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Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10)












Publisher Founding: December 1, 2014

Web Domain: 

Location: Fort Langley, Township of Langley, British Columbia, Canada

Journal: In-Sight: Independent Interview-Based Journal

Journal Founding: August 2, 2012

Frequency: Three (3) Times Per Year

Review Status: Non-Peer-Reviewed

Access: Electronic/Digital & Open Access

Fees: None (Free)

Volume Numbering: 11

Issue Numbering: 1

Section: A

Theme Type: Idea

Theme Premise: “Outliers and Outsiders”

Theme Part: 26

Formal Sub-Theme: None.

Individual Publication Date: December 8, 2022

Issue Publication Date: January 1, 2023

Author(s): Scott Douglas Jacobsen

Interviewer(s): Scott Douglas Jacobsen

Interviewee(s): Tor Arne Jørgensen

Word Count: 2,163

Image Credit: Tor Arne Jørgensen

International Standard Serial Number (ISSN): 2369-6885

*Please see the footnotes, bibliography, and citations, after the interview.*


Tor Arne Jørgensen is a member of 50+ high IQ societies, including World Genius Directory, NOUS High IQ Society, 6N High IQ Society just to name a few. Tor Arne was also in 2019, nominated for the World Genius Directory 2019 Genius of the Year – Europe. He is also the designer of the high range test site; He discusses: the overview of making a curriculum for young students; content; independence of the teacher’s educational influence; the degree of accuracy of the curriculum; reinterpret the curriculum; and the case of a motivated, intelligent student.

Keywords: directives, Directorate of Education, First World War, learning paths, mandate curriculum, mental barrier, Norway, Norwegian schools, open tasks, Tor Arne Jørgensen.

Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10)

Scott Douglas Jacobsen: I want to take this session to focus on curriculum development. As it’s something important for structured dissemination of required knowledge and skills to pupils, the creation of curricula suitable to students at different grades is important. What is the game plan or the overview of making a curriculum for young students?

Tor Arne Jorgensen: Giving a detailed overview of the full curriculum, or annual plans in this context, would be too extensive to undertake. But what can be said is that the curriculum follows the knowledge pledge of 2020 (Kunnskapsløftet 2020), for the school year 2022-23. Statutorily promoted by the Directorate of Education, that all the country’s schools must be regarded or understood as such, so by implementing these set of values presented from the education directorate’s which state the following about the academic structure, outlined below in points 1 to 4:

  1. The subjects’ relevance and central values
  2. Core elements
  3. Interdisciplinary themes
  4. Basic skills


These four above directives must be included into each subject that the schools in turn must use as integrated subject guideline.

This of course is also divided into each tangled voluminous pompous phase, vividly inventive, so that we the puppets can manage to swallow the guiding’s delivered by these deranged misdemeanors of our puppeteers.   

Apologize for my latter sarcastic outburst, but one must do what he thinks best…

Jacobsen: Mandated by the State, what content must be in there?

Jorgensen: The Directorate of Education has several divisions, with subsequent regulations that must be passed by the individual municipality that acts as the school’s owner.

The curriculum body of the Directorate of Education consists of an overall part, the distribution of subjects and hours and curricula in subjects. These are regulations for the Education Act and must govern the content of the education. The mandate curriculum subdivided below:

  1. Parent part
  2. Distribution of subjects and hours
  3. Educational program


Jacobsen: No mandated by the State, what content can be added, finessed, or interpolated, for independence of the teacher’s educational influence?

Jorgensen: The design of these distribution models, which the Directorate of Education distributes to the schools, is drawn up according to fixed models, put forward by educational personnel, in collaboration with the various professional actors from the industry sector, the technology sector, and the research sector, etc. The sectors that bring the most to the table then becomes the leader in the design of the subject plan for the current school year. The various subject sectors will shape the pupils towards their subject models, which they can then benefit from when the pupils finish primary school.

What is then left for us teachers, as I said, we have rather loose frameworks within which we can work. The overall section published by the Directorate of Education, which then gives us is an extensive mandate for our work within the education course. What we as teachers can then implement is to some degree affirmed as extensive. We can purchase our own teaching material, which can be useful beyond what the schools may provide. Better learning platforms, expanding adaptations, and finally individually adapted extra material that students with extra learning potential can benefit from. Noted, that if we stretch our services beyond what the schools themselves provide, then we the teachers must then provide much of the financial support to acquire the material needed.

Jacobsen: Over the course of the school year, what is the degree of accuracy of the curriculum, either given or developed, and the information and skills disseminated to students? Is Norwegian education rigid or loose in application, in other words?

Jorgensen: At the start of the school year, we teachers make annual plans which then form our framework conditions for each semester. We the teachers choose what should be in these annual plans, but the Directorate of Education’s governing directives give us the direction of what overall obligations are to be followed. This means that we first look at what is put forward by the Directorate of Education (Udir) for socio-professional reasons within each individual subject, as well as age groupings, then we form the basis for the educational reference points that we must deal with. The individual subject teacher chooses relatively freely from in most times a large and varied supply of subject titles.

For example, if I want to deal with the First World War, in the 8th grade, then it is in the subject plans issued by the Directorate of Education for the 8th grade regarding topic of historical war acts, let’s say within the subject of social studies. The directorate of education then promptly refers to the statues of formulative, that; “the 8th grade students should familiarize themselves with acts of war related factuality’s that took place from the early parts of the 20th century and up to the mid-20th century.” I can then freely choose for myself whether it will be World War I or World War II, or the Korea war for that matter etc.

When it comes to whether we the teachers follow the original intended textbook in chosen subject field then answer is a resounding no.

The textbooks in many cases are not good enough, as they are in most cases mostly viewed as deficient, and not very educational directed by the selected study group, reasons of why this is many, mostly economic, there I said it. But if this should prove to be the case, the individual subject teacher can then decide of whether to move outside that particular subject book or books. And rather work with online teaching aids, as they may be better suited to accommodate the students’ curiosity and eagerness for new knowledge about that specific field of study. If so is done, the cost in most cases falls on the individual teacher to accommodate the students’ needs for better educational tools to work with. And no, we are not refunded for our personal spendings ever.

An exemplified picturesque glorification of our country’s education of our future citizens, looked after in the best possible way by our society’s leaders for maximum return.

Jacobsen: For some students where the material doesn’t quite ‘stick,’ how do you reinterpret the curriculum for them to ‘get’ it?

Jorgensen: The mental barrier that needs to be overcome for the individual student when he or she encounters the curriculum material, and how to approach it is by no means easy. I have seen through observation as to how each individual student works, and by talking to the students about what he or she does to adapt to the new material.

This is one of the things that you must address, to be able to grasp the bigger picture of how to approach to the student’s pleasure center when faced with new educational material. The methodology that I use the most, and as I perceive as the most beneficial approach of exploration of self-awareness, thus making the student aware of what is meant by the term best explained as; “curriculum thrill-seeking.” What is meant by that, well it can be easily explained by finding one’s trigger points in our learning paths, in the same way as trigger points to resolve muscle knots, or tackling stress centers, anxiety etc. We also have these when it comes to mental learning centers, or pleasure-oriented mental structural joints, we call it in Norwegian: (Lystbetont læring).

The student is guided so to identify these learning centers which will then in turn help the student the next time to mentally visualizing, and thus choose what type to replicate. And furthered, what type of approach to use as what was previously experienced to work best in relation to the curriculum material previously studied. This method of approach will work within any field of study at all levels of education. We are not talking here about cramming the material, or about using the scaffolding method, whereas you build upon previously practiced knowledge in several stages to find out for yourself which way you learn best, to be self-aware.

No, here we are talking about uncovering which centers provide access for the student in the face of all new knowledge. This does not need to be built on, you just bypass this process all together. The brain creates shortcuts to exactly what you recognize from mental stimuli, where you felt happy and at the same time learning at your best, i.e., a joining where learning becomes pleasurable, then you have a higher state of education that sticks.

This process is usually done within the first 2-4 weeks in the first semester, they just must crack this code first, then they will get access to pleasure-based learning and at the same time see the utility in this in the long run.

You must remember that learning new material can be in many cases be seen as losing weight, for example. You study like crazy before an exam and then after taken the exam you remember quite a lot of the material a few hours later, maybe even 20 percent a few days later, but all that studying for that exam falls away very rapidly. This can be compared to gaining and losing weight, for almost all people. One can be very good at slimming down and lose 10-15 kilos in weight, but as we all know all too well, for the vast majority of people this weight loss goes right back up after short period of time.

My six missions as an educator

1st mission is to expand the concept of education and the enrichments that follows, to broaden our understanding of unity, and our monocular constructs.

2nd mission is to inspire the students to evolve and strive for a greater self-awareness.

3rd mission is to help the students to identify who they really are in all roles of society.

4th mission is to teach about the concept of education as omnipresent, forever engraved in our DNA as an adventurous eternal learning curve called life. Only to be blissfully embraced throughout the generations as an historical treasure that can never be stolen nor lost.

5th mission is to educate about the importance of altruism, and further how to preserve and cherish all living things. In a society that sees to much suffering, we must help the ones in need, both humans and animals. We are guardians of life, we are the protectors of democracy, we are the ones that stands against injustice and society’s skewed distribution; thus, we stand united for equality and righteousness.  

6th mission are words that comes from the heart to take hold off on their path towards global citizenship; I see you, I accept you, thus I embrace you, for you are like me, and we are the same.  

Jacobsen: What do you do in the case of a motivated, intelligent student who consumes the entirety of the material, gets perfect or near perfect on the examinations, and runs out of material in the formal curriculum for the school year?

Jorgensen: As a rule, I obtain an overview of this type of student early in the semester, this in collaboration with the other subject teachers not only at my own level, but across levels. It must be remembered that in transition meetings between the steps, it is mapped according to each individual student, which is then archived. These folders contain everything discovered along the way on both ends. The schools are solution-oriented, and there is special material to meet these needs. It must be said that the understanding or uncovering of gifted students is poorly understood in Norwegian schools. This is now being worked on centrally according to the directorate of education, Udir, and I am in conversation with my own job, where this is now being worked on directly with the municipal management. As this has been pointed out, I have my own solutions for what can then be done to accommodate these pupils who have reached their maximum at their age level. There are several steps that can be taken.

  1. Refer to the step above, where these students encounter challenging teaching material in the subject groups where this is needed.
  2. Get extra subject material at the level the student is at in the subject groups that then again need strengthening.
  3. Be referred to in-depth, type 2, teaching in the subject groups that need strengthening.
  4. Be referred to another school, upper secondary school, where these students can get further reinforcement in the respective subject groups.
  5. Present your own subject material, with your own designed open tasks, where in correspondence with private sponsored faculties who have researched these students about the type of teaching material that the schools should use, i.e., sketches of how to hit the correct mark of higher goal attainment, through these individually adapted directives that are followed. I have then mentioned my efforts with the help of June Maker and her team, who work directly against this type of problem.






American Medical Association (AMA 11th Edition): Jacobsen S. Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10). December 2022; 11(1).ørgensen-10

American Psychological Association (APA 7th Edition): Jacobsen, S. (2022, December 8). Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10). In-Sight Publishing. 11(1).ørgensen-10.

Brazilian National Standards (ABNT): JACOBSEN, S. D. Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10). In-Sight: Independent Interview-Based Journal, Fort Langley, v. 11, n. 1, 2022.

Chicago/Turabian, Author-Date (17th Edition): Jacobsen, Scott. 2022. “Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10).” In-Sight: Independent Interview-Based Journal 11, no. 1 (Winter).ørgensen-10.

Chicago/Turabian, Notes & Bibliography (17th Edition): Jacobsen, Scott Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10).” In-Sight: Independent Interview-Based Journal 11, no. 1 (December 2022).ørgensen-10.

Harvard: Jacobsen, S. (2022) ‘Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10)In-Sight: Independent Interview-Based Journal, 11(1). <ørgensen-10>.

Harvard (Australian): Jacobsen, S 2022, ‘Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10)In-Sight: Independent Interview-Based Journal, vol. 11, no. 1, <ørgensen-10>.

Modern Language Association (MLA, 9th Edition): Jacobsen, Scott. “Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10).” In-Sight: Independent Interview-Based Journal, vo.11, no. 1, 2022,ørgensen-10.

Vancouver/ICMJE: Jacobsen S. Conversation with Tor Arne Jørgensen on Curriculum Development in Norway: 2019 Genius of the Year – Europe, World Genius Directory (10) [Internet]. 2022 Dec; 11(1). Available from:ørgensen-10


In-Sight Publishing by Scott Douglas Jacobsen is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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