— [http://goo.gl/bTQ1uD] It will give insight into how individuals think and live in the English-speaking world._______________________Norwegian Curriculum of English
There are two directions to choose from in upper secondary education: vocational and general programmes. The vocational programmes lead to a specific occupation and there are nine different programmes: 1) agriculture, fishing and forestry, 2) building and construction, 3) design, arts and crafts, 4) electricity and electronics, 5) healthcare, childhood and youth development, 6) media and communication, 7) restaurant and food processing, 8) service and transport and 9) technical and industrial production. These programmes consist of two years in school and two years in an apprenticeship. When the students have finished the four years, they receive a crafts -or journeyman’s certificate. There are also possibilities to continue with a third year in school instead of the pprenticeship, and students who choose to do this can gain entry to universities or colleges.
The general programmes consist of three years in school and provide access to higher education. There are three courses to choose from: 1) Music, dance and drama, 2) Specialization in general studies and 3) Sports and physical education.
English is a compulsory subject in both the general and vocational programmes in upper secondary school. In the general programmes, English is a five -hour-a-week course that lasts the whole of the first year. In the vocational programmes the course is spread over the two first years, with three hours the first year and two hours the second year. The same curriculum and learning goals apply to both courses.
The ‘Language learning’ goals for the Vg1 and Vg2 students are for the students to able to evaluate different situations, work methods, strategies and resources in how they are developing their English skills. The second area is ‘Oral communication’ and the third area is ‘Written communication’. The goals are to be able to use relevant vocabulary orally and in writing, to understand the content and details of different texts both orally and in writing, to understand the different variations of English, to be able to express oneself orally and in writing in a precise and good way, to be able to communicate spont aneously and when prepared, to use varied language, to use references in a good way, and to use technical and mathematical information in communication.
The fourth and final area is ‘Culture, society and literature’. Important aspects of the goals within this area are to have knowledge about and present, discuss and debate different aspects and topics of the English -speaking world.
English subject curriculum, the Norwegian national curriculum in English PDF ::
•  Bratholm, Berit. "Godkjenningsordningen for lærebøker 1889-2001, en historisk gjennomgang". Høgskolen i Vestfold, 2001. Web. Retrieved on June 2015 from http://goo.gl/usQ1oC
•  KUF. 1994. Reform 94. ‘Videregående Opplæring’. [‘Reform of the Structure and Content of Upper Secondary Education.’] Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet.
•  KUF. 1996. ‘Læreplanverket for Den 10-Årige Grunnskolen’. L97 [‘Curriculum for the 10-Year Compulsory School in Norway.’]. Oslo, Norway: Kirke-, utdannings- og forskningsdepartementet.
•  LK06, ‘English subject curriculum,’ revised version (Aug. 2013) The Norwegian LK06, in English. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). Web. http://goo.gl/gJlaH9
•  LK06, ‘English subject curriculum,’ revised version (Aug. 2013) The Norwegian LK06, in Norwegian. Utdanningsdirektoratet (Norwegian Ministry of Education and Research). Web. http://goo.gl/o87vEh
•  Odelstinget 2000. Sak nr.11, møte i Odelstinget den 13. juni. Web. Retrieved on June 2015 from https://goo.gl/PbU93o