Mevarech and Kramarski 2014 24 Cf. Klafki 2001: Om tidstypiske nøkkelproblemer [On key 21 Hörnqvist and Björnsson 2014b typical time problems] Official Norwegian Reports NOU 2015: 8 53 The School of the Future Chapter 3 tem.25 There is an emerging recognition that school must raise topics relating to the existence The multicultural society of our globe more prominently than today. Sus- Ethnic, cultural and religious diversity is not only tainable development means that we need to think a global issue but also part of the day-to-day life and act locally, nationally and globally. for a large number of pupils in Norwegian Competences connected to sustainable devel- schools. In the wake of local and global demo- opment in the subject curricula have three main graphic changes it will be important to be able to dimensions: the social environment, economics live together in a society and world with differ- and the natural environment. These three fields ences, particularly in a perspective of 20 to 30 are connected and give room to deal with the topic years. The Committee emphasize that this must in an interdisciplinary way. have an effect on school’s responsibility for pupils’ Topics that may be relevant in the social envi- development of their ability to interact, and their ronment area include human rights, living condi- communication competence, tolerance and tions, health, culture, diversity, equal rights, edu- responsibility. School can counteract unwanted cation, working conditions, justice and responsi- unsocial behaviour and undesirable attitudes by bility. Topics that may be relevant in the econom- creating a good collective setting dominated by ics area include reducing poverty, fair distribution security, trust and respect and where being differ- of resources, national and global market economy, ent is considered to be positive.27 In both the work and income, and financial security. Topics interim report and the main report the Committee that may be relevant in the environment area finds that social and emotional competences include preserving nature and using natural should also be included in the curriculum and be resources and land areas in a sustainable manner. worked on in all the subjects. Sustainable development must be illuminated Cultural diversity in society and school is an according to different considerations and inter- example of a development trend which demands ests, for example, what this means for the primary that the subjects are renewed. School has pupils industries, such as agriculture and reindeer herd- who are indigenous people (the Sami) and pupils ing, and biological diversity, reducing climate from national minorities, and has for decades also change and preventing natural and environmental had pupils from many ethnic groups from other disasters, and assessing uncertain knowledge and countries. The diversity of pupils is increasing and precautionary measures.26 more geographically distributed than ever before. The teaching of children and young people In the school of the future more attention will here means developing robust understanding of have to be paid to diversity and a positive the risks inherent in climate and environmental approach to what different cultures can contribute challenges. It is also just as important that they to school and society. School has an important recognise that each one of us has responsibility role in building identity and a sense of the collec- for taking active and informed initiatives for a bet- tive community in the population. But this does ter environment. They must be motivated for cli- not mean maintaining a narrow register of cultural mate-conscious choices today and in the future, expressions as representing “the Norwegian”. and they must be given the ability and opportunity School’s role must be understood dynamically, to act. Sustainable development is embedded in meaning that it is under the obligation to facilitate natural science, but is also interdisciplinary in a constantly expanding diversity of cultural forms nature and demands an interdisciplinary of expression.28 These perspectives must be approach. The Committee believes that sustain- apparent in the subjects. able development should be strengthened in the As an interdisciplinary topic area, the multicul- curriculum and integrated in a number of sub- tural society may be connected to democratic com- jects, particularly social studies and the natural petence. The social studies subject has responsibil- sciences. ity for knowledge about various forms of democratic participation. First, democratic participation is about understanding and participating in the representative democratic system, for example by vot- ing in elections. Second, it is about having the abil-

25 IPPC UN’s Climate Panel 2014: Femte synteserapport [Fifth 27 The Ministry of Education and Research 2011a Synthesis Report] 28 Cf. NOU 2013: 4 Kulturutredningen 2014 [The Culture 26 Isnes 2015 report] 54 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Box 3.4 Frederik II Upper Secondary School: Environmental research [Miljøforsk] – science subjects with emphasis on interdisciplinary aspects and competences for the future Frederik II Upper Secondary school is located in cooperation with the Inspiria Science Centre. Østfold County. The school leaders wanted to They have also worked on sustainable and ethi- focus on science subjects as an arena where they cal consumption in cooperation with the Univer- would be able to develop the school’s ideas about sity of Oslo and Ostfold Research [Østfoldforsk- learning and competence. In this school they ning] and with marine ecosystems in cooperation have long aimed to shift attention from teaching with Ytre Hvaler national park and the Tjærnø to learning. Planning of learning should start marine biology research station. with the question: What contributes to effective learning for an individual pupil in a social setting? The result was Miljøforsk, a class in Year 1 Competences for the future of upper secondary school in the education pro- Building windmills, power stations and electric gramme for specialisation in general studies and bicycles requires a high degree of competence in the science subjects. science subjects, but also places demands on the pupils’ ability to think critically, solve problems and cooperate, and on metacognition and creativ- Interdisciplinary subjects, new teaching arenas and ity. In Miljøforsk such competences are trained cooperation with resources outside school through concrete assignments and guidance Miljøforsk is a science subject programme that from the teachers. For example, the pupils work focuses on interdisciplinarity. The class will work on their critical thinking when the tasks require with interdisciplinary projects, teaching arenas them to plan, prioritise and act on given criteria. outside school and education in cooperation with The pupils experience that the competence other resource people. The goal is that the pupils they are developing in these projects is in should have knowledge and curiosity about, demand in working life. understanding of topics/problem areas across the subjects. If the pupils are to learn, they must be allowed to spend time on the topics to obtain Requirements for succeeding with Miljøforsk good understanding of what they are working on For these projects to succeed and contribute to and be given the opportunity to learn subject-spe- pupils’ learning, sufficient time has to be allocated cific and cross-curriculum competences that are so the pupils have the opportunity to also use the in demand in working life. cross-curriculum competences and have time to The subject for one of the projects the pupils reflect on what they have learnt, in the projects have worked on is a small brook in the neigh- and after their completion. Seeing the competence bourhood where agriculture has caused signifi- objectives as interconnected has been an import- cant pollution, but where the local authorities ant condition for finding time for in-depth study. now wish to include it in their urban planning. This places demands on the way teachers work The learning programme started with basic con- because it requires a joint analysis of the curricu- cepts, and then allowed the pupils to actively lum and interdisciplinary cooperation. Working in apply their knowledge by observing, analysing, an interdisciplinary way may create productive planning, implementing and reflecting. The conditions for pupils’ in-depth learning. pupils worked on such topics as urban planning, When using new learning arenas there is a ecology, technical functionality, local climate and need for more resources, for example, equip- values connected to health and the quality of life. ment and material, and transportation expenses. Towards the end of the project the pupils partici- Some of the equipment has been loaned to the pated in a meeting on the zoning plan with the class by the local authorities. Several of the proj- local authorities. The aim of the project was to ects have been funded by applying for project stimulate the pupils’ appreciation of nature, cre- grants. To move around in the neighbourhood to ate an understanding of the subjects and how visit companies and undertake fieldwork the they are developed, and give the pupils good class has had the use of a fleet of bicycles. For insight into natural science work methods, demo- the teachers it has been demanding and exciting cratic processes and presentation of knowledge. to use different learning arenas and resources. In the course of the year the pupils have also This practice has been developed along the way, worked on a number of other interdisciplinary and they have found it necessary to dare to try projects. They have helped in the building of a new things. But they have been confident that hydroelectric power plant, solar collector and what they are doing has been anchored in knowl- solar cell vehicles in cooperation with the wood edge about pupils’ learning, and that what they processing plant Borregaard, and windmills in are doing is improving the pupils’ learning. Official Norwegian Reports NOU 2015: 8 55 The School of the Future Chapter 3 ity to engage in and being willing to participate in local clubs and associations. Third, democratic par- Languages ticipation is about understanding and recognising Due to the increase in globalisation and interna- what it means to participate with one’s voice in pub- tionalised working life and business, the Commit- lic, digitally or not, in a civilised manner. tee emphasize that language subjects must be The history subject also deals with compe- strengthened in school. They should be strength- tences in this field. Knowledge about events that ened by being more open for in-depth learning of have occurred in an anti-democratic and totalitar- what the language subjects have in common. This ian spirit, such as genocide and ethnic cleansing, particularly refers to learning a language and is important knowledge for the pupils to have. communication. It is possible to develop the lan- The Committee argues that competence con- guage subjects with more in-depth orientation if nected to living in a multicultural society should these common areas are considered more in con- be strengthened in subjects where this is relevant nection with each other.30 and appropriate. The subject curricula for languages appear to offer few descriptions of what they have in common when it comes to the goals and aims for Public health and well-being learning a language and communication. The In light of the growing individualisation of society exceptions are the subject curricula for Sami as a and the easy access to information, the Commit- first and second language and the subject curricu- tee finds that competences connected to making lum for Finnish as a second language. These sub- responsible choices in one’s own life are import- ject curricula have emphasised the collaboration ant. Knowledge about one’s own body and health, between each of these plans and the curriculum including mental health, lifestyle, personal for Norwegian so that they can supplement each finances and consumption is an area that needs to other and strengthen the language learning. In be strengthened in school. The Committee rec- the systematic work on subject renewal, a clarifi- ommends that importance should be attached to a cation of what the subjects have a common public-health and life-science perspective in sub- responsibility for may strengthen the teaching of jects where this is relevant and appropriate. languages. At the same time, some of the cultural School shall help pupils to develop movement and literary aspects of the subjects can be made competence and give children and young people less comprehensive. The review of the subject the opportunity to develop their individual motor- curricula in Norwegian, English and foreign lan- physical movement competence. This impacts guages in the interim report shows that the total pupils’ personal development, general education the language subjects cover a very wide area. and give them a long-lasting positive relationship to Renewal in the language subjects should start movement. It is important for self-regulated learn- with a description of what is common in the sub- ing, reflection and metacognition that pupils learn jects. Even if all the subject curricula for the lan- the importance of exercising their bodies and learn guages subjects have a language learning part, a to understand what is happening in their bodies.29 skills part and a culture, literature and social part, Increasing health challenges such as obesity thus appearing to have been made according to and mental disorders show the importance of the same model, they are quite different as lan- helping children and young people to learn to take guage subjects. care of their own health and have knowledge When a language is taught, a system of con- about food and nutrition. Moreover, features of cepts is used, such as phonetics, syntax and mor- social development, such as individualisation, are phology.31 Different language subjects use differ- relevant for pupil motivation and mastering in con- ent terminology for the same concept. Even at the nection with taking responsibility for one’s own level of textual linguistics it is not uncommon to life. have different terms for more or less the same thing. One example is the literary term “genre“ and the text linguistics term “text types”, which to some 3.2.4 The disciplines This section outlines what closer collaboration, shared responsibility and division of responsibility 30 Norwegian National Centre for Foreign Languages in Edu- cation [Fremmedspråksenteret] 2015. The Committee is may mean in the disciplinary areas in school. responsible for the interpretation and use of input from the Foreign Language Centre. 29 The Norwegian School of Sport Sciences 2015 31 Helland 2014 56 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future extent have the same meaning. A common system facilitate pupils’ robust understanding, also when of concepts in all the language subjects is import- considering the number of teaching hours in the ant if the pupils are to understand the different lin- subject. A curriculum development in the social guistic categories, and if experience of previous lan- studies and ethics area that starts with the com- guage subjects is to be used when the pupils set out mon concepts, methods and connections in social to learn a new language. Previous experience may studies and religious and ethical education (Nor- help them sort through new material. wegian acronym RLE) could for example take Pupils learn in different ways. It is important for democratic competence and the multicultural the pupils to develop a repertoire of learning strate- society as its point of departure, cf. section 3.2.3. gies to support them when they are learning a new By using democratic competence as a common language. It must be made clear for the pupils that building block, the subject curricula could exam- vocabulary learning strategies, strategies for read- ine majority and minority issues in society from ing and writing, and competence in understanding various points of view with the same progression other cultures can be transferred from other lan- and increasing complexity in the different sub- guages or subjects they have learnt.32 jects. The advantage of establishing common The Committee recommends that other for- building blocks may be that the division of work eign languages should be introduced earlier in the between the subjects will become clearer. This educational pathway. The term “foreign lan- may have consequences for the breadth of the guages“ refers to all languages except Norwe- subject curricula: It will no longer be necessary to gian/Sami, Danish, Swedish and English. Foreign include everything. languages are today offered from Year 8. It is up to the school owner to decide which languages are to be offered, but one of the traditional languages Practical and aesthetic subjects German, French, Spanish or Russian must be part In the long term, the practical and aesthetic sub- of the programme. As of today it is not possible to jects must be strengthened in school. The compul- choose a foreign language in vocational education sory school must give pupils experience of and programmes. A pilot project has been conducted opportunities for development in a wide range of where a foreign language is introduced in Year 5, disciplines, whether they are aiming for higher which has been successful.33 There is also reason education or a vocation. It cannot be expected that to assume that an earlier start would strengthen pupils will choose practical and aesthetic subjects if in-depth learning because learning which leads to they do not encounter these subjects in primary understanding, and the opportunity of the pupils and lower secondary school. Working life needs a to apply what they have learnt, takes time.34 If we high number of competences which the practical consider other countries, good reasons can be and aesthetic subjects in school offer. In order to found to support the idea that the point in time for summarize, the practical and aesthetic subjects rep- starting a foreign language should be on the pri- resent a broad concept of competence which the mary-school level, as has been done in Denmark, subject renewal must reflect. Keywords such as for example. physical activity, craft skills and understanding of Closer collaboration between the language food culture show how complex this discipline is. subjects may mean that the total hours taught in The interim report concludes that, all in all, the language-subject area may have to be some- the profile of the practical and aesthetic subjects what reduced, while the language teaching for the may be detrimental to pupils’ opportunities for in- pupils will in practice be strengthened, particu- depth learning because the subject curricula larly if other foreign languages start at the pri- cover too wide an area. Being forced to “manage mary-school level. everything“ impact the possibility of conducting in-depth learning. In the music subject the performing aspects of the subject may appear to dom- Social studies and ethics inate over the experience and knowledge dimen- In the interim report the Committee finds that the sions of the subject. The food and health subject current social studies curriculum has such a appears to have become both more of a general breadth of content that it may be challenging to studies and more of a vocational education programme. In the arts and crafts subject the main 32 Haukås 2014 aim appears to be to embrace the breadth of the 33 Mordal et al. 2013 subject, but this may limit the opportunity for in- 34 Delord 2014 depth learning in individual topics. Official Norwegian Reports NOU 2015: 8 57 The School of the Future Chapter 3

The Committee emphasize that the interim report clearly shows that the subject curricula in Mathematics, natural science and technology the practical and aesthetic subjects are ambitious. In a future renewal of science subjects the overrid- An important first step to take in the renewal of ing goal should be to improve the competence of these subjects would be to agree on how on the all children and young people in mathematics, nat- overriding level they should assume responsibil- ural science and technology. The committee rec- ity for the four areas of competence. There needs ommends strengthening the position of natural to be a thorough discussion on which place and science in primary and lower secondary educa- function this discipline should have in the school tion. The natural science subject in Norwegian of the future, and this discussion should examine primary and lower secondary school has a lower issues relating to subject structure, purpose and number of teaching hours than the subject has in content. The aim of the subject development must very many other countries. Based on the impor- be to strengthen the practical and aesthetic sub- tance of natural science competence for demo- jects in the compulsory school so they will be rele- cratic participation and problem-solving in work- vant in a perspective of 20 to 30 years. The Com- ing life, the Committee finds that today’s number mittee argues that compulsory school, as well as of teaching hours is too low. The teaching in the the discipline environments, will benefit in the natural sciences at the primary-school level is par- long term from a deep and thorough development ticularly vulnerable due to the low number of in this discipline. Given the assignment to reduce teaching hours and the teachers’ low level of for- and simplify, focus and clarify will encourage the mal subject and subject didactics competence.36 discipline environments to prioritise.35 The Committee recommends that the number of An example of subject development in the teaching hours should be increased in natural sci- practical and aesthetic discipline may be to ence corresponding to the reduction in the total strengthen the public health perspective by creat- number of hours in the language subjects. The ing a new subject based on well-being competence Committee’s recommendation to strengthen the in how to master life. Knowledge about physical natural science subjects in compulsory school is and mental health, lifestyle, personal finances and supported by a new report that has reviewed the consumption are areas where it is necessary to natural science subjects in Norwegian school.37 improve what pupils should learn in school. The Mathematics, statistics and informatics will be overriding rationale for the subject may be seen more and more prominent in the classical natural as being able to make responsible choices in one’s science disciplines, such as biology, physics, own life, and that capacity in this field can be chemistry and the geosciences.38 The natural sci- learnt and developed in collaboration with others. ence subjects in school can highlight mathematics Health challenges such as obesity and mental competence, and natural science is also an import- disorders show why it is important that children ant arena for practising mathematical skills. A and young people learn to take care of their own change in the competence objectives will be health and acquire knowledge about nutrition. As required to link maths closer to the natural sci- individualisation is a societal trend, it is relevant to ence and technological subjects that require provide a subject that gives pupils motivation and mathematics.39 mastering experiences when it comes to taking responsibility for their own lives. Such a well- being subject can enable pupils to develop their 3.2.5 The common core subjects competence in self-regulation and cooperation. While the pupils generally encounter common Furthermore, critical thinking and problem-solv- core subjects during all the ten years they are in ing will be strengthened, for example in connec- primary and lower secondary school, they have tion with assessing the plethora of at times con- more choices in upper secondary education. After flicting health and dietary advice. If parallel topic the right to upper secondary education was intro- areas in several subjects can be coordinated into a duced in 1994, and general and vocational studies new subject, there will be better opportunities for were given equal status in the upper secondary creating learning processes leading to in-depth understanding. 36 Cf. Bergem et al. 2015 37 The Directorate of Education 2015b 38 Isnes 2015 39 For a more detailed analysis of mathematics, natural sci- 35 Espeland 2014 ence and technology see Bergem et al. 2015 58 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Figure 3.4 Illustration Chapter 3 structure, the extent of the common content in ductive solutions in practical adaptation for voca- upper secondary education has been a recurring tional orientation in the schools. The fact that topic of debate among politicians, teachers, pupils there is structured cooperation between teachers and others. Pupils choose an education pro- teaching common core subjects and the teachers gramme which either prepares them for univer- who teach programme subjects is seen as an sity/college or vocational training, but still they advantage, but the most decisive factor for voca- also have subject curricula with competence tional orientation and higher pupil achievements objectives that are the same or similar up to a cer- is well structures classroom management and tain level in the subjects Norwegian, mathematics, teachers who have solid common core subject English, natural science, social science and physi- knowledge.41 cal education. These subjects have curricula that The Committee is aware that the structure of cover the ideal learning trajectory from primary common core subjects and their content has been school through upper secondary school. The singled out by many as part of the reason for poor common core subjects have a general educational pupil achievements and high dropout rates in the function in which they aim to stimulate pupil par- vocational education programmes. The structure ticipation in social life and their leisure time of upper secondary education is not part of what regardless which vocation or education they the Committee shall assess under the mandate choose. here, but the content of the common core subjects There have been two rationales for why these must be assessed in the same manner as the sub- general education subjects are also important for jects in primary and lower secondary school. pupils who choose a vocational education pro- As mentioned above in this chapter, renewal of gramme. First, the common core subjects are the common core subjects will follow the same important for the vocational education as such principles for subject renewal as the subjects in and for the vocation. For example, many will need primary and lower secondary school. The four good skills in English. Second, the common core areas of competence must also be emphasized in subjects will make it possible for a pupil to change these subjects, and the subjects must allow for in- his or her mind in the system and then take sup- depth learning and good progression. Fewer com- plementary studies to qualify for higher educa- petence objectives should contribute to reducing tion. the amount of curriculum overload in the sub- The discussion of the common core subjects jects. The common core subjects will be different has primarily been in terms of the vocational edu- from today’s subject curricula if the Committee’s cation programmes. The intention of vocational proposal for subject renewal is accepted. orientation and relevance in the common core Another consequence of the subject renewal is subjects has been clearly stated in the governing that pupils can be expected to have better learning documents since Reform 94. This was initially for- outcomes in primary and lower secondary school. mulated as a requirement that teaching in the The Committee finds that pupils in the school of common core subjects must be adapted to pupils’ the future will be more aware of their learning education programme, and later defined so that activities, that their progression in the subject will subject matter, learning methods and vocabulary be clearer in all subjects and in all school years, as much as possible should have relevance for and that they will have a higher reflection level individual practice of an occupation.40 Research than today because they will have had the oppor- shows that the understanding and practice in tunity to undertake more in-depth studies. These upper secondary education varies between teach- are important premises for the broadly composed ers and schools, but in general there is a lot of pro- curriculum groups that will be given the task of developing the subject curricula of the future for 40 NOU 2008: 18 Fagopplæring for framtida [Vocational training for the future] 41 Iversen et al. 2014 Official Norwegian Reports NOU 2015: 8 59 The School of the Future Chapter 3

ondary education. Then the common core subjects and the programme subjects will together Box 3.5 The common core subjects form a more solid foundation for pupils’ learning The subjects Norwegian, mathematics, and stimulate higher completion rates in primary English, natural science, social studies and PE and secondary education and training. have subject curricula that cover the whole Pursuant to its mandate, the Committee shall learning trajectory, from primary school up, assess neither the structure of upper secondary and are common for all pupils in upper second- education and training nor the content required to ary education, regardless the education pro- prepare pupils for higher education. But it is gramme. These subjects are completed at dif- important to point out that realising the Commit- ferent stages in upper secondary education tee’s proposal for subject renewal will also have an and training, but may be continued as pro- effect on the content of the supplementary studies gramme subjects in some education pro- qualifying for higher education for pupils from a grammes. All these subjects, with the excep- vocational education programme. tion of physical education, are part of the requirements for qualifying for higher education. 3.2.6 Elective content in school Through the common core subjects, pupils In primary and secondary education and training in vocational education programmes qualify almost all subjects are common core subjects in for admission to universities and colleges in the sense that all the pupils have the same sub- English and social science, while they must jects. This has been one of the main tenets listed supplement their competence in Norwegian, under school’s responsibility as a holistic educa- mathematics and natural science if they to tion arena preparing children for the future and want to qualify for admission in these subjects. giving them equally good opportunities to succeed, regardless their background. Primary and lower secondary school must, moreover, ensure that all paths to further education and vocations are accessible to all pupils, and thus primary and the common core subjects, cf. the discussion on lower secondary school must give the pupils a curriculum models in Chapter 4. foundation in many disciplines. The general education qualities of today’s For several decades, and particularly in lower common core subjects are also valid in the school secondary school, there has been a discussion of the future, and the Committee believes that it about the degree of common content as opposed to should continue to be possible for pupils to the need to allow the pupils to choose some of the change their direction within the system. The content according to their interests and aptitudes. Committee finds, however, that the common core The right to upper secondary education and train- subjects can be opened to the various education ing, which was introduced in 1994, determined that programmes and be made more relevant than is the pupils needed the highest level possible of com- the case today, particularly for the vocational edu- mon competence to have high learning outcome cation programmes. The subject curricula in the from upper secondary education and training. Due common core subjects can be developed so that to this, the elective subjects that had long been a they give better support for the competence objec- feature in lower secondary school were removed. tives in the programme subjects than is the case In the Knowledge Promotion Reform the pupils today, and thus help motivate the pupils for learn- have possible electives in the languages discipline, ing in all the subjects. This will require that the as they may choose one of a number of foreign lan- renewal of the common core subjects will main- guages and choose either a foreign language or in- tain a high ambition level in the subjects, and that depth studies in a language, and an option has been the competence objectives will be assessed as introduced to choose mathematics instead of lan- being of equal value, even if they are not the same. guages. Some schools also offer opportunities for To create the desired horizontal coherence in the students to get work life experiences. main curriculum, in the long term it will be neces- The electives in lower secondary school were sary to revise the programme subjects in upper re-introduced in 2012 as a stage in increasing the secondary education pursuant to the same princi- motivation of pupils in lower secondary school.42 ples for subject renewal as the common core sub- The electives have national subject curricula, are jects and the subjects in primary and lower sec- interdisciplinary and are assessed with grades. 60 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

The elective subjects have recently been evalu- erate on subject objectives. The ambition is that ated, and the main impression is positive.43 The the pupils will become functionally bilingual. The evaluation finds that pupils appreciate the elec- distribution of subjects and teaching hours in the tives because they are practical and varied, as they Sami Knowledge Promotion Reform provides a may choose something they are interested in. few more teaching hours than the ordinary curric- The subject renewal proposed by the Commit- ulum to make room for both languages. tee comprises all the subjects in primary and lower secondary school, including the elective subjects. The requirement relating to better in- 3.3 Examples of subject renewal depth learning and progression, the work with the four areas of competence across subjects and flex- Earlier in the chapter the Committee recom- ibility in the number of teaching hours within the mended a set of principles that should be part of a framework of subject groups will together change systematic review of the school subjects to make school’s approach to the content of the subjects. them relevant in a perspective ranging over 20 to The Committee finds that there will be much less 30 years. It is recommended that a future renewal need for elective subjects as a measure for motiva- of the subjects in school should comply with these tion of pupils and to promote practical and rele- principles. vant work than is the case today. This section presents two illustrative examples of how curriculum developers might think and proceed when subjects are to be renewed. Neither 3.2.7 The Sami main curriculum of the examples cover the entire subject. Each of The principles underlying the subject renewal will the examples rather examines particular aspects also apply to the Sami main curriculum. The Sami of developing a subject in accordance with the Parliament is an important participant in the Committee’s recommendations: The four areas of development of the subject curricula under the competence, in-depth learning and progression. Sami main curriculum, as it is responsible for the The purpose of the examples is to shed light on curriculum in the Sami languages and duodji (tra- some important dimensions or to illustrate some ditional Sami arts and crafts). It is therefore important points. important that the Sami Parliament is involved in The examples should not be understood as the the process of embedding the principles for sub- Committee’s recommendations for how the subject renewal at an early stage in the process. jects actually should be renewed. This is the The main curriculum for the Sami Knowledge responsibility of the expert communities, curricu- Promotion Reform has some subjects that are dif- lum developers and the education authorities. ferent from the ordinary curriculum for the The example in 3.3.1 shows important build- Knowledge Promotion Reform (Sami and duodji), ing blocks in mathematics where engagement in some subjects that are identical (mathematics and the subject is one of them. Progression in the English) and some subjects that are parallel and pupils’ development of engagement in the subject equal. This means that they build on the subject is outlined. curricula in the Knowledge Promotion Reform, The example in 3.3.2 illustrates how the pupils’ but feature some special Sami elements and com- social and emotional learning and development petence objectives (social studies, natural science, can be given a central place in the school subject RLE, music, food and health). of music, and how the competence can be Sami pupils have both Sami and Norwegian as assessed. their learning languages. They may have Sami as a first-choice language and Norwegian as a second-choice language, or the other way round. 3.3.1 Mathematics Some pupils also have a curriculum for both lan- The example outlines a curriculum for the future guages as first-choice languages. The subject cur- with an in-depth learning perspective. It displays ricula in Norwegian and Sami have been devel- important building blocks in the subject and how oped to supplement each other, and are thus good engagement is one of these.44 The Committee’s examples of how subjects in a discipline can coop- 44 The example is based on a submission to the Committee from the Norwegian Centre for Mathematics Education, 42 Meld. St. 22 (2010–2011) Motivasjon – Mestring – Mulig- see Valenta et al. 2014 and Valenta et al. 2015. The Commit- heter [Motivation -mastering- opportunities] tee is responsible for any interpretation and use of the 43 Dæhlen and Eriksen 2015 input. Official Norwegian Reports NOU 2015: 8 61 The School of the Future Chapter 3

Figure 3.5 Illustration Chapter 3 ambition for the mathematics subject, stated in Reasoning refers to the ability to explain how the interim report, is to examine in more detail one is thinking, to follow logical reasoning and to how the subject may be developed with more in- assess the validity of the reasoning. Reasoning depth orientation. also means the ability to see and give grounds for In this outline the relevance of the mathemat- connections between different concepts, qualities ics subject is related to a working-life perspective: and procedures, to argue for the validity of a The subject has links to many important areas in hypothesis by forming reasoning based on known society, such as medicine, economics, technology, facts and to build the way to what is unknown and communication, energy administration and con- should be examined. struction enterprises. Solid competence in mathe- Engagement means being able to see mathematics is therefore important to qualify the pupils matics as reasonable, useful and valuable, and for working life and for strengthening Norway’s includes believing that it is possible to acquire competitiveness. This relevance is also seen in a competence in mathematics, and that effort con- social perspective: A vital democracy needs citi- tributes to learning. zens who can study, understand and critically These five components are closely interwo- assess quantitative information, statistical analy- ven, dependent on each other and supportive of ses and economic prognoses. each other. Pupils must develop all five in parallel. The connection between the different components will then be reinforced, and pupils will have Components and topics in the subject the opportunity to develop a mathematics compe- Competence in mathematics can be described by tence that is lasting, flexible, useful and relevant. using five components.45 In the development of the curriculum in math- Understanding means building conceptual ematics one may envision collaboration between structures and seeing the relationships between the components of competence in mathematics concepts, ideas and procedures. Understanding is and topics in the subject: Numbers and algebra – also about interpreting, understanding and apply- measuring – geometry – statistics. One should ing different representations, and switching work explicitly on the different components and between representations based on what may be topics, but it is also important to work with the useful for a given purpose. connections between them. Calculation refers to the ability to carry out various mathematical procedures accurately, flexibly and appropriately. Pupils who carry out proce- Algebraic thinking and engagement dures flexibly may switch between different pro- Below is an outline of how the competence engage- cedures and choose the procedure or procedures ment may be expressed in the topic of algebra. that would be most appropriate in a given situa- The outline shows how to envision the develop- tion, and they understand why it is valid. ment of mathematics competence when focusing Application (strategic thinking) means the abil- on algebraic thinking. Algebraic thinking means ity to recognise and formulate mathematical prob- processes connected to generalisation, reasoning lems, represent them in different ways, develop a about “the general”, structure, patterns, connec- solution strategy and assess how reasonable the tions and formalisations of these.46 solution is. Mathematical problems refer to both problems from daily life and society where mathematics may be applied, and also abstract mathe- Year 2 matical problems and questions. Engagement in algebraic thinking on the Year 2 level refers to looking for and using connections

45 Kilpatrick, Swafford and Findell 2001 46 Kaput 2008 62 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future between numbers and operations as useful and tion both within topics in mathematics and across interesting. Pupils should see the usefulness of them. representations of numbers, operations and various connections in different ways. They should also see the value of developing several 3.3.2 Music approaches to the same type of problem. The example shows how pupils’ social and emo- Engagement also means that pupils should tional learning and development can be given an experience that it is possible to understand some- important place in the subject of music in primary thing eventually, even if it may appear difficult ini- and lower secondary school, and how this compe- tially. What is needed is that pupils are willing to tence can be assessed. The example illustrates make an effort, and that they work with what is how interplay between the areas of competence in difficult. the subject may facilitate in-depth learning. Focus- ing on the relationships between areas of competence also has consequences for progression in Year 5 the subject.47 The example does not cover all Engagement in algebraic thinking in Year 5 means aspects of the subject, but rather outlines two seeing the value of representations of numbers, areas of competence in the subject, creating music operations and various relationships in different and experiencing music. Other important areas are ways, particularly using algebraic notation. This is performing music and analysing music. also about finding it meaningful to see relationships between different quantities, and discover- ing structures and patterns. Creating music Engagement also means believing that it is Creative activity in the music subject, for example possible to understand (concepts, symbolic by composing or producing music, may contrib- expressions, procedures) and learn to think alge- ute to both development of knowledge about braically, and to work with algebra if one makes an music and skills and to the development of cre- effort. ative thinking.48 Through creating music pupils may gradually gain greater understanding of the basic elements, styles and expressive possibilities Upper secondary education Year 1 of music. Creating music is also related to a flexi- Engagement on the upper secondary level gen- ble, open, spontaneous and free attitude to efforts erally refers to being open, curious and inquisi- to solve a problem.49 Creating music refers to the tive to algebraic issues, structures and expres- abilities and opportunities to create something sions. It is about being open to exploring the new from something old, i.e. applying knowledge, algebraic landscape, and being willing to accept skills and experiences to expand the already that one must invest time and make an effort to known or respond to new problem formulations. become acquainted with the concepts one is In pupils’ creation of musical ideas, in their com- working on. munication of the ideas and their active response A metacognitive perspective on algebraic to the ideas of others (stance-taking), their impro- thinking, or pupils’ awareness about their own visational and compositional competence and pro- thinking processes, is important here. Then work- duction competence may be developed from an ing with mathematics is not only about something everyday, explorative and play-like activity into foreign, but rather about the collaboration more conscious subject knowledge. between personal cognitive development and the Emotional aspects of creative music activities mathematics subject. impact the identity formation of children and young people. Music is for better or worse an essential identity marker.50 Through creative Summary of the example work the pupils reveal themselves as and practise In a development of the mathematics subject, as outlined in this example, the pupils can develop 47 The National Council for Music 2015. The Committee is their attitudes and their engagement in the sub- responsible for any interpretation and use of input submit- ject. The model itself with the subject components ted by the National Council for Music – understanding, calculation, application, reason- 48 Hickey 2003 ing and engagement – requires that pupils and 49 Kaufman and Sternberg 2010 teachers work with metacognition and self-regula- 50 DeNora 2000, Ruud 2013 Official Norwegian Reports NOU 2015: 8 63 The School of the Future Chapter 3

Table 3.1 Example of competence objectives in music

Competence objectives Years 1–4 Shall be able to comply with simple instructions and practise and perform with co-pupils Shall be able to follow the path of the music or the instructions of the director Shall be able to remain focused in concerts, and on the teacher and co-pupils Years 5–7 Same as Years 1 to 4, and also: Shall be able to work, practise and perform independently with music alone and in groups Years 8–10 Same as Years 1 to 7, and also: Shall be able to contribute to establishing cultures for practice that are dominated by confidence and trust. Must be able to accept the musical initiatives of others

at being vulnerable, and they also take chances institution ages.53 The music subject may contrib- and express their own opinions, emotions and ute to creating common musical experiences and ideas. The pupils may experience the appreciation a shared musical repertoire among the pupils.54 of their peers and social mastering through mate- Such a sense of community may be very import- rial and work forms the music subject can offer. ant and include forms for in-depth learning of Progression and coherence can be expressed music and interpersonal relationships. by means of Progression and coherence may be expressed – increasing levels of complexity in the musical by means of expression, as well as methods and the use of – experiencing music typical of historical and technology in the creative process cultural diversity, through listening, dancing – increasing levels of stance-taking on the and other forms of experiencing expressive aspects of creating – developing the ability to listen, both auditively – increasing levels of independence, responsibil- and through the body, in one’s own perfor- ity and cooperation in the creative process mance and creating – increasing the ability to encounter music by means of analytical and contexualising con- Experiencing music cepts Experiencing music is an important part of the performing and creative work in music, and in the analysis and contexualisation of music. The expe- Assessment of the social and emotional learning and rience of music is a complex multisensory and development of the pupils bodily phenomenon, and may involve much more The competence concept applied by the Commit- than just listening.51 Experiencing music may give tee may bring important social and emotional valuable encounters with familiar and unfamiliar aspects of musical competence to the foreground cultures and may contribute to pupils’ understand- as part of the basis for assessment. Under the ing of themselves and others. Knowledge Promotion Reform the competence Major portions of children’s musical reper- objectives were designed with few social and toire, interests and preferences are acquired out- affective dimensions. Formative assessment side school.52 This preparation for musical inter- occurs continuously in the activities, in the form of est is not necessarily homogenous, particularly in feedback from the teachers and pupil self-assess- societies with increasing cultural diversity. Pupils ment. Teachers may also assess the relationships who recognise “their“ music in school may have between reflection and process.55 their personal identity confirmed. Music may Table 3.1 offers an example of competence unite but also confirm and reinforce differences objectives for practice and performance, which and splits in society, not only during the adoles- are also subject and social objectives. cent years but also among children of day-care 53 Vestad 2013 51 Jensenius 2009, Godøy and Leman 2010 54 Ruud 2013 52 Folkestad 2006 55 Eisner 1985 64 Official Norwegian Reports NOU 2015: 8 Chapter 3 The School of the Future

Figure 3.6 Illustration Chapter 3

The Committee recommends a set of princi- Summary of the example ples for renewal of the subjects in school. The pur- The example illustrates that social, practical and pose is to lay down premises to ensure that a emotional aspects of the competence concept pro- future choice of competences in the subjects is vide opportunities to point out important aspects undertaken in a systematic and knowledge-based of the music subject in compulsory school. As a manner. performing subject, a creative subject and an experience subject music deals with practical, The Committee recommends the following: social and emotional aspects of pupils’ learning – A future renewal of the subjects in school and development in several ways. should follow the principles – the expectations/conditions for pupils’ learning 3.4 The Committee’s recommen- – pedagogical, didactics, subject didactics dations and learning research – relevant disciplines and competences for The content of the school subjects must be the future renewed to satisfy the future competence needs in – horizontal and vertical coherence in the working life and society, and to open for better curriculum understanding and learning that pupils may use – the breadth of the school objects clause later in life. The Committee believes that the most – The four areas of competence shall be used to important consideration when the subjects are to set the priorities in the subject renewal and be renewed is that the four areas of competence in should be highlighted in all the disciplines: Chapter 2 form the basis for making priorities and subject-specific competence, competence in choices. learning, competence in communicating, inter- Research shows that pupils’ development of acting and participating and competence in understanding takes time. This raises the issue of exploring and creating. how many disciplines it is realistic that the – Subject renewal should start in the disciplines school subjects should consist of, if the pupils in school, and not in the individual subjects. are to have the opportunity to develop robust – The subject renewal must focus on a close col- understanding in a given learning trajectory. If laboration between learning sciences and sub- the subject curricula are to be productive gov- ject didactics, and must facilitate in-depth erning documents and tools for the teaching learning in the subjects. staff, the content should be connected to import- – Principles must be established for strengthen- ant building blocks in the subjects, i.e. the key ing the vertical and horizontal coherence in the methods, ways of thinking, concepts and connec- subject curricula, for example to clarify the tions in the subject that pupils need in learning to expected progression in pupils’ learning. develop a competence that will enable them to – Mathematics competence must be visible in use what they have learnt. subjects where applying mathematics is an The Committee recommends that the subject important aspect of the competence in the sub- renewal should start in the disciplines in school ject, and mathematics competence must be and not in individual subjects. This means that the strengthened particularly in the natural sci- different subjects in each discipline must be con- ences and social studies subjects. sidered together when the competences are to be – A second foreign language should be intro- focused on. Attaching greater importance to the duced in primary school. key building blocks in the subjects in each disci- – The subject renewal includes that interdisci- pline may eliminate some of the curruculum over- plinary themes, such as the multicultural soci- load. ety, public health and life science, as well as Official Norwegian Reports NOU 2015: 8 65 The School of the Future Chapter 3

challenges connected to sustainable develop- ger relevance in the common core subjects, ment, should be addressed in curricula for sev- particularly in vocational education pro- eral subjects in a systematic manner. grammes, it is also recommended that curric- – The common core subjects in secondary edu- ula are also made for the common core sub- cation should be renewed in accordance with jects that fit the various education pro- the same principles as the subjects in primary grammes, and which can fit together with the and lower secondary school, and build on the programme subjects for better learning for competence achieved by the pupils in primary pupils. and lower secondary school. To achieve stron- 66 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future

Chapter 4 Curriculum model

Figure 4.1 Illustration Chapter 4

Chapter 3 discusses and describes how the school ers, teachers and other educational staff the subjects can be renewed to satisfy future compe- autonomy to make professional assessments. The tence requirements in working life and society. In Committee recommends clearer progression in Chapter 4 the Committee assesses and gives the subject curricula and descriptions of pupils’ grounds for how competence-oriented subject cur- learning progression in support/guidance ricula focusing on pupils’ learning as the core resources. The Committee believes that the sub- school activity can be developed. ject curricula will be better tools and clearer gov- The new subject curricula should have fewer erning documents if they are combined with the and more uniformly designed competence objec- nationally designed guidance resources. This will tives. Overriding national curricula objectives help teachers and teaching staffs to make priori- which have clear priorities and indicate clear ties in the everyday school. This chapter recom- directions are important if we are to have good mends some frameworks for how the national cur- education adapted to different pupils, pupil groups ricula and guidance resources should be designed and learning contexts. This will give school lead- and how they can interact. Official Norwegian Reports NOU 2015: 8 67 The School of the Future Chapter 4

4.1 Development of a model for Core Curriculum and subject curricula. Horizon- subject curricula tal coherence means coherence across the subject curricula, for example when cross-curricu- The school subjects must be renewed in order to lum competences or interdisciplinary topics have meet the needs for future competence require- objectives in several subjects so that they can ments in society and its working life and to guar- interact with and reinforce each other in import- antee good learning for pupils. The question is ant areas. Curriculum development means find- which model for competence-oriented subject ing a system that ensures horizontal and vertical curricula will be most effective when the compe- coherence, both within and across subjects. tence areas from Chapter 2 are to be integrated Striving to ensure that the subject curricula con- into subjects, and when cognitive, practical, stitute a whole may be important for their quality social and emotional aspects of pupils’ learning as governing documents and tools, when, for are to be put in focus. In this section the Commit- example, bearing in mind the desired progres- tee recommends how the current curriculum sion in pupils’ learning. model can be developed. The curriculum model The evaluation of the Knowledge Promotion must apply to both the Knowledge Promotion Reform showed that there was a lack of coherence Reform and the Sami Knowledge Promotion between the Core Curriculum, the Quality Frame- Reform. work and the subject curricula.5,6 The reason is that when the Knowledge Promotion Reform was introduced in the 2006/2007 school year, the pre- 4.1.1 Curriculum coherence vious Core Curriculum was retained because it Several analyses have indicated that there is a lack functioned well and was popular among teachers. of coherence and consistency in the current main In the Report to the Storting On the right path [På curriculum.1 Further development of the curricu- rett vei] the Ministry of Education and Research lum documents should ensure coherence in the proposed to renew the Core Curriculum.7 Bearing main curriculum.2 this in mind, in 2014 the Ministry began work on An analysis of the main curriculum for the renewing the Core Curriculum so that it will bet- Knowledge Promotion Reform found that the view ter reflect social developments and the modified on learning, pupils, teachers, knowledge/compe- objects clause from 2008. tence and general education in general is The Committee recommends that the Core expressed implicitly and not dealt with in a consis- Curriculum should be developed so that it will tent manner, with the exception of the teacher and support the Committee’s priorities for the content the teacher’s role.3 of school. Its design should be based on a solid Curriculum research uses the term foundation of knowledge about pupils’ learning. curriculum coherence– exploring whether there is One goal should be that the Core Curriculum coherence between the elements of the curricu- forms a framework for understanding and opera- lum and the content. This may refer to the fact tionalising the subject curricula. If in general the that the curriculum in its entirety is a logical curricula are to express a holistic picture of pupils’ entity, and that the content does not have conflict- learning, the competence areas that are recom- ing elements across subjects and school years.4 mended in Chapter 2 and the breadth of the com- This could also refer to whether there is coher- petence concept should be clearly visible consis- ence between the various elements of the curricu- tently throughout the entire main curriculum. It is lum, for example between the subject curricula recommended that importance should be and assessment systems. attached to making vertical and horizontal coher- Coherence within and between subject cur- ence an important consideration each time parts ricula refers to vertical coherence, which means of the main curriculum are revised. that expected progression in pupils’ learning is clear from one year to the next. Vertical coherence may also mean coherence between the 5 Dale et al. 2011, NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ learning in the school of the future] 6 The (LK06) National Curriculum for Knowledge Promo- 1 Aasen et al. 2014 tion in Primary and Secondary Education and Training 2 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- comprises two general parts - The Core Curriculum and ning in the school of the future] the Quality Framework - which describes overarching 3 Björnsson and Hörnquist 2014a goals and frame the Subject Curricula. 4 Muller 2009, Schmidt and Prawat 2006 7 Meld. St. 20 (2012–2013) På rett vei [On the right path] 68 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future

Figure 4.2 Illustration Chapter 4

thinking, methods, concepts and coherence in the 4.1.2 Focus on competence subjects, and progression in the subjects, will Based on research and experiences gained from make the priorities clearer. The most important the Knowledge Promotion Reform and from other work when renewing the subjects will be to make countries, it is recommended that the subject cur- priorities so that the subjects’ building blocks are ricula should be renewed with a stronger focus on clearer. This direction in the development of the competence. This will contribute to pointing out subjects will give room for local pedagogical that the most important aspect of the school’s day- assessments. The Committee finds that the sub- to-day activities is to focus on pupils’ learning. The ject curricula must be designed so that they allow Committee recommends the teachers the professional freedom to make – fewer and more uniform national competence decisions on the choice of content, ways of work- objectives ing and organisation. – areas of competence instead of main areas Several of the subject curricula in the Knowl- edge Promotion Reform have overlapping competence objectives. These overlaps are in part the Fewer and more uniform competence objectives expression of the wish to open for an interdisci- Analyses of the Knowledge Promotion Reform plinary approach. However, an unintended result indicate that several of the subjects have a large has been that the subjects are too broad.9 It is number of objectives. It has also been found that therefore proposed that competence connected to the subject curricula do not distinguish between interdisciplinary issues should be expressed objectives that require advanced application of more systematically than is the case today. Over- knowledge and skills, and objectives that are eas- lapping objectives can be removed from one or ier to achieve.8 One way of developing the curric- more of the subject curricula, or formulated in ula may therefore be to reduce the number of new ways so they support each other. The inter- objectives. Several countries have moved in this disciplinary topics that the Committee recom- direction. Having few and clear objectives was an mends should be strengthened in school are important premise in the development of subject described in Chapter 3. curricula in Sweden and in the Danish primary school reform of 2014. It is a challenge for school when new subject Areas of competence instead of main areas matter and new areas of competence are added to In the Knowledge Promotion Reform the compe- the subject curricula without taking anything out. tence objectives direct school’s work on the Curriculum overload, in the form of many and pupils’ learning. They are also formulated within comprehensive objectives, may make it difficult the framework of content-oriented main areas of for schools to prioritise, i.e. choosing the essen- the subjects. The social studies curriculum, for tials and dropping some elements. Fewer and example, is divided into the three disciplines, his- more uniformly designed objectives may contrib- tory, geography and social science, in addition to ute to solving the problem of curriculum overload the main area The explorer [Utforskaren], which in school. At the same time, having fewer subject includes methods in the social studies subjects. curricula objectives will mean having more over- Content-oriented main areas may challenge the riding objectives, and this could be perceived as teachers’ autonomy and professional judgement- making the schools’ and the teachers’ jobs more when it comes to choosing which subject matter demanding. The Committee nevertheless empha- to teach. The Committee argues that using the size that concentration on the important ways of competence areas as structuring elements in the

8 Dale et al. 2011, Hodgson et al. 2012, Björnsson and Hörn- 9 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- quist 2014b ning in the school of the future] Official Norwegian Reports NOU 2015: 8 69 The School of the Future Chapter 4 subject curricula will give the subject curricula a skills are part of the competence, and also com- stronger competence focus as the question to ask prises progression over school years and levels. will then be about which subject material should The future design of a main curriculum must be chosen to promote the desired competence. be based on a model that makes it clear which With a division into competence areas the social competences the pupils should attain. A new studies curriculum will, for example, focus on how model must make the subject curricula into edu- knowledge in social science is built and estab- cational and governing tools which support the lished, and may comprise discussions, critical competence focus in school and strengthen the assessment, arguments, grounds for conclusions work performed locally. and presentation of the subject to a stronger degree than is the case today. With areas of competence in the subject cur- 4.1.3 Clearer progression ricula, the subjects will be developed so they have Clearer descriptions of expected progression give a structuring function for the content of school. the teacher and teaching staff help to follow up Subject matter and methods will still be struc- pupils’ learning within particular areas of the sub- tured according to how they contribute to devel- jects over time. From the evaluation of the Knowl- oping pupils’ competence. The Committee pro- edge Promotion Reform we know that schools and poses that the description of the main areas in school owners have different needs for support.12 today’s subject curricula should be replaced by a It is necessary to examine in more detail different similar description of the competence areas. ways progression can be expressed in the subject Moreover, descriptions may be made on the disci- curricula to support the teachers’ work. pline level in connection with the four areas of The national subject curricula must set clear competence. The objective of the subject should objectives, but it must be left to the schools to continue to frame what the pupils should learn, decide how to achieve these goals. There are and place the subject in a larger context. many different ways of learning that lead towards a goal. The competence objectives in the national subject curricula should not be so detailed in their Other models for competence-oriented subject description of progression that they do not allow curricula for different learning progressions for pupils or Today the subjects structure the content in restrict local priorities or the school’s opportuni- school, but there are other ways of organising the ties to give their pupils adapted teaching. This content than according to subjects.10 A purer com- consideration is one of the main reasons why the petence-oriented curriculum model might consist competence objectives in primary and lower sec- of only competence objectives or competence ondary school today are formulated according to areas. This could contribute to putting important main levels and not according to each school year. competences even more in focus in the teaching The Committee recommends that this should be and learning activities. An advantage of such an continued as one of the main principles. organisation would be that what the pupils should Expected progression in pupils’ learning may learn might be related to several disciplines at the be expressed in different ways in the subject cur- same time. Models of this type may be relevant in ricula and support material – by expressing pro- a longer perspective, but as of today there is no gression between main levels more clearly, by knowledge base or experiences that would legiti- means of guiding descriptions of the pupils’ learn- mise such solutions. ing trajectories and through goal attainment Another example of how overriding descrip- descriptors. tions of objectives may be designed is the National Framework for Lifelong Learning (Norwegian abbreviation: NKR).11 Here competence is opera- Clearer progression in the competence objectives tionalised in knowledge, skills and general compe- A direct further development of today’s curricu- tence. The NKR model shows how knowledge and lum model will be to make the progression from one year to the next clearer with competence objectives covering all the 13 school years (the

10 learning trajectory). The evaluation of the Knowl- See for example Fadel 2014 edge Promotion Reform has shown that progres- 11 The Ministry of Education and Research 2011b: Nasjonalt kvalifikasjonsrammeverk for livslang læring (NKR) [the National Framework for Lifelong Learning] 12 Aasen et al. 2012 70 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future sion from one year to the next is not equally clear ning the teaching for a whole class and for individ- in all the subjects.13 It would be an advantage to ual pupils, and for adapting the teaching to the lev- clarify how the progression is envisioned, bearing els of the pupils while they are learning. This is in mind both teachers’ planning for pupils’ learn- particularly important when it comes to assessing in an area of the subject, and for enabling ment as it will be possible to determine where the assessment and feedback on pupils’ development pupil is in his/her understanding of the subject, to in the subject. The Committee believes that the give relevant advice on further work adapted to subject curricula objectives should make it clearer each individual and to give a fair final assessment. what characterises progression in each subject. The descriptions of learning trajectories show the The Danish subject curricula from 2014 have key concepts or building blocks in the subjects.16 phase goals, i.e. goals that lead towards the com- Research connected to the learning progres- petence objectives. For each competence objec- sions based on the learning trajectories has con- tive, goals have been set for a number of phases sidered relatively limited areas in subjects, thus corresponding to the number of school-year levels the research basis is so far limited. However, there are before reaching the competence objec- there are examples of descriptions of learning tra- tive, but without being connected to particular jectories in the subject curricula of several coun- school years. The phase goals are level-based, not tries. In Scotland, guiding progression descrip- year-based, and they are envisioned as an aid for tions of different disciplines have been developed, the teachers’ work to prepare operative learning and are based on knowledge and consensus on objectives when planning and carrying out teach- the learning trajectories within a subject.17 ing. It has proved difficult to set goals for pupils’ The aim of the descriptions of learning trajec- learning that can lead to a competence objective tories must be to support teachers in their work that lies many years ahead, and the phase goals on planning the teaching and learning. Pupils will are an answer to this. They help to ensure that have different learning trajectories in the subjects, locally designed learning objectives have an and teachers must adapt their teaching to their appropriate progression in the subject.14 The pupil group. If the descriptions are to avoid plac- Committee notes that phase goals are a way of ing too rigid restrictions on the teaching, the highlighting expected progression in the learning Committee finds that it will be most appropriate if that comes in addition to the progression in the they have the status of guidelines. Guidelines, not competence objectives. The committee adds that regulations, will also give greater opportunities the progression goals must be based on a balance for revision according to testing and new knowl- between an empirical basis and what is stipulated edge. prescriptively/normatively, because the pupils The description of learning trajectories should will have different learning trajectories. be based on knowledge and consensus on expected progression in subjects, and should be developed by considering learning sciences, Descriptions of learning trajectories didactics, subject didactics and pedagogical Descriptions of pupils’ learning trajectories are research and practical experiences together. It is also a way of showing progression. Such descrip- therefore necessary that the development work tions have pupils’ actual skill development and should be planned as cooperation between expert cognitive development in the subjects as the point communities and school practitioners. The of departure for designing learning trajectories. In descriptions should be tested in practice, as has the US, such descriptions of learning trajectories been done in an on-going research project which have been made within some limited areas in nat- is developing standards for assessment of learn- ural science and mathematics. The descriptions ing to write.18 A systematic form of testing is are based on empirical research on how the important so decisions can be made on an pupils’ learning trajectories develop in practice.15 informed basis and so that solutions that function The purpose of describing learning trajecto- well in practice can be found. The Committee rec- ries in this way is to support teachers when plan- ommends that descriptions should be developed ning and observing pupils’ learning and develop- of learning progression in guidance resources, ment in the subjects. This is useful to enable plan-

13 Dale et al. 2011 16 Mosher 2011 14 Rasmussen 2015 17 Education Scotland 2015 15 Mosher 2011 18 Berge et al. 2015 Official Norwegian Reports NOU 2015: 8 71 The School of the Future Chapter 4

Box 4.1 Tjensvoll School: Pupils’ progression in a subject Tjensvoll School, in Stavanger in Rogaland what the school needs to map to be updated on County, is a primary school with pupils from the pupils’ progress in reading. The school Years 1 to 7. They work systematically with the uses the results of these surveys to obtain learning and development of each pupil. The information about how individual pupils have school has special reading and mathematics developed their competence. If the pupil does supervisors who support all the school’s teach- not achieve the desired competence, the school ers. immediately takes the initiative to determine why, and to find out what the pupil needs in his or her further learning process. Such mea- Knowledge about the pupil as the point of departure sures may be adapted teaching, special follow- for further learning up by the teacher, guidance from the reading The school has good results in reading. They supervisor, special teacher or a person from have a binding syllabus where they map the the school’s resource team and cooperation pupils to determine whether they achieve their with the home. goals. The supervisors contribute to school’s fol- The school’s mapping is the key to obtaining low-up of individual pupils. The school has for information about what the pupils have learnt several years worked systematically with pupil and how they can learn more. This applies to reading and writing in all subjects. pupils who are lagging behind and to pupils who The basis for the work is a common plan for need extra challenges. The school’s leaders the school’s efforts in reading and writing com- have established a good framework that contrib- petence that is used actively by the staff. It utes to better learning for each pupil. The super- includes a description of what reading and writ- visors follow up pupils and classes in all the ing means in all subjects and the school’s school years. They inquire about and observe framework for teaching each school year. The the development of the pupils. The supervisors plan contains reading strategies and general have contributed to making the whole staff learning strategies the pupils must learn in more aware of and willing to discuss the learn- each school year. Moreover, the plan describes ing and development of each pupil.

and that this development activity should start The standards for final assessment are devel- parallel to the curriculum development. oped to support teachers’ and examiners’ final assessment with a grade. The descriptors indicate the requirements for the different grades. In years Support for final assessment without grades and/or no final assessment such In competence-focused subject curricula the descriptors may give the teachers a basis for objectives are the basis for assessment of a pupil’s assessing how the competence of the pupils is competence. In some countries, such as Norway developing from a lower to a higher level, and and Denmark, the objectives and the levels they thus support the planning of the pupil’s learning indicate form the point of departure for assess- progression.19 However, such level descriptions ment. Some subject curricula have also formu- may lead teachers and pupils to focus attention on lated standards or descriptors for achievement the level the pupil “belongs“ to, instead of prog- which make it clear what it means to have achieve- ress and process.20 ment on a certain level, for example to achieve Teachers and school leaders have called for grade 5. The standards are often connected to par- national criteria which can contribute to valid final ticular grade or competence levels. An example is assessment and common national guidelines for the Swedish subject curricula, where the the assessment work. Guiding national descrip- knowledge requirements describe three different tors for achievement after Year 10, which have grade levels for each stage, or the Finnish subject curricula, which have assessment criteria for what 19 Throndsen et al. 2009 characterises high achievement in all subjects. 20 Mosher 2011 72 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future been developed in five of the subjects in Norway ties. For example, creativity must be developed by that have learning pathway from Year 1 to Year 10, having the pupils work with subject content, such have been well received.21 The descriptors indi- as natural science issues or artistic forms of cate the quality of competence in a subject. The expression. A number of the cross-curriculum Committee recommends that a future curriculum competences are generally requirements for process must assess how competence objectives learning in the subjects. This applies, for example, in the subject curricula in years with final assess- to reading, writing, persistence, motivation and ment may indicate the different levels of achieve- being able to plan, implement and assess one’s ment more clearly or be supplemented with own learning processes. descriptors for different levels of achievement. All the cross-curriculum competences The relationship between objectives and described in Chapter 2 are developed through descriptors must be clearly indicated, and the working with the subject content and must there- descriptors must be described on a national level fore be integrated in competence objectives to so they will not interfere with the teachers’ auton- make it clear what the pupils must learn in the omy to make pedagogical decisions. The descrip- subjects. Experiences of integrating the cross-cur- tors must be based on the competence objectives riculum basic skills in the Knowledge Promotion in such a way that they must be used together Reform have shown that it may be demanding to with the subject curricula to give meaning, and so integrate competences that are relevant in several that there will be room for local realisation and subjects in a clear manner. Fewer objectives and adaptation. Cooperation between colleagues on more cross-curriculum competences will put fur- competence objectives and descriptors may con- ther demands on curriculum development. The tribute to common understanding and shared lan- Committee finds that the proposal relating to guage about what the pupils should learn, and work division between the subjects in the disci- what characterises different levels of achieve- plines is an answer to this challenge, see sections ment. 3.2 and 4.3. When the subjects are developed with It is important to consider whether standards a greater degree of work division, not all the com- for final assessment should be highlighted as part petences will need to be present in all subjects. If of the statutory subject curricula or in guidelines. curriculum development involves setting priori- An argument for the statutory requirement is that ties through the key building blocks in the sub- control is necessary so that the grades pupils jects, the new subject curricula will be less com- receive on their diploma are set on the same basis plex. across schools and individual teachers. An argu- Fewer curriculum objectives with more inte- ment for the guidelines status is that statutory grated cross-curriculum competences will also standards may create an ambiguous dividing line place demands on the local work with the subject between what should be focused on in the teach- curricula. The Committee believes that giving pri- ing, and what should be the basis for the assess- ority to key building blocks with clearer descrip- ment. tions of progression in the subject curricula and support material will facilitate pupils’ in-depth learning in the subjects. Fewer and more cross- 4.1.4 Emphasising cross-curriculum curriculum objectives may alleviate the problem competences of curruculum overload. These measures may Pupils’ learning in school generally takes place by make it easier for teachers and teaching staff to working with the subjects. In the interim report set priorities in their work at school. the Committee finds that cross-curriculum com- Making cross-curriculum competences in the petences should be integrated in subjects in a sys- subjects visible means that the subject curricula tematic manner. will be different because the subjects are different. But it appears that the dissimilarities in today's subject curricula are greater than what Systematic integration in subjects can reasonably be claimed according to the actual Subject-specific and cross-curriculum compe- differences, nature and different purposes of the tences must be made clear in each subject. This is subjects. An analysis of the current subject curric- decisive if they are to be given priority in the ula points out that there does not appear to be learning activities in the day-to-day school activi- good systematism behind the way in which the competences that are important for many of the 21 Gjerustad et al. 2014 subjects are integrated into each of those sub- Official Norwegian Reports NOU 2015: 8 73 The School of the Future Chapter 4 jects.22 This leads to a lack of horizontal coher- neurship, and the ability to participate, influence ence in the subject curricula and give unclear gov- and contribute to a sustainable future. The aim is erning signals.23 Research findings suggest that to support a pupil’s development as a human the quality of the curriculum coherence in the being, as well as to promote expectations for par- subject curricula impacts their quality as govern- ticipation in a democratic society and a sustain- ing and support documents.24 able way of living. An example is how objectives for pupil motivation and interest in mathematics are connected to self-confidence and the percep- The breadth of the competence concept tion of mastering. The Committee recommends four competence The social and emotional development of areas as the basis for setting priorities in the con- pupils generally takes place in collaboration with tent in school. Pupils’ learning in all areas means co-pupils and teachers, and not all aspects of collaboration between cognitive, social and emo- pupils’ learning in this area are relevant to formu- tional aspects of the learning. Integrating the late or assess as objectives in the subjects. For breadth of the competence concept in the subject some social aspects of learning there may be good curricula raises some questions, such as those on reasons to formulate some process objectives for assessment, cf. Chapter 5. school’s work with the social environment, where In the Knowledge Promotion Reform social the assessments of achievement take place on the and emotional aspects of pupils’ learning have not system level, rather than formulating the goals as been integrated in the subjects’ competence individual objectives for the individual pupil. The objectives. The social and emotional development Core Curriculum may, for example, have objec- of pupils must be assessed in a dialogue between tives that deal with the expectations for common the pupil and the teacher in light of the Core Cur- responsibilities for the school environment, for all riculum and the Quality Framework. A possible to experience a sense of belonging and for inter- consequence of this is the lack of coherence personal relationships. The Education Act estab- between the national documents and the objec- lishes that school must contribute to a good psy- tives in the subjects.25 cho-social environment for all pupils and to good Committee fins that integrating the breadth of relationships between pupils. the competence concept is an important aim. The Committee emphasize that common Aspects of the social and emotional competences objectives on the school level and a greater must also be part of the subject learning, for degree of process-oriented objectives in the sub- example, engagement in and attitudes to the subject curricula are two solutions for strengthening jects and one’s own learning in the subjects, per- the objectives for the social and emotional learn- sistence, expectations for own mastering, being ing and development of the pupils. Coherence able to plan, implement and evaluate one’s own internally in the main curriculum should be made learning processes and the ability to interact with clearer in a new Core Curriculum by showing how others. In the renewal of the subject curricula, objectives for the pupils in the subject curricula part of the development work will be to find good are linked to common objectives for school. solutions to how the social and emotional competences can be expressed in the form of competence objectives. 4.2 The subject curricula and guidance The Finnish curriculum reform (LP2016) has resources examples of how the breadth of a competence is expressed in objectives that are in focus in several With more overriding subject curricula the need subjects. In the new Finnish subject curricula the for supporting resources increases. The Commit- following competences across the subjects are tee emphasize that there is a need for a curricu- given a high priority: The ability to think and lum concept that includes statutory national sub- learn, cultural and communicative competence, ject curricula and guidelines for the national sub- everyday competence, multi-literacy, digital com- ject curricula. It is recommended that the Norwe- petence, working-life competence and entrepre- gian curriculum model should be developed with a closer and more dynamic collaboration between 22 Björnsson and Hörnquist 2014b subject curricula and guidance material for these 23 Aasen et al. 2012 curricula. The experiences from the Knowledge 24 Sinnema 2011 Promotion Reform and from other countries indi- 25 Engelsen 2008, Björnsson and Hörnquist 2014b cate that good coherence between governing doc- 74 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future

Figure 4.3 Illustration Chapter 4 uments and guidance documents requires that the the practical day-to-day affairs of school is used as guidance documents are part of the curriculum the point of departure, it appears appropriate to model. However, experiences of previous subject- develop national guidance resources that are con- curricula reforms show that it is difficult to main- nected to. tain an overview over a large volume of guidance – the cross-curriculum competences and resources from national bodies and they may – descriptions of the pupils’ learning trajectories therefore not be used as much as was intended. It in the subjects must be clear what the guidance principles of the main national curriculum implies and what the The Committee recommends that the guidance other supporting resources are. A three-part resources should be made at the same time as the model is suggested: subject curricula. – statutory national subject curricula – nationally designed guidance resources – other supporting material 4.3 Framework for designing national subject curricula Research indicates that the local work with the subject curricula under the Knowledge Promotion If the four areas of competences are to serve as Reform has contributed positively to development, the basis for prioritising the content of the sub- professionalization, variation in work forms and jects, a renewal of the subject curricula is neces- methods for and attention on adaptive teaching.26 sary. Below a framework for the curriculum devel- Studies show that schools working systematically opment is outlined. with subject curricula analyses and assessment in the subjects over time change the participants’ understanding of the curricula.27 Research also 4.3.1 Openness and dialogue show that teachers are struggling when it comes In Chapter 6 the Committee points out that com- to preparing manageable learning goals and giving mon understanding among all the stakeholders in direction to the weekly and monthly learning activ- the sector is decisive if the development work in ities of the pupils. There are also examples where primary and secondary education and training the learning activities become fragmented when under the auspices of national authorities is to the competence objectives are broken down into succeed. An overriding recommendation is there- learning objectives that are detached from the sub- fore to have clear objectives, explicit rationales ject body they are a part of.28 and key concepts that are foregrounded and To realise the content of the subject curricula explained in all the subject curricula and guidance there must be good coherence between the resources. national and the local work on them. It is recom- Another overriding recommendation is to mended that the education authorities should give attach importance to treating curriculum develop- better support for the local work on the subject ment as open and dialogue-based processes, curricula through guidance resources. The curric- where the stakeholders in the system influence ulum concept the Committee advocates includes each other. The opposite approach would be top- statutory national subject curricula and guidance down curriculum development, where the authori- sections for the national subject curricula. If avail- ties would present complete and finished solu- able knowledge about the subject curricula and tions. The most constructive development work will most likely take place by testing various 26 Sivesind 2012 approaches in practice, and then adjusting them 27 Throndsen et al. 2009, Sandvik and Buland 2013 on a knowledge- and experience-based founda- 28 Hodgson et al. 2012 tion. Official Norwegian Reports NOU 2015: 8 75 The School of the Future Chapter 4

pendently of the subjects, must define the cross- 4.3.2 Leadership and decision-making curriculum competences and must describe their It is recommended that the development work function and progression. should have an open, inclusive and dialogic form. The framework will be important in the To ensure coherence and consistency in the cur- renewal of the subject curricula, serving as the riculum, the work must be launched, led and com- underpinning for the groups on the discipline and pleted by the national education authorities, subject levels to ensure that objectives are created where the final conclusions are made at the cen- for what the pupils should learn. It must be used tral level. The Sami Parliament is an important as the basis for systematic integration of the com- partner in the development of new subject curric- petences in the disciplines and in subject curricula, both when it comes to contributing to verify- ula. The framework will initially be a tool in the ing knowledge about Sami matters for Norwegian national curriculum development. Based on pupils, and to contributing to relevant subject cur- expert assessments it will be up to the groups to ricula for the Sami school. decide how the competences can be made clear as The subject curricula for school subjects are part of the discipline/subject. designed in a process where social changes, polit- It is recommended that the framework should ical ambitions and pedagogical considerations be made before the curriculum groups start their play important roles during various phases of the work, and that sufficient time should be allocated process. The Committee prefers to have knowl- for this development work. edge-based curriculum development where The Committee finds it important that the expert knowledge about making a curriculum has understanding behind the cross-curriculum com- the most weight in the decision-making process. It petences is also shared by those people who are to is recommended that all the national subject cur- adopt and use the subject curricula. The frame- ricula for compulsory school should be estab- work may be further developed into a guidance lished by the same public agency that organises resource as a tool for local work with the subject and leads the work after the political guidelines curricula. have been given early in the process.

Curriculum groups within the disciplines and subjects 4.3.3 Renewal of the subjects within the The subject curricula are to be renewed by curric- disciplines ulum groups, i.e. groups of experts mandated by The Committee does not recommend that the the national education authorities to develop the subject renewal should start with each subject but national subject curricula. The Committee recom- rather with the selected disciplines in school, see mends that a curriculum group should be section 3.2. The development process must rely appointed for each discipline, and that the subject on systematic cooperation between the subjects in renewal and curriculum development should start each discipline and between the subjects across in these groups. Close cooperation between the disciplines where needed. In a future design of the subjects within each discipline should ensure that subject curricula, the development of objectives the responsibility for subject-specific competence, for pupils’ learning and provisions for how pupils’ cross-curriculum competence and interdisciplin- competence should be assessed should be a com- ary topics which the subjects have in common is mon process. This section proposes some frame- divided into a systematic, academically grounded works for the curriculum development. and knowledge-based manner. The Committee recommends that the curriculum group for each discipline complies with the principles for subject Framework for cross-curriculum competences renewal in Chapter 3. Two particularly important The Committee emphasize that there is a need to considerations are that the work must be based on develop a framework for curriculum developers close collaboration between learning science, that will highlight the cross-curriculum compe- didactics and subject didactics, and that it ensures tences in the subject curricula. Groups of experts horizontal and vertical curriculum coherence. The who receive a mandate from the education author- most important work of the curriculum groups will ities to develop the national subject curricula must be to prioritise key ways of thinking, methods, have a common understanding of the compe- principles, concepts and coherence in the subjects. tences that are to be integrated in the subject cur- The building blocks of the subjects include sub- ricula. The framework must be designed inde- ject-specific and cross-curriculum competences. 76 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future

When the competence areas are to be put in focus in the subject curricula, the different sub- Flexible distribution of subjects teaching hours per jects in each discipline must be considered subject within the disciplines together. The goal for the development on the dis- It is recommended that the close cooperation cipline level must be that the subjects reinforce between the subjects within the disciplines should each other by several of them having objectives be followed up through corresponding coopera- for pupils’ learning in important areas and with a tion in the schools when working with the subject progression between the school years that corre- curricula locally. The Committee finds that spond to each other. Such common responsibility increased flexibility in the distribution of teaching will ensure vertical and horizontal curriculum hours per subject in the disciplines mathematics, coherence. The subjects can also be developed natural science and technology, languages, social with a greater degree of work division. This studies and ethics and practical and aesthetics means that not all the cross-curriculum compe- subjects will provide good opportunities for tences must be present in all the subjects or disci- enabling in-depth learning and good progression plines, but that they are integrated where it is in the pupils’ learning. Cooperation across the most relevant and appropriate. subjects may help to reduce the problem of curric- The Committee recommends that a curricu- ulum overload in school and help pupils to under- lum group should also be appointed for each of stand the connections so they can apply knowl- the subjects to be renewed. The curriculum for edge and skills in various subject contexts. each subject must be designed within the frame- However, a flexible distribution of teaching work decided by the curriculum groups for each hours per subject does not appear to be a suffi- discipline. The mandate for the curriculum cient means to ensure interdisciplinary coopera- groups for each subject should include making a tion. From 2000 to 2005, a pilot project in Sweden foundation describing how the subject is relevant looked into the effects of giving schools greater in a future perspective, the building blocks of the flexibility in organising the distribution of teach- subject, and which competences the subject must ing hours locally. The intention was to improve the assume special responsibility for and in which possibility of interdisciplinary work by moving ways. Such a foundation should also assess the away from allocating time for each subject to stip- boundaries between other subjects, in addition to ulating time for reaching an objective. Studies of the subject’s responsibility for interdisciplinary the project show that it is not sufficient to assign topics. Close cooperation is recommended time for local prioritising of interdisciplinary between each discipline group and the appropri- work. The intentions of the interdisciplinary work ate subject groups throughout the subject curric- must be connected to overriding goals and be ula-development process. legitimised through dialogue and embedding on Each curriculum group must be composed the different levels in the sector.29 If interdisciplin- with such a wide range of experts as the subject ary work is to be done in systematic ways in the renewal requires for Norwegian and Sami pupils. day-to-day school activities, the responsibility for The traditional science disciplines should not be it must be assigned in terms of leadership and the only determiners of the premises for the subject coordination. choice of content in school. This means, for In Norway, the national authorities have tradi- example, that the curriculum group in mathemat- tionally been focused on ensuring a minimum of ics may need a statistician and an economist, that time for each subject. Strong state control of the the curriculum group in Norwegian may need a distribution of teaching hours per subject has media and communication researcher or that a been a key measure for achieving this. National technology expert is needed in the natural sci- distribution of teaching hours per subject has also ence group. Only some examples are mentioned been an element in the idea of the comprehensive here from some subjects, but they make a point national school, where a uniform school pro- that must apply to all the subjects and disci- gramme for all pupils has been seen as important. plines. This does not mean that today’s scheme is without For competences connected to the interdisci- flexibility. The subjects have a total amount of plinary topics of climate change, the multicultural time assigned for the main levels, and the local society and public health and life science, it is rec- authorities are responsible for allocating the ommended that the subject curricula should show teaching hours for each school year. The primary the connections across the disciplines. 29 Sundberg 2005 Official Norwegian Reports NOU 2015: 8 77 The School of the Future Chapter 4

Box 4.2 Myklerud School: With concept learning as the point of departure for in-depth learning Myklerud School, located in the municipality of Nesodden in Akershus County, has pupils from In-depth learning Year 1 to Year 7. To develop good understanding of concepts the The school wanted to work more systemati- pupils must use these concepts over time and in cally with pupils’ learning and believed it would various ways. In Myklerud School the pupils be possible to exploit pupils’ potentials in a bet- practise concepts by reading, speaking, writing ter way. As a step in this process it was therefore and carrying out practical exercises. This means decided that the entire staff needed to be more that the concepts stick, and the pupils learn systematic. The overriding goal was to ensure them better. good quality of learning and teaching in all class- Pupils who have developed robust under- rooms. standing by being familiar with concepts and procedures are ready for more challenging tasks. Pupils who work with understanding the Systematic teaching of concepts and procedures basics of a subject have benefited from several The school wanted to focus on a small number repetitions, and this has improved their capacity of key concepts in the subjects over time. The to express what they have learnt. They all feel it concepts should contribute to good understand- is motivating when the teaching is connected to ing of the content and processes in the subjects. practical projects and pupil activity. To increase Understanding concepts is also important for the pupils’ activity level, they are often asked further learning in the subjects. questions where they initially must consider the The school has introduced concept learning answer, then speak with their neighbour, and in natural science as a prioritized area. Here later share what they have been speaking about they have concentrated on such concepts as evi- with the whole class. Because the school dence, substances and observation. They have focuses on learning concepts, the pupils have prepared a concept wall in the classroom on improved their articulation and their ability to which they write key concepts and what they ask relevant questions in a subject. This makes mean. The pupils have raised their awareness of it possible to confirm that they have understood, concepts and procedures. Instead of stating: “It or correct them if they have misunderstood was warm,“ they may now say “I observed a something. change in temperature”. They have also become The school would like to expand the model more aware of the fact that concepts mean dif- from natural science to other subjects and ferent things in various subjects and in collo- school years. Focusing on important concepts in quial language. When they have to do things the subjects has helped in the development of several times they learn in a better way, and in goals and good criteria, while the criteria have the next session they can start on a higher level made it easier to plan the teaching around the than where they last were. important topics.

school level comprises seven years and one main 4.4 The Committee’s recommen- level. Five-per cent flexibility has recently been dations introduced for the local level. This means that schools/school owners may reallocate up to five The Committee recommends that the subject per cent of teaching hours between the subjects, renewal should start with the disciplines in both in primary and lower secondary school and school, mathematics, natural science and tech- upper secondary education and training. This nology, languages, social studies and ethics and scheme is so new that it is not possible to refer to practical and aesthetic subjects. In the develop- experience of it, and no studies have been con- ment process, systematic cooperation between ducted on how it works. the subjects is necessary within each discipline 78 Official Norwegian Reports NOU 2015: 8 Chapter 4 The School of the Future

Figure 4.4 Illustration Chapter 4 and between subjects across disciplines where ration between subjects within disciplines must this is needed. The close cooperation between be made clear in the subject curricula. the subjects in the disciplines must be followed – The curriculum model should be developed up by corresponding cooperation in the every- through closer collaboration between the sub- day activities in school when working with the ject curricula and the guidance resources for subject curricula locally. The Committee recom- the curricula. The interaction between the doc- mends assessing whether to increase the flexibil- uments must be thoroughly considered and ity in the distribution of subjects and teaching have rationales, so it will be clear how they can hours between the subjects in each discipline as be used together. The guidance resources a measure to stimulate learning activities must be developed at the same time as the sub- between subjects that have a clear division of ject curricula. responsibility and common responsibilities. – A framework must be developed for the cross- Increased flexibility between the subjects in the curriculum competences as a tool in the curric- disciplines will give good opportunities for ulum development to ensure a shared under- enabling in-depth learning and progression in standing and system in the integration of these the pupils’ learning. competences. The framework may at a later Based on research and experience of the stage be developed into guidance resources for Knowledge Promotion Reform, and experience the sector. from other countries, it is recommended that the – Progression in the competence objectives subject curricula should be further developed between main levels must be described better with a stronger focus on competence. The Com- than today. The progression in the subject cur- mittee recommends fewer and uniformly ricula should be made clear by developing designed objectives and competence areas instead guiding descriptions of pupils’ learning trajec- of main areas. Additionally, there is a need for tories in the subjects. clearer progression in the objectives between the – The progression descriptions in the guidelines main levels. The provision of other types of must support the teacher’s work on adapting descriptions of progression in the subject curric- teaching to individual pupils and groups of ula can also be assessed. The combination of pupils. Development of the descriptions must clearer progression in the subject curricula and take place parallel with development of the cur- descriptions of the learning trajectories in sup- riculum. porting material are measures that will make it – It should be assessed how competence objec- easier for teachers and teaching staff to plan, tives in the subject curricula for school years implement and evaluate the teaching. with final assessment can indicate a clearer Developing a framework for the cross-curricu- achievement level or be supplemented with lum competences is recommended, initially to be descriptors indicating different levels of used as a tool for the work in developing the achievement. It will be an important consider- national subject curricula and then as part of the ation whether standards for final assessment guidance resources which inform the sector in a should be made clear as part of the statutory good way and can be used on all levels in primary subject curricula or in guidelines. and secondary education and training. – The distribution of teaching hours between the subjects in the disciplines mathematics, natural The Committee recommends the following: science and technology, languages, social stud- – The focus on competence should be developed ies and ethics, and practical and aesthetic sub- in the subject curricula, with fewer and more jects should be made more flexible to better uniformly designed objectives for pupils’ learn- enable work across subjects. ing than is the case today, and structured into – Expert considerations of the curriculum must competence areas in the subjects. The collabo- be given importance in the decision-making Official Norwegian Reports NOU 2015: 8 79 The School of the Future Chapter 4

process. All national subject curricula in pri- tee’s proposal. A new Core Curriculum should mary and secondary education and training constitute a transition between the objects must be decided by the same public agency clause and the subject curricula, and should which organises and leads the work to develop express a view of learning and subject-specific the subject curricula. learning and cross-curriculum competence – The work on renewing the Core Curriculum that is consistent with the subject curricula. must be considered together with the Commit- 80 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

Chapter 5 Teaching and assessment

Figure 5.1 Illustration Chapter 5

Chapter 3 and Chapter 4 discuss and describe tee emphasize that teachers will need to how the subjects and the subject curricula in strengthen their didactics and subject didactics school can be renewed to meet future competence competence and further develop methods for needs and facilitate pupils’ in-depth learning and teaching. Cooperation and collaboration between progression. The Committee finds that teaching colleagues on pupils’ learning is necessary to and assessment must support the objectives in the ensure that planning and implementation of the Core Curriculum. In this chapter the Committee teaching are based on research and experiences assesses how teaching and assessment practices, and are adapted to pupils’ learning needs. Pupils regulations and assessment schemes may be must have an active role in the teaching and must developed to realise the Committee’s recommen- be able to practise mastering challenges in a safe dations. and cooperatively oriented learning environment. The competence and practice of the teaching The Committee believes that formative assess- profession are decisive for whether the pupils will ment is an important part of a teaching practice develop competence for the future. The Commit- when the aim is to promote pupils’ learning. It is Official Norwegian Reports NOU 2015: 8 81 The School of the Future Chapter 5 recommended that final assessment and examina- principles to be decisive for the pupils’ develop- tions should be developed to provide reliable and ment of the competences the Committee recom- relevant information about the competence of the mends and the competence concept that is used. pupils in the school of the future. The Committee finds that in-depth learning in Teaching practice must be developed along the subjects is decisive if pupils are to use what with the development work that is already being they learn in school later in life. This means that done, but it is important to allow for the fact that pupils gradually and over time develop under- renewal of the content of school will require standing and skills in different disciplines. Teach- long-term and dedicated efforts to raise compe- ers can facilitate in-depth learning in the subjects tence and ensure continuous professional devel- by allowing pupils sufficient time to study in depth opment. and by giving them challenges, guidance and feedback adapted to their academic level.3 Principles for formative assessment are an 5.1 Teaching that promotes learning integral part of a teaching practice which promotes pupils’ learning. Formative assessment The interim report describes a knowledge founda- means obtaining and interpreting information tion relating to what conditions in the learning about learning and progression on an ongoing environment and the teaching that contribute to basis in the learning process, and that teachers learning. Learning environments that promote and pupils use the information to find out what learning are characterised by the following: pupils understand, where they are going and what – the pupils are actively involved in their own they should do to get there.4 learning and understand their own learning processes, – the pupils works collborativly and engage in 5.1.1 The teachers’ professional work communication and cooperation with peers The competence and professional qualities of the and teachers, teachers are decisive for realising the content of – the pupils are able to develop in-depth under- the school of the future. Teachers are responsible standing and receive help to understand con- for planning what the teaching should include and nections, how it should be organised if pupils are to be able – the pupils are given challenges which make to achieve the objectives in the main curriculum. them exert themselves, The professional assessments of teachers must – the teaching is adaptive to the pupils’ different build on research and experience-based knowl- prior knowledge and experiences, edge about what promotes learning in the sub- – the pupils encounter clear expectations about jects. Teachers must also use their knowledge what they are to learn, and receive feedback about the group of pupils and individual pupils and advice about further learning, when they plan, implement and assess the teach- – the pupils relationships, motivation and emo- ing. Cooperation between colleagues on pupils’ tions are taken into consideration in the teach- learning is important to ensure that the teaching ing, and is knowledge-based and adapted to the knowledge – the teachers use varied methods, work forms and experiences of the group of pupils in ques- and organisation adapted to what the pupils are tion.5 to learn and to individual pupils and pupil groups.1 Coherence between teaching and pupils’ learning Research confirms that these aspects of the learn- The Committee proposes that the competence ing environment contribute to learning in differ- focus in the current subject curricula should be ent subjects and in different competence areas. continued, and that objectives in the national sub- Teaching practices and learning environments ject curricula should provide room for the teach- that build on these principles form the basis for ers’ professional assessments and choices. This developing competences that children and young people need in the future working life, society and 2 Dumont and Istance 2010 2 their private lives. The Committee considers the 3 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ learning in the school of the future] 4 1 NOU 2014: 7 Elevenes læring i fremtidens skole [Pupils’ lear- Earl and Timplerley 2014, Baird et al. 2014 ning in the school of the future] 5 Timperley 2012, Walshaw and Anthony 2008 82 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

Figure 5.2 Illustration Chapter 5 means that teachers will continue to be responsi- Renewed subjects will require that the teach- ble for planning and assessing subject content, ers develop and change the methods and action and for deciding which structures, organisation repertoire they use in their teaching. When the and work methods can contribute to pupils’ learn- four competence areas are to be emphasized in ing in the subjects. The teachers must also decide the subjects, this will have an effect on the subject how to use formative assessment to obtain knowl- matter, work methods, organisation and assess- edge about the progression of the pupils and give ment methods that will promote pupils’ learning. feedback that will help them to take further steps The broad competence concept in the subjects in their learning. Didactics and subject didactics will demand that teachers consider pupils’ motiva- competence, including assessment competence, tion, self-regulation and social competence in their will be decisive elements that ensure good plan- planning and implementation of the teaching. This ning and implementation of the teaching. creates the need to develop practices, and places Teachers plan with various time horizons, more demands on teachers to vary their methods from year and half-year plans to planning of according to the academic, social, emotional and shorter teaching periods and individual classes. cultural backgrounds of the class/group.8 Pupils An advanced curriculum understanding is must also receive feedback about how they are required to interpret the subject curricula and developing social and emotional aspects of their design a learning trajectories that reflects the competence in all subjects. long-term objectives in the subject curricula. Teacher training and continuing education Experience from the Knowledge Promotion must give the teachers support in the develop- Reform has shown that it may be demanding to ment of a relevant method and action repertoire. prepare tasks and assessment situations that It will also be necessary that the teaching staff challenge the pupils to use their knowledge and tests and develops new approaches and methods skills, rather than just showing what they have for teaching and assessment. Working in a knowl- acquired. There are also examples where teach- edge-based way and with the pupils’ learning in ers to a large degree focus on giving concrete focus will require that the teaching staff cooper- objectives that are simple to measure rather than ates on finding solutions and developing methods giving more complex objectives for pupils’ learn- that are adapted to groups of pupils and individual ing. This applies to the dialogues in the class- pupils. Studying new research and reflecting on room, pupils’ work plans and tasks and the tests and sharing experiences of personal practice are that are given.6 part of such a way of working.9 The Committee’s For the teaching to systematically build on the proposal to highlight areas that several subjects knowledge and learning needs of the pupils it is have in common increases the importance of necessary that plans are used flexibly, and that teachers cooperating when they are planning they allow time and space so the teachers can teaching and following up the pupils’ learning. adapt for their pupils. Adaptation here means The school leaders and school owners must pre- making purposeful choices of methods and work pare frameworks for teachers’ planning activities, forms based on the learning requirements of the see Chapter 6 on implementation. group of pupils or individual pupils in question. The coherence between teaching and learning is strengthened when the teachers assess whether Facilitating pupils’ progression in the subjects the teaching has contributed to pupils’ learning, Some of the teachers’ planning work consists of and undertake necessary changes and adapta- deciding how the teaching should support the tions in the further teaching based on this.7 pupil’s learning trajectories in different subject

6 Sandvik and Buland 2014, Hodgson et al. 2012 8 Walshaw and Anthony 2008 7 Timperley 2012 9 Timperley et al. 2007 Official Norwegian Reports NOU 2015: 8 83 The School of the Future Chapter 5 areas. Teachers must be able to interpret the pro- tence. Both self-assessment and joint discussions gression in the subject curricula, relate it to where on what characterises advanced work in the sub- the pupils are in their learning trajectories, and jects may help develop pupils’ metacognition abili- adapt the teaching to their learning needs. The ties and self-regulated learning. When metacogni- Committee recommends that the subject curric- tion and self-regulated learning are in focus, the ula and accompanying guidance resources should teachers may increasingly use their pupils as give more support for this work. Guiding descrip- resources for mutual learning. tions of the learning trajectories may support the teachers’ work to facilitate good progression in their pupils’ learning. 5.1.2 A productive learning environment Principles relating to formative assessment The Committee argues that the recommenda- will also be important for facilitating pupils’ pro- tions for subject-specific and cross-curriculum gression. Teachers must identify their pupils’ competences will require school leaders and understanding and misunderstanding to decide teachers to work systematically with the psycho- what they should focus on in the further teaching. social school environment and the pupils’ learn- Research shows that feedback that contributes to ing environment. All pupils shall have the oppor- learning is given frequently, immediately after tunity to experience well-being in school and mas- something has been completed, points towards tering in their subjects, and shall have a good further learning and focuses on what the pupils relationship to other pupils and teachers. A pro- should work with more and how.10 ductive learning environment has intrinsic value but also contributes to pupils’ learning. Learning is promoted when pupils have the courage to Clear expectations and an active pupil role show what they do not know or cannot do, and For pupils to develop solid subject knowledge, the when it is appreciated that everyone masters teachers have important roles as presenters of things and has good progress in the subject subject knowledge and as classroom managers. according to their expectations, aptitudes and The teaching must be well planned and struc- level in the subject.13 tured, and the teachers must be clear about the Education that helps the pupils develop aca- purpose of the learning activity and what is demic, social and emotional competence in collabo- expected of the pupils.11 ration must build systematically on collaboration The competences the Committee recom- and cooperation between teachers and pupils and mends also require that pupils have active roles between pupils. This demands good relationships in the teaching. Pupils must be able to practise and a safe psychosocial environment, which most using subject knowledge in various contexts, schools work systematically on. When putting alone and with others. Collaboration, communi- emphasis on such areas as self-regulation, collabo- cation and investigative and experimental ways ration and participation, it is even more important of working in the subjects may promote pupils’ that pupils have the courage to use their abilities active participation. Such ways of working may and experience the school culture and their rela- also help pupils to develop the competences the tionships to teachers and peers as supportive and Committee recommends. Pupil-active work trusting. methods require thorough planning and follow- When the learning environment is character- up by the teachers.12 ised by tolerance, curiosity and positive attitudes To be able to use what they learn in various to cooperation and participation it contributes to contexts, pupils must develop awareness of what learning. Safe relationships are the foundation they know and are able to do, what the purpose of from which teachers can give pupils academic what they are learning is and which learning strat- challenges, and from which pupils can challenge egies will be relevant in the subjects. This each other.14 This is important for all learning, but requires that pupils are involved in different will increase in importance when the focus shifts phases of the learning process, both in the plan- more to how pupils should learn to explore and ning and assessment of the teaching, and in the create and interact with others. assessment of their own learning and compe- The social and emotional learning and development of pupils is a resource in school's work 10 Hattie and Timperley 2007, Gamlem and Munthe 2014 11 Håkansson and Sundberg 2012 13 NOU 2015: 2 Å høre til [Belonging] 12 Greeno 2006, Dumont and Istance 2010 14 Timperley 2012 84 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

Box 5.1 Orstad School: With metacognition as the basis for learning Orstad School, located in the municipality of Klepp in Rogaland County, has pupils from Year The good dialogue and good discussion as the point 1 to Year 10. of departure for reflection on one’s own learning For the pupils to become aware of their own Developing pupils’ metacognition will have an learning strategies and learn to reflect on their effect on the teaching in the classroom. The own learning, they must train this continuously good dialogue and the good discussions help and in all subjects. The school’s overriding goal the pupils’ to acquire the various strategies, and is thus that the pupils should train in this every they are challenged to reflect on their own com- day. petence and learning when the teachers facili- Acquiring advanced learning strategies is a tate their involvement and open for dialogues. In goal in itself and a tool for subject learning. their teaching, teachers endeavour to show their Reflections and strategies are also important for pupils good examples, in writing and verbally, so the pupils when they are to cooperate and inter- they gain good understanding of the goal for the act with others. dialogues and reflection. The school leaders have given priority to this A measure to promote reflection on one’s over time. The school has a special action plan own learning processes is to open for self- for working with metacognition and learning assessment. This may be done both verbally and strategies, and these are given priority in the in writing. For example, after a work session work done by the teaching staff on the subject pupils may be asked to assess their own point of curricula. Metacognition is part of the learning view, and discuss this with the teacher. The objectives the teachers make for the pupils. pupils can also cooperate on deciding how to progress in their work with the subject. They may also be asked to fill in a self-assessment Teaching practice that facilitates metacognition form, either on their own or with the teacher. In The school works systematically with the pupils’ mathematics they could be asked such ques- learning strategies, and the teaching staff have tions as: Did you do all the tasks? Did you make together drawn up descriptors for the teaching. many mistakes? Have you shown how you calcu- This has been a topic in internal meetings, lated? How did you feel you mastered the tasks? where importance has been attached to how The self-assessment form is a good point of they can develop their pupils’ metacognition in departure for reflecting on how pupils have all the subjects. The teachers have shared exam- solved the tasks, and what they felt was chal- ples of how they help their pupils train in meta- lenging. cognitive reflections, and they have discussed Often pupils will discuss in pairs. In the sub- various ways they can facilitate metacognitive jects they will use various tools to reflect on con- insight. nections, similarities and dissimilarities in what The teaching staff have also discussed how they learn. At times they will also discuss in self-assessment, assessment of each other, class. What did we learn? How did we learn this? checklists and clear assessment criteria are An important part of the school’s work is to important for developing their pupils’ awareness guide the pupils so they can reflect on and see of their own learning, and when in the process things in context. One goal when prioritising the pupils should receive feedback. metacognition and reflection in pupils’ learning For the school leaders it has been a clear is to help them see connections between sub- choice that working with learning strategies is a jects and their own learning processes, and help collective process in the staff. them connect what they are learning to today’s society. Official Norwegian Reports NOU 2015: 8 85 The School of the Future Chapter 5 with the psychosocial environment. When pupils related to the four competence areas the Commit- train in expressing themselves, contributing to tee prioritises. The Committee also finds it import- the community and respecting the views of others ant to point out that the education science subject through their work with the school subjects, they in a new teacher-training education cannot can assume more and more co-responsibility for assume the entire responsibility for professional the learning environment. competence. The subject didactics course and the practical training must focus on supporting the teaching profession to master the challenges in 5.1.3 Support for the teachers’ work the school of the future. Continuing education and Developing a teaching and assessment practice school-based competence development must con- which gives pupils relevant competence for the tribute to teachers continual development of pro- future requires a long-term effort, where the fessional competence and understanding of the national authorities, teacher-training institutions, subject curricula. teaching staffs, school owners and school leaders The subject curricula must give the teaching work towards common long-term goals. Teacher- profession room to use their adaptive expertise. training institutions and continuing education are Under the Knowledge Promotion Reform the very important contributors to building teachers’ concept “freedom to choose methods“ was used professional competence in their subjects, in addi- in some contexts, in particular to underline that tion to national competence development initia- the subject curricula should not lay down guide- tives and development activities in the profes- lines for particular ways of working, as they had sional environment in the schools are also import- done earlier. Teachers’ planning and teaching ant. must build on research and experience-based Formal teacher training forms the basis for the knowledge and on knowledge about the pupil professional development of teachers’ and student group in question. The Committee argues that teachers’ understanding of teaching and assess- the subject curricula and other national government, an understanding that is developed further ing measures must maintain the idea that teach- through practising as a teacher. In working with ers have the space to act. At the same time, with the subjects and subject didactics and in the edu- a curriculum renewal, more importance should cation science subject, the teacher-training institu- be attached to how teachers have a professional tions have a major responsibility to give their stu- responsibility to choose subject content, ways of dent teachers knowledge about what promotes working and organisation that are based on learning in a teaching situation, and how they as research relevant for pupils’ learning and teachers must reflect on their own practice to adapted to the particular group of pupils. This improve, both on their own and with colleagues. means that teachers’ professional autonomy The subject of education science and pupil-related involves a responsibility for making well-reasoned skills was introduced with the new division into and research-based choices of methods and levels and subjects in teacher training in 2010. approaches in their teaching. This subject was intended to form the basis for Both national and local competence develop- the teaching competence of the teachers-to-be, ment measures that are aimed at the develop- and more than the earlier education science sub- ment of teaching and assessment practices ject it was to be focused on the profession.15 The should have a focus on earning and teaching evaluation of this new subject shows that it has not research.17 There are examples of national pro- become increasingly oriented towards the profes- grammes that have concentrated on the use of sion, but that it is characterised by curriculum research, and there are schools and school own- overload.16 The Committee emphasize that the ers who work systematically with research as the intentions of this subject must be followed up in a basis for school development. The Committee, new Master’s degree education programme. The however, recommends that the national authori- subject should have a clear larger emphasize on ties need to be more systematic than today at competence in the profession, including how to providing updated research on learning, teach- facilitate in-depth learning and pupil progression, ing and assessment which may be used in the local school development work. As part of this, research-based knowledge summaries of adap- 15 Report to the Storting no. 11 (2008–2009) Læreren, Rollen og Utdanningen [The teacher, the role and the training] tive teaching and assessment practices in the 16 Følgegruppa for lærarutdanningsreforma (The panel for the teacher education reform), Report no. 5 2015 17 Timperley et al. 2007 86 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

Box 5.2 Firda Upper Secondary School: With collaboration on the agenda Firda Upper Secondary School, located in the groups the pupils must find knowledge and county of Sogn and Fjordane, offers the pro- arguments that support the points they will be gramme for general studies. arguing for. The goal for the debates is that the The school believes that the pupils should pupils should use subject-specific competence, develop collaboration competence because communication and collaboration. Another aim being able to interact is important for them in is that through debating the pupils learn to their learning and for the social environment in make reflected decisions with rationales. In a school. debate the pupils must use subject matter independently, collect and assess information from various sources and must be able to listen to With good relationships as the point of departure for opponents and respond to their arguments. learning The pupils find working in this manner motivat- Cooperation between the teachers, between the ing. pupils and between the teachers and the pupils Sufficient time is allocated to promote more is a priority area for the school. The school’s advanced cooperative competence in the sub- leaders want the school to give priority to collab- jects. Cooperation is practised, for example, oration, good relationships and a good learning when the teacher makes it possible for the environment. Collaboration has been a topic in pupils to discuss concepts and issues with each the school's general meetings and in the pupil other. This type of work method promotes learn- council. Each class has their own rules that the ing because the pupils learn to say out loud what pupils and teachers collaborate on. These are they have learnt and because they can confirm used as the point of departure for good discus- whether they have understood what they have sions and important reflections. learnt or whether they have more work to do. It The teaching staff also discuss how to build is underlined that the academic discussion and good relationships in their cooperation and the ability to reflect on the subject matter are shared time. The school is highly aware that the just as important as presenting factual knowl- staff must be good role models for the pupils by edge. The teacher’s role is to guide and ask showing good cooperation in practice. questions.

With collaboration as the basis for subject learning Collaboration in projects The school is working on promoting collabora- The school has a series of events and activities tion competence by arranging debates. The where the pupils participate and create some- pupils are assigned various roles in advance, thing together. The school has access to dance independent on their opinions about an issue. halls, concert halls, a library and a large sports Some pupils serve as chairpersons, others facility. In these learning arenas the pupils learn debate. They are also informed of the assess- collaboration by producing and performing con- ment criteria for the debate, and receive feed- certs and organising various events. This is an back as part of the subject assessment. The important part of building relations in the topics are taken from one or more subjects. In school.

subjects should be developed. It is important that 5.2 Assessing pupils’ competence such resources are updated according to new research, and that they should be easily accessi- Assessment of pupil competence in subjects today ble to the schools so they can use them. has two purposes: Formative assessment to pro- Chapter 6 looks into the type of competence mote pupils’ learning and development, and final development the Committee recommends as part assessment to give information about the pupils’ of a coherent implementation strategy for the competence as the basis for certifying them for Committee’s recommendations. further education and work. Assessment is addi- Official Norwegian Reports NOU 2015: 8 87 The School of the Future Chapter 5 tionally used for systemic purposes, giving infor- to think critically, solve problems and develop and mation to various levels in the school system as implement ideas. Self-assessment and involve- the basis for quality assessment and control. See ment of pupils in the assessment activities may section 6.4 for more on quality assessment. contribute to pupils’ learning, and are closely con- The focus on the four competence areas and nected to working with pupils’ metacognition and the broad competence concept changes the basis self-regulation in the learning process.18 for assessment in the subjects and also the condi- The Committee also emphasize that overall tions for the assessment practices in the schools. assessment grades set by the teachers are also Today both formative assessment and final very suitable for assessing pupils’ competence in assessment are related to objectives, meaning that the renewed subjects. The teachers may collect the pupils are assessed according to the total com- information on pupils’ competence over several petence objectives in a subject. The Committee rec- weeks towards the end of a teaching period in a ommends that the four competence areas should subject, and use information from different be given prominence in the competence objectives sources and assessment situations. The formative in the subject curricula, see Chapter 3 on subject assessment follows pupils’ progression in the sub- renewal and Chapter 4 on curriculum models. ject over time and the teacher obtains information The Committee argues that the objective-ori- about achieved competence. The teacher may use ented assessment principle must be continued. It this information in the overall assessment grades is proposed that the cross-curriculum compe- if it is considered in light of the fact that the tences should be integrated closely with the cen- assessment must reflect the competence pupils tral concepts, principles and methods in the sub- have achieved towards the end of the teaching jects. Thus assessment should use as its point of period. departure pupils’ total competence in a subject, and not in individual areas of competence and cross-curriculum competences in isolation. Cross- Assessment of pupils’ social and emotional curriculum competences and subject-specific con- competence tent will be closely interwoven in the subjects. It The Committee emphasize the importance of a will therefore be more important that in their broad competence concept, and that school needs assessment of pupils’ competence the teachers to support the social and emotional learning and view the different competence objectives development of pupils more systematically than is together. the case today. Pupils should, for example, In Chapters 3 and 4 it is recommended that develop curiosity, self-regulation and respect for connections between subjects in the same disci- the views of others. Social and emotional compe- pline and between disciplines should be made tences have not been assigned a systematic focus clearer. Cross-curriculum competences are a in today’s subject curricula, and thus this means main focus in several subjects, and it is an import- that the practice must be changed when this ant competence for the future that the pupils are becomes a clearer element in the competence able to collate and apply knowledge and skills objectives in the subjects. This will create some from different subjects. There may thus be a need challenges which must be dealt with in a good for initiatives to counteract a strictly subject- way in provisions for assessment and in the teach- divided assessment. ers’ practice. If assessment is to promote learning, it is important that pupils receive feedback on their 5.2.1 The competence areas and a broad social and emotional learning and development, competence concept such as self-regulation, expectations for their own There is a solid foundation for claiming that teach- mastering and attitudes to the subjects.19 Assess- ers can use formative assessment to support ment and feedback may have positive and nega- pupils’ development of the competences recom- tive impact on pupils’ learning, motivation and mended by the Committee. By using different self-efficacy. Putting more emphasis on social and approaches and assessment methods, teachers emotional competences in the formative assess- may obtain knowledge about how pupils under- ment therefore places more demands on the stand and apply subject-specific concepts, princi- teachers’ assessment competence and practice. It ples and methods, how they master written and verbal forms of communication and interact with 18 Wiliam 2010 each other, and how they apply subject knowledge 19 Wiliam 2010, Dweck 2006, Boekaerts 2010 88 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future is important that assessment of pupils’ social and for formative assessment are today embedded in emotional competence should be based on clear the regulations for the Education Act: objectives and criteria so that they do not experi- – the pupils shall understand what they are to ence that personal qualities influence the assess- learn and what is expected of them ment they receive. Social and emotional compe- – the pupils shall receive feedback which tences refer to situational circumstances and com- informs them of the quality of their work or per- plex qualities in the pupils. Therefore it will not be formance easy to assess several social and emotional com- – the pupils shall be given advice on how to petences according to a pre-defined progression improve, and or grade scale. Moreover, currently there is no – the pupils shall be involved in their own learn- sufficient knowledge base that teachers can turn ing activities by assessing their own work and to for support in the assessment of social and development.21 emotional competences.20 There are also ethical aspects of awarding grades in the assessment of The Committee recommends that the subject cur- social and emotional aspects of pupil competence. ricula and guidance material must emphasize con- Today a six-month assessment with grades in all ditions for more advanced learning trajectories subjects is given, starting in Year 8, and the teach- and make in-depth learning more possible than ers may give grades in other situations as part of today, and the principles for formative assessment the formative assessment. will be important for the teachers when support- Therefore dilemmas arise when assessment, ing pupils’ development in the subjects in a sys- in particularly final assessment, is to be based on tematic manner. a broad competence concept. The Committee believes that social and emotional competences should have a strong place in the subject objec- Further development of practice tives so they will be focused on in the teaching. Under the Knowledge Promotion Reform many Academic and ethical challenges will also arise schools have worked on developing their assess- when including social and emotional competences ment practice and have gained a better under- when the teachers are to give overall assessment standing of assessment as a tool for learning. But grades. The Committee therefore recommends it varies as to how far schools have come in this development activities over time to find appropri- work, and bearing the Committee’s recommenda- ate solutions in the process of developing subject tions in mind, some areas will be important in the curricula and support and guidance resources. years ahead.22 Renewed subject curricula must be accompanied It is important that teachers’ assessment prac- by competence development and evaluation of tices support changes in the subject objectives how the curricula are to be used in school’s and the broad competence concepts. The objec- assessment work. tive-related assessment principles and the compe- A principle should be that objectives for pupils’ tence focus will be continued, but the broad com- social and emotional competence shall not be petence concept and the importance of the cross- given prominence in themselves in the total final curriculum competences will create the need for a assessment, but rather that they should be seen renewal of assessment methods. as requirements for the competence pupils The Committee also finds that involving the achieve in the subject. An example will be how a pupils in the assessment activities, for example pupil’s persistence impacts whether he or she through self-assessment, is an area that must be masters a demanding task in the subject. It will brought more into focus. It will contribute to then be the pupil’s ability to master the task that is learning if the pupils are given help to understand assessed and not his or her persistence per se. what they should learn in the subjects, to know the criteria for advanced work and to know what they master and what helps them learn. Being 5.2.2 Development of formative assessment able to assess one’s own work and own progres- The Knowledge Promotion Reform has had a sion and reflect on the learning activities with co- focus on competence development and capacity pupils and teachers may help pupils to develop a building related to using assessment as a tool for learning in the subjects. The following principles 21 Regulations to the Education Act, section 3-1, section 3-11 and section 3-12 20 Prøitz 2015, Scardamalia 2012 22 OECD 2011, Sandvik and Buland 2014, Aasen et al. 2012 Official Norwegian Reports NOU 2015: 8 89 The School of the Future Chapter 5

Figure 5.3 Illustration Chapter 5 clear relationship to their own learning so that ance resources will be important for teachers’ they learn to take an active role in the teaching. assessment activities and form the point of depar- This is related to pupil development of metacogni- ture for discussions on pupils’ learning among the tion and self-regulated learning. Self-assessment teaching staff. The Committee’s recommenda- and pupil feedback to each other will also be rele- tions of guiding descriptions for the learning tra- vant approaches for the teachers when establish- jectories within areas of subjects may support ing dialogues with pupils on developing social and teachers in assessing where pupils are in their emotional competences. Having pupils assess learning trajectories, and help them to decide each other is an area which impacts learning and what the pupils should continue working on in which the Committee believes will be important in various parts of the subjects.26 The Directorate of the future. The feedback pupils give each other Education [Utdanningsdirektoratet] has estab- may, for example, inform the teachers about their lished a test bank that currently includes learning- collaboration competence.23 Teachers need support tests in some skills and subjects, and also knowledge on experience of how pupil involve- contains examples of examination papers that ment can be carried out in practice, and the pupils have been assessed. The Committee recommends need to learn to master active roles.24 that learning-support tests should be developed in Formative assessment is one of the areas connection with cross-curriculum competences where digitalisation may support the pupils and and other areas that several subjects have in com- the teachers in other ways than the practice is mon. today. Research on in-depth learning and progres- Today teachers are able to use the results of sion, new technological platforms and digital national tests and mapping tests in their formative assessment tools will be developed in the years assessment. Tests and material the school may ahead. An area such as learning analytics may be use to map pupil competence based on the curric- used to enhance the work with formative assess- ulum objectives will continue to be important mea- ment. This means that digital tools could be used sures in the future. to track pupil development over time in the form of many observations and results.25 Such technology may change the conditions for learning, 5.2.3 Developing overall assessment grades teaching and formative assessment in school, and and examinations will require new teacher competence. The complexity of the competences pupils must As mentioned in section 5.1, there will be a develop in the renewed subjects suggests that the need for continuing education in didactics and teacher-based overall assessment grade should subject didactics, and teachers will need to coop- have a prominent place in the final assessment. If erate on developing assessment methods. there are clear objectives and criteria and teachers’ assessments are supported by quality assurance processes in each school, the overall assess- Guidance and support resources ment grade may constitute a fair and relevant The formative assessment in the school of the assessment of pupil competence in the subjects. future must start with the objectives in the The Committee believes that with a future sub- renewed subject curricula. Clearer progression ject renewal it should be considered how teacher between the goals on each main level may form a overall assessment practice and the examination more advanced basis for an objective-related system can be developed to give a fair and rele- assessment practice. Moreover, support and guid- vant assessment of pupils’ learning outcomes in the subjects. 23 Håkansson and Sundberg 2012, Prøitz 2015 24 Sandvika and Buland 2014, OECD 2011 25 Unesco 2012 26 Heritage 2011 90 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

achievement after Year 10 in Norwegian, mathe- Strengthening the overall assessment practice matics, social studies, natural science and English Assessing pupils’ final competence in accordance in connection with the grades 2, 3–4 and 5–6. The with today’s subject curricula is a complex matter, purpose of the descriptors is to support the teach- but the complexity in the foundation of the assess- ers’ setting of the overall assessment grade. The ment increases when the pupils are to develop sev- Committee emphasize that an assessment should eral cross-curriculum competences which are be made as to how today’s model can be devel- closely interwined with subject-specific content. It oped so that the subject curricula and guidance is decisive that teachers are given support in mak- material can give good support for assessing the ing assessments by having clear objectives and cri- different competence achievements in the sub- teria and through guidance and quality assurance jects. For example, different levels may be as this will help to guarantee a fair and relevant explained by means of more detailed supplemen- assessment of pupils’ competence.27 For the overall tary textual descriptions rather than the guiding assessment grade to give reliable and valid infor- descriptors that are in use today. Another alterna- mation on pupils’ final competence in the renewed tive may be to clarify a particular level in the com- subjects, we must place higher demands on the petence objectives. Different models have been quality assurance systems than we do today. chosen in the other Nordic countries. Systematic differences have been found Furthermore, objectives and possible stan- between the overall assessment grades in schools dards in the subject curricula should be supple- over time, both when it comes to the grades pupils mented by guidance and support material the receive and what the teachers focus on in their teachers can use to interpret the basis for assess- assessment. For example, teachers base their ment. For example, examples of pupil papers or grades on academic and non-academic achieve- other products could be developed to show what ments, such as effort, motivation and progression, characterises a pupil’s competence on different when setting grades. There are also differences in grade levels in the subject.30 how overall assessment grades are set across Reliable and valid overall assessment grades schools and across subjects, for example when it will also depend on competence, processes and comes to how assessment situations are prepared, systems in local interpretation communities.31 the degree of teacher cooperation and the impact There are experiences that can be built on from formative assessments during the learning period schools and school owners that have established should have on the final assessment.28 Teachers, processes for coming to a common understanding school leaders and school owners have called for a in the system and experiences from the national clearer set of regulations and national criteria for training of examiners and the Norm Project, which what is needed to achieve the different grades in studies teacher expectation norms in the assess- the subjects.29 ment of writing competence.32 Today tests have The Committee finds the need for several mea- been developed which aim to support overall sures to ensure that the overall assessment grade assessment grades in some subjects. will give reliable and relevant information about a The Committee argues that in a future subject pupils’ final competence in the school of the renewal it should be assessed whether the rules future. There is a need to clarify the common and regulations should be strengthened. Today’s requirements for the final assessment that all regulations on assessment only have a small schools must use as their point of departure. In degree of requirements for the quality of the over- Chapter 4 the Committee proposes that a future all assessment grade or how the schools should curriculum process should assess how the compe- organise the processes. Teachers, school leaders tence objectives in the subject curricula for school and school owners have stated that the rules years with final assessment can show more clearly should be made clearer than they are today, and a competence level, or be supplemented with processes have been initiated by the national descriptors for various types of achievement/com- authorities to examine this.33 It may be necessary petence. Today there are guiding descriptors for to clarify the responsibility of school leaders in quality assuring the assessment through collec-

27 Harlen 2005, Wyatt-Smith and Klenowski 2014, Tveit 2009 30 28 Hovdhaugen et al. 2014, Prøitz and Borgen 2010, Harlen Education Services Australia 2015 31 2005, Prøitz 2013 Harlen 2005 32 29 The Directorate of Education 2015a, Prøitz and Borgen Berge et al. 2015 2010, Throndsen et al. 2009 33 The Directorate of Education 2015a Official Norwegian Reports NOU 2015: 8 91 The School of the Future Chapter 5

Figure 5.4 Illustration Chapter 5 tive processes in the teaching staff. It may also be tions between schools over time.35 This means necessary to specify the quality requirements for that examinations are used as quality assurance of the final assessment. An example is a requirement the school’s overall assessment grade practice. as to how assessment situations should be But such a purpose for the examinations is neither designed to provide a sufficient basis for assess- stated in the rules and regulations, nor in other ing the breadth of the competence in a subject. governing documents. Systematic differences Changes in the rules and regulations should be between an overall assessment grade and an based on research and experience. examination grade may form the point of depar- Changes in the rules and regulations are not ture for discussing a school’s assessment practice. enough to develop the practices of schools and The Committee argues, however, that the overall therefore must be supplemented by developmen- assessment grade and the examination grade tal work and competence development on the part should be considered as two different expressions of the school owners, school leaders and teachers. of pupils’ competence, and that this should be But changes in the rules and regulations can form emphasised even more if the subjects comprise a a common point of departure for understanding broader competence concept than today. this practice which the nationally initiated compe- Changes in the subject content will create the tence development and local development pro- need to change examinations to ensure good cesses can then build on.34 validity and reliability, meaning that the examination will assess relevant competences in the subjects. The assessment situations currently used in Development of the examinations examinations may be developed by using new The purpose of examinations is, as for overall technology or by testing additional approaches, assessment grades, to inform about pupils’ com- such as both written and oral/practical examina- petence when a subject has been completed. In tion formats. Under the Knowledge Promotion subjects with examinations the pupil receives an Reform importance has been attached to design- examination grade in addition to an overall assessing tasks that challenge pupils to use subject ment grade on the diploma. Examination papers knowledge and skills and to see issues/problem are made and examined nationally, locally or as a formulations in contexts. Pilot projects in using combination of national design and local examina- the internet during examinations have been a tion/implementation. stage in making the examination content more Even if examinations have the same purpose like the task-solving work pupils will encounter in as the overall assessment grade, there is a differ- working life and day-to-day life, and the tasks are ence in the information they provide. An examina- designed so that pupils cannot simply search for tion is a single event, takes place over a relatively facts on the net and reproduce these. short period of time and its format limits the com- Clear criteria for what the assessment should petence objectives that are relevant to assess, for be focused on, examination tasks in accordance example in a written or verbal/practical examina- with the criteria, and examiner training courses tion. A single examination may thus not inform for those who are to assess pupil competences will about the breadth of a pupil’s competence in the contribute to reliable and valid examinations. same way as an overall assessment grade. Today there is a comprehensive examiner course It is a relatively common practice that school examinations with national examiners, and exam- owners and schools compare the overall assess- ination guides are prepared that include achievement grades with examination grades in the sub- ment descriptors for examinations in each subject. jects to assess whether there are systematic devia- The Committee emphasizes there is a need for a review of how the final assessment can give reli- 34 Hopfenbeck et al. 2013, Prøitz and Borgen 2010, Hovdhau- gen et al. 2014 35 Prøitz 2015, Hovdhaugen et al. 2014 92 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future able information about pupil competences in sub- other objectives for the education than the subject jects corresponding to the competence concept objectives. The dialogue must be seen in the light recommended by the Committee. It is recom- of the objects clause, the Core Curriculum and the mended that an expert committee should be con- Quality Framework.37 vened to assess today’s examination system and The priority given to the four areas of compe- review how overall assessment grades and exam- tence in the subjects will contribute to making inations can give reliable and relevant information objectives and values that are in focus in today’s about pupils’ competences. Core Curriculum and Quality Framework clearer Such a committee can assess the scope of the in the subjects, for example critical thinking, col- examination system, which subjects should have laboration and participation. The changes in the examinations in which years and which examina- subject objectives will have an effect on assess- tion schemes can be used in the subjects. Devel- ment in the subjects. However, the objects clause oping examination schemes must be considered and the Core Curriculum comprise objectives for in conjunction with a future renewal of the subject pupils’ development and for the school commu- curricula. nity which cannot be expressed in their entirety In an implementation context, examinations through competence objectives in the subjects. It may be a means to give priority to the cross-cur- will be important for the pupil, parents and the riculum competences.36 For example, examina- school to have an arena for addressing such tions may be designed to assess pupil competence things as the pupil’s personal development and in learning or exploring and creating in connec- social relationships beyond the objectives defined tion with the different subjects. Such a type of in the subjects. examination could focus on the application aspect Chapter 4 recommends better connections of competence where pupils apply subject knowl- between a new Core Curriculum and the future edge and skills in new contexts. In Denmark an subject curricula than we have today. Bearing this examination in innovation has been developed in in mind, the Committee argues that it should be general studies programmes where the pupils assessed whether the relationship between forma- must integrate knowledge from different subjects. tive assessment in subjects and the dialogue on The Committee recommends that in a long-term the pupil’s other development should be made perspective and in addition to the subject exam- clearer. A clear relationship may support the idea ination, examination schemes should be devel- that pupils’ development of social and emotional oped in accordance with the competence objec- competences in the subjects is connected to tives from a number of subjects. pupils’ development in other arenas in and outside school. It may also point out that dialogue between the pupil and the teacher is just as 5.2.4 The relationship to other assessment important in the formative subject assessment as schemes in other areas. The Committee recommends strengthening the It may also be assessed whether the rules and relationship between the objects clause, the Core regulations should be clearer about some of the Curriculum and the content in the subjects. This areas the dialogue on the pupil’s development will also impact the relationship between the should comprise. If so, this must be considered in assessments the pupil will receive in the subjects the light of priorities in a new Core Curriculum, and other schemes for assessing pupil develop- for example, if new process objectives are ment. designed for the school community, see section 4.1. However, such a clarification should allow for the fact that such dialogues between pupil and Dialogue on pupil development in other aspects than teacher should be experienced as inclusive and the subjects open, and the content should therefore not be Today the pupil has the right to a regular dialogue focused and regulated too strictly. with the teacher about “other development“ than learning in the subjects. The purpose of this scheme is to give the pupil, teacher and parents or Assessment in orderliness and conduct guardians the opportunity to enter into a dialogue Today pupils are assessed in orderliness and con- on the development of the pupil compared to duct from Year 1. From Year 8 they will receive

36 Alderson and Wall 1993 37 Regulations for the Education Act, section 3-8 Official Norwegian Reports NOU 2015: 8 93 The School of the Future Chapter 5

Figure 5.5 Illustration Chapter 5 six-month assessments with a grade, and from Pupils’ orderliness and conduct are complex Year 10 grades in orderliness and conduct are qualities that may have different reasons behind given with the overall assessment. This scheme them, such as circumstances relating to the has been discussed in connection with several pupil’s home background. This makes it challeng- reforms, and changes have been made to the ing for teachers to assess with a grade that is basis of assessment and to how the grades are set. based on clear and fair criteria. There is little sys- In 2009 the basis for the scheme was clarified.38 tematised knowledge about the implementation Today Sweden and Denmark have no special and effects of assessment in orderliness and con- assessment scheme for orderliness and conduct, duct, but it appears to be common practice that while Finnish pupils receive assessment in con- the teachers enter remarks into the system that duct every six months. may end up giving the pupil a lower grade in The purpose of assessment in orderliness and orderliness or conduct. A practice that assigns conduct is to contribute to the pupils’ socialisation much importance to the grade assessment and process, create a good psychosocial environment the possibility of a lower grade may end up being and give information about the pupils’ orderliness a form of punishment than a means of support for and conduct. The basis for the assessment is the pupils’ development. The Committee finds it rele- degree to which the pupil acts in accordance with vant to assess whether six-month assessments the school rules that it is obliged to have. Assess- with grades and overall assessment grades in ment of orderliness must be based on the pupil’s orderliness and conduct should be given. work efforts and work habits and whether the School has a need for means to create a pro- pupil is prepared for class. Assessing the pupil’s ductive and healthy psychosocial learning envi- conduct refers to how the pupil acts in relation to ronment for pupils. If pupils have much absence others in the school community. Consideration or treat others in unacceptable ways, there is a must be given to the pupil’s background, and the need for complex and individually adapted mea- school may include absenteeism in its assess- sures. A number of studies show that good rela- ment.39 tionships and trust between pupils and teachers The competence areas recommended by the are fundamental for creating a learning environ- Committee have points in common with what is ment which is conducive to well-being and to aca- being assessed in orderliness and conduct. Self- demic, social and emotional learning and develop- regulation, including being able to implement and ment.40 evaluate one’s own learning processes, is a key The Committee emphasize that in a future part of the competence in learning. This is related renewal of the main curriculum, the schemes for to work habits and work efforts, which are also assessment in subjects and dialogues on other part of the assessment of pupil orderliness. The development and orderliness and conduct should Committee underlines that in their work with the be considered in connection with each other. subjects it is important that pupils learn to express themselves, contribute, respect the views of others and be considerate in collaboration with 5.3 The Committee’s recommen- others. This is related to the basis for assessment dations of the pupil’s conduct. To facilitate pupils’ development of competence for the future, the teaching must build on research and experience-based knowledge and 38 Report to the Storting no. 30 (2003–2004), White paper: Kultur for læring [Culture for Learning], Directorate of Edu- must be adapted to the pupils’ learning needs. cation 2010: Circular 1-2010 Individual assessment 39 Regulations for the Education Act, section 3-2 and section 40 NOU 2015: 2 Å høre til [Belonging], Dumont and Istance 3-5 2010, Durlak et al. 2011 94 Official Norwegian Reports NOU 2015: 8 Chapter 5 The School of the Future

Teachers must facilitate pupils’ in-depth learning, of the subjects, including the breadth of the progression and active roles in the teaching. competence concept. This will call for a long- Strong professional environments in the school term effort to develop teacher competences are foundations for developing teaching that will and strengthen the professional environments support what the pupils need to learn in the in school. renewed subjects. A long-term effort in compe- – School owners, school leaders and teachers tence development is needed, with an emphasis need good access to updated research on on teachers’ planning, implementation and assess- learning and teaching. Thus research-based ment in the different subjects. Formative assess- summaries should be prepared on good teach- ment is an integral element of an approach to ing and assessment practices in the subjects to teaching practice in the subjects that promotes support the professional development of the learning, and should be given priority in the com- teachers. petence development. In a long-term effort for – Overall assessment grades should be strength- competence development, the national authori- ened through several initiatives. These should ties, the teacher training institutions, the teaching include clearer requirements for assessment of profession, school owners and school leaders pupils’ levels, guidance and support resources have different responsibilities, but must work and national measures to raise competence and towards a common goal. establish local quality assurance processes. It Overall assessment grades and examinations is also recommended that the rules and regula- must be developed so that together they give reli- tions should clarify requirements for processes able and relevant information about the compe- involved in and the quality of the setting of tence the pupils are to develop in the renewed overall assessment grades. subjects. The Committee emphasize that teach- – Today’s examination system should be devel- ers’ overall assessment grades are suitable for oped to deal with the renewed content of assessing a broader competence concept in the school. An expert committee should be subjects than today, and recommends strengthen- appointed to assess how today’s examination ing this scheme. There are challenges when it system can be developed, and how overall comes to assessing the broad competence con- assessment grades and examinations can give cept, and it will be necessary to renew the rules reliable and relevant information about pupil and regulations, the assessment schemes and competences. Assessment of the competence practices to keep pace with changes in the content of pupils across subjects should be included in of school. A future subject renewal should there- the expert committee’s mandate. fore be accompanied with long-term development – Tests that support learning should be devel- activities in the assessment field. oped in connection with the cross-curriculum competences or other areas that several sub- The Committee recommends the following: jects have in common. – The teaching and assessment practices must be developed to deal with the renewed content Official Norwegian Reports NOU 2015: 8 95 The School of the Future Chapter 6

Chapter 6 Implementation

Figure 6.1 Illustration Chapter 6

In the preceding chapters the Committee will be on dialogue and anchoring the recommen- describes and discusses the need to renew the dations with the stakeholders. The Committee content of school, and recommends how compe- would like to point out that the capacity and com- tences for the future can be the foundation for the petence that have been established through the content in school of the future and for subject introduction of the Knowledge Promotion Reform renewal. The Committee finds that the changes give a solid foundation on which the further work are necessary to satisfy the competence require- can be based. The strategy must take the complex ments we will face in the future and also to pro- structure of the various stakeholders, cultures vide better learning. This chapter describes what and systems that are involved into consideration, will be necessary to ensure that the Committee’s and most also be based on the realisation that recommendations are realised in school. implementation will have a number of phases. The national authorities must prepare an over- Measures such as continuing education, capacity riding knowledge-based strategy for the process building and school based competence develop- of renewing the content of school where the focus ment projects will be included in the implementa- 96 Official Norwegian Reports NOU 2015: 8 Chapter 6 The School of the Future tion work. The schools’ work with the subject cur- The evaluation of the Knowledge Promotion ricula must be continuous and start with how the Reform shows that the strategy developed to education and training can contribute to good implement the changes it introduced was inade- learning for the pupils. Quality assessment and quate. It was particularly found that the local level evaluation of national strategies, local measures did not have the competence to work with the sub- and local curriculum work will be necessary mea- ject curricula as had been assumed. Many found sures to achieve the goals. the work to be comprehensive and demanding, and the local level experienced that it received little support.2 The national authorities had no clear 6.1 Coherent strategy strategy for how to support the schools in the implementation of the reform. The evaluation sug- The Committee recommends that a complete and gests that several measures introduced in the mid- comprehensive strategy should be developed for dle of the process, such as guides for the curricu- the implementation work. If school policy on the lum work, should have been developed earlier.3 local level is to be realised, it is important that the In the decade after the introduction of the national authorities provide support. A coherent Knowledge Promotion Reform development proj- strategy is a means to promote engagement, ects were carried out in many fields, for example understanding and responsibility in the whole in connection with the work on basic skills, governance chain and should contribute to mak- assessment practices and competence developing the entire sector pull in the same direction. ment. Capacity and competence have been Key elements in an implementation strategy for increased on both the national and local level, and following up the Committee’s recommendations several of the projects have been accompanied by will be evaluations. In the work with a coherent strategy – dialogue and anchoring of the processes (own- to implement the proposed changes to school con- ership) tent this work must be used. – coordination of resources and measures International research confirms that visions, – capacity-building and competence develop- goals and subject curricula are understood differ- ment ently across administrative levels and schools, and – strengthening the local work on the subject also internally in one and the same school. There- curricula fore it is not sufficient to understand change pro- – necessary changes in the Quality Assessment cesses as hierarchical processes occurring “top System down”. The school system must also be under- – research-based evaluation stood as a “loosely connected“ system consisting of various sub-systems with separate cultures, ways of acting and values.4 The stakeholders on 6.1.1 Knowledge about and experiences of the various levels should experience that the change processes expectations are addressed directly to them, and National and international research on implemen- understand what the intention of the changes is, tation and changes provides solid knowledge and should feel included in the process. The strat- about how to facilitate change processes. An egy must therefore include all stakeholders, from implementation process succeeds best when the Ministry to each teacher. As supporting play- there are clear links between goals and measures ers for pupils’ learning, parents are also a target for renewal, and when the development processes group for the strategy. embed the changes in the system where there is good dialogue across levels and stakeholders. It is important that the measures that are intended to 6.1.2 Different phases in the change work lead to change can have effect over time and that The Committee underline that it will take time to they pull in the same direction. Capacity and com- implement the changes connected to the school of petence should be built through collective learn- the future. They will occur in several phases and ing processes and be adapted to the different lev- involve many parties across levels. To mobilise els.1 the stakeholders, processes should be established

2 Sivesind 2012 3 1 Fullan 2014, Mourshed et al. 2010, Earl et al. 2003, Aasen et Aasen et al. 2012 al. 2012 4 Cerna 2013, Nespor 2002, Aasen et al. 2012 Official Norwegian Reports NOU 2015: 8 97 The School of the Future Chapter 6

Figure 6.2 Illustration Chapter 6 to encourage dialogues between administration menting the changes will benefit from the involve- levels and groups.5 The implementation strategy ment of organisations and research/teaching should also introduce processes on the school environments in this process. The teacher train- owner level, school leader level, with teaching ing institutions will be an important partner staffs and teacher teams, and be connected to throughout the process. goals and the reasons for the changes. The Committee recognize the need for the The first stage in the implementation work is regional and local collaboration to start in parallel the initiation phase where embedding the with clarifications about various aspects of the changes and creating dialogues on important prin- process on the national level. The school owners ciples in the renewal work will be important. The depend on early information from the national second phase concerns implementation of the level, clear expectations and possibilities to deter- changes. Here there must be room for both inno- mine how the expectations can be satisfied, for vation and adjustments through dialogue between example by establishing networks with other relevant stakeholders. In the third phase adjust- school owners and starting the embedding pro- ments will be made according to evaluations and cess in their own schools. new knowledge, and measures such as compe- The Committee underlines the importance of tence development programmes and supporting the parents’ role in the implementation work and structures can then be further adjusted for per- school’s practice. Competences will be developed ceived needs in the sector. In the fourth phase, and practised at school and in the home. the renewed subject curricula will be a common Exchange of information, dialogues and guidance goal and the basis for teaching practice, new pat- between the school/teacher and parents are terns of responsibility and roles will have been important if the parents are to be in a position to established and the development work will take support their children’s learning. It will be import- place across stakeholders and levels in an estab- ant to strengthen school’s cooperation with the lished structure.6 parents and to continue to develop the school’s procedures for school-home cooperation, particularly in primary and lower secondary school. 6.1.3 Dialogue and anchoring Research on implementation shows the importance of networks and dialogues in creating 6.1.4 Coordination of resources and measures change. The national level should have the The national level has various governance responsibility for promoting dialogue and provid- resources and measures that can be used when ing meeting-places, ensuring that supporting renewing the content of school. Legal, financial structures are developed and used, and ensuring and educational measures are important in gov- that the time gap between the decision to make erning school, and these must be combined in a the changes and when they are to be introduced is way that will lead them to reinforce each other. adequate so they are well anchored among school Evaluations should be applied to adjust the mea- owner, school leaders and teachers. sures throughout the process. Financial measures The Ministry and the Directorate should be in and incentives are a national and local responsibil- continuous dialogue with the school owners to ity. However, studies show that in countries such ensure a good information flow and good coopera- as Norway, where the expenses for school are on tion. The County Governors can also contribute in a high level, it is just as important to consider how the work on embedding the changes and carrying the resources are spent. out local development work. The work on imple- Coordination of measures generally concerns making different measures pull in the same direc- 5 Earl et al. 2003 tion, and with the intention of contributing to the 6 Sundberg 2011 desired changes. An example of the need for coor- 98 Official Norwegian Reports NOU 2015: 8 Chapter 6 The School of the Future dination of measures is the Committee’s proposal Committee's recommendations for competences that support and guidance material must be devel- for the future also impact the content of teacher oped at the same time and that it should support training and continuing education for teachers. the renewed subject curricula to contribute to In cooperation with the national education changes in teaching and assessment practices. authorities, school owners and teachers, the teacher training in universities and colleges must offer relevant education programmes that can 6.2 Capacity-building and competence satisfy the need for competence-raising. The development national centres may contribute to didactics and subject didactics development work in their Competence development in the form of continu- fields. The measures to raise competence must ing education and school-based measures will be be designed as school-based development mea- an important part of developing school and creat- sures where the schools’ entire professional staff ing changes. participate. Strengthening the capacity of schools and school owners is important, but no guarantee that what happens in classrooms will be in accordance 6.2.2 School owners and school leaders with the intentions behind the changes.7 All Research shows that building capacity and compe- changes in school depend on the practices of tence development should take place in collective teachers and will need teachers to be engaged and processes in school.9 For school owners this may involved in the implementation work. They will mean encouraging and stimulating the use of also have to be motivated and understand why and learning networks and collective competence-rais- how they should develop and improve their teaching measures where the goal is that school own- ing practice. This means that the teachers have to ers, school leaders and the teaching profession understand what the changes imply and are should raise their competence together. Bearing about. They must also understand that they have this in mind, the school owners must focus on the to improve their teaching practice and develop a fact that school leaders and the teaching staffs will research-based teaching practice.8 The compe- need updating on research-based knowledge tence development measures must focus on the about pupils’ learning and development, and that competences for the future, the renewed subjects they will need good subject didactics competence. and the teaching and assessment practices con- To plan and implement these measures the school nected to these. owners must develop their competence on teaching and school and their capacity in accordance with the development work they are responsible 6.2.1 Teacher training for. The national authorities should determine which It is the duty of school leaders to plan and areas have a particular need for competence-rais- enable the development of necessary competence ing to satisfy the overriding objectives of the com- and capacity to satisfy the requirements that petences for the future. This work should be in result from the renewed subject curricula. The the form of dialogue and common criteria made teaching staff must be allowed time and space to for the various levels so that the real need for com- develop together. A collective process where petence-raising will form the basis for the mea- school leaders and teachers plan the teaching sures in this area. together may contribute to teachers assuming A combination of national efforts for teacher responsibility for developing their practice and training, continuing education for teachers and individual competence in accordance with the school leaders and local work with professional school’s continuous development, and where they development will strengthen the capacity in will also use and participate in the collective pro- school. Future teacher training that includes Mas- cesses. ter’s degree programmes will provide teachers Teaching staffs working together and sharing with in-depth studies in subjects on all levels and practices, pedagogy, subject didactics and learn- years in primary and lower secondary school. The ing sciences will have good chances to succeed.10 Developing and using such a practice must be 7 Blossing et al. 2010 9 8 Skolverket (the Swedish National Agency for Education) Fullan 2014 2013 10 Timperly et al. 2007 Official Norwegian Reports NOU 2015: 8 99 The School of the Future Chapter 6

Box 6.1 Oppland County: With creative competence as the point of departure for learning Creative partnership (Kreativt partnerskap) is a project in Oppland County which supports the Hard work for lasting change schools in their work with the pupils’ subject- Gjøvik Upper Secondary School is one of the specific and creative competences. The project schools participating with several classes in the also aims to contribute to more varied teaching project over a period of two years. Two of these methods and learning across the subject curric- have been connected to increasing the compe- ula. tence in and the motivation for learning mathematics. In one of the classes the majority of the pupils Creative Partnership wanted to become hairdressers. The teachers Creative Partnership aims to develop and give and the creative agent agreed that there was a feedback on pupil’s and teachers’ creative com- need to improve the class environment and to petence. The project defines being creative as strengthen the vocational orientation of the math- having curiosity, persistence, imagination, disci- ematics subject. To accomplish this they used pline and the ability to cooperate. external competence, a person with long experi- Schools with classes that want to participate ence as a hairdresser and who has also worked in the project send an application to the county extensively with motivation and mastering. authorities. When a project starts, the county Together they prepared a teaching programme authorities hire a project manager, called a cre- where the mathematics teaching was connected ative agent. The agents are often artists who in to operating a hairdressing salon. After the proj- their work are accustomed to cooperating ect, the grade level in the class rose, absence closely with others, and are disciplined, went down and the class reported better well- reflected and open. being. The creative agent and the teachers plan the In another class the pupils wanted to work in project together: a day-care institution, and also in this case the – Which challenges does the school want to creative agent and the teachers developed a proj- address through this project? ect with vocationally focused mathematics – Which areas of the curriculum will the proj- through the design of a day-care institution. A ect touch on? day-care institution entrepreneur was used to – Which creative processes and/or artistic inform about the professional aspect of day care expressions are to be used in the project? and an architect was employed to guide the – Which of the creative competences need to pupils in the work to draw and design the day- be developed? care institution. In conjunction with the teachers, the creative agent and the external experts pre- The cooperation with the external and creative pared a teaching programme where the pupils agent gives the teachers new ideas and strate- needed to use financial calculations and geome- gies they can use in the classroom and many try in their work to design a day-care institution. teachers find that the project also helps them In the project the pupils also found that they create change in the teaching after the project needed to work more on developing the compe- has been completed. tences of cooperation and persistence. With Creative Partnership the county authorities have helped to create change in the schools. It is hard work, but it gives results.

considered continuous work and must focus on to have cooperative structures so that the schools sharing practices, relevant research and collective and the teaching staffs have time and room to planning of the teaching. Therefore, the school develop ways of working that support the leaders and school owners must make it possible renewed subject curricula. 100 Official Norwegian Reports NOU 2015: 8 Chapter 6 The School of the Future

material, competence development and support of 6.2.3 The teaching profession locally based development processes as a compre- As described in Chapter 5, the Committee empha- hensive whole. To realise the content of the sub- size that the recommendations for the content of ject curricula it is important to have good coher- school will change and renew the requirements ence between the local and national curriculum for the teaching profession and for teaching and work. assessment practices. The Committee finds that The school owners have the responsibility for advanced subject competence is developed in ensuring that the teaching in school is accordance cooperation between school leaders and teaching with the main curriculum and other rules and reg- staffs. Professional performance based on rele- ulations, and that the pupils receive the schooling vant research, reflections on the subject and com- they are entitled to. Therefore they also have the petent choices of methods and ways of working in responsibility to ensure that the local work with cooperation with colleagues will increase school’s the subject curricula is carried out in a proper capacity and may lead to increased learning out- way. This means assigning roles and delegating come for the pupils.11 responsibilities for the development work so that One part of the competence development and it will be easy to understand and predictable for all specialist training of teachers should be to be part those involved. The goal for the school owners of professional environments that systematically must be to ensure development of the total aca- develop this type of practice, as this is competence demic and subject didactics competence so that which is built over time and through practical the teaching satisfies the objectives in the main experiences in and outside the classroom. For curriculum. The processes in future local work example, a newly trained teacher will be able to with the subject curricula should therefore be receive guidance and participate in discussions arranged parallel to and based on common connected to a pupil’s needs for specific methods embedded goals relating to the future compe- and learning strategies and thus build his/her tences and the content of school. The follow-up of subject didactics competence. In addition to being the work done in schools by school owners will be offered continuing education, teachers may important. This may be done in various ways, for become teaching specialists.12 This means a example through dialogues on the schools’ results teacher who over time, in his or her practice, has in various areas. acquired subject and didactics specialist compe- The statutory subject curricula are legally tence, and who is considered an expert in his or binding for all schools. However, the rules and her field. In this way the teachers may assume regulations do not make it clear that the school ownership of the subject curricula and help to owners are responsible for providing for the pro- develop them with their own teaching in mind. cesses and the quality of school development The choice of content and ways of working, and work related to the national subject curricula. The the day-to-day planning and implementation of Committee recommends that such clarification teaching, must focus on what is reasonable pro- must be given in the rules and regulations. The gression in the subjects, in the light of what the purpose is to clarify the responsibility of the pupils learn and which subjects and competences school owners and ensure that all schools have are particularly useful to consider together. access to and support in the continuous work with the subject curricula. Through such clarification in the rules and regulations, all school owners will 6.3 Local work with the subject need to assume responsibility for organising and curricula enabling the schools’ development work and competence and capacity-building in this field to a In the change processes that are an extension of higher degree than is the case today. For some the Committee’s work, there is a need to clarify school owners this will mean continuing the good what is meant by the local responsibility for the work already being done. For others it may mean work with the subject curricula. The dissimilari- using new cooperative arenas and joining net- ties in capacity and competence of schools and works with other local authorities to ensure qual- school owners reveals the importance of consider- ity and capacity in the work. Such a clarification ing the subject curricula, support and guidance must be considered together with section 13-10 of the Education Act, relating to the school owner’s 11 Timperly 2012 responsibility for having a satisfactory quality sys- 12 The Ministry of Education and Research 2015 Official Norwegian Reports NOU 2015: 8 101 The School of the Future Chapter 6 tem and section 2-1 of the Regulations for the Edu- cation Act relating to school-based evaluation. 6.4.1 Quality assessment How school owners organise and implement The purpose of quality assessment is to establish development work in municipalities and counties a basis for improving and developing the quality of has an effect on whether changes occur in the the teaching. There is great variation across practices of schools and teachers. The work done school owners and schools when it comes to sys- by the school owners and schools on the subject tems and competence for using results of change curricula will vary, and will depend on how the and development work.15 schools function culturally and organisationally. Since its establishment in 2004, the national The prevailing culture for development and Quality Assessment System has been developed change activities is decisive, and will determine so that it comprises various information sources, what schools will do when working with the con- including user studies, standardised tests, knowl- tent of the school of the future and how they will edge from national inspections, available statistics do it.13 Because schools differ, have set different and analytical tools for local use. The system is priorities and focused on different areas, the designed for development purposes and for con- degree to which schools must improve their prac- trol and accountability purposes. There is a need tices due to the renewal of the subject curricula to clarify the objectives and criteria that assess- will vary. ment and evaluation can use as their point of For the teachers, the local work with the sub- departure, such as criteria for good teaching. In ject curricula means examine and explore the new the interim report, the Committee finds the need subject curricula, working with them and seeing to ensure that the Quality Assessment System this work and teaching and assessment as inter- should reflect the breadth of the school’s objec- connected, and as parts of planning the pupils’ tives.16 learning. The professional environment at the The Committee recommends that cross-cur- school will thus face new challenges. It will also riculum competences should be strengthen and receive many impulses for planning, implement- emphasized in the school of the future. As it is rec- ing and reflecting on teaching. ommended that they should be integrated in the subjects, information about pupil competence in subjects will be important. Schools, school owners 6.4 Knowledge as the basis for and national authorities will also need information development about pupil development of cross-curriculum competences if they are to help in focusing on them in Change processes building on knowledge about the teaching. the current situation have more chances of suc- There will also be a need to monitor how cess than processes that are not adapted to the school facilitates pupils’ in-depth learning and pro- current practice.14 On all levels, in each school, on gression in the subjects. This is important for the the local authority and county authority level and national and local governing authorities, but pri- on the national level, the choice of measures and marily it is important for school leaders and teach- their implementation should build on a relevant ers so they can assess the quality of their own knowledge base. Knowledge about processes and teaching practice and the collective teacher coop- results is also important in a change process so eration, and its importance for pupils’ learning one can assess whether the measures are leading and development.17 This requires an approach to the stated goals and so any necessary adjust- which involves observation of and reflection on ments can be made. Development of the Quality the teaching practice and the collaboration Assessment System, systematic work and assess- between teachers and pupils. See more about this ment competence on all levels, and research- under section 6.4.3. Research and evaluation will based follow-up of implementation, are central be able to illuminate how the teaching practices in measures for change processes over time. Norwegian schools are developing.

15 OECD 2011, Aasen et al. 2012 13 Sundberg 2011 16 NOU 2014: 7 Elevenes læring i fremtidens skole, [Pupils’ 14 Hayward and Hedge 2005, Fullan 2007, Mourshed et al. learning in the school of the future], OECD 2011 2010 17 Timperley 2012 102 Official Norwegian Reports NOU 2015: 8 Chapter 6 The School of the Future

Box 6.2 Drammen local authority: Competence development based on the pupils’ learning The municipality of Drammen has 21 schools. when it comes to the local curriculum work, and With the vision The Drammen School, Norway's due to this the collective competence has best school, a school where each pupil can reach his increased. The subject curricula were completed or her full academic potential and become a confi- in 2012 and implemented in 2014–15. dent, active and independent person Drammen local The development base places all the activities authority is working with continuous development into an activity calendar which is shared by all the activities and competence development for the schools. The calendar is published in early spring teachers and school leaders. The mobilisation for so that school staff know what to expect when plan- competence is a common feature of all the schools, ning for the next school year. The activity year is and is also adapted to the professional levels of the launched with a common kick-off for all schools in leaders and teachers. Drammen, where all the teachers and leaders come together for a day of information and inspiration.

Competence mobilisation Implementation ability The local authority has established a development The ability to implement and sustain are two base where resource persons with cutting-edge competence are working to plan, implement and important premises for succeeding with long-term support common competence development for and continuous development work, which is real- teachers and school leaders. The main ambition is ised via a professional support system that gov- to work continuously with plans for measures and erns, develops systems and ensures the necessary local curriculum activities to lift the pupils to a hig- restructuring in schools, academically and admin- her level than the living conditions index and paren- istratively. One must understand the school’s tal education levels would indicate. structure and practical conditions if this is to suc- The main measure is relevant competence ceed. development programmes with a potential to An important part of the practical approach is improve practices in the classroom. The local to allocate a day/time per week for competence- authority has three overriding priority areas: raising outside teaching time for all schools. This – Leadership for development and change creates time, space and meeting-places across through distributed leadership schools and levels. The development base opens – Focusing on the teacher through comprehen- for good balance between mobilisation and sustain- sive competence-raising ability in the development work, and ensures that – Learning networks across all the schools in the efforts focus on the needs of teachers and lead- Drammen ers in school. Drammen local authority wants teachers to contribute to the development in their As part of this work the schools are offered a subject, and has plans and activities to deal with resources that offer high quality competence, com- this in the development base. Courses and learn- mon meeting-places and guidance/support. The ing networks are divided into levels for beginner, schools receive support to implement plans for ini- experienced and specialist teachers. Thus teachers tiatives, ensure progress in the implementation and school leaders can join competence-raising ini- activities and facilitate a culture of sharing in tiatives on a professional level suitable for them schools and between schools. The development base offers relevant courses, networks, work- and build their competence up to the specialist shops, informal meeting points, observations, visit- level. ing programmes and so on. The local curriculum work builds on common One of the most important tasks for the devel- mapping tools and common work with the subject opment base has been to prepare common local curricula. Relevant research on learning is also curricula in the subjects of Norwegian, mathemat- used to help teachers in their choices of methods ics and English, with learning objectives and crite- and didactics. The teachers and the school leaders ria for the entire compulsory learning trajectories are building their profession in collective pro- from Year 1 to Year 10. The local curricula form the cesses, while also establishing a culture for com- basis for good formative assessment and should mon identity and learning. make pupil mastering visible. All the schools, lead- By setting up a system which strengthens the ers and teachers have taken part in the work. The professional development in collective processes, common effort has resulted in a common culture, the local authority in Drammen has built an organi- language and attitude in the schools in Drammen sation that is able to deal with continuous change. Official Norwegian Reports NOU 2015: 8 103 The School of the Future Chapter 6

approaches that can assess how pupils interact 6.4.2 Developing the Quality Assessment with others. System There are examples from other countries Significant changes in school content must be where the national authorities have established reflected in the Quality Assessment System. The systems for implementing research-based studies Committee recommends a review of the system to to assess different aspects of the subject or cross- assess areas in need of development and which curriculum competences of pupils. Such studies specific changes should be made. Several consid- may be based on representative samples of pupils, erations will be important in such a review. may apply longitudinal designs and combine qual- Assessment instruments and other elements in itative and quantitative approaches. It is also possi- the system should be adapted to the stakeholders’ ble to switch between different competences and differing needs for information and should reflect subjects over time. Research-based studies and the breadth of the school’s objectives.18 standardised tests may ensure that all in all the Today’s system gives varying degrees of infor- Quality Assessment System may supply knowl- mation about the areas of competence the Com- edge on different aspects of pupils’ learning and mittee recommends for the school of the future. competence. International studies give information about Nor- The Committee would like to point out that it wegian pupils’ competence in individual subjects is neither desirable nor feasible that the tools in and across subjects. Through the national tests all the Quality Assessment System should cover the schools and school owners and the national full competence pupils should develop. Consider- authorities receive information about pupils’ read- ations must be made according to priorities, the ing and numeracy skills and skills in reading needs of different stakeholders and expenses. English in selected school years. Other available Moreover, much of the knowledge teachers, information about learning outcomes in the Qual- school leaders and school owners need must be ity Assessment System include the overall assess- obtained and interpreted by those who are famil- ment grades in subjects after Year 10 and in upper iar with the pupils and circumstances in the indi- secondary education and also examination grades vidual schools. The school leaders’ and teachers’ in a selection of subjects. The pupil survey gives joint assessment of their own practices and pupils’ information about how pupils experience the learning outcomes, and dialogues between the teaching, the learning environment and their own stakeholders in school are relevant approaches. If learning. collective processes connected to school self- The Committee underline there will be a need based evaluation, local curriculum work and for various types of tools and approaches to obtain teacher practices with overall assessment grades information about the learning and competences ae strengthened here they could contribute to of pupils in the school of the future. Standardised knowledge-based development, see Chapter 5. tests, such as today’s national tests, may give reli- Results from the Quality Assessment System able and valid information about limited areas of should be followed up in these types of processes. competences and subjects. The field of test theory is being developed continuously, also when it comes to measuring areas that have traditionally 6.4.3 School-based evaluation not been tested in school.19 The results of the (self-evaluation) national tests today give information about the The school leadership and teachers must regu- development of all Norwegian pupils in particular larly assess the degree to which the school’s school years over time. organisation, facilitation and implementation of The competences pupils should develop in the the teaching contribute to achieving the objectives school of the future are complex and they should in the curriculum. How school plans the teaching be able to apply knowledge and skills in different based on the national subject curricula will be part contexts. Standardised tests do not capture the of the school’s self-evaluation, especially when it complexity of the subjects and competences. comes to the degree to which the school’s plan- Being able to communicate, interact and partici- ning and teaching contribute to pupils’ develop of pate are examples of competences requiring competence in the subjects. Schools may obtain information from different sources so they can be informed about the compe- 18 Prøitz 2015, Newton 2007, OECD 2013a tence achievement of pupils and the quality of the 19 Scardamalia 2012, Spencer et al. 2012 school’s teaching. The use of observations, test 104 Official Norwegian Reports NOU 2015: 8 Chapter 6 The School of the Future

Figure 6.3 Illustration Chapter 6 results and the opinions and views of pupils, par- led to adjustments within the implementation pro- ents and involved parties are examples of possible cess, and such evaluations are important tools for approaches. learning and development in the sector. The internal evaluation school employees The evaluations should therefore focus on undertake of their own practice and activities how the measures contribute to the development should be the core of school self-evaluation. Ele- of pupils’ subject-specific and cross-curriculum ments of external assessment may strengthen the competences, and how subject renewal, new sub- school self-evaluation if they are linked to the ject curricula and school’s practice support these internal processes.20 There are examples from goals. Gaining insight into teachers’ work to sup- Norway and other countries of systems where port pupils’ progression and in-depth learning in teachers from other schools or other persons with the various subjects will require a comprehensive school competence assess the practice of the research design. This also applies to a research schools.21 It is also important that school self-eval- design that can provide knowledge about the con- uation should build on research-based criteria for nection between measures and pupils’ learning good practice which is embedded in the teaching and that follows the implementation and develop- staff. Follow-up by school owners and any exter- ment systematically over time. The Knowledge nal evaluators should be based on criteria corre- Promotion Reform was both a content reform and sponding to the professional and research-based a governing reform. The proposals in this report criteria.22 The national authorities can cooperate are primarily connected to changes of content. with research institutions and the teaching profes- The state’s measures must be assessed in light of sion to develop overriding criteria which school whether they are appropriate for changing the self-evaluation can build on. If the national inspec- content and practices of school. The national level torate is developed in the direction of increased must plan and create good conditions for the local focus on practice in schools, criteria for school development work based on the content of the self-evaluation and national inspection should be renewed subject curricula. considered together.

6.4.4 Research-based evaluation 6.5 The Committee’s recommendations To ensure a knowledge-based development of school practices it is important that the measures To realise the Committee’s recommendations for launched in response to this report are followed renewed content in school, they must be well by research and evaluation. Parts of the knowl- anchored with all stakeholders on all levels. The edge basis in the interim report on Norwegian Committee recognises that changes in school take school build on research findings from the evalua- time, and that the implementation must deal with tion of the Knowledge Promotion Reform. a complex structure with different stakeholders, The goal for such evaluations is to gain insight cultures and systems. The implementation strat- into whether the measures that are introduced egy that is to be established must also take phases lead to the established goals for change. Evalua- and time horizons for the work into consideration tions may be connected to implementation pro- and must have control over parallel processes. cesses and the effects of the measures.23 Evalua- Planning, dialogue and embedding, school-based tions of the Knowledge Promotion Reform have competence development, continuing education and local curriculum work will be decisive. Priori- 20 Fullan 2007, OECD 2013a tised areas within competence development 21 Ministry of Education and Research 2011, OECD 2013a should be work with the local subject curricula 22 OECD 2013a and teaching and assessment practices. 23 Karseth et al. 2013 Official Norwegian Reports NOU 2015: 8 105 The School of the Future Chapter 6

The Committee recommends that the national – The competence development measures must education authorities should make it possible to be designed as school-based competence take part in goal-oriented and systematic work development and continuing education, and over time, and establish structures for arranging must be followed up on the national level. meeting-places and dialogues throughout the pro- – Research-based teaching practices in the sub- cess. The measures recommended by the Com- jects will be a prioritised area within compe- mittee must be followed up by research and evalu- tence development for teachers, including ation that is based on local development work on assessment practice connected to formative pupils’ learning. assessment and final assessment. – The rules must be made clearer concerning The Committee recommends the following mea- the responsibility of the school owners to facil- sures: itate quality and processes in the local curricu- – An overriding coherent strategy must be devel- lum work. oped for the introduction of renewed content in – A review must be made of the Quality Assess- school that describes the stakeholders on the ment System to assess which areas need to be national, regional and local levels and what is developed, including tools for assessing pupils’ expected of them, and provides a schedule learning and supporting school self-evaluation showing the different phases of the implemen- processes. tation work. – Changes in the content of school must be fol- – A plan must be developed for competence lowed up by research-based evaluation. development that points out the four areas of competence and renewed subject curricula. 106 Official Norwegian Reports NOU 2015: 8 Chapter 7 The School of the Future

Chapter 7 Financial and administrative consequences

Figur 7.1 Illustration Chapter 7

In the mandate the Committee is requested to resource framework. The Committee’s proposal assess the degree to which today’s subject content will not increase the ordinary state or municipal covers the competences the Committee finds that operating expenses for compulsory school, and pupils will need in a future society and working can therefore in the long term be realised within life and which changes should be made if these similar budget frameworks as today. However, competences are to have greater impact on the additional expenses must be assumed during a content of the school. The Committee has also development period. been requested to assess whether today’s subject structure should continue to be used, or whether the content should be structured differently, and 7.1 Socio-economic consequences of whether the content of the objects clause is suffi- education ciently reflected in the content of the subjects. It should be possible to realise at least one of The overall knowledge capital is the most import- the Committee’s proposals within today’s ant resource in a society and the education system Official Norwegian Reports NOU 2015: 8 107 The School of the Future Chapter 7 is the most important measure the authorities have to influence the knowledge capital. High 7.2.1 Planning and developing new subject quality education is in the short term a socio-eco- curricula nomic expense, but in the long term it is an invest- In Chapter 6 the Committee recommends that a ment in the form of increased welfare for each citi- national strategy should be made for developing zen and for the society. Investments in education and implementing new content in school. This will in Norway today are high.1 The Committee lead to administrative costs that may be consid- believes it is possible to raise the quality within ered in conjunction with ordinary operating today’s economic framework. expenses. The Committee finds that several of the mea- In Chapter 4 the Committee recommends a sures proposed in the report will promote pupils’ renewal of the subject curricula. To accomplish learning of competences for the future in such a this, curriculum groups must be established for way that they will lead to economic savings as the the subjects, groups must be formed to assess the aim of the Committee’s proposals is to give pupils subject curricula in light of the Committee’s rec- better learning. Competence-raising for teachers ommendations for competences for the future and and school leaders that is related to changes in a coordinating body must be established that will the subject curricula will increase their overall work throughout the process to direct and assess competence and raise the quality of the teaching the subject curricula work on an interdisciplinary and of pupils’ learning.2 basis. The development of the subject curricula in Improved quality of the teaching may lower this process should be anchored through a num- the number of pupils in need of special teaching, ber of meeting points between the sector stake- for example because the competence-raising of holders. The administrative costs incurred from the general teaching will also have an important coordination may be included in the Directorate effect on pupils with special needs.3 of Education’s ordinary operating budget. Measures aimed at pupil motivation and Based on earlier experience, costs from curric- efforts and an increase in the quality of teachers ulum groups, work with competence frameworks are often seen as having an effect on pupil non- and from having continuous meeting points for completion rates. Reducing the non-completion dialogues on development are estimated at NOK rate in school will give more pupils the opportu- 13 million. The final cost for the national work on nity to pursue more education and training and the subject curricula will depend on the composi- participate in working life and in this way may tion and size of the groups, the level of sector raise the welfare of individual citizens. This may involvement and the need for development activi- also yield socio-economic savings through a ties during the process. reduced need for health, social and welfare bene- fits.4 7.2.2 Developing guidance and support resources 7.2 Renewal of the school’s content In Chapter 6 the Committee recommends that guidance and support resources should be cre- The Committee recommends a renewal of the ated parallel to the changes in the subject curric- subjects in school to ensure the competence ula. The administrative costs of some of this work requirements of the future. This will require may be considered as part of the Directorate of renewed subject curricula, development of guid- Education’s operating budget. In addition to this, ance and support resources and changes in the various subject groups should be established to governing documents to establish a coherent contribute to the work. Developing guidance and approach to the recommended changes. support resources should have a number of meeting points between the sector stakeholders. Expenses will be incurred from the design, development and dissemination of this material. Based 1 NOU 2015: 1 Produktivitet – grunnlag for vekst og velferd. on experience, the costs are estimated at NOK 8 Produktivitetskommisjonens første rapport [Productivity - million. the basis for growth and welfare. The first report from the Productivity Commission] In accordance with the Committee’s recom- 2 Timperly 2012, Nordenbo et al. 2008, Falch and Naper 2008 mendations for teaching practices in Chapter 5, 3 Nordahl and Hausstätter 2009 the national authorities should assist the school 4 Falch et al. 2009 owners and the teaching profession more than is 108 Official Norwegian Reports NOU 2015: 8 Chapter 7 The School of the Future the case today so they can have easy access to for this work because it may lead to additional updated research on subject teaching and learn- costs on the local level. In connection with the ing. This is estimated to cost an estimated NOK 2 Knowledge Promotion Reform, NOK 400 million million a year. was allocated as compensation for the local authorities due to additional expenses relating to the need to replace teaching aids for the compul- 7.2.3 Coherence in the governing documents sory school. The Committee recommends the Chapter 4 describes the importance of having allocation of grants amounting to NOK 400 million coherent governing documents. Work has already in connection with the need to update teaching been initiated to examine the Core Curriculum, aids. and thus no extra costs will be incurred by assessing it in the context of changes in the subject curricula. 7.3 Competence development As is apparent from Chapter 5, the committee proposes changes in the Education Act and the The Committee has recommended changes that Assessment Regulations. The Committee finds will require development and strengthening of the that these changes may be part of the ordinary teaching profession. There will also be require- revisions of the rules and regulations. ments for raising competence and building capacity in the form of locally based development measures and continuing education. Substantial 7.2.4 Consequences for teacher training expenses will be incurred from the need to The Committee finds that curriculum revisions develop competence if the Committee’s proposals will also require changes in teacher training. A are to be realised in the form of increased pupils’ strategy concerned with raising teachers compe- learning. The Committee recommends a plan to tence [Lærerløftet] proposes that a five-year Mas- be developed for competence development in ter’s degree programme should be introduced to accordance with overriding goals that includes ensure that future teachers will develop greater continuing education and school-based compe- capacity to enable pupils’ learning as described in tence development measures. An overriding strat- this report. Changes in the content of school as egy should ensure that measures within a desig- proposed by the Committee will increase nated period of time are goal-oriented in accor- demands on the content of the teacher training dance with the overriding goals of the changes. institutions. The national authorities have responsibility for The education institutions will need to develop considering various state initiatives in connection competence due to the changes in the subject cur- with each other and for ensuring that these are ricula, especially when it comes to the cross-cur- pulling in the same direction. riculum competences and major changes in school subjects. It is assumed that the education institutions continuously develop the content of 7.3.1 Continuing education their education programmes so that they corre- The strategy Competence for quality [Kompetanse spond to national guidelines for the content of for kvalitet], a system for continuing education for school. The Committee therefore assesses that for teachers and school leaders, has been establis- the teacher training institutions, administrative hed. Notification has been given about escalating costs will primarily be related to the Committee’s this into a continuing education programme in the proposals, and that with an adequate time horizon strategy concerned with raising teachers compe- it will be feasible to make the necessary adjust- tence. Competence requirements due to curricu- ments within the annual budget frameworks. lum changes may be integrated in existing schemes so there will be no need for further funding of continuing education. This assumes that today’s 7.2.5 Updates of teaching aids continuing education scheme will be aimed at Changes in the subject curricula will lead to addi- renewal of the school’s content, and that continu- tional costs in connection with updating teaching ing education programmes offered to teachers aids. With good planning, schools and school will include instruction in all school subjects and owners may time the updates of teaching aids for emphasise teaching practice and assessment of when the new subject curricula are to be intro- pupil competence in the subjects. Continuing duced. It is still reasonable to allocate extra funds today’s strategy has a budgetary frame of slightly Official Norwegian Reports NOU 2015: 8 109 The School of the Future Chapter 7 more than NOK 1 billion per year, but will not grants and administration. This will include sup- involve expenses beyond what is allocated in port for school-based competence development, today’s budgets. support for the local work on the subject curricula National funds for continuing education are and support for competence building. generally connected to changes in duties and the The Committee emphasize that competence- rules and regulations for school. The strategy raising and local development measures are prem- with raising teachers competence states that ises for accomplishing changes in practices. The funds will be allocated for competence program- Committee therefore recommends allocating mes within subjects and topic areas where special NOK 200 million to school-based competence-rais- challenges have been found. There will be some ing measures annually for a period of five years. overlapping between competence requirements The measures should be initiated and followed up connected to the new subject curricula and com- by the national authorities. petence requirements connected to special challenges, and the Committee finds that requirements for continuing education will be served by 7.4 Knowledge as the basis for funds assigned to special challenges and through development school-based competence development measures, see section 7.3.2. 7.4.1 Research-based evaluation Changes in the content of school should be followed up by evaluation and research modelled on 7.3.2 Locally based competence development the evaluation of the Knowledge Promotion In accordance with the Committee’s recommen- Reform, as described in Chapter 6. In connection dations in Chapter 6, efforts should be made to with the Knowledge Promotion Reform, evalua- provide school-based development projects and tions were carried out with a framework of NOK continuing education of the staff to realise the 70 million. The evaluations covered many fields, Committee’s proposals. This includes local work but an equally broad evaluation process will not be with subject curricula, determining competence required for the realisation of the Committee’s requirements and raising competence, and devel- proposals. oping teaching practice, including assessment. However, the evaluation of and research Compulsory school is generally funded by related to pupils’ learning and the effect of various framework grants from the state and tax revenues programmes and measures are complex and in the municipalities and counties which have the costly. The Committee therefore recommends a responsibility for budgeting funds for primary and programme for evaluation and consequence secondary education and training pursuant to sec- research connected to the implementation at the tion 13-10 of the Education Act. The school amount of NOK 70 million. owner’s responsibility includes quality development of the compulsory school. Schools and school owners also have responsibility for work- 7.4.2 Development of the Quality Assessment ing with the subject curricula. Costs connected to System raising competence and local work with the sub- In Chapter 6 the Committee recommends a ject curricula are part of the school owner’s oper- review of the Quality Assessment System. The ating budget. review should particularly assess the need for sys- In the Knowledge Promotion Reform during tem changes due to the importance of a broad the period 2005 to 2007, more than NOK 1 billion competence concept and how the Quality Assess- was allocated to reform-related competence devel- ment System can give information about pupils’ opment. The Committee’s proposals may gener- learning and development. The review should ally build on the local work done with the imple- determine which areas are especially in need of mentation of the Knowledge Promotion Reform. changes to achieve the overriding goals, and Changes in competence requirements due to the should also assess how to design a system for Committee’s proposals and local work with the research-based studies. subject curricula will, however, require develop- The national budget for 2004 allocated NOK ment work from the school owners and schools. 430 million in connection with the establishment There is variation in the capacity and competence of a system for quality assessment and quality of the school owners. To strengthen the local development for compulsory school.5 This is to work, state support will be needed in the form of include developing a website [skoleporten.no] 110 Official Norwegian Reports NOU 2015: 8 Chapter 7 The School of the Future

Figure 7.2 Illustration Chapter 7 and mapping of pupils. The Committee finds that to renewing the school content, including plan- it will be necessary to develop today’s Quality ning and developing new subject curricula, guid- Assessment System due to the changes in the ance and support resources and coordination are school content, but generally this can build on the estimated at NOK 23 million. technology that has already been developed. The The Committee additionally recommends an review of the Quality Assessment System can be assessment of the need for compensation for implemented within the current framework. The updating teaching aids, here estimated at NOK Committee’s assessment is that the operating 400 million. costs in the long term will correspond to the cur- The Committee assumes that a further effort rent level, but that in the aftermath of a review in continuing education will be needed, which expenses will be incurred for developing the today has a framework of NOK 1 billion annually. knowledge base, instrumentation and develop- The Committee also recommends efforts in ment of indicators. The cost of the development of locally based competence development measures the Quality Assessment System depends on the over a five-year period estimated at approximately review, and the Committee has therefore chosen NOK 200 million annually. to not include this sum in the total costs stated at Costs related to developing the knowledge the end of the chapter. Experience dictates that base are here estimated at NOK 72 million. There development costs can be estimated at approxi- may in the long term be a need for development mately NOK 10 to 20 million. costs for the Quality Assessment System. The Committee’s proposals will not increase state or municipal operating expenses for compul- 7.4.3 Review of the examination system sory school, and may thus be realised within In Chapter 5 the Committee recommends appoin- today’s budget frameworks. The proposals also ting a committee to assess development of the mean there will be an obligation over time, partic- examination system. Based on experience the ularly when it comes to development of guidance cost is estimated at NOK 2 million. and support resources and competence-raising. The Committee recommends that measures connected to the renewal of the school content 7.5 Summary and assessment of costs should be given priority within the framework for quality development in compulsory school,6 and The administrative costs for facilitation, organisa- that costs for compensation for updating teaching tion and coordination may be held within the aids should be allocated as a special grant. administrative framework of today. Costs related 6 Chapter 226 Quality development in compulsory school is 5 Proposal to the Storting no. 1(2003–2004) The Royal Nor- discussed annually in Stortinget’s budget proposal from wegian Ministry of Education and Research the Ministry of Education and Research. Official Norwegian Reports NOU 2015: 8 111 The School of the Future References

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