Teacher's Guide

The friluftsliv curriculum

Friluftsliv is about giving pupils experiences linked to trips and activities in different natural environments across the seasons.

The subject’s relevance and central values (own emphasis)

Friluftsliv (the Norwegian tradition of unhurried, outdoor open-air living) is about giving pupils experiences linked to trips and activities in different natural environments across the seasons. Cooperation, effort and community are central to the subject, together with moving one’s own boundaries and experiencing mastery through experiences in nature. By taking part in various forms of friluftsliv, pupils can gain practical, life-relevant experiences that can foster engagement with, and insight into, the potential significance of friluftsliv for good health and quality of life.

All subjects shall contribute to realising the core values of education. Friluftsliv shall contribute to pupils developing respect for nature and awareness of climate and the environment. Through their education, pupils shall experience nature and see it as a source of benefit, joy, health and learning. Formation and learning in friluftsliv take place when pupils gain knowledge of, and insight into, basic skills and movement in nature through experiences and practical challenges in the subject. It is central that everyone shall learn to cooperate and function together with others, and that everyone shall develop the capacity for co-determination and shared responsibility.

(Utdanningsdirektoratet, 2020, Fagenes relevans og sentrale verdier, own emphasis)

Competence aims friluftsliv 1

Competence aims friluftsliv 2

Hours

Friluftsliv 1: 140 hours

Friluftsliv 2: 140 hours

Core elements

Friluftsliv trips

The core element friluftsliv trips is about varied forms of friluftsliv across the seasons and in different natural environments. Through various forms of friluftsliv, the education shall give pupils the opportunity for positive experiences, recreation, challenges and mastery. Provision is made for safe and sustainable travel on trips with and without overnight stays, and for taking account of any commercial interests such as Sámi reindeer herding. Cooperation, active participation, community and taking responsibility both for oneself and for others are central.

Basic skills

The core element basic skills is about pupils acquiring and developing practical basic skills in various forms of friluftsliv in connection with travel and stays in different natural environments and across the seasons. Basic skills in friluftsliv are central to good experiences and to being able to pursue a safe, secure and sustainable friluftsliv.

Nature experience

The core element nature experience is about pupils, through varied forms of friluftsliv and various activities, seeing how nature experiences can be enriched by knowledge, physical activity and nature’s aesthetic qualities. The aim of the core element is to inspire pupils towards an active outdoor lifestyle and to create engagement for taking care of nature.

Cross-curricular topics

Health and life skills

In friluftsliv, the cross-curricular topic health and life skills is about how travel and stays in nature contribute to and positively affect physical health. Through taking part in friluftsliv, pupils can develop a social community in which they can master challenges in nature alone and together. That can in turn contribute to them developing a positive self-image and to strengthened mental health.

Health and life skills in the core curriculum:

Health and life skills as a cross-curricular topic in school shall give pupils competence that promotes good mental and physical health, and that provides opportunities to make responsible life choices. In the years of childhood and adolescence, developing a positive self-image and a secure identity is particularly crucial.

A society that facilitates good health choices for the individual is of great importance for public health. Life skills is about being able to understand and to be able to influence factors that matter for mastering one’s own life. The topic shall contribute to pupils learning to handle good times and adversity, and personal and practical challenges, in the best possible way.

Relevant areas within the topic are physical and mental health, lifestyle habits, sexuality and gender, intoxicants, media use, and consumption and personal finances. Choices of values and the importance of meaning in life, interpersonal relationships, being able to set boundaries and respect those of others, and being able to handle thoughts, feelings and relationships also belong under this topic.

Sustainable development

In friluftsliv, the cross-curricular topic sustainable development is about pupils developing awareness of how human ways of living affect nature and the climate. It is also about reflecting on different forms of use of utmark (uncultivated land) in friluftsliv, and how this can affect the practice of local friluftsliv, also linked to Sámi culture. Friluftsliv shall contribute to pupils developing the ability and the will to take care of the environment, and it shall make provision for pupils being able to travel in nature in a sustainable way.

Sustainable development in the core curriculum:

Sustainable development as a cross-curricular topic in school shall make provision for pupils being able to understand fundamental dilemmas and developmental features in society, and how they can be handled. Sustainable development is about safeguarding life on earth and taking care of the needs of people living today, without destroying future generations’ ability to meet their needs. Sustainable development is built on an understanding of the connection between social, economic and environmental conditions. Humanity’s way of living and use of resources have consequences locally, regionally and globally.

Through working with the topic, pupils shall develop competence that enables them to make responsible choices and to act ethically and in an environmentally aware way. Pupils shall gain an understanding that the actions and choices of the individual matter. The topic encompasses issues linked to environment and climate, poverty and the distribution of resources, conflicts, health, equality, demography and education. Pupils shall learn about the connection between the various aspects of sustainable development.

Technology has a considerable impact on people, the environment and society. Technological competence and knowledge of the connections between technology and the social, economic and environmental sides of sustainable development are therefore central to this topic. Technological development can help solve problems, but can also create new ones. Knowledge of technology involves an understanding of which dilemmas can arise in the use of technology, and how these can be handled.

Basic skills

Oral skills

Oral skills in friluftsliv involve describing and reflecting on knowledge, skills, experiences and impressions. They also involve asking, guiding, encouraging and giving feedback in different situations.

Writing

Writing in friluftsliv involves describing experiences and impressions in nature. Drawing up trip plans, contingency plans and risk analyses is central.

Reading

Reading in friluftsliv involves understanding and using various forms of subject literature, instructions for use, instructions, other written sources and maps in an appropriate way.

Numeracy

Numeracy in friluftsliv involves measuring, calculating and managing distances, heights, time use, weight and nutrition.

Digital skills

Digital skills in friluftsliv involve using digital aids in work with the subject. They also involve obtaining, using, navigating in and interpreting digital information in an appropriate and critical way.

Core values and principles for the school’s practice

Next steps

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