I. Description of school:

Mørkved school is, with its 300 pupils, one of the biggest primary schools in the municipality of Ringsaker. The school has 50 employees where 35 are teachers.
The teachers are organized in teams, one team for each grade. The team leaders from each of the teams coordinate the schools pedagogical development together
with the management team (headmaster and deputy).
The school is aiming at inclusion and equality combined with increased learning outcome and is organized to give an adapted education also for pupils with special needs.
Some parents of disabled children from other areas in the municipality therefore choose Mørkved as the school for their children.

II. Role in the project:

Mørkved school will be the coordinator of the project and has the “overall” responsibility for the project. This includes coordinating the project-meetings, activities and communication in the project.

III. National Summary:

Mobility in Denmark, September 2010

Assessment in the classroom, Excel. (- fifth grade)
We recognized it as a relatively normal type of a lesson. We could not actually see that the communication and feedback were that different from the way we normally would do it in our own classrooms. The children each had a laptop and worked together two by two. In this way they practised cooperative learning. We could not see – at least to our knowledge – a systematic strategy of feedback/assessment in the classroom, but we noticed that the teacher communicated very well with the children during the whole lesson.

Assessment in the classroom, literacy. (- fourth grade)
Literacy.This lesson was very much like what we saw in the fifth grade; the children were working two by two, and there was good communication between teacher and pupils during the whole lesson.

Outdoor mathematics with GPS and mobile phone (- sixth grade)
The lesson was very motivating and obviously interesting for the children; new technology can be used to help children to learn. (In this case it was mathematics, but it can easily be used in most school subjects.) Through technology the children were motivated to move around, while at the same time solving mathematical problems. We could see that the children cooperated enthusiastically.


Assessments: The teacher made oral comments during the lesson.

The Library
There are three teachers responsible for the library ( although not at the same time). The library is always open for the pupils as well as the teachers. The system is based on the principle of trust; the children can register the books and check them back in, by themselves. The library uses a system combined with colours and numbers on the covers for the first readers. This makes it easier for them to find suitable books. On 1st floor the teachers had their own library with no access for the pupils.

They had reading weeks like:

Cooperative learning(- third grade)

The frames of the lesson were very clear; five minutes for this, 45 seconds for this, 3 minutes for that etc. In other words: Well planned timing; the children knew exactly what they were expected to do. They sat in groups of four, where children on different levels were put together by the teachers. Then every child would have to work together with each other, and contribute in every task. They also got used to speak in front of others

How to teach pupils with dyslexia (secondary school)
All pupils with dyslexia had their own computer with a program that could support them overcoming their reading and writing difficulties. The program could read all kinds of texts out loud, so that the pupils could focus on the content of the texts. When the pupils were writing, the program continuously came up with suggestions on which word they might be about to write and how to spell the different words. If the pupils were not sure about which word to pick from the suggestion list, they could have them read out loud. The most important goal for using the computer programs, was to give the pupils a tool that enabled them to transmit their focus away from the reading and spelling difficulties and over to the content of their reading and writing. Nevertheless, computers could not solve the problems with dyslexia. Therefore, the most important skills the pupils had to learn, were different reading strategies, so that they new how to approach a new text as efficient as possible.

Mobility in Slovenia, Februar 2011

What did we learn? What will we use? Other impressions

Mobility in Germany, May 2011

What was interesting? What did we learn? What will we use?

Mobility in Romania, September 2011

What was interesting? Cultural events What did we learn? What will we use?

IV. Local Activities:

NOR_LA_1_artikel.pdf NOR_LA_2_Core_Curriculum.pptx NOR_LA_3_Systematically_literacy_education.ppt NOR_LA_4_relational_competences.pptx NOR_LA_5_The_LP_model.pptx NOR_LA_6_literacy_numeracy.pdf
NOR_LA_7_EARLY_YEARS_NUMERACY_PROGRAMME.pdf NOR_LA_8_Presentation_of_Work.pdf NOR_LA_9_The_LP_model_full_version.pdf

V. Contact:

Morkved skole, Postboks 253, N – 2381 Brumunddal
Mr. Arnstein Naerlie, headmaster and project coordinator
Telephone: +47 62 33 63 60
Fax: +47 62 33 63 61