Teacher's Guide

Competence aims Friluftsliv 2

Formative assessment shall help to promote learning and to develop competence in Friluftsliv 2.

Competence aims after Friluftsliv 2

The aim of the training is for the pupil to be able to

  • plan and carry out activities and trips in the local area independently and together with others
  • plan, carry out and assess trips with several overnight stays in different natural environments and in different seasons
  • understand the importance of an appropriate diet on trips and explore the possibilities nature offers us as a food source
  • understand common weather signs and warnings that nature gives, and take these into account
  • use equipment and tools in a sustainable way
  • apply first aid and lifesaving skills in connection with the friluftsliv (the Norwegian tradition of unhurried, outdoor open-air living) that the pupil practises
  • practise and reflect on sustainable travel in nature
  • reflect on how new outdoor activities help to change traditional friluftsliv
  • plan, carry out and assess activities and trips as a veileder (a guide-facilitator who accompanies and enables the group’s own learning) for a group
  • carry out and assess friluftsliv trips where the sense of mastery, nature experiences and fellowship are central
  • assess possible health benefits of friluftsliv

Formative assessment

Formative assessment (underveisvurdering) shall help to promote learning and to develop competence in Friluftsliv 2. Pupils show and develop competence through planning, carrying out and assessing a broad range of different types of friluftsliv in different natural environments, including as a veileder for a group. They also show and develop competence through cooperation, mastery and fellowship, and through practising a sustainable friluftsliv in which consideration for nature, the facilitating of nature experiences and the contribution to an active outdoor lifestyle are central.

The teacher shall facilitate pupil participation and stimulate a desire to learn through varied friluftsliv trips and activities that allow competence and academic development in the pupils to be shown in different ways. The teacher shall be in dialogue with the pupils about their development in friluftsliv, and the pupils shall be given the opportunity to try things out. On the basis of the competence the pupils show, they shall be given the opportunity to put into words what they feel they are managing, and to reflect on their own academic development. The teacher shall give guidance on further learning so that the pupils can use the guidance to strengthen their competence in planning, carrying out and assessing friluftsliv trips, in the use of basic skills and in the facilitating of and reflection on nature experiences.

Final assessment

The final mark shall express the overall competence the pupil has at the end of the training after Friluftsliv 2. The teacher shall plan and facilitate so that the pupil can show their competence in varied ways that include understanding, reflection and critical thinking, in different contexts. The teacher shall set the mark in Friluftsliv 2 on the basis of the competence the pupil has shown through a broad selection of friluftsliv trips and outdoor activities in which the pupil has acquired and applied skills and knowledge in different natural environments and in different seasons. Cooperation, active participation and the ability to take responsibility are also essential aspects of competence in the subject.

Next steps

Learn more

Text

Utdanningsdirektoratet. (2020). Læreplan i friluftsliv (IDR07‑02). Hentet fra https://www.udir.no/lk20/idr07-02

Kompetansemål etter friluftsliv 2 - Læreplan i friluftsliv (IDR07-02)