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Plumber

Plumbers work with the installation, servicing and maintenance of pipe systems. The work involves using drawings, work descriptions, measurements, material information and documentation.

Plumbing and building servicesDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking

The occupation and work tasks

Communication with customers, suppliers and other trades is an important part of the working day. Digitalisation has made electronic work orders, documentation tools and mobile solutions common work tools. The profile is about basic skills – not installation, technical design or regulated safety work.

Typical work tasks

  • Read work orders and descriptions.
  • Use measurements and simple calculations.
  • Find relevant product information.
  • Communicate with customers and colleagues.
  • Record work and deviations.
  • Use digital tools for documentation.
  • Assess and check information.

Developments affecting the occupation

  • Electronic work orders
  • Mobile documentation tools
  • Digital product catalogues and AI-supported search

Basic skills in the workplace

Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.

Understand and use written and visual information relevant to work tasks.

About the skill

Daily tasks

  • Read work orders and messages.
  • Understand material lists and product labelling.
  • Find information in a work description.

Regular tasks

  • Read instructions and user manuals.
  • Interpret relevant information in drawings.
  • Understand updated work plans.

Occasional tasks

  • Read technical documents.
  • Find relevant information in standards and guidance.
  • Familiarise yourself with new routines.

AI and new technology

Supplementary topic linked to digital skills and critical thinking – not installation training or an official basic skill.

Digital solutions can support plumbers’ work with work orders, information searches and documentation. AI can also be used to process texts and summarise information. It is important to understand that such solutions must be checked against approved professional information.

Finding information digitally

Work orders and product catalogues are often digital.

Checking the right source

AI answers and online information must be checked against approved professional information.

Handling photos responsibly

Photos from customers’ homes may contain personal information.

1. Digital work orders and documentation

Exercise: Find the time, place and task in a fictional work order.

2. AI-supported information search

Discuss: How can you check an AI answer about a product?

3. Digital product catalogues

Compare two fictional product descriptions and find the differences.

4. Source criticism and quality assurance

Assess the source, date and sender before using the information.

Suggested learning outcomes

  • Find relevant information digitally.
  • Assess whether information is reliable.
  • Check information against the right source.
  • Understand the limitations of AI-generated explanations.

Teaching cases

Understanding a digital work order

Learners find the time, place and task in a fictional work order and ask for clarification of what is missing.

ReadingWritingDigital skills
Open case

Measurements and units

Learners convert lengths to the same unit and add them up. A basic numeracy exercise – not a calculation for a real installation.

NumeracyReadingDigital skills
Open case

Evaluating product information

Learners compare two fictional product descriptions and write questions for the supplier. They are not asked to judge whether a product suits a real installation.

ReadingCritical thinkingDigital skills
Open case

Related resources

External link

External resources

Utdanning.no – Plumber

Occupational description from utdanning.no. Provides occupational context for teaching.

Reading
Utdanning.noNO
Open resource
External link

External resources

Occupational basic skills profiles

Explore how basic skills are used in different occupations.

HK-dirNO
Open resource
Exercise

Teaching activities

Check the source before sharing

Source criticism online: check sender, date and purpose before using or sharing information.

Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resource
Exercise

Digital learning resources

Check the AI answer

Evaluate whether AI-generated information is correct and relevant before using it at work.

Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resource

How to use this profile when planning teaching

The occupational profile supports the planning of basic skills training. It is not a vocational training course.

  1. 1

    Identify relevant workplace tasks

    Choose tasks from the profile that participants recognise from their own working day.

  2. 2

    Discuss participants' previous experience

    What do participants already know and do? Many are experienced in their occupation.

  3. 3

    Identify basic skill needs

    Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.

  4. 4

    Select relevant learning objectives

    Describe what the participant should be able to do better – in basic skills, not in the occupation itself.

  5. 5

    Choose practical teaching cases and resources

    Use the cases and resources in the profile as a starting point for practical exercises.

  6. 6

    Adapt activities to participants' levels

    Make tasks simpler or more demanding depending on participants’ skills.

  7. 7

    Reflect on learning outcomes

    Talk with participants about what they now handle better at work.

Questions for planning

  • Which tasks in the profile do participants recognise?
  • Which skill would be most useful in their working day?
  • How can the cases be adapted to participants’ levels?
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