Give an summary presentation of how Outdoor education is described in the Norwegian curriculum and compare it with your home country

• GENERAL FRAMEWORK

–          NORWAY

YEARS OF SCHOOL	MAIN SUBJECT AREAS
1-4	Physical activity in various environments and settings
5-7	Sports activitiesOutdoor life
8-10	Sports activitiesOutdoor lifeExercise and lifestyle
Vg 1- Vg 3	Sports activitiesOutdoor lifeExercise and lifestyle

–          SPAIN

YEARS OF SCHOOL	MAIN SUBJECT AREAS
PRIMARY (6-12)	The body: image and perceptionMotor skillArtistic and expressive physical activities Physical activities and health. Games and sports activities.
SECUNDARY (12-16)	Physical activity and health.Body  expression Outdoor activities Games and sports
BACHILLERATO (16-18)	Physical activity and health.Physical activity, sport and free time.

• SPAIN VS NORWAY:

The Spanish educational system considers physical education as a obligatory subject in all courses, except in “bachillerato” (16-18 years). Two weekly 50-minute classes are taught.

Outdoor activities only are present obligatory from 12 to 16 years (secondary school).

In general, the contents of these courses are:

–          Orienteering (basics notions)

–          Hiking

–          Organization of events in environmental

In addition the contents that are taught are conditioned by the knowledge and interests of the teacher. In my school years I didn´t do outdoor activities. We only had some kinds of orientation but within the school premises, we even went to the forest.  They even taught us the rules that apply to be in a natural environment.

Therefore, there are many differences between Spain and Norway

The Norwegian curriculum considered outdoor life as the main subject, because it is present in all the courses so explicit.

The outdoor activities are a cultural phenomenon in Norway, it is known as “Friluftsliv”.

This effectively corroborates the following sentence: “the Norwegian culture is of Norwegian nature”.

In the first years of school (after 4 year) they must know make and use simple maps for orientation in the local neighbourhood, feel safe in water and be able to swim or talk about rules that apply to being in a natural environment, for example.

After 7 year they learn to use the compass, interpret maps or even first aid techniques.

I think this is very important because they are learning to manage in the nature since childhood.

In upper courses the contents are more complete, thus it is expected that Norwegian students at the end of their school years can participate in different outdoor activities and in different kind of weather. For example: camping, orienteering, swimming or ski and skate.

It has struck me that before Vg1, Norwegian students have to practice outdoor life in different natural environments based on local traditions. This is wonderful. It´s a way of knowing the traditions and keep them so they are not lost over time.  The knowledge is transmitted from generation to generation.

The school teach the norms and rules of respect for the natural environment. I think this is essential to preserve the environment and to learn to enjoy it in a sustainable way.

Maybe this is the reason why Norway has no laws that limit too outdoors activities. The majority knows and respects the rules.

This is very different in Spain. There are many laws and prohibitions because nobody respects the environment. For example: It´s forbidden to make fire, camping or collect plants in the field. You need a license to do it.

In conclusion, the Norwegian curriculum offers especially relevant to outdoor life and outdoor activities because Friluftsliv is a cultural phenomenon and a symbol of identity of this country.