Københavns Professionshøjskole Læreruddannelsen

TP2: Education and Outdoor Pedagogy - for Health and Sustainable Development

Studieordning: 2015 (LU 13, Frb.)


The aim of the module is to equip students for future employers’ need for co-workers who are competent in working across professions.

Moreover, students are to practice engaging in working communities with others and solve a joint assignment with their own professional skills as point of departure.

The module aims to strengthen interdisciplinary and inter-sectorial collaborations in which:

  • The main focus is the citizens’/patient’s needs
  • Professionals from two or more professions engage in solving a joint tasks within working communities as described in the practice-related issue
  • Each professional contributes to solving the tasks using his/her mono-professional skills
  • The collaboration takes place in an atmosphere of security, equality, mutual respect and courtesy. The value of diversity is supported and applied for the benefit of the citizen/patient.


The module framework

The module includes students from Metropolitan University College’s 12 bachelor degree programmes.

The module is offered once a year for a total duration of 10 weeks, starting in week 35.

Each degree programme’s participation in the module takes place in spring and autumn respectively:

Degree programme

Position on the programme


Biomedical Laboratory Science

Occupational Therapy

Nutrition and Health Physiotherapy




Module 5

Spring and autumn

Emergency and Risk Management

Module 7

Spring and autumn

Social Work

Module 10

Spring and autumn

Public Administration

Module 7


Global Nutrition and Health

Module 9



Beginning of 3rd semester



Common framework for learning

At the end of the module, the student has achieved:

Knowledge regarding:

  • Current challenges and changes in professions and the professional identity 
  • The tasks, roles, responsibilities of the specific profession, along with the interaction with other professions in interdisciplinary and cross-sectorial contexts
  • The legal framework and ethical aspects in the collaboration between and across professions and sectors.


Skills in:

  • Working using a holistic perspective based on knowledge from clinical experience and research
  • Identifying and critically assessing relevant inter-professional issues as well as planning and coordinating initiatives/processes in this regard
  • Communicating in a purposeful and reflective manner in and about inter-professional contexts; also and in relation to users.


Competencies in:

  • Planning and coordinating initiatives/processes across sectors and professions
  • Being part of inter-professional teams, respecting and recognising one’s own and others’ professional responsibilities
  • Reflecting on conditions, opportunities and barriers in the inter-professional collaboration.


The theme’s practice-related issue

The inter-professional module under the theme of “Education and outdoor pedagogy - for health and sustainable development” is associated with the following practice issue:

Danish society is facing huge challenges when it comes to sustainability transition, both on the level of society and the individual. How do we reduce resource consumption and food waste? How do we create new sustainable solutions in all areas of society?

In an issue of Information from August 2014, former Minister of Education Christine Antorini and former Minister of the Environment Kirsten Brosbøl suggest that Danish primary schools must educate green generations of the future. Sustainability should not only be treated in technical subjects, but as a theme reaching across all subjects, so that pupils develop competencies that can be applied on personal, academic and social levels of their everyday lives, ultimately influencing how they choose to live and pave the way for ideas for new initiatives. The primary school reform moreover focuses on the framework for working with new learning methods, innovation, and integration of physical movement into every school day.

Research shows that children to a high extent are alienated from basic everyday conditions, such as the fact that milk comes from the cow, is treated at a creamery, and is subsequently transported to the supermarkets before it arrives on the breakfast table. This is not to mention the relations and processes in food production on a global scale.

Few children help out in the kitchen at home, and many city kids rarely go to the country or spend time in nature.

Who is handling the challenge that is posed by children's estrangement from basic knowledge, or ensuring that they see themselves as part of a global society and a shared nature?

There are plenty of good reasons for teachers and health professionals across disciplines to work with children and adolescents on developing an understanding of oneself as part of nature and the global society, including the individual’s options when it comes to resource consumption and health choices.

Teachers and health professionals shall join forces in developing the pupils’ practical skills, social competencies and co-citizenship, with sustainability and health as focal points. How can we help children to actively take a stance in the transition to a sustainable society? How can alternative learning spaces such as school gardens, nature and local societies support this process?


Content and structure of the module

Inter-professional activity

Teaching is based on inter-professional and cross-sectorial tasks that are related to the professions in question.


The module’s content

The module’s content is divided into the following areas:

  1. Inter-professional and inter-sectorial collaboration within the subject of “Education and outdoor pedagogy
  2. Legal and ethical aspects in relation to education and outdoor pedagogy, including in relation to the work with children and adolescents
  3. Communication in inter-professional contexts associated with the theme
  4. Digital learning
  5. Innovation and power relations within and between the professions
  6. Theory and background for Education for Sustainable Development and Health Promotion, including the relevance of professions
  7. Food production in local and global perspectives
  8. Food, nature and learning
  9. Physical activity, nature and learning
  10. Teaching a course in practice


Teaching structure on the module


On the module, students are to develop a teaching course or teaching material that concerns the mentioned practice-related issues, across professions. The process is based on problem-based learning, which is a pedagogical line of thinking, where study activities are organised in a fusion of joint lessons, group work and individual studies of a practice-relate case, described and structured around central thematic areas.

Students work across professions on developing a teaching course or teaching material through field visits to projects, outdoor teaching, and based on concrete needs of schools or stakeholders.

Along the way, students are to reflect on what outdoor teaching can offer when it comes to learning about sustainable transition and health promotion. The work on developing a teaching course forms the basis of the group-based examination.

The experimental and close-to-practice lessons will be supported by educators’ presentations and team discussions, where e.g. theory and evidence will be presented and discussed. Lessons are to form the theoretical background for the group work on a concrete teaching course/teaching material as well as give rise to group discussions and reflections on one’s own professional practice as well as inter-professional collaboration. Group discussions and reflective exercises will take place on each theme, in the course of the groups’ independent work on study days, and in connection to written, reflective assignments.

Along the way, the groups will be introduced to digital learning tools, which they are to make use of in connection to the exam, but also as a practical learning tool in the work on developing a teaching course for children and adolescents.

Groups of 4-5 students are put together across the BA programmes in Teaching, Nutrition and Health, and Global Nutrition and Health. Students from each programme will be represented in every group. Students will work together within their groups throughout the module and for the final group exam.

In the beginning of the module, each group will draw up a contract that is to form the basis of the forthcoming inter-professional group work.

Ongoing guidance is provided by two supervisors from the Teaching and Nutrition and Health programmes, providing students with oral feedback on their work. Guidance is partly scheduled and partly conducted in connection to lessons and student presentations. Moreover, students will receive feedback from other groups following group presentations of their field visits and presentations of their teaching courses. Groups will here receive feedback from each other, supervisors and partners from practice. The teaching course is further described in 6.2.


Lessons are divided into the following parts and sub-themes:

Part 1: A two-week introduction to inter-professional collaboration and theory, as well as background for Education for Sustainable Development and Health Promotion, and the relevance of professions. 

  • Inter-professional collaboration in theory and practice
  • Principles of sustainability, sustainable transition, and Education for Sustainable Development:
  1. Visions for the future, dilemmas, local/global understanding
  2. Co-citizenship
  3. Competence to act
  4. Citizen/pupil involvement
  • Various health terms, including health in the broad meaning of the word, well-being and mental health
  • Health promotion and the tasks of professions, roles and responsibilities and the interplay with other professions in the coming collaboration
  • Legislative frameworks for the Danish primary school, working with children and adolescents, and other legal and ethical issues in relation to teaching outdoors
  • Nature as a learning space and health promoting setting:  an overnight trip outdoors where we will learn about nature, food in the wild, and relations to local (micro) and global (macro) perspectives.


Part 2: Two weeks on food production in a local and global perspective

  • Food in relation to production, health and land-to-table understanding (classroom teaching)
  • Students investigate food and food production:  how do various agents work with food, and how can the work with food be developed further in a problem-based learning perspective (self-directed learning), promotion of pupils’ own visions and understanding of dilemmas in relation to food, land-to-table, and local and global perspectives
  • Reflecting on linking these issues to teaching in health, natural science, geography, social science, and education in general
  • Inspiration from practice: independent visits to a farm, food company, or a supermarket to gain inspiration to the theme and the teaching course
  • Innovation and collaboration within the professions
  • Power, distribution of roles, conflict resolution and professional understanding in the inter-professional collaboration.


Part 3: Two weeks on food, nature and learning

  • Food education, cooking competencies, understanding nature and health-related challenges
  • Outdoor pedagogy and school garden pedagogy
  • Taste, taste workshops, and cooking
  • Inspiration from practice: independent trips to school gardens or food schools

Reflecting on one’s own and others’ mono-professionalism, ideas for the inter-professional project, and conflict management.


Part 4: Two weeks on physical activity, nature and learning

  • Consequences of physical inactivity and lack of natural attachment in relation to natural scientific, learning-related and psychological issues (physiology, motor functions, mental health, stress and other health problems, as well as differentiated learning) and sustainability issues (understanding nature, values about nature, reduction of environmental impacts from IT and transport)
  • Problem-based learning: health promotion, movement and learning in nature, promoting children’s and adolescents’ understanding of sustainability
  • Activities in practice: in nature (the local community) and didactic considerations
  • Understanding professions in relation to health promotion and sustainable transition.


Part 5: Teaching curse in practice and the exam

  • The groups present their teaching courses to partners from practice
  • Reflections on the inter-professional collaboration: opportunities, challenges and learning about one’s mono-professionalism and other professions
  • Submission of exam assignment as well as the teaching course
  • Oral group examinations on the inter-professional collaboration.


The inter-professional collaboration assignment: The teaching course

Throughout the module, students are to develop and test an inter-professional teaching course or teaching material. Students are to make observations and collect and develop ideas from practice for their teaching course/material. This can be in the form of inspiration from existing activities in e.g. school gardens, food schools, or environment projects, supplemented by existing teaching materials from different agents (Danish Agriculture and Food Council, Slagteriskolen, Danish Nature Conservation Association, the Ecological Council, etc.). Students are expected to make use of these examples as inspiration to an inter-professional teaching course/material. Apart from inspiration from practice, field trips and lessons, students are expected to make use of knowledge from the Support Unit for Digital Learning.


Towards the end of the module, groups will test their developed teaching course on a school, in a school garden, or present it in another manner (e.g. using video, creative teaching material, a game). Testing the developed project will take place in agreement with partners from practice. Students are expected to plan a follow-up visit, the testing of their project, or the other way in which they will present their project to practice partners.


Compulsory study elements  

The compulsory study elements are:

  • Submitting documentation for the group’s completed teaching course. This can be in the form of a written description of the course with learning objectives, activities and reflections on how the conduction of the course and other thoughts.  The maximum length is 5 pages plus attachments and possibly video documentation.
  • Group reflections on the inter-professional collaboration in the form of a video, which is to be presented in the exam (see more under 8.0).
  • Danish nursing students are obligated to participate in mono professional education regarding health informatics. Completion is a premise to take the internal exam.

Compensating assignment: In case the student does not fulfil the compulsory study activities, he/she must submit a compensating assignment. The assignment is a review of all literature and theory in relation to the inter-professional aspect, and reflections on the group’s process, including documentation of the teaching course (1 + 2). The required length is 10-15 pages.  


Study activity

Students must be active throughout the module and participate in presentations, guidance sessions, lectures, facilitation, lessons, project preparations, etc.

If a group encounters collaboration troubles or lacking study activity, a guidance counsellor and potentially the theme responsible will be involved. If no solution is found, Head of Programme for the Unit of Inter-professional Education will be involved.


The 15 ECTS are distributed as follows:


Study activity model:




The following guidelines for the exam for the 10-week inter-professional module, theme Education and Outdoor pedagogy are based on Common guidelines for examinations on the 10-week inter-professional module, approved April 9, 2015.


Exam type

Internal oral group examination. Each group consists of 4-7 students.

Individual assessment using the 7-point grading scale.

Two internal examiners from two different professions.

The exam is based on a collaborative relation (the teaching course), in which the students themselves participate. The collaborative relation is presented orally and via a video clip of approximately 3 minutes.

It is a requirement that students submit/complete all mandatory tasks on the theme. Failing to do so, means that the student has used one examination attempt. To read about rules concerning potential compensation tasks, consult the module description of the specific theme. Please see section 6.2.

We also refer to the Examination Order and the Grading Scale Order. See IntraPol under Exams Rules and Regulations or www.phmetropol.dk.


Basis of examination and assessment

The learning activities on each specific theme make out the basis of the exam. The basis of assessment is the oral presentation.


The exam

The basis of the exam is a video clip of a collaborative relation related to the course of teaching. The maximum length of the video is 3 minutes and it must be created on the basis of the theme’s learning activities.

The exam is conducted as follows:

  • The group presents and describes the issue they wish to illustrate through the video. Duration: no more than 10 minutes. The issue presented must relate to the learning framework and include theory and concepts from the literature applied on the theme. Several students must participate in the presentation.
  • The video clip is shown. Duration: 3 minutes.
  • The examiners ask questions regarding the video clip and the presented issue. The examiners touch upon the overall basis of the exam in their questions, to facilitate a professional and theoretical discussion in relation to inter-professional and cross-sectorial perspectives, as well as in relation to the individual students’ profession.
  • The examiners deliberate (15 minutes) and present their feedback and award individual marks to the students (20 minutes).
  • All students in the group must be present during the entire exam and during the joint feedback and the awarding of marks, provided that all students agree to receive their individual marks in front of each other.


The duration of the exam:

  • 4 students – 55 minutes, plus 35 minutes of deliberation and feedback, all in all 90 minutes
  • 5 students – 65 minutes, plus 35 minutes of deliberation and feedback, all in all 100 minutes 
  • 6 students – 75 minutes, plus 35 minutes of deliberation and feedback, all in all 110 minutes
  • 7 students – 85 minutes, plus 35 minutes of deliberation and feedback, all in all 120 minutes.

The exam is public and practice partners may be invited along, however they may not participate during deliberation or when feedback is given.



Scheduled guidance is conducted in groups. Feedback is a systematic part of the process on the module, such as in the form of a feedback seminar in which other students and collaboration partners participate, as part of planning and preparing for the exam.


Individual feedback

After the exam, students are offered individual feedback with a focus on future study and learning objectives. The individual feedback must take place within 14 days following the exam. 


Absence from the exam due to illness, leave of absence or paternity leave

Participation in the exam can only be unregistered in cases of a leave of absence, paternity leave or documented illness.


Absence due to illness

If a student is unable to attend the exam due to illness, the student must communicate this to 10uger@phmetropol.dk  as soon as possible, and no later than on the morning of the exam. Illness must be documented via a medical certificate, a report from the emergency reception, or similar. The documentation must be emailed to Student Services at 10uger@phmetropol.dk no later than 3 working days after the exam.

If a student does not participate in the exam and is unable to provide valid documentation, this counts as one exam attempt.

Re-examination is usually conducted immediately after the end of the module: in week 45/week 16. Students are automatically registered for re-examination. The date for the re-examination is released simultaneously with the date for the regular exam.

If the student is able to document continued illness, the examiners will agree upon a new date for re-examination when the student is no longer ill. Student Services will communicate this date to the student in writing.

Re-examination is conducted as an individual exam on the basis of the group’s jointly created video clip. The student is to conduct an individual presentation of 5 minutes. This is followed by 15 minutes for questions and discussion, 15 minutes for deliberation, and 10 minutes for feedback and marking.


Failed exams

In the case of failed exams, the first retake is usually conducted the week following the end of the module, meaning week 45/week 15, or the student can follow the theme’s examination the following semester.

The first and second retake exams are conducted as individual exams under the same conditions as illness exams.


Misconduct and cheating

If a student during or after the exam is suspected of misconduct or cheating, the student may be denied access to the re-examination. In particularly serious cases or repeated instances of proven misconduct, the student may be expelled from the degree programme. Read more on IntraPol under Exams  and in the Rules of conduct.

Oversigt over studieordning 2015 (LU 13, Frb.)


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