Target Group and Admission Requirements

Outdoor Activities, 30 ECTS, is a continuation and specialisation in the subjects natural sciences and environmental theory, and physical education in the pre-school teacher education programme. This specialisation programme is intended for students in the 3-year pre-school teacher programme and in the general teacher’s education programme, and qualifies students for educational work with children. It may also be taken as a post-graduate course.

The study programme is built on the curriculum for specialisation in outdoor activities in the Pre-school Teacher Education programme approved by the Ministry of Education on April 30th, 1999. It is related to the Curriculum for Pre-schools, the Curriculum for Primary and Lower Secondary Schools, and the Curriculum for Pre-school Teacher Education. The specialisation study programme, Outdoor Activities, will contribute to the development of broad professional competence of personnel in the pre-school, primary school (grades 1-4) and after-school programmes.

The Outdoor Activities programme at Telemark University College is organised within the framework that is defined by the curriculum, but the content of the programme is also influenced by local conditions and opportunities.

Aim of the Programme

The students will:

• Acquire theoretical knowledge of, and practical experience with, various types of environments and activity environments, and develop an understanding of and insight into the interactions between people and nature.
• Acquire theoretical and practical skills that will allow them to stimulate children to play, wonder, enjoy and master skills in nature, on the children’s own terms.
• Acquire the necessary knowledge to create a process-oriented learning environment, and to stimulate independence, responsibility and creativity.
• Further develop subject-didactic competence, capacity for critical reflection and insight into pedagogical development work related to teaching children outdoors.
• Acquire greater insight into the relationship between children and their natural environment, the motor development of children, and the interplay between their motor development and their activities in nature in different seasons.

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 30UTEFAG Outdoor Activities, post-graduate specialisation for pre-school teachers 30.00 O 15 15         Total: 15 15 0 0 0 0 *) O - Mandatory course, V - Optional course

The course is built upon the following three course units:

1. PEOPLE AND NATURE
2. CHILDREN – ACTIVITY – NATURE
3. THE OUTDOORS AREA AND LOCAL ENVIRONMENT OF KINDERGARTENS AND SCHOOLS

Subject didactics is integrated in all three areas.

1. PEOPLE AND NATURE

In the course unit, People and Nature, stress is placed on developing an ecological understanding of how the environment functions, and of different forms of life, life processes and the basis of life on earth. Humans are part of the global ecological system, and the relationship of humans to the environment is an important aspect of this course unit. Experiences from outings in the natural surroundings, understanding of ecology and eco-philosophy and insight into Sámi culture are basic elements of this course unit.

Topics

• Ecology: the most common biotopes in Norway, living conditions in different natural environments
• Fundamental forces and processes in the environment and processes in nature which contribute to shaping the landscape, environment and the basis for life, geology and the climate
• Basic topics within ecological philosophy associated with the relationship humans – culture - environment, uses of the environment, the interpretation of nature in Sámi culture and ecologically sound use of the environment
• Outdoor activities in a cultural-historical perspective, laws and regulations for hiking and trips to the countryside
• Field methodology and outdoor activity pedagogy, outdoor activities for children

2. CHILDREN – ACTIVITY – NATURE

Nature represents an environment with many challenges. Children can acquire basic experiences and skills by playing and learning in the natural environment. Nature represents a playground which can stimulate their senses and motor development, creative skills, curiosity and their need to explore. Intuitively, children use the countryside for physical challenges, playing and exploring. Active, participating and value-conscious adult-models are necessary to ensure the child’s progression and overall development and learning.

Topics

• Play and learning in nature
• Use of natural materials
• Children’s culture and the question of gender roles in relation to free and organised play in the natural environment
• Children’s motor development and the stimulation of motor skills through play in the natural environment
• Practical professional development with children through the various seasons

3. THE OUTDOORS AREA AND LOCAL ENVIRONMENT OF KINDERGARTENS AND SCHOOLS

The exploration and use of the environment provide an opportunity to seek challenges in the various elements of nature in relation to the senses, discovering, experiencing and mastering skills. Children need all-round and varied physical stimulation for optimal physical, mental and social development. It is therefore important to be able to evaluate an outdoors area and have knowledge and skills concerning how it may be used.

Topics

• Reference area
• Natural playgrounds and the local environment of kindergartens
• Safety and challenges
• Outdoor life and trips in the local area
• First aid and life saving skills

Teaching and Learning Methods

Theory, practical work and project work will together form a basis for an overall and reflected understanding of the work in this specialisation programme in outdoor activities. Emphasis is given to integrating the teaching with topics which include various aspects of the subjects natural sciences and physical development. Thematic problem-solving activities should be organised across subjects, so that the students will experience methodological organisation suited to day-care centres and schools (first to fourth grades).

The practical work requires working methods that involve sensing, experiencing, discovering and experimenting. Practical-pedagogical work will in the main be carried out in the natural environment, so that student will be given the opportunity to organise activities for and with children in nature. The practical teaching is obligatory.

Work in a reference area is a theme which is focused on throughout the year. Work is documented by use of a didactic relational model, with preparations, completion and evaluation.

Excursions and trips are another important aspect of outdoor activities. Students will have to cover the costs of excursions and fieldwork.

The teaching will include the following:

• Three-day field trip in the autumn mountains
• Two-day field trip in the winter mountains
• Three-day field trip on the coast
• Field trips – forests, lakes and waterways
• Lectures
• Supervisor-directed and student-directed group work
• Individual work, practical and methodological
• Student-training/training in skills
• Bachelor assignment
• Practical-methodological work with children

Theory and Practical Training

Five days teaching practice with children in a day-care centre/primary school (first to fourth grades). The teaching practice is included in other work with assignments, in which the teaching practice report is included. The teaching practice is assessed as approved/not approved.

Assessment Methods

The assessment throughout the study programme includes requirements which must be approved, assignments, exercises and an examination.

Requirements:

• Approved attendance of obligatory teaching
• Excursions and journals relating to these must be approved
• Approved journals from assignments, field work and teaching practice
• Approved skills exercise in chosen topic

The above requirements must be met before students may take the examination.

The examination consists of:

a) Individual practical-oral examination. Graded mark (15 ECTS).

b) Individual Bachelor Assignment. Graded mark (5 ECTS + 5 ECTS in Pedagogy).

c) Two individual practical-written assignments. Graded mark (5 ECTS).

d) Field work in autumn mountains with field report and species tests. Pass/fail.

e) Species test in spring semester. Pass/fail.

A, b, c, d and e must each receive passing marks in order to receive a final passing mark for the study programme.

A single graded mark is entered on the diploma, graded from A to F where A is the highest and E the lowest passing mark.

Refer to Telemark University College’s Examination Regulations for further information.

Minor adjustments may occur during the academic year, subject to the decision of the Dean