Teacher PortalEffective Kompetansepluss training builds on participants' experience, learning needs and everyday work. Find practical guidance for assessing needs, selecting learning objectives, planning lessons and following up learning.
We do not teach participants their occupation. We strengthen basic skills through relevant tasks and situations from working life.
Needs assessment and learning objectives.
Assessing needs · Learning objectivesLesson planning, methods and resources.
Planning lessons · Workplace-oriented methodsAdaptation, progression and evaluation.
Adaptation and progression · Evaluation and reflectionMap participants' skills and needs, starting from the workplace.
Good needs assessment means finding out what participants can already do, and which skills they want or need to develop. Combine conversation, practical work tasks and relevant assessment tools where useful.
Talk with the employer about work tasks, digital tools and situations where basic skills matter.
Find out which tasks they master, what experience they have and what they want to learn.
Look at relevant texts, numbers, forms or digital tools from everyday work.
Identify a few priority areas to build the teaching on.
These are examples of possible needs, not a pre-set assessment of participants' skills.
This template is a guiding structure. Nothing is saved in the portal. Do not enter real personal data here – handle participant information through Prios approved procedures and systems.
Move from identified needs to concrete, relevant learning objectives.
A good learning objective describes what the participant will be able to do better after the training. Link objectives to concrete situations from everyday work and base them on HK-dir's current learning objectives.
All three are Prios illustrative learning objectives – not verbatim HK-dir learning objectives.
HK-dir describes learning objectives at levels 1, 2 and 3 for each basic skill. The levels help you choose objectives and progression. A participant's level cannot be decided from this website alone – it requires assessment and professional judgement. Norwegian as a second language has its own curriculum objectives. Critical thinking and AI are supplementary themes, included where relevant.
Turn learning objectives into a practical teaching session.
Good lesson planning starts with what participants will learn. Then we choose workplace situations, activities and resources that make learning relevant and achievable.
What should participants be able to do better?
Which workplace situations can we use?
Which activities give participants a chance to practise?
How can tasks be adapted to different skill levels?
How will we see whether the objective is reached?
Introduction and discussion about how written information is used in the warehouse.
Go through a fictional picking list or work message.
Participants find information, compare details and ask questions.
Pair or group discussion about what was easy and what was difficult.
Short summary and review of what participants now do better.
Times are illustrative. Adapt to the group and the workplace.
This template is a guiding structure. Nothing is saved in the portal. Do not enter real personal data here – handle participant information through Prios approved procedures and systems.
Use participants' everyday work as the starting point for training.
Workplace-oriented training starts from the situations, texts, tools and challenges participants meet at work. The aim is to develop basic skills, not to teach the occupation itself.
The examples are illustrative. Use fictional or anonymised material.
Adapt the training and observe how participants' skills develop.
Participants have different experience, strengths and needs. The same work task can be used at several levels by adjusting the text, support, complexity and how independently they work.
The participant finds the time and place in a short, clear message, with support from the teacher.
The participant reads a longer message, finds several details and explains the content.
The participant compares two messages, identifies conflicting information and asks relevant questions.
These are teaching examples, not an official HK-dir assessment of levels 1, 2 and 3.
This template is a guiding structure. Nothing is saved in the portal. Do not enter real personal data here – handle participant information through Prios approved procedures and systems.
Assess whether the training has improved basic skills.
Good evaluation is not only about whether participants liked the course. We also want to understand what they now do better, and whether they can use the skills at work.
Employer feedback should be about relevant skills and training needs, not unnecessary individual or sensitive information about participants.
This is an illustrative example of progress, not a reported result from a real course.
This template is a guiding structure. Nothing is saved in the portal. Do not enter real personal data here – handle participant information through Prios approved procedures and systems.
Follow the current Kompetansepluss rules on language of instruction. An English version of this portal does not mean English is an approved teaching language. Other languages may be used as support languages where allowed.
Digital learning resources
A video from Prios Kompetanse about romance scams, where someone builds a fake online relationship to obtain money. Works as an opener for discussing critical thinking, fraud and safe financial choices. External resource on YouTube.
Teaching activities
A practical reading and writing exercise in which learners find information, compare details and formulate a question when something is unclear.
Teaching activities
Participants practise distinguishing observations from assumptions and write a short, accurate message to the shift supervisor.
Teaching activities
Participants read prices, calculate discounts, check a receipt and explain how they found the answers.
Teaching activities
An oral communication activity in which participants listen to a message, ask clarifying questions and relay the content to a partner.
Teaching activities
Participants interpret a workplace message, complete a simulated digital form, identify conflicting information and review their entries.
Teaching activities
Participants compare three fictional messages, distinguish claims from documentation and write a neutral, responsible message.