{"id":6084,"date":"2026-01-31T21:46:06","date_gmt":"2026-01-31T21:46:06","guid":{"rendered":"https:\/\/flatarmal.is\/?p=6084"},"modified":"2026-02-04T12:43:29","modified_gmt":"2026-02-04T12:43:29","slug":"studningsefni-i-staerdfraedi-vordur-a-leid-ad-haefni-nemenda","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=6084","title":{"rendered":"Stu\u00f0ningsefni \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i: V\u00f6r\u00f0ur \u00e1 lei\u00f0 a\u00f0 h\u00e6fni nemenda"},"content":{"rendered":"\n

Birna Hugr\u00fan Bjarnard\u00f3ttir og Laufey Einarsd\u00f3ttir<\/p>\n\n\n\n

\u00cd byrjun \u00e1rs 2025 augl\u00fdsti Mi\u00f0st\u00f6\u00f0 menntunar og sk\u00f3la\u00fej\u00f3nustu (MMS) eftir st\u00e6r\u00f0fr\u00e6\u00f0ikennurum til a\u00f0 vinna a\u00f0 ger\u00f0 stu\u00f0ningsefnis me\u00f0 h\u00e6fnivi\u00f0mi\u00f0um \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. \u00cd \u00fev\u00ed f\u00f3lst me\u00f0al annars a\u00f0 setja fram n\u00e1msmarkmi\u00f0 me\u00f0 hverju h\u00e6fnivi\u00f0mi\u00f0i, en kennarar h\u00f6f\u00f0u kalla\u00f0 eftir n\u00e1nari \u00fatf\u00e6rslu \u00e1 endursko\u00f0u\u00f0um h\u00e6fnivi\u00f0mi\u00f0um og lei\u00f0s\u00f6gn um hvernig best v\u00e6ri a\u00f0 vinna markvisst me\u00f0 \u00feau \u00ed kennslu. Fimm reynslumiklir, starfandi st\u00e6r\u00f0fr\u00e6\u00f0ikennarar voru r\u00e1\u00f0nir til verksins og var vi\u00f0 r\u00e1\u00f0ninguna haft \u00ed huga a\u00f0 sameiginleg reynsla h\u00f3psins n\u00e6\u00f0i yfir \u00f6ll aldursstig grunnsk\u00f3lans.<\/p>\n\n\n\n

Markmi\u00f0 verkefnisins var a\u00f0 semja stu\u00f0ningsefni sem v\u00e6ri nytsamlegt og hnitmi\u00f0a\u00f0, einfalda\u00f0i sk\u00f3lum a\u00f0 skipuleggja heildr\u00e6nt n\u00e1m og styddi kennara \u00ed vinnu me\u00f0 h\u00e6fnivi\u00f0mi\u00f0 og skipulagningu n\u00e1ms, kennslu og n\u00e1msmats \u00ed h\u00e6fnimi\u00f0u\u00f0u n\u00e1mi. Leitast var vi\u00f0 a\u00f0 skapa efni sem sty\u00f0ur vi\u00f0, varpar sk\u00fdrleika \u00e1 og einfaldar vinnu me\u00f0 h\u00e6fnivi\u00f0mi\u00f0 a\u00f0aln\u00e1mskr\u00e1r grunnsk\u00f3la. <\/p>\n\n\n\n

H\u00f3purinn lag\u00f0i fr\u00e1 fyrsta degi mikinn metna\u00f0 \u00ed verkefni\u00f0 og samvinna innan hans var g\u00f3\u00f0. Unni\u00f0 var a\u00f0 verkefninu fr\u00e1 25. mars til 14. j\u00fan\u00ed 2025 og hittist h\u00f3purinn reglulega \u00e1 fundum \u00e1 t\u00edmab\u00edlinu, alls \u00ferett\u00e1n sinnum. \u00deess \u00e1 milli var unni\u00f0 \u00ed p\u00f6rum a\u00f0 ger\u00f0 stu\u00f0ningsefnisins. \u00c1 fundunum var fari\u00f0 yfir verkefni hverrar viku, leyst \u00far \u00e1litam\u00e1lum sem komu upp \u00ed vinnuferlinu og teknar \u00e1kvar\u00f0anir um n\u00e6stu skref.<\/p>\n\n\n\n

\u00cd vinnuferlinu var unni\u00f0 a\u00f0 \u00fev\u00ed a\u00f0 setja fram lykilhugt\u00f6k, sk\u00fdringar \u00e1 efnisatri\u00f0um, till\u00f6gur a\u00f0 kennsluh\u00e1ttum og v\u00edsanir \u00ed lykilh\u00e6fni me\u00f0 hverju h\u00e6fnivi\u00f0mi\u00f0i \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. S\u00e9rst\u00f6k \u00e1hersla var l\u00f6g\u00f0 \u00e1 a\u00f0 gefa fj\u00f6lbreytt d\u00e6mi um kennsluh\u00e6tti og verkefni \u00fear sem unni\u00f0 er me\u00f0 sk\u00f6pun, ranns\u00f3knir, \u00edgrundun, r\u00f6ksemdaf\u00e6rslur, samr\u00e6\u00f0ur, hlutbundin g\u00f6gn og notkun stafr\u00e6nna t\u00e6kja. Megin\u00e1hersla vinnunnar f\u00f3lst \u00fe\u00f3 \u00ed a\u00f0 setja fram  n\u00e1msmarkmi\u00f0 me\u00f0 hverju h\u00e6fnivi\u00f0mi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0innar, til a\u00f0 sty\u00f0ja vi\u00f0 kennslu og n\u00e1msmat. <\/p>\n\n\n\n

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Lei\u00f0arlj\u00f3s h\u00f3psins \u00ed vinnuferlinu var: N\u00e1msmarkmi\u00f0 – v\u00f6r\u00f0ur \u00e1 lei\u00f0 a\u00f0 h\u00e6fninni<\/em>, sem birtist, \u00ed \u00f6rl\u00edti\u00f0 breyttri mynd, \u00ed titli greinarinnar.<\/p>\n\n\n\n

Hausti\u00f0 2025 var stu\u00f0ningsefni\u00f0 loks birt \u00e1 vef a\u00f0aln\u00e1mskr\u00e1r<\/em><\/a>. Vert er \u00fe\u00f3 a\u00f0 taka fram a\u00f0 ekki reyndist unnt a\u00f0 birta \u00e1 vefnum allt \u00fea\u00f0 efni sem h\u00f3purinn setti fram \u00ed stu\u00f0ningsefninu. \u00deetta \u00e1 me\u00f0al annars vi\u00f0 um hugtakask\u00fdringar, tengla \u00e1 verkefni, myndb\u00f6nd og anna\u00f0 vi\u00f0b\u00f3tarefni sem hef\u00f0i geta\u00f0 styrkt notagildi stu\u00f0ningsefnisins enn frekar.<\/p>\n<\/div>\n\n\n\n

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\"\"<\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n

Tilgangur stu\u00f0ningsefnisins<\/strong><\/h2>\n\n\n\n

\u00cd a\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la eru h\u00e6fnivi\u00f0mi\u00f0 sett vi\u00f0 lok 4., 7. og 10. bekkjar. H\u00e6fnivi\u00f0mi\u00f0 10. bekkjar marka loka\u00e1fanga grunnsk\u00f3lag\u00f6ngu nemenda \u00e1 me\u00f0an h\u00e6fnivi\u00f0mi\u00f0 4. og 7. bekkjar eru \u00e1kve\u00f0in skref \u00ed \u00fe\u00e1 \u00e1tt. Tilgangur stu\u00f0ningsefnisins er a\u00f0 sty\u00f0ja kennara \u00ed a\u00f0 skipuleggja \u00feessi skref, me\u00f0 \u00fev\u00ed a\u00f0 gera h\u00e6fnivi\u00f0mi\u00f0in sk\u00fdrari \u00ed framkv\u00e6md og s\u00fdna hvernig h\u00e6gt er a\u00f0 byggja upp st\u00edganda og samfellu \u00ed n\u00e1mi nemenda \u00e1 milli \u00e1rganga og aldursstiga.<\/p>\n\n\n\n

Sk\u00f3lum er \u00e6tla\u00f0 a\u00f0 setja n\u00e1msmarkmi\u00f0 fyrir alla \u00e1rganga sem l\u00fdsa \u00fev\u00ed hva\u00f0 ver\u00f0i unni\u00f0 me\u00f0 og hven\u00e6r, svo nemendur n\u00e1i tiltekinni h\u00e6fni. Stu\u00f0ningsefninu er \u00e6tla\u00f0 a\u00f0 sty\u00f0ja vi\u00f0 vinnu kennara og au\u00f0velda skipulag n\u00e1ms, kennslu og n\u00e1msmats \u00ed h\u00e6fnimi\u00f0u\u00f0u sk\u00f3lastarfi. \u00dea\u00f0 er gert me\u00f0 \u00fev\u00ed a\u00f0 setja fram lykilhugt\u00f6k, sk\u00fdringar \u00e1 inntaki h\u00e6fnivi\u00f0mi\u00f0a, \u00e1bendingar um vi\u00f0eigandi kennsluh\u00e6tti, tengingar vi\u00f0 lykilh\u00e6fni og d\u00e6mi um n\u00e1msmarkmi\u00f0.<\/p>\n\n\n\n

N\u00e1nari umfj\u00f6llun um stu\u00f0ningsefni a\u00f0aln\u00e1mskr\u00e1r, tilgang \u00feess og notagildi m\u00e1 finna \u00ed greininni Stu\u00f0ningsefni me\u00f0 a\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la: Lei\u00f0arv\u00edsir a\u00f0 faglegu skipulagi n\u00e1ms, kennslu og n\u00e1msmats<\/a><\/em> eftir Au\u00f0i B\u00e1ru \u00d3lafsd\u00f3ttur, verkefnastj\u00f3ra \u00ed m\u00e1lefnum a\u00f0aln\u00e1mskr\u00e1r hj\u00e1 MMS og Brynhildi Sigur\u00f0ard\u00f3ttur, s\u00e9rfr\u00e6\u00f0ing \u00ed m\u00e1lefnum a\u00f0aln\u00e1mskr\u00e1r hj\u00e1 MMS sem birtist \u00ed Sk\u00f3la\u00fer\u00e1\u00f0um.<\/p>\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

Mynd \u00far myndbandinu N\u00e1msmarkmi\u00f0 \u00e1 vef MMS.<\/em><\/p>\n\n\n\n

Helstu \u00e1herslur vi\u00f0 ger\u00f0 stu\u00f0ningsefnisins \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/h2>\n\n\n\n

Vi\u00f0 ger\u00f0 stu\u00f0ningsefnisins var haft a\u00f0 lei\u00f0arlj\u00f3si a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m eigi a\u00f0 vera marg\u00fe\u00e6tt og lifandi. Haft var \u00ed huga a\u00f0 nemendur \u00feurfi a\u00f0 f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 leita lausna, rannsaka, n\u00e1lgast vi\u00f0fangsefni \u00e1 \u00f3l\u00edkan h\u00e1tt, beita skapandi hugsun, \u00edgrundun og r\u00f6ksemdum og jafnframt eflast \u00ed a\u00f0 tj\u00e1 sig um st\u00e6r\u00f0fr\u00e6\u00f0ileg vi\u00f0fangsefni me\u00f0 vi\u00f0eigandi or\u00f0afor\u00f0a og lykilhugt\u00f6kum greinarinnar. Verkefni \u00feurfa a\u00f0 vera ver\u00f0ug og krefjandi og bj\u00f3\u00f0a upp \u00e1 fj\u00f6lbreyttar lei\u00f0ir til lausna.<\/p>\n\n\n\n

Einnig var horft til \u00feess a\u00f0 hlutverk kennarans er a\u00f0 skapa a\u00f0st\u00e6\u00f0ur fyrir merkingarb\u00e6rt n\u00e1m
\u00fear sem nemendur eru virkir \u00fe\u00e1tttakendur \u00ed fj\u00f6lbreyttri vinnu, samr\u00e6\u00f0um og r\u00f6kr\u00e6\u00f0u um
st\u00e6r\u00f0fr\u00e6\u00f0i. Jafnframt \u00fearf a\u00f0 \u00fej\u00e1lfa nemendur \u00ed notkun margv\u00edslegra hj\u00e1lpargagna og verkf\u00e6ra,
\u00fear \u00e1 me\u00f0al stafr\u00e6nna t\u00e6kja og hugb\u00fana\u00f0ar, til a\u00f0 rannsaka, reikna, t\u00falka og mi\u00f0la
uppl\u00fdsingum. S\u00ed\u00f0ast en ekki s\u00edst er afar mikilv\u00e6gt a\u00f0 byggja upp j\u00e1kv\u00e6tt vi\u00f0horf nemenda til st\u00e6r\u00f0fr\u00e6\u00f0i og efla tr\u00fa \u00feeirra \u00e1 eigin h\u00e6fni.<\/p>\n\n\n\n

\u00c1 vef a\u00f0aln\u00e1mskr\u00e1r er fjalla\u00f0 s\u00e9rstaklega um \u00ferj\u00fa skref <\/a>\u00ed skipulagningu n\u00e1ms, kennslu og n\u00e1msmats. Einnig bendum vi\u00f0 \u00e1 myndbandi\u00f0 Skipulagning n\u00e1ms og kennslu<\/a> \u00fear sem fjalla\u00f0 er n\u00e1nar um skrefin \u00ferj\u00fa.<\/p>\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

Mynd \u00far myndbandinu Skipulagning n\u00e1ms og kennslu \u00e1 vef a\u00f0aln\u00e1mskr\u00e1r.<\/em><\/p>\n\n\n\n

Birting stu\u00f0ningsefnisins<\/strong> <\/h2>\n\n\n\n

Stu\u00f0ningsefni\u00f0 er a\u00f0gengilegt \u00e1 vefnum adalnamskra.is<\/a>. \u00dear \u00fearf fyrst a\u00f0 velja flipann N\u00e1mskr\u00e1r<\/em>, s\u00ed\u00f0an Grunnsk\u00f3li <\/em>og a\u00f0 lokum greinarsvi\u00f0i\u00f0 St\u00e6r\u00f0fr\u00e6\u00f0i<\/em><\/a>. Undir st\u00e6r\u00f0fr\u00e6\u00f0i eru h\u00e6fnivi\u00f0mi\u00f0in sett fram \u00ed fimm flokkum: Vinnulag st\u00e6r\u00f0fr\u00e6\u00f0innar<\/em>, T\u00f6lur og reikningur<\/em>, Algebra<\/em>, T\u00f6lfr\u00e6\u00f0i og l\u00edkindi <\/em>og R\u00famfr\u00e6\u00f0i og m\u00e6lingar<\/em>. \u00deegar flokkur er valinn birtast h\u00e6fnivi\u00f0mi\u00f0in innan hans og \u00fe\u00e1 er h\u00e6gt a\u00f0 fara inn \u00ed hvern inntaksflokk fyrir sig. H\u00e6gra megin vi\u00f0 yfirheiti h\u00e6fnivi\u00f0mi\u00f0anna er t\u00e1kn sem opnar s\u00ed\u00f0u me\u00f0 stu\u00f0ningsefninu. <\/p>\n\n\n\n

Eins og s\u00e9st, og margir kennarar hafa eflaust upplifa\u00f0, \u00fearf a\u00f0 fara nokku\u00f0 m\u00f6rg skref til a\u00f0 finna stu\u00f0ningsefni\u00f0 \u00e1 vefnum. Til a\u00f0 au\u00f0velda a\u00f0gengi hefur MMS \u00fatb\u00fai\u00f0 myndbandi\u00f0 A\u00f0aln\u00e1mskr\u00e1 – N\u00e1msmarkmi\u00f0<\/a> sem s\u00fdnir hvar stu\u00f0ningsefni\u00f0 er a\u00f0 finna.<\/p>\n\n\n

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\"\"<\/figure>\n<\/div>\n\n\n

Myndin s\u00fdnir h\u00e6fnivi\u00f0mi\u00f0 \u00ed flokknum Vinnulag st\u00e6r\u00f0fr\u00e6\u00f0innar og t\u00e1kni\u00f0 sem opnar s\u00ed\u00f0u stu\u00f0ningsefnisins.<\/em><\/p>\n\n\n\n

Framsetning stu\u00f0ningsefnisins \u00e1 vefnum er \u00feannig a\u00f0 efst m\u00e1 sj\u00e1 aldursstigin \u00ferj\u00fa og \u00fearf a\u00f0 byrja \u00e1 a\u00f0 velja aldursstig en \u00fe\u00e1 birtist vi\u00f0eigandi aldurssvarandi h\u00e6fnivi\u00f0mi\u00f0. \u00dear fyrir ne\u00f0an eru fj\u00f3rir reitir: lykilhugt\u00f6k, sk\u00fdringar, d\u00e6mi um kennsluh\u00e6tti <\/em>ogd\u00e6mi um vi\u00f0mi\u00f0 \u00ed lykilh\u00e6fni.<\/em><\/p>\n\n\n\n

\u00cd lykilhugt\u00f6kum<\/em> eru dregin fram helstu hugt\u00f6k og efnisatri\u00f0i sem nemendur \u00feurfa a\u00f0 tileinka s\u00e9r til a\u00f0 n\u00e1 vi\u00f0komandi h\u00e6fni. \u00cd sk\u00fdringum<\/em> eru gefin d\u00e6mi og lei\u00f0s\u00f6gn um inntak vi\u00f0mi\u00f0sins og jafnframt bent \u00e1 tengsl vi\u00f0 \u00f6nnur h\u00e6fnivi\u00f0mi\u00f0 eftir \u00fev\u00ed sem vi\u00f0 \u00e1.<\/p>\n\n\n\n

\u00cd d\u00e6mum um kennsluh\u00e6tti<\/em> eru till\u00f6gur a\u00f0 fj\u00f6lbreyttum kennslua\u00f0fer\u00f0um og verkefnum sem henta \u00ed vinnu me\u00f0 vi\u00f0komandi h\u00e6fnivi\u00f0mi\u00f0. \u00cd d\u00e6mum um vi\u00f0mi\u00f0 \u00ed lykilh\u00e6fni<\/em> eru s\u00ed\u00f0an v\u00edsanir \u00ed yfirheiti vi\u00f0mi\u00f0a fyrir lykilh\u00e6fni sem tengjast vi\u00f0komandi h\u00e6fnivi\u00f0mi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0innar og er \u00e6tla\u00f0 a\u00f0 au\u00f0velda kennurum a\u00f0 fl\u00e9tta lykilh\u00e6fnina inn \u00ed allt st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m.<\/p>\n\n\n\n

Fyrir ne\u00f0an \u00feessa reiti birtast d\u00e6mi um n\u00e1msmarkmi\u00f0 sem tengjast h\u00e6fnivi\u00f0mi\u00f0inu, auk tengils \u00e1 excel-skjal me\u00f0 stu\u00f0ningsefninu \u00ed heild sinni, \u00fe.e. fyrir \u00f6ll aldursstig og \u00f6ll h\u00e6fnivi\u00f0mi\u00f0. N\u00e1nar ver\u00f0ur fjalla\u00f0 um n\u00e1msmarkmi\u00f0in \u00ed n\u00e6sta kafla.<\/p>\n\n\n\n

N\u00e1msmarkmi\u00f0 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/strong><\/h2>\n\n\n\n

Hvert h\u00e6fnivi\u00f0mi\u00f0 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i er yfirgripsmiki\u00f0 og \u00fev\u00ed hafa veri\u00f0 sett fram n\u00e1msmarkmi\u00f0 til a\u00f0 greina \u00feau n\u00e1nar. N\u00e1msmarkmi\u00f0in byggja \u00e1 h\u00e6fnivi\u00f0mi\u00f0unum og l\u00fdsa \u00feeirri \u00feekkingu, leikni og h\u00e6fni sem stefnt er a\u00f0, \u00feannig a\u00f0 nemendur viti til hvers er \u00e6tlast af \u00feeim.<\/p>\n\n\n\n

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N\u00e1msmarkmi\u00f0in eru jafnframt mikilv\u00e6gur hlekkur milli h\u00e6fnivi\u00f0mi\u00f0a a\u00f0aln\u00e1mskr\u00e1r og n\u00e1msmats, \u00fear sem \u00feau varpa sk\u00fdrara lj\u00f3si \u00e1 inntak h\u00e6fnivi\u00f0mi\u00f0anna og sty\u00f0ja kennara \u00ed skipulagningu n\u00e1ms, kennslu og mats \u00e1 h\u00e6fni nemenda.<\/p>\n\n\n\n

Vi\u00f0 ger\u00f0 n\u00e1msmarkmi\u00f0anna var l\u00f6g\u00f0 \u00e1hersla \u00e1 sk\u00fdran st\u00edganda \u00ed fram\u00fer\u00f3un markmi\u00f0a \u00e1 milli \u00e1rganga og stiga. Jafnframt var leitast vi\u00f0 a\u00f0 n\u00e1msmarkmi\u00f0in v\u00e6ru sk\u00fdr, einf\u00f6ld \u00ed or\u00f0alagi og metanleg. <\/p>\n<\/div>\n\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

Mynd \u00far myndbandinu N\u00e1msmarkmi\u00f0<\/em>
sem finna m\u00e1 \u00e1 vef MMS.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

Misjafnt er hvort h\u00e6fnivi\u00f0mi\u00f0in n\u00e1i til allra aldursstiga og \u00fev\u00ed byrja ekki \u00f6ll n\u00e1msmarkmi\u00f0 \u00e1 yngsta stigi og ekki \u00f6ll n\u00e1 \u00fat unglingastigi\u00f0. \u00c1kve\u00f0i\u00f0 var \u00fe\u00f3 a\u00f0 skilja ekki eftir au\u00f0a reiti \u00e1 milli \u00ferepa heldur endurtaka frekar sama n\u00e1msmarkmi\u00f0i\u00f0 \u00ed fleiri \u00e1rg\u00f6ngum. Me\u00f0 \u00fev\u00ed er sk\u00f3lum og kennurum gefi\u00f0 svigr\u00fam til a\u00f0 velja hven\u00e6r \u00e1hersla er l\u00f6g\u00f0 \u00e1 tilteki\u00f0 n\u00e1msmarkmi\u00f0. \u00cd sumum tilvikum er unni\u00f0 me\u00f0 sama markmi\u00f0 \u00ed fleiri \u00e1rg\u00f6ngum me\u00f0 s\u00edfellt fl\u00f3knari vi\u00f0fangsefnum og er \u00fev\u00ed e\u00f0lilegt a\u00f0 \u00fea\u00f0 s\u00e9 meti\u00f0 \u00e1r eftir \u00e1r.<\/p>\n\n\n\n

Mikil sk\u00f6run er \u00e1 milli efnis\u00fe\u00e1tta \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og \u00fear af lei\u00f0andi einnig \u00e1 milli h\u00e6fnivi\u00f0mi\u00f0a. \u00c1kve\u00f0i\u00f0 var \u00fe\u00f3 a\u00f0 skr\u00e1 ekki s\u00f6mu n\u00e1msmarkmi\u00f0 undir fleiri en eitt h\u00e6fnivi\u00f0mi\u00f0. Vi\u00f0 fyrsta yfirlestur kann \u00fev\u00ed a\u00f0 vir\u00f0ast sem n\u00e1msmarkmi\u00f0 vanti undir sum h\u00e6fnivi\u00f0mi\u00f0, en \u00feau m\u00e1 \u00fe\u00e1 oft finna undir \u00f6\u00f0ru h\u00e6fnivi\u00f0mi\u00f0i \u00fear sem \u00feau \u00fe\u00f3ttu eiga betur vi\u00f0. Oft er \u00feess geti\u00f0 \u00ed reitnum Sk\u00fdringar<\/em> \u00feegar sl\u00edk sk\u00f6run er til sta\u00f0ar. <\/p>\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

Mynd \u00far myndbandinu N\u00e1msmarkmi\u00f0 sem finna m\u00e1 \u00e1 vef MMS.<\/em><\/p>\n\n\n\n

\u00c1 vef MMS m\u00e1 sko\u00f0a myndbandi\u00f0 N\u00e1msmarkmi\u00f0<\/a> \u00fear sem hlutverk n\u00e1msmarkmi\u00f0a og tengsl vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0in og n\u00e1msmat er \u00fatsk\u00fdrt \u00e1 sj\u00f3nr\u00e6nan h\u00e1tt.<\/p>\n\n\n\n

N\u00e1msmarkmi\u00f0in eru hluti af heildst\u00e6\u00f0u stu\u00f0ningsefni sem tengir saman skipulag n\u00e1ms, kennslu og n\u00e1msmat og er \u00e6tla\u00f0 a\u00f0 au\u00f0velda kennurum a\u00f0 vinna \u00fat fr\u00e1 h\u00e6fnivi\u00f0mi\u00f0um a\u00f0aln\u00e1mskr\u00e1r \u00e1 markvissan h\u00e1tt. N\u00e1msmarkmi\u00f0in eru hugsu\u00f0 sem lei\u00f0beinandi d\u00e6mi en ekki sem forskrift a\u00f0 skipulagi kennslu og er sk\u00f3lum og kennurum frj\u00e1lst a\u00f0 n\u00fdta \u00feessi markmi\u00f0, a\u00f0laga \u00feau e\u00f0a setja fram eigin n\u00e1msmarkmi\u00f0 \u00ed samr\u00e6mi vi\u00f0 a\u00f0st\u00e6\u00f0ur og \u00e1herslur.<\/p>\n\n\n\n

D\u00e6mi um tengsl h\u00e6fnivi\u00f0mi\u00f0a og stu\u00f0ningsefnis<\/strong><\/h2>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0in \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i skiptast \u00ed fimm flokka og hefur hvert h\u00e6fnivi\u00f0mi\u00f0 yfirheiti sem l\u00fdsir megininntaki \u00feess. Vi\u00f0 hvert h\u00e6fnivi\u00f0mi\u00f0 eru sett fram d\u00e6mi um n\u00e1msmarkmi\u00f0 sem s\u00fdna m\u00f6gulegar lei\u00f0ir til a\u00f0 vinna markvisst a\u00f0 \u00feeirri h\u00e6fni sem stefnt er a\u00f0.<\/p>\n\n\n\n

N\u00e1msmarkmi\u00f0in eru sett fram \u00ed t\u00f6flum sem eru merktar me\u00f0 t\u00f6luli\u00f0um. Fyrri t\u00f6lustafurinn v\u00edsar til aldursstigs, \u00fear sem 1 t\u00e1knar yngsta stig, 2 mi\u00f0stig og 3 unglingastig. Seinni t\u00f6lustafurinn s\u00fdnir st\u00edganda \u00ed n\u00e1msmarkmi\u00f0inu innan vi\u00f0komandi stigs. Framsetning n\u00e1msmarkmi\u00f0anna er ekki \u00e6tla\u00f0 a\u00f0 festa tiltekin n\u00e1msmarkmi\u00f0 vi\u00f0 \u00e1kve\u00f0na \u00e1rganga e\u00f0a bekki, heldur til a\u00f0 s\u00fdna m\u00f6gulega framvindu \u00ed \u00feekkingu, leikni og h\u00e6fni. Skipulagi\u00f0 veitir sk\u00f3lum og kennurum svigr\u00fam til a\u00f0 n\u00fdta n\u00e1msmarkmi\u00f0in me\u00f0 sveigjanlegum h\u00e6tti og sty\u00f0ur \u00feannig vi\u00f0 einstaklingsmi\u00f0a\u00f0 n\u00e1m.<\/p>\n\n\n\n

Kennarar geta \u00fev\u00ed n\u00fdtt n\u00e1msmarkmi\u00f0 af fyrri stigum til a\u00f0 m\u00e6ta \u00fe\u00f6rfum nemenda sem \u00feurfa meiri stu\u00f0ning, \u00f3h\u00e1\u00f0 aldri e\u00f0a \u00e1rgangi, og jafnframt n\u00fdtt n\u00e1msmarkmi\u00f0 af seinni stigum til a\u00f0 veita br\u00e1\u00f0gerum nemendum auknar \u00e1skoranir. \u00deannig geta n\u00e1msmarkmi\u00f0in \u00fej\u00f3na\u00f0 sem sameiginlegur rammi fyrir fj\u00f6lbreyttan nemendah\u00f3p og \u00f3l\u00edkar n\u00e1mslei\u00f0ir.<\/p>\n\n\n\n

Til a\u00f0 sk\u00fdra n\u00e1nar hvernig n\u00e1msmarkmi\u00f0um er \u00e6tla\u00f0 a\u00f0 sty\u00f0ja vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0in ver\u00f0a h\u00e9r tekin d\u00e6mi \u00far stu\u00f0ningsefninu af \u00f6llum \u00feremur aldursstigum grunnsk\u00f3lans. D\u00e6min s\u00fdna hvernig h\u00e6fnivi\u00f0mi\u00f0 eru brotin ni\u00f0ur \u00ed sk\u00fdrari og afmarka\u00f0ri n\u00e1msmarkmi\u00f0, hvernig st\u00edgandi er bygg\u00f0ur upp innan hvers aldursstigs og \u00e1 milli stiga, og hvernig \u00feessi framsetning skapar svigr\u00fam til a\u00f0 m\u00e6ta \u00f3l\u00edkum \u00fe\u00f6rfum nemenda og sty\u00f0ja vi\u00f0 einstaklingsmi\u00f0a\u00f0 n\u00e1m. \u00cd hverju d\u00e6mi m\u00e1 jafnframt sj\u00e1 lykilhugt\u00f6k, sk\u00fdringar, d\u00e6mi um kennsluh\u00e6tti og v\u00edsanir \u00ed lykilh\u00e6fni sem \u00e1samt n\u00e1msmarkmi\u00f0unum mynda heildst\u00e6\u00f0a umgj\u00f6r\u00f0 um vinnu me\u00f0 vi\u00f0komandi h\u00e6fnivi\u00f0mi\u00f0. N\u00e1msmarkmi\u00f0in gegna \u00fear hlutverki var\u00f0a \u00e1 lei\u00f0 nemenda a\u00f0 h\u00e6fninni og sty\u00f0ja kennara \u00ed markvissri skipulagningu n\u00e1ms, kennslu og n\u00e1msmats.<\/p>\n\n\n\n

Yngsta stig<\/h3>\n\n\n\n

\u00c1 yngsta stigi er h\u00e9r teki\u00f0 d\u00e6mi um h\u00e6fnivi\u00f0mi\u00f0i\u00f0 undir yfirheitinu S\u00e6tiskerfi: Nemandi getur nota\u00f0 tugakerfisrith\u00e1tt og s\u00fdnt skilning \u00e1 s\u00e6tiskerfi vi\u00f0 ritun n\u00e1tt\u00farulegra talna.<\/em><\/p>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0inu er skipt ni\u00f0ur \u00ed \u00ferj\u00e1 megin\u00fe\u00e6tti: skilning \u00e1 gildi talna \u00ed tugakerfi, notkun tugakerfisrith\u00e1ttar og ritun talna \u00ed tugakerfi. \u00cd samr\u00e6mi vi\u00f0 \u00feessa skiptingu eru sett fram n\u00e1msmarkmi\u00f0 \u00ed \u00feremur l\u00ednum, \u00fear sem hver l\u00edna var\u00f0ar einn megin\u00fe\u00e1tt og l\u00fdsir stigvaxandi kr\u00f6fum til h\u00e6fni nemenda \u00e1 lei\u00f0 a\u00f0 h\u00e6fnivi\u00f0mi\u00f0inu.<\/p>\n\n\n

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Mi\u00f0stig<\/h3>\n\n\n\n

\u00c1 mi\u00f0stigi er h\u00e9r s\u00fdnt stu\u00f0ningsefni fyrir h\u00e6fnivi\u00f0mi\u00f0i\u00f0 undir yfirheitinu N\u00e1mundun: Nemandi getur n\u00fdtt s\u00e9r n\u00e1mundun vi\u00f0 \u00fatreikninga me\u00f0 heilt\u00f6lum og tugabrotum.<\/em><\/em><\/p>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0inu er skipt ni\u00f0ur \u00ed fj\u00f3ra megin\u00fe\u00e6tti: n\u00e1mundun, a\u00f0 leggja mat \u00e1 ni\u00f0urst\u00f6\u00f0ur, \u00e1giskun og slumpreikning. \u00cd samr\u00e6mi vi\u00f0 \u00feessa skiptingu eru sett fram n\u00e1msmarkmi\u00f0 \u00ed fj\u00f3rum l\u00ednum, \u00fear sem hver l\u00edna var\u00f0ar einn megin\u00fe\u00e1tt og l\u00fdsir stigvaxandi kr\u00f6fum til h\u00e6fni nemenda \u00e1 lei\u00f0 a\u00f0 h\u00e6fnivi\u00f0mi\u00f0inu.<\/p>\n\n\n

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Unglingastig<\/strong><\/h3>\n\n\n\n

\u00c1 unglingastigi er teki\u00f0 fyrir d\u00e6mi um h\u00e6fnivi\u00f0mi\u00f0i\u00f0 undir yfirheitinu R\u00f6\u00f0un talna og talnamengi: Nemandi getur \u00fatsk\u00fdrt eiginleika \u00ed talnamengjum n\u00e1tt\u00farulegra talna, heilla talna, r\u00e6\u00f0ra talna og rauntalna.<\/em><\/p>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0inu er skipt ni\u00f0ur \u00ed sex megin\u00fe\u00e6tti: talnamengi, n\u00e1tt\u00farulegar t\u00f6lur, heilar t\u00f6lur, r\u00e6\u00f0ar t\u00f6lur, \u00f3r\u00e6\u00f0ar t\u00f6lur og mengjafr\u00e6\u00f0i. \u00cd samr\u00e6mi vi\u00f0 \u00feessa skiptingu eru sett fram n\u00e1msmarkmi\u00f0 \u00ed sex l\u00ednum, \u00fear sem hver l\u00edna var\u00f0ar einn megin\u00fe\u00e1tt og l\u00fdsir stigvaxandi kr\u00f6fum til h\u00e6fni nemenda \u00e1 lei\u00f0 a\u00f0 h\u00e6fnivi\u00f0mi\u00f0inu.<\/p>\n\n\n

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<\/p>\n\n\n\n

D\u00e6min h\u00e9r a\u00f0 framan s\u00fdna hvernig n\u00e1msmarkmi\u00f0in eru sett fram sem stigvaxandi v\u00f6r\u00f0ur \u00e1 lei\u00f0 nemenda a\u00f0 h\u00e6fninni, b\u00e6\u00f0i innan aldursstiga og \u00e1 milli \u00feeirra. \u00de\u00e1 er sk\u00fdrt hvernig h\u00e6gt er a\u00f0 byggja upp samfellu og st\u00edganda \u00ed n\u00e1mi \u00e1n \u00feess a\u00f0 n\u00e1msmarkmi\u00f0 s\u00e9u bundin vi\u00f0 \u00e1kve\u00f0na \u00e1rganga.<\/p>\n\n\n\n

Me\u00f0 \u00feessu skapast svigr\u00fam til a\u00f0 n\u00fdta n\u00e1msmarkmi\u00f0 \u00e1 sveigjanlegan h\u00e1tt, til d\u00e6mis me\u00f0 \u00fev\u00ed a\u00f0 sty\u00f0ja vi\u00f0 nemendur sem \u00feurfa meiri festu \u00ed grunnhugt\u00f6kum e\u00f0a veita br\u00e1\u00f0gerum nemendum auknar \u00e1skoranir \u00f3h\u00e1\u00f0 aldri e\u00f0a \u00e1rgangi. \u00deannig sty\u00f0ur framsetningin b\u00e6\u00f0i vi\u00f0 einstaklingsmi\u00f0a\u00f0 n\u00e1m og markvissa skipulagningu n\u00e1ms, kennslu og n\u00e1msmats.<\/p>\n\n\n\n

Endursko\u00f0un a\u00f0aln\u00e1mskr\u00e1r og vinnulag st\u00e6r\u00f0fr\u00e6\u00f0innar<\/strong><\/h2>\n\n\n\n

A\u00f0aln\u00e1mskr\u00e1 er endursko\u00f0u\u00f0 reglulega til samr\u00e6mis vi\u00f0 \u00fearfir og \u00fer\u00f3un sk\u00f3lasamf\u00e9lagsins. Vi\u00f0 endursko\u00f0un greinarsvi\u00f0s st\u00e6r\u00f0fr\u00e6\u00f0innar \u00e1ri\u00f0 2024 ur\u00f0u me\u00f0al annars talsver\u00f0ar breytingar \u00e1 flokknum Vinnulag st\u00e6r\u00f0fr\u00e6\u00f0innar<\/em>, \u00fear sem \u00fer\u00edr flokkar um almenn vi\u00f0mi\u00f0 um st\u00e6r\u00f0fr\u00e6\u00f0ilega h\u00e6fni voru sameina\u00f0ir \u00ed einn heildst\u00e6\u00f0an flokk.<\/p>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0 \u00ed vinnulagi st\u00e6r\u00f0fr\u00e6\u00f0innar eru f\u00e6rri en \u00e1\u00f0ur, en mikilv\u00e6gi \u00feeirra er \u00e1fram miki\u00f0 enda fl\u00e9ttast \u00feau inn \u00ed allt st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m. \u00dev\u00ed er mikilv\u00e6gt a\u00f0 kennarar s\u00e6ki einnig h\u00e6fnivi\u00f0mi\u00f0 og n\u00e1msmarkmi\u00f0 sem tengjast almennri h\u00e6fni \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed kafla 18 um lykilh\u00e6fni<\/em> og hafi kafla 17, Greinasvi\u00f0 \u2013 kennsla, n\u00e1m og n\u00e1msmat<\/em>, til hli\u00f0sj\u00f3nar vi\u00f0 skipulag n\u00e1ms og kennslu. Einnig er mikilv\u00e6gt a\u00f0 kynna s\u00e9r inngang a\u00f0 kafla 25 \u00fear sem fjalla\u00f0 er um menntagildi og megintilgang st\u00e6r\u00f0fr\u00e6\u00f0i og settar fram lykil\u00e1herslur sem hafa ber \u00ed huga vi\u00f0 skipulag n\u00e1ms og kennslu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n\n\n\n

\u00cd  myndbandinu St\u00e6r\u00f0fr\u00e6\u00f0i \u2013 A\u00f0aln\u00e1mskr\u00e1 grunnsk\u00f3la<\/em><\/a> er fari\u00f0 vel yfir helstu breytingar sem ger\u00f0ar voru \u00e1 kaflanum um st\u00e6r\u00f0fr\u00e6\u00f0i vi\u00f0 endursko\u00f0unina.<\/p>\n\n\n\n

Reiknihugsun og forritun<\/strong><\/h2>\n\n\n\n

Vi\u00f0 endursko\u00f0un a\u00f0aln\u00e1mskr\u00e1rinnar \u00e1ri\u00f0 2024 voru h\u00e6fnivi\u00f0mi\u00f0 um reiknihugsun og forritun sett fram \u00ed fyrsta sinn sem hluti af st\u00e6r\u00f0fr\u00e6\u00f0ihluta a\u00f0aln\u00e1mskr\u00e1r grunnsk\u00f3la \u00e1 \u00cdslandi. \u00deessi h\u00e6fnivi\u00f0mi\u00f0 n\u00e1 til allra aldursstiga og eru hluti af flokknum Vinnulag st\u00e6r\u00f0fr\u00e6\u00f0innar<\/em>. \u00dear sem \u00feau marka n\u00fdja \u00e1herslu innan st\u00e6r\u00f0fr\u00e6\u00f0innar og fela \u00ed s\u00e9r vi\u00f0fangsefni sem margir kennarar hafa takmarka\u00f0a reynslu af, er s\u00e9rst\u00f6k \u00e1st\u00e6\u00f0a til a\u00f0 fjalla n\u00e1nar um \u00feau h\u00e9r.<\/p>\n\n\n\n

Ger\u00f0 n\u00e1msmarkmi\u00f0a fyrir \u00feessi h\u00e6fnivi\u00f0mi\u00f0 reyndist fl\u00f3ki\u00f0 verkefni, me\u00f0al annars vegna skorts \u00e1 kennsluefni og verkefnum \u00e1 \u00edslensku. Vi\u00f0 vinnuna var me\u00f0al annars stu\u00f0st vi\u00f0 efni fr\u00e1 Opnu Menntafl\u00e9ttunni <\/em>og fengnir voru s\u00e9rfr\u00e6\u00f0ingar \u00e1 \u00feessu svi\u00f0i til a\u00f0 fara yfir n\u00e1msmarkmi\u00f0in og veittu \u00feeir g\u00f3\u00f0ar og gagnlegar \u00e1bendingar.<\/p>\n\n\n\n

Vi\u00f0 yfirfer\u00f0 h\u00e6fnivi\u00f0mi\u00f0anna kom jafnframt \u00ed lj\u00f3s a\u00f0 h\u00e6fnivi\u00f0mi\u00f0 reiknihugsunar og forritunar \u00e1 mi\u00f0stigi eru ekki \u00ed fullu samr\u00e6mi vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0in \u00e1 yngsta stigi og unglingastigi. Til a\u00f0 vi\u00f0halda stigvaxandi samfellu voru \u00fev\u00ed sett fram n\u00e1msmarkmi\u00f0 fyrir \u00f6ll stig \u00ed takt vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0 yngsta stigs og unglingastigs, \u00fer\u00e1tt fyrir a\u00f0 \u00feau falli ekki a\u00f0 \u00f6llu leyti a\u00f0 h\u00e6fnivi\u00f0mi\u00f0i mi\u00f0stigs.<\/p>\n\n\n\n

A\u00f0 mati h\u00f3psins er nau\u00f0synlegt a\u00f0 setja fram skilmerkilegar skilgreiningar \u00e1 hugt\u00f6kunum reiknihugsun<\/em> annars vegar og forritun<\/em> hins vegar og fylgja \u00feessum h\u00e6fnivi\u00f0mi\u00f0um vel \u00far hla\u00f0i me\u00f0 markvissum stu\u00f0ningi vi\u00f0 kennara. \u00cd \u00fev\u00ed samhengi m\u00e1 nefna a\u00f0 \u00ed n\u00fdlegri grein sem heitir Reiknirit, reiknihugsun og forritun: N\u00fdjar \u00e1herslur \u00ed n\u00e1mskr\u00e1<\/a><\/em>, og birtist \u00ed Sk\u00f3la\u00fer\u00e1\u00f0um, \u00fatsk\u00fdra Bjarnhei\u00f0ur Kristinsd\u00f3ttir, Freyja Hreinsd\u00f3ttir og Ing\u00f3lfur G\u00edslason vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00cd og J\u00f3hann \u00d6rn Sigurj\u00f3nsson hj\u00e1 MMS hva\u00f0 hugt\u00f6kin fela \u00ed s\u00e9r og gefa d\u00e6mi um verkefni. Greinin hefur l\u00edka veri\u00f0 birt \u00e1 vef Flatarm\u00e1la<\/a> me\u00f0 g\u00f3\u00f0f\u00faslegu leyfi h\u00f6funda og umsj\u00f3narmanns Sk\u00f3la\u00fer\u00e1\u00f0a. \u00de\u00e1 er vert a\u00f0 benda \u00e1 n\u00e1mskei\u00f0 \u00e1 vegum Opnu Menntafl\u00e9ttunnar, t.d. St\u00e6r\u00f0fr\u00e6\u00f0i og forritun<\/a> sem hentar fyrir kennara \u00e1 mi\u00f0stigi og unglingastigi.<\/p>\n\n\n\n

Samspil h\u00e6fnivi\u00f0mi\u00f0a, n\u00e1msmarkmi\u00f0a og n\u00e1msmats<\/strong><\/h2>\n\n\n\n

H\u00e6fnivi\u00f0mi\u00f0 a\u00f0aln\u00e1mskr\u00e1r eiga a\u00f0 vera lei\u00f0arlj\u00f3s \u00ed kennslu og n\u00e1msmati. N\u00e1msmarkmi\u00f0in eru sett fram til a\u00f0 sty\u00f0ja vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0in og hj\u00e1lpa kennurum a\u00f0 halda jafnv\u00e6gi milli daglegra markmi\u00f0a og langt\u00edmamarkmi\u00f0a n\u00e1mskr\u00e1rinnar. Segja m\u00e1 a\u00f0 h\u00e6fnivi\u00f0mi\u00f0in s\u00e9u yfirgripsmeiri og gefi hugmynd um hvert eigi a\u00f0 stefna og hva\u00f0 eigi a\u00f0 f\u00e1st vi\u00f0 \u00e1 me\u00f0an n\u00e1msmarkmi\u00f0in eru undirsta\u00f0a skipulagningar n\u00e1ms og kennslu.<\/p>\n\n\n\n

Me\u00f0 stu\u00f0ningsefninu er l\u00f6g\u00f0 \u00e1hersla \u00e1 fj\u00f6lbreytt og merkingarb\u00e6rt n\u00e1m \u00fear sem nemendur f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 leysa vi\u00f0fangsefni \u00e1 \u00f3l\u00edkan h\u00e1tt, beita skapandi hugsun, r\u00f6ksemdaf\u00e6rslu og \u00edgrundun og tj\u00e1 sig um st\u00e6r\u00f0fr\u00e6\u00f0ileg hugt\u00f6k. Sl\u00edk n\u00e1lgun skapar jafnframt forsendur fyrir fj\u00f6lbreytt n\u00e1msmat, \u00fear sem metin er h\u00e6fni nemenda \u00ed samhengi vi\u00f0 vi\u00f0fangsefni og vinnulag, fremur en einungis einst\u00f6k atri\u00f0i e\u00f0a afmarka\u00f0a \u00feekkingu.<\/p>\n\n\n\n

Vel skilgreind n\u00e1msmarkmi\u00f0 au\u00f0velda kennurum a\u00f0 sj\u00e1 hva\u00f0a lei\u00f0ir \u00ed n\u00e1msmati eru vi\u00f0eigandi og leggja grunn a\u00f0 matsvi\u00f0mi\u00f0um sem gefa raunh\u00e6fa mynd af h\u00e6fni nemenda. N\u00e1msmarkmi\u00f0in geta \u00feannig n\u00fdst kennurum sem stu\u00f0ningur vi\u00f0 m\u00f3tun n\u00e1msmats, \u00e1n \u00feess a\u00f0 skyggja \u00e1 h\u00e6fnivi\u00f0mi\u00f0in sj\u00e1lf. Me\u00f0 \u00fev\u00ed a\u00f0 tengja dagleg verkefni, umr\u00e6\u00f0u, vinnuferli og afrakstur nemenda vi\u00f0 h\u00e6fnivi\u00f0mi\u00f0 er stu\u00f0la\u00f0 a\u00f0 n\u00e1msmati sem er \u00ed takt vi\u00f0 markmi\u00f0 n\u00e1mskr\u00e1rinnar og sty\u00f0ur vi\u00f0 n\u00e1m nemenda til lengri t\u00edma.<\/p>\n\n\n\n

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H\u00e6fnivi\u00f0mi\u00f0, n\u00e1msmarkmi\u00f0 og n\u00e1msmat fjalla \u00f6ll um s\u00f6mu n\u00e1ms\u00fe\u00e6tti og eru n\u00e1tengd \u00ed skipulagi n\u00e1ms og kennslu. H\u00e6fnivi\u00f0mi\u00f0in setja rammann og skapa samfellu \u00ed n\u00e1mi nemenda, n\u00e1msmarkmi\u00f0in gera kennslu og n\u00e1m s\u00fdnileg \u00ed daglegu sk\u00f3lastarfi og sty\u00f0ja samtal vi\u00f0 nemendur, en n\u00e1msmat felur \u00ed s\u00e9r a\u00f0 leggja mat \u00e1 \u00fea\u00f0 hvort og me\u00f0 hva\u00f0a h\u00e6tti nemendur hafi n\u00e1\u00f0 \u00feeirri h\u00e6fni sem stefnt var a\u00f0. Vi\u00f0 skipulag kennslu er mikilv\u00e6gt a\u00f0 horfa \u00e1 \u00feessa \u00fe\u00e6tti sem heild, jafnframt \u00fev\u00ed a\u00f0 vera me\u00f0vitu\u00f0 um \u00f3l\u00edkt hlutverk \u00feeirra og notkun \u00ed mismunandi samhengi. N\u00e1nari umfj\u00f6llun um tengsl h\u00e6fnivi\u00f0mi\u00f0a, n\u00e1msmarkmi\u00f0a og n\u00e1msmats<\/a> m\u00e1 lesa \u00e1 vef a\u00f0aln\u00e1mskr\u00e1r.<\/p>\n<\/div>\n\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

Lykilhugt\u00f6k: h\u00e6fnivi\u00f0mi\u00f0, n\u00e1msmarkmi\u00f0, matsvi\u00f0mi\u00f0. <\/em>
Mynd af vef a\u00f0aln\u00e1mskr\u00e1r.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

Einnig er vert a\u00f0 benda \u00e1 grein J\u00f3hanns Arnar Sigurj\u00f3nssonar, A\u00f0 meta framfarir \u00ed \u00fe\u00e1gu n\u00e1ms: Matsferill \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i <\/a><\/em>sem birtist \u00ed Flatarm\u00e1lum <\/em>\u00ed j\u00fan\u00ed 2025. \u00dear er fjalla\u00f0 um \u00fer\u00f3un Matsferils \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og hvernig n\u00e1msmat tengist h\u00e6fnivi\u00f0mi\u00f0um, framvindu nemenda og skipulagi kennslu. \u00cd grein J\u00f3hanns kemur me\u00f0al annars fram a\u00f0 matsrammar fyrir st\u00f6\u00f0lu\u00f0 pr\u00f3f \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i fylgi gjarnan l\u00edkani sem skilgreinir b\u00e6\u00f0i efnislegt inntak og hvers konar f\u00e6rni nemandi \u00fearf a\u00f0 s\u00fdna. Matsrammi Matsferils \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i byggir \u00e1 sl\u00edkum matsramma en f\u00e6rni\u00fe\u00e6ttir matsrammans \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i eru \u00fer\u00edr: kunn\u00e1tta, beiting og r\u00f6k og greining. J\u00f3hann l\u00fdsir \u00feeim svona \u00ed mj\u00f6g stuttu m\u00e1li:<\/p>\n\n\n\n