natural food resources
The location, qualities, and preparations of safe, edible, and potable natural products, such as fruit, plants, meat, and fresh or recycled water.
green
Survival instructors guide groups into vast, natural areas, and assist them in a self-directed instruction of basic survival needs without any comfort facilities or modern gear to fall back on. They coach the participants into mastering survival skills such as fire making, producing primitive equipment, shelter construction and procurement of water and nourishment. They ensure the participants are aware of certain safety measures without diminishing the level of adventure, of environment protection and of risk management. They encourage efforts of leadership from the group and mentor the participants individually so as to push their limits responsibly and help overcome potential fears.
Competences and skills
44 ESCO relationsEssential knowledge 7 competences
Occupation specific
3 competencesprimitive technology
Technology created for or fashioned from natural elements that assists in wilderness survival, such as handicrafts, survival tools, and weapons.
tracking principles
The various components to specifying an animal or person's whereabouts by reading and interpreting the trails and signs left behind by them such as foot or paw prints, faeces, or the disturbance of the direct environment. Another important element is the age and the size of the tracks.
Sector-specific
0 competencesNo competences in this bucket.
Cross-sector
4 competencescompass navigation
The monitoring of movement from a starting to a finishing point using a compass, rotated until the compass' orienting arrow aligns with the cardinal direction north represented by an 'N'.
protection from natural elements
Forces of nature, such as weather patterns and seasonal conditions, their characteristics and any means of protection against them.
risk management
The process of identifying, assessing, and prioritising of all types of risks and where they could come from, such as natural causes, legal changes, or uncertainty in any given context, and the methods for dealing with risks effectively.
rope lashing
The process of attaching several objects, such as poles, together by use of rope, wire, or webbing often to secure or create a rigid structure, such as a self-fashioned table, tree house, or latrine. Types of lashing include square lashing, round lashing, and diagonal lashing.
Essential skills and competences 19 competences
Occupation specific
2 competencesbuild a fire
Select a safe location, away from trees and bushes, to build fire using tinder, a fire starter such as matches, a lighter or specific rocks, kindling wood, and logs. Ensure water is nearby to put it out.
teach survival skills
Instruct participants in the theory and practice of wilderness survival, often, but not exclusively, for recreational purposes, more specifically in subjects such as food scavenging, setting up camp, building a fire, and animal behaviour.
Sector-specific
3 competenceseducate people about nature
Speak to a variety of audiences about e.g. information, concepts, theories and/or activities related to nature and its conservation. Produce written information. This information may be presented in a range of formats e.g. display signs, information sheets, posters, website text etc.
green
maintain camping facilities
Keep campsites or areas for recreation, including maintenance and supply selection.
use rope access techniques
Apply ropework to work in elevated position. Safely ascend and descend ropes, wearing a harness.
Cross-sector
14 competencesadapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
assess nature of injury in emergency
Assess the nature and extent of injury or illness to establish and prioritise a plan for medical treatment.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
encourage students to acknowledge their achievements
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
inspire enthusiasm for nature
Spark a passion for the natural character of fauna and flora and human interaction with it.
green
lead hiking trips
Guide participants on a nature walk on foot.
manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
provide first aid
Administer cardiopulmonary resuscitation or first aid in order to provide help to a sick or injured person until they receive more complete medical treatment.
read maps
Read maps effectively.
use geographic memory
Use your memory of geographic surroundings and detail in navigation.
Optional knowledge 5 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencesanimal behaviour
The natural behavioural patterns of animals, i.e. how normal and abnormal behaviour might be expressed according to species, environment, human-animal interaction and occupation.
animal evolution
The evolutionary history of animals and the development of species and their behaviour through domestication.
celestial navigation
The science of celestial navigation and position fixing by using specialised measuring equipment.
Cross-sector
2 competenceslip reading
The methods used to understand speech by interpreting the movements of the lips, face and tongue for people affected by hearing impairment or to understand people from a distance.
teamwork principles
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Optional skills and competences 13 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
5 competencesfacilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
manage groups outdoors
Conduct outdoor sessions in a dynamic and active way
provide first aid to animals
Administer emergency treatment to prevent deterioration of the condition, suffering and pain until veterinary assistance can be sought. Basic emergency treatment needs to be done by non-veterinarians prior to first-aid provided by a veterinarian. Non-veterinarians providing emergency treatment are expected to seek treatment by a veterinarian as soon as possible.
- Scope note
- Administer emergency treatment to prevent deterioration of the condition, suffering and pain until veterinary assistance can be sought.
use modern electronic navigational aids
Use modern navigational aids such as GPS and radar systems.
digital
work with different target groups
Work with a variety of target groups based on age, gender and disability.
Cross-sector
8 competencesassess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
climb trees
Ascend and descend from trees in a safely manner.
consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
operate fishing equipment
Operate and maintain equipment used recreationally for fishing or in fisheries such as various kinds of nets and fishing gear.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
represent the organisation
Act as representative of the institution, company or organisation to the outside world.
use rigging tools
Employ rigging tools such as cables, ropes, pulleys and winches to safely secure high structures.