Lower Secondary Teacher Education Grades 5-10, Online and Schoolbased

Studieplaner

Språk/Language:

Lower secondary teacher education grades 5-10, online and schoolbased

Level of qualification Bachelor degree

ECTS credits 240

Programme duration 4 years

Mode of study Full Time

Study place Bodø

Responsible faculty Faculty of Professional Studies

Study programme director Eirin Furre Moan

E-mail address [email protected]

Telephone 7551 7810

Student advisor Gisle Pettersen

Language of instruction Norwegian

Admission requirements

Higher Education Entrance Qualification (for Master programmes also completed Bachelor´s degree equivalent to a Norwegian Bachelor´s degree) Language requirement If relevant, specialization defined by the programme:

Required minimum grade 3 in mathematics at further education level and Norwegian (14 hours per week), and a minimum of 35 school points. The grade requirement also applies to qualifications for applicants over 25 years old with documented real life and work experience. Students, who just meet the minimum admission requirements in mathematics, must be aware that the content of these courses, 5-10, are demanding. It is recommended that students read the course descriptions carefully so that they are familiar with the requirements.

Specific arrangements for recognition of prior learning

If an applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, they may apply for recognition of this competence in order to fulfill the admission requirements.

Programme evaluation

The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university’s quality assurance system.

Assessment methods

Various forms of assessment are deployed in the study program (see course description for each subject / course). Most courses are assessed using an examination with full grading (A-F).

To ensure the quality of professional education it is required that the student has to pass all courses in the first year in order to start the fall semester the third year. Students are not given priority to admission on the fourth year, until the courses from the second year are completed.

Suitability assessment: University of Nordland is responsible for assessing whether student teachers are qualified for the teaching profession. Ongoing assessment takes place continuously throughout the programme, and advice and guidance on necessary areas for improvement, or any advice to leave the educational programme, should be given as early as possible. There are separate regulations for suitability assessment in teacher education (http://www.lovdata.no/for/sf/kd/kd-20060630- 0859.html - only in Norwegian).

Examination regulations, assessment and grading:

Examination regulations can be found in”regulations for studies and exams at University of Nordland (UiN)” as well as the special regulations “Regulations for examination candidates at UiN”. The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes “failed”. Grades can also be given as: ”passed” /”not passed” or ”approved”/ ”not approved”.

Qualifications requirements and regulations

The programme plan is based on the following regulations:

”National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1 – 7 and Years 5 – 10” (http://www.regjeringen.no/en/dep/kd/documents/legislation/regulations/2010/national-curriculum-regulations-for-diff.html?id=594357) , issued by The Ministry of Education 01.03.10 ”National Guidelines for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years 1–7 and Years 5–10” (http://www.regjeringen.no/upload/KD/Vedlegg/UH/forskrifter/Guidelines_Differentiated_Teacher_Education.pdf) The Education Act (http://lovdata.no/all/nl-19980717-061.html – only in Norwegian) Current curriculum for primary schools (http://www.regjeringen.no/en/dep/kd/Selected-topics/compulsory-education/Knowledge-Promotion.html?id=1411).

Graduation requirements

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Studieplaner

The Examination Regulations of University of Nordland regulate the graduation requirements for each programme.

Costs

No special costs except semester registration fee and syllabus literature.

Introduction

General Teacher Education is a vocational professional education that combines education in subjects and didactics, supervised practice and critical reflection. The programme will both develop students' skills to cope with challenges in their profession, and contribute to personal development and education.

Being a teacher requires knowledge, skills and expertise in a number of areas that can be acquired through academic and educational specialization, challenging issues of academic, pedagogical and didactic character, as well as through participation in practical training.

General description and profile of the programme

General Teacher Education 5-10 is a full-time study programme with a flexible organization that allows students to study from home to a large extent. The study is based on physical sessions at the University of Nordland (approx. 6-8 weeks a year), as well as web-based teaching and other work between meetings. Further information can be found in the various course plans.

Introduction of entrepreneurial and active learning methods and techniques are emphasized, and lessons are organized in various ways, including through lectures / web lectures, assignment seminar / web-seminar, discussion groups, counseling, etc. Part of the education is compulsory and students must also be prepared that some of the web-based work can take place during the day (approximately one working day per week).

Practical training is conducted at schools with which University of Nordland has an agreement.

Compulsory subjects: pedagogy and student knowledge (60 ECTS)

At the University of Nordland the students choose either Norwegian or Mathematics (60 ECTS) the first two years of study The programme must include at least three subjects (with the exception of transfer to the master program after the third year) One subject can in the fourth year be replaced by a school relevant subject of 30 ECTS In the transition to the master program after the third year, the first year of the master programme replaces subjects in the fourth year

Below are the optional subjects outlined, with some reservations (see "Regulations governing studies and examinations at the University of Nordland" § 9.4 and § 12).

Elective 1 (60 ECTS): Norwegian or Mathematics Elective 2 (60 ECTS): Food and health, Arts and crafts, Music or Religion Elective 3 (60 ECTS): English, Science, Physical education or Spanish, or two subjects, election 3 and 4 (30 ECTS each): English, Science, Physical education, Spanish or a school relevant subject

Practical training is compulsory and must be supervised, evaluated and varied throughout the program.

Learning outcomes

This programme qualifies teachers to pursue challenging and complex work in a society characterized by diversity and change. The learning outcomes are formulated based on the national qualifications framework. The candidate should have the following learning outcomes defined as knowledge, skills, and general competence, as a foundation for work in schools and further skills development.

A newly qualified teacher should on successful completion of the programme:

have solid academic and didactic knowledge in the subjects included in the education

have knowledge of working with pupils' basic skills in different areas: oral skills, reading, writing , numeracy and use of digital tools within and across disciplines

can facilitate progress in the basic skills in the training adapted to pupils in step 5-10 have knowledge of the overall training course, with emphasis on the transition from primary education to secondary, and lower secondary to upper secondary education

KNOWLEDGE The candidate should on successful completion of the programme

have knowledge of the school and the profession's uniqueness, history, development and place in society have knowledge of the legal system, including the school's purpose, values, curriculum and pupils' different rights have knowledge of curriculum work and school as an organization have knowledge of children's and adolescents' learning, development and education in different social, multicultural and multilingual contexts have knowledge of classroom management and classroom environment and the development of good relations with and between students have knowledge of the importance of and requirements for good communication and good cooperation between school and home have knowledge of a wide repertoire of ways of working, learning resources and learning contexts and the relationship between goals, content, working methods, assessment and pupils qualifications have knowledge of children's and adolescents' environment, gender and identity work have knowledge of children in difficult situations and about children's rights in a national and international perspective have knowledge of national and international research and development relevant to the teaching profession

SKILLS The candidate on successful completion of the programme:

can independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research and experience-based knowledge can facilitate and lead good and creative learning environments

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Studieplaner

can enable aesthetic expression, experience and understanding can adapt instruction to pupils’ different abilities and talents, interests and socio-cultural background, motivate the desire to learn through clarifying learning goals and use various ways of working for their students to achieve the goals can assess and document pupils learning and development in relation to course objectives, provide feedback to promote learning and help students to assess their own learning understand the societal perspectives related to technology and media development (safe use, privacy, freedom of speech) and can help ensure that children and young people develop a reflective attitude to digital arenas can critically reflect on personal and school practice in the further development of the teacher's role and professional ethics master the Norwegian language, both spoken and written in both forms of Norwegian: Bokmål and Nynorsk, and can use language in a qualified way in the professional context can evaluate and use relevant research findings and implement systematic development may, in collaboration with parents and professional instances identify the needs of pupils and take appropriate action can facilitate the development of skills in entrepreneurship and for local labor, community and cultural involvement in education has a good understanding of global issues and sustainable development

GENERAL COMPETENCE The candidate on successful completion of the programme

can contribute to the professional learning community with a view to further development of good practice and a professional ethics platform can promote democracy, democratic participation and critical reflection adapted to the specific grade can contribute to strengthening the international and multicultural dimensions of the school's work and contribute to the understanding of the Sami people's status as indigenous people identify their own needs for learning and skills in relation to the teaching profession has expertise for change and development as the basis for meeting future school needs

Study programme plan

2012 Autumn 2013 Spring 2013 Autumn 2014 Spring 2014 Autumn 2015 Spring 2015 Autumn 2016 Spring Lower secondary teacher education grades 5-10, online and schoolbased Mandatory courses (60 ECTS-credits)

Pedagogy and pupil knowledge 1 Pedagogy and pupil knowledge 2 Pedagogy and pupil knowledge 4 - Bachelor´s thesis

Pedagogy and pupil knowledge 3

Elective courses (10 ECTS-credits)

Knowlegde, ethics and humanity Elective courses 1 Norwegian for Teacher Education 5-10 Mandatory courses (60 ECTS-credits)

Norwegian Norwegian Norwegian Norwegian Language 1A Language 1B Language 2A Language 2B

Matematics for Teacher Education 5-10 Mandatory courses (60 ECTS-credits) Matematics 2A, grade 5- Matematics Matematics 10; 2A, grade 5- 1A, grade 5- Matematics Mathematics 10; 1B, grade 5- 10; Number 2A, grade 5- Mathematics 10; Geometry, 10; theory, 2B, grade 5- statistics and algebra and Quantitative 10; Analysis, probability and functions proofs in qualitative mathematics methods. Researc Elective courses 2 RLE for Teacher Education 5-10 Mandatory courses (60 ECTS-credits)

Religious diversity and Christianity, general philosophy multiculturalism and ethics RLE 2B - East RLE 2A - encountering Traditions and West. The texts meeting of religions

Arts and crafts for Teacher Education 5-10 Mandatory courses (60 ECTS-credits)

Art and craft Art and craft 2B 2A

Food and Health for Teacher Education 5-10 Mandatory courses (60 ECTS-credits)

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Studieplaner

Food and health 1A - Nutrition, Food and health 1 - Nutrition, life life style and culture style and culture Food and Food and health 2A health 2B

Music for Teacher Education 5-10 Mandatory courses (60 ECTS-credits)

Music in school 1A Music in school 1B

Music in school 2

Elective courses 3 (60 ECTS-credits)

Elective courses 3

Practice (0 ECTS-credits)

Teaching practice grades 5-10

Student Exchange

The 7th semester is an international semester in which students are encouraged to take a semester at one of our partner institutions abroad.

Further education

After three years of study, the student can apply for a two-year master. The Faculty of Professional Studies provides further information about the requirements.

Professional and occupational prospects

This programme qualifies for work in schools at intermediate and secondary level. The breadth and flexibility of the programme also provide a good basis to work in other professions such as school administration, media and in various types of personnel and information work.

Qualification awarded

Lower secondary teacher for grades 5-10.

Last updated by: Peter Glanfield, 2012-09-10 13:21 « Back Emner 1st year of study

Språk/Language:

Knowlegde, ethics and humanity - EX140L

ECTS Credits: 10

Level of course: Introductory Level

Type of course: Compulsory, elective in some programmes

Duration: 1 semester

Study start: Autumn 2012

Year of study: 1st or 2nd

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: James McGuirk

E-mail address: [email protected]

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Studieplaner

Costs: No costs except semester registration fee and syllabus literature.

Course contents:

The course handles fundamental questions concerning knowledge, science, human life and ethics. In a wider context, it is intended that the themes and texts studied will allow the student to develop the critical ability for evaluation of the presuppositions and established truths of their own chosen field of practice. Amongst the themes treated on the course are the following:

Science and the concept of knowledge The relationship between theoretical and practical knowledge Knowledge and context Knowledge and history Experience and reflection Ethics and human life Deontological ethics Utilitarianism Virtue ethics The relationship between human rationality and biology, the unconscious etc.

Learning outcomes:

The course encourages critical thinking and provides learning outcomes related to the fundamental presuppositions that shape our understanding of knowledge, science, ethics and human life.

The overall learning outcome of the course is to raise the student’s consciousness regarding their own role and contribution with regard to their education and future practice. It is intended that the discussions and themes raised on the course will enable the student to develop a critical perspective in and on his/her own education.

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Yes

Prerequisites:

None

Recommended previous knowledge:

N/A

Mode of delivery:

Web-based

Learning activities and teaching methods:

Lectures and seminars.

Assessment methods and criteria:

Students are obliged to attend and participate in 2-3 seminars and to follow lectures.

The final exam consists of a written school exam to be evaluated using the regular Norwegian grading system A-F.

Work placement:

N/A

Recommended or required reading:

Svendsen, Lars Fr. H. & Simo Säätelä, Det sanne, det gode og det skjønne: En innføring i filosofi (Oslo: Universitetetsforlag, 2007)

EX140L Compendium.

The reading list is subject to amendments at semester start

Study progression requirement:

N/A

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Studieplaner

Overlapping courses: The following courses gives reduction in ECTS-points: EX100 Kunnskap, menneskesyn og etikk, 5 ECTS-credits EX120E-001 000 Examen philosophicum - skoleeksamen, 4 ECTS-credits EX120E-002 Examen philosophicum - Oppgave, 6 ECTS-credits EX120E-1 Examen philosophicum, 10 ECTS-credits EX120E-2 Examen philosophicum, 10 ECTS-credits EX121E-001 Examen philosophicum - Skoleeksamen, 4 ECTS-credits EX121E-002 Examen philosophicum - Oppgave, 6 ECTS-credits EX121E-1 Examen philosophicum, 10 ECTS-credits EX121E-2 Examen philosophicum, 10 ECTS-credits Språk/Language:

Matematics 1A, grade 5-10; Number theory, algebra and functions - MA132L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 1 semester

Study start: Autumn 2012

Year of study: 1st year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Per Ravna

E-mail address: [email protected]

Costs: In addition to semester registration fee and syllabus literature there will be need for a calculator, approx.1200 NOK.

Course contents:

The course covers the following main topics:

Number theory

Algebra and equations

Functions, the concept

Elementary functions

Theory of mathematics didactics, both generally and especially for the topics listed above.

Learning outcomes:

KNOWLEDGE

The student will on successful completion of the course:

have broad knowledge of teaching mathematics for levels 5-10; special for this course is numeracy, the transition from arithmetic to algebra, algebra, and functions have knowledge about central ideas, concepts, teaching sentences, and ways of working within the mathematical topics numbers, algebra and functions have broad knowledge of the content of the curriculum for levels 5-10 and how to apply this knowledge have knowledge of methodical applications of teaching mathematics have knowledge about different aids to use in teaching mathematics, for instance ICT, both the possibilities and limitations. have knowledge about the history of mathematics, especially the development of functions

SKILLS

The student will on successful completion of the course:

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Studieplaner

be able to plan, teach and evaluate mathematics teaching for grade 5-10, focusing on variation and pupils´ activity with respect to research, theory and practise demonstrate practical knowledge in oral and written communication in mathematics be able to use and evaluate mapping tests and different ways of observation to apply adapted teaching be able to locate and accept pupils´ contributions and challenge them in order to promote learning and understanding be able to prevent and discover problems in learning mathematics

GENERAL COMPETENCE

The student will on successful completion of the course:

be able to understand the importance of mathematics as common knowledge for participation in society

be able to communicate mathematical knowledge in an appropriate way

Especially recommended elective courses:

N/A.

Offered as a free-standing course:

N/A.

Prerequisites:

See programme plan for GLU 5-10

Recommended previous knowledge:

N/A.

Mode of delivery:

Face-to-face and distance learning

Learning activities and teaching methods:

Face-to-face lectures on campus. In addition there will be given information and tutoring via the Internet (Fronter). This will especially focus on the main way of teaching for students following the distance learning course.

Assessment methods and criteria:

The assessment sytem is divided into three parts:

1. A requirement of compulsory participation in every seminar group. The assessment is approved/not approved and it is not part of the grade. More than 20% absence means not approved and no final grade in MA138L 000

2. A portfolio assessed as passed/failed and not forming part of the grade. The portfolio content consists of mathematics texts and mathematics didactics. If the portfolio is assessed not passed, there will not be given a final grade in MA138L 000

3. A 5-hour written examination with the regular Norwegian grading system (A-F). Learning aids: calculator and LK06.

Work placement:

See programme plan for GLU 5-10

Recommended or required reading:

The reading list is subject to amendments at semester start.

Hovedlitteratur:

Bjørnestad, Ø., Kongelf, T. R. & Myklebust, T. (2006). Alfa - Matematikk for allmennlærerutdanningen: Fagbokforlaget. Kap. 1 - 4

Hansen, H. C., Skott, J. & Jess, K. (2008). Matematik for lærerstuderende. Delta: fagdidaktik: Forlaget Samfundslitteratur. Kap. 2, 3, 4, 7 og 9

Kartlegging av matematikkforståelse: Veiledning til tall og tallregning, Veiledning til funksjoner, Veiledning til algebra. Læringssenteret

Støttelitteratur:

Bergsten, C., Häggström, J. & Lindberg L. (1997). Nämaren Tema: Algebra för alla: NCM/Nämnaren forlag. Kap 1 - 5

Brekke, G. (2002). Kartlegging av matematikkforståelse: Introduksjon til diagnostisk undervisning i matematikk. Læringssenteret

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Studieplaner

Study progression requirement:

N/A.

Overlapping courses: The following courses gives reduction in ECTS-points: MA120L Matematikk, 10 ECTS-credits Språk/Language:

Food and health 1A - Nutrition, life style and culture - MH180L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: Two semesters

Study start: Autumn 2012

Year of study: 1st

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Jan Arne Pettersen

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature, approx. 1000 NOK per year

Course contents:

The subject food and health in primary teacher education is a general education course in the field of practical and aesthetic professional subjects and prepares students for teaching the subject in 5th – 10th grade at primary school. Students develop expertise in the field of nutrition, health and cultural dimension. Students acquire knowledge and skills that enable children and young people to make health promotion and disease prevention diet choices. The subject also enables children and young people to act as responsible consumers in the food field, and give them an understanding of the cultural meaning of food and meals, for individuals and society. Food and health in primary school is a general education course that contributes to students' overall development and learning. Learning processes largely centre round practical and aesthetic creative actions providing a basis for reflection and understanding

Contents: • The subject's history and key policy documents • Food and health in today's curriculum • Didactic components for planning and implementation of teaching the subject • Developments in the Norwegian diet and Norwegian nutrition policy • Diet among children and young people • Food Knowledge • Nutrition Education / Norwegian nutrition policy • Nutritional Epidemiology • Food safety • Cost Planning • Various meals and meal traditions • Practical cooking • Diet-related diseases

Learning outcomes:

KNOWLEDGE

The student will on successful completion of the course:

• have knowledge of the main points in the history and content of the key management document governing the learning process in food and health in primary school • have knowledge of how didactic categories aims, content, learner prerequisites, constraints and evaluation are included in the planning, implementation and evaluation of student learning activities in food and health • have knowledge of how the basic skills can be expressed orally and in writing, as well as reading and arithmetic and to be able to use digital tools affect students' learning in the subject at various stages • have knowledge of key aspects of development in the Norwegian diet, background and the main content of Norwegian nutrition policy and the national dietary

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Studieplaner

recommendations and nutritional recommendations • have knowledge of the major nutritional challenges for children and adolescents and how to prepare students for a healthy diet • have knowledge of food groups and different labeling schemes for food, safe food, how food safety can be ensured in the food chain and how the school can ensure food safety in its operation • have knowledge of different meal traditions in a multicultural perspective • have knowledge of how the processing of foods and the composition of food affects the nutritional quality of the meal

SKILLS

The student on successful completion of the course:

• can account for the turnover of nutrients and their impact on health, and can communicate this knowledge to the various players in the school • can lead learning activities in food and health by differentiating and varying the teaching, and by implementing learning-oriented assessment practices, using work methods that promote pupils' curiosity, creativity and ability to work systematically with academic issues • can plan and prepare safe and appealing foods in accordance with national dietary recommendations • can use the diversity of the student group as a resource and facilitate cooking for pupils with different needs • can use digital tools to calculate the nutrient content and assess the nutritional quality of food • can be a good role model for students in relation to different cultural and social contexts meal • can find, read and review the content of scientific articles and reports relevant to the food and health • can transform scientific discoveries into practical advice on diet • can evaluate claims about food, nutrition and health and assess different teaching materials relevant to the subject •can plan, implement and evaluate learning activities in food and health from the curriculum intent and content • can specify and integrate the goals of the curriculum in interdisciplinary subjects • can use technical language and guide students in development of academic language

GENERAL COMPETENCE

The student on successful completion of the course:

• can convey key subject matter, problems and solutions and contribute to the development of a professional teacher role • can help to create a good learning environment and develop good relationships with and between students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face

Learning activities and teaching methods:

Food and Health includes both theoretical and practical topics. The course adds greatly to the theory that integrates the subject's practical aspects. Study work provides knowledge of and experience with similar work in primary schools. Through the different working methods, students gain experience of different ways of arranging the subject matter. Important work on this course is individual work, group work, lectures, independent study and practical kitchen work. The programme is supported by individual and group counseling, and use of the study support programme Fronter.

The course includes practical and method/didactic tasks provided for evaluation at stated deadlines. The tasks are performed in groups or individually. In connection with the practical lessons lesser tasks will be given. The work performed is considered part of the collaboration between the teacher and the students

Practice is part of the food and health in teacher education and experience students do in practice. This forms the starting-point for discussion and analysis in the study. A clarification and specification of the work in connection with practice periods is described in the practice plan

Assessment methods and criteria:

The following assessment forms are used:

Exam: Requirements: • The student participates in at least 80% of the practical lessons. • The student will 1.semester deliver / present works related to science topics. 20% weighting of the grade

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Studieplaner

Examination: Practical exam 80% weighting of the grade (A - F) All components must be passed before a final grade is awarded in the subject

Work placement:

N/A

Recommended or required reading:

Elling Bere og Nina C Øverby (2011): Om mat og ernæring. Høyskoleforlaget

ISBN: 978-82-7634-848-4

A. Holthe og B. U. Wilhelmsen (red.) (c2009): Mat og helse i skolen : en fagdidaktisk innføring. Bergen : Fagbokforl. ISBN 978-82-450-0824-1

Korsnes, Bjørg (2009): Mat og helse. Oslo : Cappelen ISBN 978-82-02-30454-6

Nasjonalt råd for ernæring (2011): Kostråd for å fremme folkehelsen og forebygge kroniske sykdommer : metodologi og vitenskapelig kunnskapsgrunnlag. Oslo : Helsedirektoratet http://www.helsedirektoratet.no/vp/multimedia/archive/00322/Kostr_d_for fremm_322509a.pdf Gratis nettressurs

Mattilsynet, Sosial- og helsedirektoratet, UiO (2008): Matvaretabellen. Oslo : Gyldendal ISBN 978-82-05-38086-8 http://www.matportalen.no/matvaretabellen Gratis nettressurs

Helsedirektoratet (2010): Utviklingen i norsk kosthold 2010. Oslo http://www.helsedirektoratet.no/vp/multimedia/archive/00323/Utviklingen_i_norsk_323649a.pdf Gratis nettressurs

Oppskrift for et sunnere kosthold : handlingsplan for bedre kosthold i befolkningen (2007-2011) (2007). Oslo : Departementene http://www.regjeringen.no/upload/kilde/hod/prm/2007/0006/ddd/pdfv/304657-kosthold.pdf Gratis nettressurs

Matportalen : råd til spesielle grupper. Oslo http://www.matportalen.no/rad_til_spesielle_grupper/ Gratis nettressurs

Amland, A.G. ...( et al.) (2007): Kokebok for alle : fra boller til burritos. Oslo : Sosial-og helsedirektoratet ISBN 978-82-05-37765-3 , ISBN 978-82-05-37778-3 Utdeles gratis til studenter

Læreplanverket for Kunnskapsløftet (2006). Oslo : Kunnskapsdepartementet ; Utdanningsdirektoratet ISBN 82-486-0397-0 http://www.norway.gr/PageFiles/372262/Kunnskapsloftet.pdf Gratis nettressurs

En grunnleggende kokebok som inneholder matvarekunnskap og matlagingsteknikker. F.eks "Cappelens nye kokebok", "Aschehougs store kokebok", "Gyldendals store kokebok".

Study progression requirement:

The coursework must be approved in order to take the exam.

Requirements: Food and Health 1 (15 + 15 credits) must be passed before one can start with the food and health 2

Språk/Language:

Music in school 1A - MU180L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 2 semesters

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Studieplaner

Study start: Autumn 2012

Year of study: 1st

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Rune Asgeir Mathisen

E-mail address: [email protected]

Costs: No tuition costs. Semester fee. Literature and data equipment, plus any purchase of instruments.

Course contents:

Music education

Planning, implementation and evaluation of the teaching of music in accordance with current curriculum regulations for primary schools.

LOM 1A (Listening And Music Orientation 1A)

Basic audio training. Basic musical theory. Use of digital aids

KIM 1A (Composition, improvisation and music technology 1A)

Knowledge of improvisation, composition and creating music in various ways The use of analogue and digital musical instruments and technical and electronic aids to enable musical creation, dissemination activities and music education Notation of the student’s own compositions and arrangements of musical material

Singing/Playing instruments

Develop your voice Piano or guitar as an accompanying instrument Basic introduction to drums, bass and piano/guitar Basic introduction to musical interaction

Learning outcomes:

Students will on successful completion of the programme:

develop their competence to act, and gain knowledge and attitudes This in turn leads to personal growth and the attainment of a music professional and educational foundation to be a teacher in primary school, 1st-7th levels.

develop an understanding of the discipline's aesthetic dimension, develop aesthetic and qualitative assessment, as well as ability in and knowledge of and experience with music as creative activities.

develop reflected attitudes to subjects, pupils and teaching and enable building the student’s confidence in his/her own potential as a teacher and an interest in further development of the subject.

develop musical acumen in handling different types of music, and see this in the context of children and young people's musical development and the music children and young people encounter in their everyday lives.

acquire knowledge about music as a cultural expression and social phenomenon - previously and now.

develop basic singing and instrumental skills.

develop knowledge and skills in the use of analogue and digital musical instruments and technical and electronic aids.

develop the ability to lead musical activities within and outside the school environment, and use music as part of the theme and project.

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

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Studieplaner

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face, distance learning combined with concentrated teaching sessions on campus

Learning activities and teaching methods:

Lectures, practice sessions, seminars, tutored assignment work, practice, self-study, presentations, performance etc.

Assessment methods and criteria:

The following methods will be used:

MUSIC EDUCATION – LOM 1A – KIM 1A: 10 ECTS

Exam: Portfolio Pass / Fail.

MUSICAL INTERACTION: 5 ECTS

Exam: Practical work - Group performance Pass / Fail.

Work placement:

N/A

Recommended or required reading:

Knut Djupdal: Musikkteori (Gyldendal) Ingrid Marie Hanken og Geir Johansen: Musikkundervisningens didaktikk (Cappelen) Odd-Magne Bøe: Musikkdidaktikk for grunnskolen (Universitetsforlaget) Kai Lennert Johansen: Komponering, Kunnskap & kreativitet (Musikk i skolen)

The reading list is subject to amendments at semester start.

Study progression requirement:

80% participation at lectures ( Approved portfolio assignments (a list will be presented at studystart) Approved practice

Språk/Language:

Norwegian Language 1A - NO132L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: One semester

Study start: Autumn 2012

Year of study: 1st

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Marit Synnøve Krogtoft

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature.

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Studieplaner

Course contents:

Work on reading and writing instruction at secondary level is focused on in this course NO132L. Students gain research-based insight into the topic and develop knowledge of relevant theories about reading and writing. Students learn about strategies for reading and writing, and how to develop key competences such as writing, reading, oral language, and use of digital tools. Students develop good understanding of literature, both modern and traditional, for children and young people and learn how to motivate and stimulate children to read. The students also learn how practical-aesthetical ways of working can be used in teaching.

Learning outcomes:

Knowledge:

On successful completion of the course the students will:

Be able to recognise and describe relevant theories concerning language development Be able to recognise and describe the different functions that writing and reading may have for the pupil’s development Be able to identify and use reading and writing strategies Know how children’s literature in different genres has developed and continues to constantly develop Have good knowledge about the current curriculum

Skills:

Students should after successful completion of module 1 be able to:

Plan, implement, and evaluate Norwegian education Evaluate and use relevant educational methods Analyse and interpret texts and present literary theories in various ways Use digital tools and create and evaluate digital texts

General competence:

On successful completion of the module the students should have competence in or about:

How to communicate insights about the topic The student know how to work independently and together with other students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

Norwegian at upper secondary level (academic specialization).

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face and web-based

Learning activities and teaching methods:

The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter on the web.

Assessment methods and criteria:

The exam consists of a written school exam using the regular Norwegian grading system (A-F)

Work placement:

N/A

Recommended or required reading:

(Required)

Høigård, Anne (2006): Barns språkutvikling, Universitetsforlaget (ca 100 p)

Mjør, Ingeborg, Tone Birkeland og Gunvor Risa (2006): Barnelitteratur. LNU (200 p)

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Studieplaner

Roe, Astrid (2008): Lesedidaktikk - etter den første leseopplæringen. Universitetsforlaget. (200 p)

Skardhamar, Anne-Kari (2001): Litteraturundervisning Teori og praksis Universitetsforlaget (, ca 128 s)

Tetzchner, Stephen Von m.fl. (1993) Barns språk. Ad Notam Gyldendal. (Chapter 1 og 5 (56 p))

+ Fiction (Novels, picture books, etc.)

The reading list is subject to amendments at semester start.

Study progression requirement:

N/A

Overlapping courses: The following courses gives reduction in ECTS-points: NO120L-001 Norsk, mappevurdering, 15 ECTS-credits NO120L-002 Norsk, skoleeksamen, 12 ECTS-credits Språk/Language:

Pedagogy and pupil knowledge 1 - PED124L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Compulsory

Duration: 2 semester

Study start: Autumn 2012

Year of study: 1st year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Anne Grete Solstad

E-mail address: @

Costs: No costs except semester registration fee, syllabus literature and costs related to planned excursions and field work

Course evaluation: The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university’s quality assurance system. Internal evaluation is carried out through student conversations, semester evaluation and regular meetings in which class student representatives and staff meet.

Course contents:

The course focuses mainly on introducing the teacher’s role and competence development to be able to plan, carry out and assess learning work. This needs to build on knowledge about pupils’ learning processes individually and in groups, as well as the importance of social and cultural prerequisites. The teacher’s actions to lead, stimulate and motivate pupils to get involved in learning processes which create meaning have a central position on the course. Just as important is developing the ability to reflect on choices and explanations and keep an open mind for critical reflection related to choices to be made and already made.

Learning outcomes:

On successful completion of the course the student will have the following learning outcomes:

Knowledge:

About the teaching profession and its mandate given by society Central management documents and challenges as a basis for realizing intentions Learning and learning processes, communication and group processes as a basis for planning teaching, and about basic skills’ importance for all learning Professional ethical principles and dilemmas a teacher need to be to tackle Class leadership, varied work and assessment forms, and how teachers can build a good and including learning environment based on observation and pupil knowledge

Skills:

Be able to plan, account for, lead and assess teaching tasks at basic level and make the necessary arrangements for differentiation and learning progression related to childrens’ various premises (special education) Be able to explain and understand the relationship between the didactic categories’ content, goals, working methods, evaluation, pupil presumptions and framework factors Be able to give learning directed feedback related to various assessment forms Be able to carry out a simple learning plan analysis Be able to assess various learning aids, including ICT, in relation to basic skills and fields of competence in L06, both the general part and the learning plan part.

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Studieplaner

Competence:

Be able to assess, supervise and connect relations to the individual pupil Be able to stimulate pupils’ desire to learn and arrange for pupils to develop responsibility for and stamina in learning work

Be able to reflect critically about one’s own and others’ teaching and use relevant research as a basis for development and change of pedagogical practice.

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Lectures are open for everyone to attend, whereas various working methods such as role play, various forms of task and project work, group and seminar activity and supervision, as well as participation in workshop and practice training, are only open for students admitted to the 4-year elementary school study programmes. Practice teachers employed in various special study situations can follow the teaching in chosen topics.

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face

Learning activities and teaching methods:

Teaching is a professional subject in which active participation and co-operative learning has a central position. All timetabled activity in the pedagogy subject is therefore compulsory. This includes lectures as well as seminar work, excursions and fieldwork.

In addition you as a student have the responsibility for self-study of syllabus literature so that you are prepared for timetabled teaching.

For students who not without unreasonable pressure, on account of illness or for other important reasons, are unable to fulfill the compulsory attendance requirement, alternative work requirements can be approved based on individual application and assessment. Alternative work requirements are to be carried out and approved before the final exam is taken and the assignment delivered.

The subject is arranged using lectures, seminars also including ICT-based learning forms, dramatization, various forms of multidisciplinary project work and discussions related to professional assessment and ethical dilemmas, workshop activities as well as tasks and practice related set-ups. Supervision is included as a central part of the teaching and learning process.

Using various work forms including ICT students keep active by problematising and problem - solving and developing creativity and entrepreneurial knowledge, skills and attitudes which are important to be able to assess the content and working methods in later professional development, as well as being able to participate in the school’s change and development work.

Learning is a social process. Development of professional judgement assumes participation in varied work forms related to professional issues. Students’ ability to present and use what they learn will also be emphasized. Workshop tasks and seminar participation are therefore compulsory. Cooperative learning is a goal in itself and participation is a presumption for development of own competence. Gaining knowledge from teaching assumes that students have immersed themselves in the relevant material in advance.

Reflection on theory and practice are central for development of professional competence. Active student participation is therefore essential. Students must learn some of the teaching material themselves on their own.

Assessment methods and criteria:

Work requirement: Approved study participation. Compulsory participation in all timetabled teaching. Assessed as passed/failed. Counts for 0% of the final grade in the subject but must be approved to receive a grade. More than 20% absence means that the subject is not approved and means that a grade is not given in the subject.

Task 2 (2nd semester): Portfolio. The portfolio consists of 5 work requirements that must be delivered and assessed as passed. Internal assessment.

Exam 1 (1st semester): Individual written exam lasting for 4 hours counting 50% of the grade organised as follows:

For students on campus- based programmes the exam is organized as a school exam

For students taking web- and practice- based programmes the exam is delivered by way of the learning management system Class Fronter.

Internal assessment using the regular grading system A-F.

Exam 2 (2nd semester): Individual written home exam (50%). Internal assessment using the regular grading system A-F.

Work placement:

N/A

Recommended or required reading:

The syllabus for this subject consists of about 750 common pages and about 100 pages syllabus chosen by the student him-/herself. The self-chosen syllabus can be

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Studieplaner

related to the students’ work tasks and be presented to the supervisor before the final exam. New literature is continually being developed in the subject field and adjustments can be made during the academic year.

Study progression requirement:

N/A

Språk/Language:

Teaching practice grades 5-10 - PR120L

ECTS Credits:

Level of course: Introductory Level

Type of course: Compulsory

Duration: 8 semesters

Study start: Autumn 2012

Year of study: 1st year- 4th year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Julie Lysberg

E-mail address: [email protected]

Costs: No tuition fees. Expenses are covered under the "Regulations for refund of students' living and travel expenses in practice"

Course contents:

Practical training is a compulsory part of primary teacher education for levels 5-10. It has an integral function in relation to the study programme.

University of Nordland has letters of intent with local authorities in connection with campuses in the regions of Nordland. We have entered into school practice agreements with a number of schools. These schools have teachers with the skills to accommodate students and university teachers involved in school work with practice. Practice will be implemented in our practice schools. Generally speaking, exemption from using these practice schools cannot be expected.

Practical training requires clear progression. The formulations of learning outcomes are to be understood in the light of progress in teaching practice. Requirements for a positive assessment in the last year are more stringent than those imposed at the start of the study course.

Mandatory seminars (bridge-meetings) are held in advance of the practice periods in which practice teachers and teachers meet to plan the content and focus of the practice period. Separate seminars will be held for students in advance of practice, in the middle of the longest training period (spring) and after practice.

100 days of supervised practice + 10-15 days of observation and fieldwork Distribution: 65 days 1 and 2 year 45-50 Days 3 and 4 year

Learning outcomes:

After completing 1st year practice, students should have knowledge of:

● the teacher's role * the teacher leading by: • class activity •-learning work • development of good learning ● learning, learning processes, working methods, learning materials and assessment methods ● basic skills as the basis for learning ● observation methods - The didactic relation model

Skills:

Students should be able to:

● together with others plan, implement and evaluate teaching ● facilitate the development of pupils' basic skills ● use different ways of working and learning materials in teaching customized to levels 5-10 ● based on relevant theory select and use appropriate assessment tools in education ● use assessment as part of the learning process and facilitate students' self-assessment * Act as a clear leader in meeting with students: classroom management, management of learning activities and the development of good learning

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Studieplaner

● observe the teacher as leader of pupil work.

Students should have general competence in relation to being able to:

● discuss teaching and learning, subjects and students in the light of professional and ethical perspectives ● evaluate own and others' practice with reference to theory and research * consider and ask questions of their own and others' learning management with reference to theory and research. ● handle various types of feedback from tutors and fellow students in relation to their own observations * assess the teacher's practice with reference to theory and research. * develop awareness of the characteristics of a learning environment in class * develop clear criteria and learning objectives / expected outcomes * get students to reflect on their learning process * have the ability to involve students in assessing their own actual learning outcomes

After completing 2nd year practice students should have knowledge of:

● pupils' development and background as a starting point for learning ● student variations and customized training ● cultural diversity and multilingualism ● communication, interpersonal, and group processes * ways to furnish classrooms * community facilities as a learning arena * the relationship between goals, content, working methods, assessment and individual students' abilities. * classroom management and classroom environment and the development of good relations with and between students. * various ways of promoting both academic and social learning.

Skills: Students should be able to:

● together with others plan, implement and evaluate training begins ● develop goals for training and assessing students' achievement ● meet the diversity and student diversity through differentiated instruction to promote academic and social learning ● independently and with others to plan, implement and evaluate teaching in a multicultural learning community ● be clear leader and guiding learning activities by differentiating and working methods vary by group size and teaching purposes * develop learning processes at different venues . to use the community as a learning arena

students should have general competence in relation to:

● gaining insight into students' learning of basic skills and understanding of knowledge and social skills ● having developed awareness of own communication and relationship backing is considered important for students' academic and social learning ● gaining insight into your own development as a teacher ● to assess their own teaching skills and their own learning needs * having knowledge of, and considering, applying, and organizing the meaning of student learning

After completing the 3rd and 4th practice years students should have knowledge of: ● quality assurance as a tool for learning and school development ● teacher, student and parental rights and obligations and of teaching at the organizational level ● research and development in schools ● school as an organization and social institution * have knowledge of the structure and responsibilities of institutions such as school psychology, special education teacher and counselor * have knowledge of what teaching entrepreneurship is

Skills: students should be able to:

● independently and with others plan, implement and evaluate teaching for student groups of different sizes ● independently and with others plan, implement and evaluate training begins ● plan instruction based on the plans for various periods ● plan and evaluate parents and developing conversations with students ● participate in local curriculum work ● interact with colleagues, school management, parents and other stakeholders in school ● based on theory and research identify bullying and harassment and discuss ways this can be handled ● based on theory to assess and contribute to the development of the school's learning environment

students should have general competence in relation to:

● evaluate the school in relation to the social mandate ● developing communication and relationship skills ● developing a teacher's identity based on professional and ethical perspectives ● having a critical distance to his own profession ● having the knowledge, commitment and means to further develop themselves, their profession

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

The student must have passed 1st year teaching practice before teaching practice begins on the 2nd year. The student must have passed 2nd year teaching practice before teaching practice begins on the 3rd year. The student must have passed 3rd year teaching practice before teaching practice starts on the 4th year.

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Studieplaner

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face

Learning activities and teaching methods:

Teaching practice

Assessment methods and criteria:

Pass / Fail.

The practice teacher, the principal and university academic staff all assess student achievement together for the training period. Students should pre-assess their own learning in practice during the academic year. Assessment of students' suitability will be included (see Circular F-14-06). Each year includes required documentation in order to achieve passing practice. All academic year practice must be passed to attain certification as an elementary school teacher.

Documentation Students demonstrate their learning in practice and collect this in a binder / practice journal. Students write reflection logs each day they are in practice. This documentation will be used in the theory of teaching in academic subjects and as part of the documentation of the student's professional development.

Work placement:

N/A

Recommended or required reading:

N/A

Study progression requirement:

N/A

Språk/Language:

Religious diversity and multiculturalism - RL180L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: Two semesters

Study start: Autumn 2012

Year of study: 1st

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Kåre Fuglseth

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature.

Course contents:

The course includes studies of world religions, new religious movements, philosophies of life and political ideologies with religious affinities, some particular Christian organisations known in Northern Norway (Laestadianism and pre-Christian Sami beliefs), and the theory and practice of teaching these subjects in multicultural schools of children at year levels 5-10 (lower secondary level). Where world religions are concerned, the course includes studies of Judaism, Islam, Hinduism and Buddhism. New religious movements include movements both outside and around traditional Christianity (Jehovah’s Witnesses, Mormonism or The Church of Jesus Christ of the

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Studieplaner

Latter-Day Saints, etc.). Where life philosophies are concerned, we refer both to secular Humanism and Humanism generally, as well as Naturalism (Atheism) and with political ideologies we speak mainly of Communism and Nazism.

Learning outcomes:

Knowledge

Upon successful completion of this course, the student will have basic knowledge of:

religions and philosophies of life: diversity and directions, beliefs, practice, ethics and arts and architecture the history of Judaism, Islam, Hinduism and Buddhism, particularly their modern history their holy texts; contents, history and main narratives Humanism as a philosophy of life in its historical context and as a general philosophical point of view shaped through discussions with other philosophies through history¨ comparison of religious and secular beliefs the discussion concerning cognitive confusion related to religions and philosophies of life in early childhood when confronted with religious diversity the main ways of teaching these subjects and religious education generally in year levels 5-10 (lower secondary level) how religious ceremonies and celebrations have impact on youngsters today the exemption rules for children on religious grounds according to Section 2-3(a) of the Norwegian Education Act.

Skills

Upon successful completion of this course, the student will be able to:

plan, perform and evaluate the teaching of the RLE- curriculum in an independent and well grounded way in relation to the perspectives of Bildung (formation) in a multicultural society and religious diversity use main teaching methods of RLE-subject with particular emphasis put on dialogues, explorations, comparisons and critical and analytical study of teaching and learning engage in dialogue with youngsters in cases related to their experience of critical life situations collaborate with other teachers of RLE, the pupils and their parents (home) perform adapted teaching in RLE, i.e. with a class of children coming from diverse religious backgrounds combined with an objective, critical and plural teaching with good variation, with active and motivating forms of teaching, and subsequent ways of assessing the results of this kind of teaching teach the basic skills and competencies in the curriculum use the Internet and other digital teaching material and text books in a critical and well- founded way.

General competence

Upon successful completion of this course, the student will be able to:

act according to professional ethical standards and in view of religious diversity in schools enable on-going dialogue between parents, the school, and the local community.

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face and distance learning.

Learning activities and teaching methods:

Lectures, practice sessions, seminars, tutored assignment work, practice, and excursions.

Assessment methods and criteria:

1. Compulsory participation at a) seminars b) Internet lectures, c) Internet discussions, (participated or not participated, 80 per cent is the participation requirement).

2. Pre-tests (approved or nor approved). These tests may take different forms.

3. Portfolio with regular Norwegian grading system (A-F) (counts for 40 per cent of the final score).

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Studieplaner

4. 6-hour written examination with regular Norwegian grading system (A-F) counts for 60 per cent of the final score).

Work placement:

According to the standards of the teacher education

Recommended or required reading:

The reading list is subject to amendments at semester start.

There are about 100 pages of required reading pr. ECTS in RLE.

Rian, D. and L. G. Eidhamar, eds. (1999). Jødedommen og islam. Kristiansand, Høyskoleforlaget. 250 p.

Gilhus, I. S. and L. Mikaelsson (2007). Hva er religion. Oslo, Universitetsforlaget. 140 p. Jacobsen, K. A. and N. Thelle (1999). Hinduismen og buddhismen. Kristiansand, Høyskoleforlaget. 360 p. Sødal, H. K. (eds. 2009): Religions- og livssynsdidaktikk. En innføring. 4th. ed., Høyskoleforlaget, Kristiansand, 250 p. Aadnanes, P. M. (2002): Livssyn. Universitetsforlaget, Oslo 2002. 3rd ed., 290 p. Von der Lippe, M. and O. H. B. Hansen (2006): Ett fag - mange muligheter. En praktisk håndbok i kristendoms-, religions- og livssynskunnskap. Høyskoleforlaget, Kristiansand, 100 p. Text book from the UiN (50 p.): Holy texts from Judaism, Islam, Buddhism and Hinduism (translations) The Norwegian Curriculum in RE: LK 06. Læreplanen etter Kunnskapsløftet, RLE, updated in 2008 (RLE 08), Kunnskapsdepartementet. 10 p. = 1450 pages

Recommended dictionaries in religious education / RLE:

Lübcke, P. and S. Alstrup (2010). Politikens filosofileksikon. København, Politiken. Sørensen, A. and F. Stefánsson (1998). Religion/livsanskuelse. København, Gyldendal. Kværne, P., K. Vogt, et al. (2002). Religionsleksikon. Religion og religiøse bevegelser i vår tid. Oslo, Cappelen akademisk.

Study progression requirement:

N/A

Språk/Language:

Matematics 1B, grade 5-10; Geometry, statistics and probability - MA133L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 1 semester

Study start: Spring 2013

Year of study: 1st year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Per Ravna

E-mail address: [email protected]

Costs: In addition to semester registration fee and syllabus literature students will need a calculator, costing approx. 1200 NOK.

Course contents:

The course covers the following main topics:

Geometry

Statistics

Probability

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Studieplaner

Mathematics didactics

Learning outcomes:

KNOWLEDGE

The student will on successful completion of the course:

have broad knowledge of teaching mathematics at levels 5-10, especially in geometry, measuring, statistics, probability and combinatorics have knowledge of the role of language in teaching and learning mathematics have knowledge of central ideas, concepts, teaching sentences, and working methods in geometry, statistics, and probability have broad knowledge of the content of the curriculum for levels 5-10 and how to apply this have knowledge of methodical applications of teaching mathematics have knowledge about different aids to use in teaching mathematics, for instance ICT, both the possibilities and the limitations. have knowledge about the history of mathematics, especially the development of probability

SKILLS

The student will on successful completion of the course:

be able to plan, implement, and evaluate mathematics education for all pupils levels 5-10, focusing on variation and pupil activity grounded in research, theory, and practice. have good practical skills in oral and written mathematics be able to work theoretically and systematically mapping mathematical difficulties and perform teaching adapted to pupils with mathematical learning difficulties, for instance by using special teaching strategies

GENERAL COMPETENCE

The student will on successful completion of the course:

be able to understand the importance of mathematics as common knowledge for participation in society

be able to communicate mathematical knowledge in an appropriate way

Especially recommended elective courses:

N/A.

Offered as a free-standing course:

No.

Prerequisites:

See programme plan for GLU 5-10

Recommended previous knowledge:

N/A.

Mode of delivery:

Face-to-face and distance learning

Learning activities and teaching methods:

Face-to-face lectures on campus. In addition there will be given information and tutoring via the Internet (Fronter). Especially this will focus on the main ways of teaching for students following the distance learning course.

Assessment methods and criteria:

The assessment system is divided into three parts:

A requirement of compulsory participation at every seminar group. The assessment is given as approved/not approved and is not part of the grade. More than 20% absence means not approved and no final grade on the course MA133L 000

A portfolio assessed as passed/failed and not part of the grade. The portfolio content consists of mathematics texts and mathematics didactics. If the portfolio is assessed as not passed, there will not be given a final grade on the course MA138L 000

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Studieplaner

Oral examination with the regular Norwegian grading system (A-F).

Work placement:

See programme plan for GLU 5-10

Recommended or required reading:

The reading list is subject to amendments at semester start.

Hovedlitteratur: Bjørnestad, Ø., Kongelf, T. R. & Myklebust, T. (2006). Alfa - Matematikk for allmennlærerutdanningen: Fagbokforlaget. Kap. 5 - 7

Hansen, H. C., Skott, J. & Jess, K. (2008). Matematik for lærerstuderende. Delta: fagdidaktik: Forlaget Samfundslitteratur. Kap. 7, 8 og 9

Kartlegging av matematikkforståelse: Veiledning til geometri. Læringssenteret

Hals, S. (2009). GeoGebra 3.0 for ungdomstrinnet. Lastet ned fra www.geogebra.no/manualer.php

Programmet GeoGebra, inkl. deler av veiledningsheftet (www.geogebra.no/manualer.php ) som er aktuell for temaene i kurset.

Støttelitteratur: Hefte: MA-132 Geometri. Universitetet i Agder. (Finnes på følgende nettside: http://kurs.uia.no/ma-132/Kompendium2009_171208.pdf )

Study progression requirement:

N/A.

Overlapping courses: The following courses gives reduction in ECTS-points: MA120L Matematikk, 10 ECTS-credits Språk/Language:

Norwegian Language 1B - NO133L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 1 semester

Study start: Spring 2013

Year of study: 1st

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Marit Synnøve Krogtoft

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature.

Course contents:

Work with text and different genres are focused on in the course NO133L. Students gain research-based insight into this topic and develop knowledge of relevant theories about reading and writing in different genres. Rhetoric is also an important topic, and how to develop oral language and oral skills amongst pupils. Students learn about strategies for writing and reading and how to describe and prevent dyslexia and general problems with writing and reading and how to use digital tools in this matter. Students develop good understanding of modern literature for adults. The students also learn how practical-aesthetical ways of working can be used.

Learning outcomes:

Knowledge:

On successful completion of the course the students will:

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Studieplaner

Be able to recognise and describe relevant theories about oral education Be able to recognise and describe different genres - both in fiction and faction Be able to identify and describe new Norwegian literature for adult readers Have good knowledge of literary terms and the current curriculum

Skills:

Students should after successful completion of module 1 be able to:

Plan, implement, and evaluate Norwegian education Evaluate and use relevant educational methods Analyse and interpret texts in various genres and present literary theories in various ways Use digital tools and create and evaluate digital texts Use aesthetical and practical ways of teaching literature

General competence:

On successful completion of the module students should have competence in or about:

How to communicate insights about the topic How to work independently and with other students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

Norwegian at upper secondary level (academic specialization).

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face and web-based

Learning activities and teaching methods:

The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter on the web.

Assessment methods and criteria:

The exam consists of a written school exam using the regular Norwegian grading system (A-F)

Work placement:

N/A

Recommended or required reading:

Required reading:

Kalleberg, Kirsten og Astrid E Kleivstad (2010): Sakprosa i skolen. LNU/Fagbokforlaget. (Ca 200)

Bakken, Jonas (2009): Retorikk i skolen. Universitetsforlaget.

Penne, Sylvi og Frøydis Hertzberg (2008): Muntlige tekster i klasserommet. Universitetsforlaget

Elvemo, Jarle (2006): Håp for alle! Grunnleggende innføring i lese- og skrivevansker med undervisningsopplegg og lese- og skriveprøve. Fagbokforlaget.

T. Høien og Lundberg (2000): Dysleksi. Fra teori til praksis (Extract).

Skardhamar, Anne-Kari (2005) Kunsten å lese skjønnlitteratur. Universitetsforlaget.

Recommended or required reading:

The reading list is subject to amendments at semester start.

Kvantitative og kvalitative metoder:

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Studieplaner

Johannessen A, Kristoffersen L og Tufte P A (2004): Forskningsmetode for økonomiske-administrative fag. Abstract forlag (424 s)

Lysø K O (2006): Sannsynlighetsregning og statisisk metodelære. Bergen: Caspar forlag. Kap 8 -12 (170 s)

Matematikkdidaktisk forskning: Streitlien, Å (2009). Hvem får ordet og hvem har svaret? Oslo: Universitetsforlaget (140 s)

Grevholm B (2007): Læreren som forsker i matematikkdidaktikk i Grevholm B (red) Matematikk for skolen. Fagbokforlaget (24 s)

Kleve B (2010): Vurdering for læring i matematikk i Dobson S og Engh R (red) Vurdering for læring i fag. Høyskoleforlaget (15 s)

Black P and Wiliam D (1998); Inside the Black Box: Raising Standards Through Classroom Assessments. Kappan

Professional Journal http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf (16 s)

Articles, notes and tasks are published on the learning management sytem Fronter fronter or handed out at lectures.

Study progression requirement:

N/A.

Overlapping courses: The following courses gives reduction in ECTS-points: MA211L-003 000 Muntlig eksamen, 5 ECTS-credits MA211L-004 Statistikk og sannsynlighetsregning - skriftlig eksamen, 5 ECTS-credits Språk/Language:

Food and health 1 - Nutrition, life style and culture - MH181L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: Two Semesters

Study start: Autumn 2013

Year of study: Second year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Jan Arne Pettersen

E-mail address: [email protected]

Costs: In addition to semester registration fee and syllabus litterature, there will be material costs amounting to approximately NOK 1000,- per year.

Course contents:

This food and health course provides theoretical and practical expertise in food and meals, nutrition and food consumption. The course gives students practical experience in food preparation, product development, entrepreneurship, communication and guidance. Food and health can be included as part of basic training, specialization or further education. The course Food and Health 1 is made up of two modules of 15 ECTS. The subject of food and health in primary teacher education is a general education, practical and aesthetic professional subject preparing students for teaching in the subject for 5th -10th grade in primary school Food and Health provides broad technical expertise to facilitate and guide the various target groups on issues related to food using practical, cultural and health perspectives. The subject also enables children and young people able to act as responsible consumers in the food field, and gives them an understanding of the cultural meaning of food and meals, for individuals and society. Food and Health provides an understanding and increased respect for the Norwegian, Sami and other countries' culinary traditions Food and health in primary school is a general education course contributing to students' overall development and learning.

The following main topics are covered on the course:

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Studieplaner

• Health promotion and preventive nutrition information • National dietary recommendations • Didactic components of planning • The five basic skills in food and health • Practice in primary • The subject's history and development • Children's developing taste • Experimental cooking • Entrepreneurship in food and health • Developments in the Norwegian diet • Cost Planning and convenient cooking • Supplements • Diets • Nutrition information and advertising • dietary surveys • Nutritional Status • Diet among children and young people • Diet for children with special needs

Learning outcomes:

KNOWLEDGE The student will on successful completion of the course:

• Be able to produce food according to hygienic principles • Recognise and deal with a central love works related to food production and sale of food • Have knowledge of the product • Pack food in accordance with regulations • Know about and use different methods of marketing food from a health perspective • Have knowledge of sustainable food production • Have experience of entrepreneurship as a method • have knowledge of the main points in the history and content of the key management document governing the learning process in food and health in primary school • have knowledge of how didactic categories aims, content, learner prerequisites, constraints and evaluation are included in the planning, implementation and evaluation of student learning activities in food and health • have knowledge of basic skills to express himself/herself orally and in writing, reading and arithmetic and be able to use digital tools affecting students' learning in the subject at various stages • have knowledge of how the processing of foods and the composition of food affects the nutritional quality of the meal

SKILLS The student should on successful completion of the course:

• master a range of cooking techniques • explain the Norwegian food and culinary traditions in a historical perspective • use cookbooks / textbooks and online learning resources as a source of knowledge • explain the concept of safe food, sustainable food consumption and food labeling • gain insight into the food that identities factors and meals’ formation arena • have knowledge of key social scientific ways of working • facilitate training in food and health in a multicultural society • be able to reflect on the didactic issues in light of public policy documents • be good with their hands, incorporating basic cooking techniques and safe practices in the use of raw materials, products, tools and materials • have knowledge of safe food, some labeling • have knowledge of food groups and their nutritional content • have knowledge of nutrients and their turnover • be able to explain the main features of Norwegian nutrition policy and use the official dietary advice • be able to facilitate good healthy meals for children and young people • gain insight into the relationship between eating habits and health and have insight into the various diets

GENERAL COMPETENCE The student should on successful completion of the course:

• be able to convey key subject matter, problems and solutions and contribute to the development of a professional teacher role • be able to obtain and consider the contents of the relevant subject material and design goal texts in line with formal requirements • use appropriate didactic planning tools and educational materials for dissemination • have insight into the history of the subject • be able to maintain the aesthetic dimensions of the subject • be able to help to create a good learning environment and develop good relationships with and between students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

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Studieplaner

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face

Learning activities and teaching methods:

Food and Health includes both theoretical and practical topics. The course adds greatly to the theory that integrates the subject's practical aspects. Work on this course provides knowledge of and experience with similar work in primary schools. Through the different working methods, students gain experience with different ways to arrange the subject matter.

Important work on this course includes individual work, group work, lectures, independent study and practical kitchen work. The course is supported with individual and group counseling and uses the learning management system Fronter.

The course includes practical, method and didactic tasks provided for evaluation at stated deadlines. The tasks performed in groups or individually. In connection with the practical lessons will be given smaller tasks. The work performed is considered part of a collaboration between teacher and students ..

Practice is part of the food and health in teacher education and experience students do in practice. This forms the starting point for discussion and analysis in the study. Clarification and specification of the work in connection with the practice periods will be issued in the practice plan

Assessment methods and criteria:

The student must participate in at least 80% of the practical lessons

The student must in the 1st semester deliver / present work tasks related to science topics. 20% weighting of the grade All tasks must be completed within specified deadlines and approved by the teacher.

Details of the terms for mandatory participation, the submission deadlines and content requirements will be given the semester schedules at baseline and during the study. The coursework must be approved to take the exam

Examination: Practical / oral exam 80% weighting of the grade (A - F) All components must be passed before a final grade is in the subject.

Work placement:

N/A

Recommended or required reading:

Elling Bere og Nina C Øverby (2011): Om mat og ernæring. Høyskoleforlaget

ISBN: 978-82-7634-848-4

A. Holthe og B. U. Wilhelmsen (red.) (c2009): Mat og helse i skolen : en fagdidaktisk innføring. Bergen : Fagbokforl. ISBN 978-82-450-0824-1

Korsnes, Bjørg (2009): Mat og helse. Oslo : Cappelen ISBN 978-82-02-30454-6

Mattilsynet, Sosial- og helsedirektoratet, UiO (2008): Matvaretabellen. Oslo : Gyldendal ISBN 978-82-05-38086-8 http://www.matportalen.no/matvaretabellen Gratis nettressurs

Helsedirektoratet (2010): Utviklingen i norsk kosthold 2010. Oslo http://www.helsedirektoratet.no/vp/multimedia/archive/00323/Utviklingen_i_norsk_323649a.pdf Gratis nettressurs

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Studieplaner

Matportalen : råd til spesielle grupper. Oslo http://www.matportalen.no/rad_til_spesielle_grupper/ Gratis nettressurs

Amland, A.G. ...( et al.) (2007): Kokebok for alle : fra boller til burritos. Oslo : Sosial-og helsedirektoratet ISBN 978-82-05-37765-3 , ISBN 978-82-05-37778-3 Utdeles gratis til studenter

Læreplanverket for Kunnskapsløftet (2006). Oslo : Kunnskapsdepartementet ; Utdanningsdirektoratet ISBN 82-486-0397-0 http://www.norway.gr/PageFiles/372262/Kunnskapsloftet.pdf Gratis nettressurs

En grunnleggende kokebok som inneholder matvarekunnskap og matlagingsteknikker. F.eks "Cappelens nye kokebok", "Aschehougs store kokebok", "Gyldendals store kokebok".

Study progression requirement:

Requirements: Food and Health 1 (15 + 15 credits) must be passed before one can start on Food and Health 2

Språk/Language:

Music in school 1B - MU181L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: two semesters

Study start: Autumn 2013

Year of study: 2nd

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Rune Asgeir Mathisen

E-mail address: [email protected]

Costs: Literature and data equipment, plus any purchases of instruments.

Course contents:

The course covers the following main topics:

LOM 1B ((Listening And Music Orientation 1B)

Music from various periods and cultures. Listening methodological work.

KIM 1B (Composition, improvisation and music technology 2)

Singing/Playing instruments/Dance

Develop one’s own voice Piano or guitar as an accompanying instrument Basic introduction to drums, bass and piano/guitar Basic introduction to musical interaction Dancing and singing games

Learning outcomes:

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Studieplaner

Students will on successful completion of the programme:

develop their competence to act, knowledge and attitudes leading to personal growth and providing a music professional and educational foundation to be a teacher in primary school, 1st-7th

develop an understanding of the discipline's aesthetic dimension, develop aesthetic and qualitative assessment, ability and knowledge of and experience with music as creative activities.

develop reflected attitudes to subjects, pupils and teaching and enable building the student’s confidence in his/her own potential as a teacher and an interest in further development of the subject

acquire knowledge about music as a cultural expression and social phenomenon previously and now.

develop basic singing and instrumental skills.

develop knowledge and skills in the use of analogue and digital musical instruments and technical and electronic aids.

develop the ability to lead musical activities within and outside the school environment, and use music as part of the theme and project.

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face, distance learning combined with concentrated teaching sessions on campus

Learning activities and teaching methods:

Lectures, practice sessions, seminars, tutored assignment work, practice, self-study, presentations, performance etc.

Assessment methods and criteria:

The following assessment methods are used on this course:

KIM 1B: 5 ECTS

Exam: Portfolio Pass / Fail.

LOM 1B: 5 ECTS

Exam: Written examination Grades are given. Weighting: 49%

MUSICAL INTERACTION: 5 ECTS

Exam: Practical work Students form groups during the study and rehearse a program for the examination. Group performance Individual grades are given

Grades are given. Weighting: 51%

Work placement:

N/A

Recommended or required reading:

Knut Djupdal: Musikkteori (Gyldendal) Ingrid Marie Hanken og Geir Johansen: Musikkundervisningens didaktikk (Cappelen)

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Studieplaner

Odd-Magne Bøe: Musikkdidaktikk for grunnskolen (Universitetsforlaget) Kai Lennert Johansen: Komponering, Kunnskap & kreativitet (Musikk i skolen)

The reading list is subject to amendments at semester start.

Study progression requirement:

Study progression requirement for taking exam:

80% participation at lectures Completed courses in dance and vocal games

Approved portfolio assignments (a list will be presented at study start)

Approved practices Språk/Language:

Norwegian Language 2A - NO260L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 1 semester

Study start: Autumn 2013

Year of study: 2nd

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Marit Synnøve Krogtoft

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature.

Course contents:

Work with a Nordic and International perspective is focused on in the course NO260L. Students gain research-based insight into this topic and develop knowledge of relevant theories about how to implement an international perspective into the language course. Sociolinguistics and language amongst young people are also important topics. Students develop good understanding of literature and folklore texts originating from different countries. Students also learn about film and adaptation from literature to movies.

Learning outcomes:

Knowledge:

On successful completion of the course the students will:

Be able to recognize and describe relevant theories about sociolinguistics and the language of young people Be able to recognize and describe the various different genres - both in folklore and film Have good knowledge of literary terms and the current curriculum Have good knowledge about texts written by pupils and strategies for developing writing skills amongst pupils

Skills:

Students should after successful completion of module 1 be able to:

Plan, implement, and evaluate Norwegian education in multicultural classrooms Evaluate and use relevant educational methods in multicultural classrooms Analyze and interpret texts and films in various genres and present literary theories in various ways Use digital tools and create and evaluate digital texts Use aesthetical and practical ways of teaching literature

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Studieplaner

General competence:

On successful completion of the module students should have gained competence in or about:

How to communicate insights about the topic How to work independently and with other students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Recommended previous knowledge:

N/A

Mode of delivery:

Norwegian at upper secondary level (academic specialization).

Learning activities and teaching methods:

The course focuses on active learning methods. These activities are followed up by lectures on campus and via the learning management system Fronter on the web.

Assessment methods and criteria:

The exam consists of a written school exam using the regular Norwegian grading system (A-F)

Work placement:

N/A

Recommended or required reading:

Required reading:

Olsen, Irene Løstegaard: 'Skikkelig bondeknøl?' En studie av ungdomsspråk i et spredtbygd kystsamfunn', Masteroppgave. Utdrag. (ca 50 s)

Mæhlum, Brith (m.fl.) (2008): Språkmøte. Cappelen akademisk. (ca. 70 s)

Språkbruk i nyere medier (Facebook- og SMS-språk) (kompendium)

Strand Torill (2009): Litteratur i det flerkulturelle klasserommet. Universitetsforl. (200 s)

Kibsgaard, Sonja og Olaf Husby (2009): Norsk som andrespråk. Universitetsforl.( 200 s)

Skjelbred, Dagrun (2006): Elevens tekst. Cappelen akademisk. (233 s)

Penne, Sylvi (2010): Litteratur og film i klasserommet. Didaktikk for ungdomstrinnet og videregående skole Universitetsforl.(255 s)

Birkeland, Risa og Mjør (2006): Barnelitteratur - sjangrar og teksttypar. LNU s. 55-84.

+ Fiction (Novels, picture books, etc.) and faction

Recommended or required reading:

The course syllabus includes 750 pages of common reading as well as about 100 pages of self-chosen syllabus. The self-chosen material can be related to the students’ work assignments and tasks and must be approved by the course responsible person.

Study progression requirement:

Timetabled activity in the PEL- subject is compulsory. This includes lectures, as well as seminar group work, excursions and fieldwork.

Språk/Language:

Christianity, general philosophy and ethics - RL181L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: Two semesters

Study start: Autumn 2013

Year of study: 2nd

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Kåre Fuglseth

E-mail address: [email protected]

Costs: No costs except semester registration fee and syllabus literature.

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Studieplaner

Course contents:

The course includes studies of Christianity (10 ECTS) as well as general Western philosophy and ethics (5 ECTS). Where Christianity is concerned, the course examines the Bible (Old and New Testament), the history of Christianity, directions (confessions), beliefs and practices (Christian traditions). In the study of philosophy we look more closely into some main Western philosophical traditions in relation to its history, main issues and solutions, as well as philosophy for children, general ethical theories and some contemporary ethical questions. The course also includes the main principles of teaching these subjects (how and why) to children of year 5-10 (low secondary level).

Learning outcomes:

Knowledge

Upon successful completion of this course, the student will have a basic knowledge of:

Christianity in all its main vestures, beliefs and practices, ethics and arts, with particular emphasis put on the situation in Norway the history of Christianity with a focus on the period from The Reformation (16th Century) and onwards the Bible: main contents, historical background and main narratives the history of Western philosophy focusing on the Antiquity, particularly on the theory of man and ethics, as well as on knowledge of youngsters and philosophical inquires principle ethical theory and the transfer of these to present challenges The United Nations’ Declaration of Human Rights and Convention on the Rights of the Child and the discussions concerning consequences of these in religious education the major periods of the history of religious education in Norway, main principles, subjects and aims of the RLE-subject in the present curriculum main teaching methods recommended in relation to the teaching of Christianity, general philosophy and ethics, year 5-10. the exemption rules for children on religious grounds according to Section 2-3(a) of the Norwegian Education Act

Skills

Upon successful completion of this course, the student will be able to:

plan, perform and evaluate the teaching of these subjects in an independent and well grounded ways in relation to the perspectives of Bildung (formation) in a multicultural society and religious diversity use main teaching methods of RLE-subject of Christianity, general philosophy and ethics understand and engage in a dialogue with youngsters relating to their beliefs regarding existential and philosophical questions enhance the development of the main competences by the children (reading, writing, arguing, calculating and using ICT) in relation to the RLE-subjects. reflect critically on the subjects of RLE and their aims in schools and on the relationship between subjects, teaching and personal development as a teacher

General competence

Upon successful completion of this course, the student will be able to:

reflect on being a role model in a multicultural society

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face and distance learning.

Learning activities and teaching methods:

Lectures, practice sessions, seminars, tutored assignment work, practice, and excursions.

Assessment methods and criteria:

1. Compulsory participation at a) seminars b) Internet lectures, c) Internet discussions, (participated or not participated, 80 per cent is the required participation level).

2. Pre-tests (approved or nor approved). These tests may take different forms.

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Studieplaner

3. Portfolio with the regular Norwegian grading system (A-F) (counts for 40 per cent of the final score).

4. 6-hour written examination with the regular Norwegian grading system (A-F) counts for 60 per cent of the final score).

Work placement:

According to the standards of the teacher education

Recommended or required reading:

The reading list is subject to amendments at semester start.

There are about 100 pages of required reading pr. ECTS in RLE.

Brøntveit, E. and K. Duesund (2004): Filosofi, livssyn og etikk. Fagbokforlaget, Bergen, (2nd ed.), 260 p. Vaags, R. H. (2004). Filosofiens hovedspørsmål. Innføring i filosofi. Bergen, Fagbokforlaget. 90 p. Domaas, O.E. (1996): Tradisjonens tro. Kristen troslære for lærerstudenter. Tano Aschehoug, Oslo, 130 p. Astås, R. (1994): Kirke i vekst og virke. Allmenn og norsk kirkehistorie. Ad Notam Gyldendal, Oslo, 250 p. (ch. 3-5 are exempted). Sødal, H. K. (ed. 2000), Det kristne Norge. Innføring i konfesjonskunnskap, Høyskoleforlaget, Kristiansand, ( ch. 1-8, 12, 15-17). 200 p. Smith-Gahrsen, C. and T. Vegge (2000). Innføring i boka om Evas ætt. Bibelkunnskap. Kristiansand, Høyskoleforlaget. 300 p. The Bible (in Norwegian 2011): 100 p. (Gen.-Exod., Ps. 1, Jes., Gospel of Luke, Acts, Gal.) Copied text book (UiN) 1. Tekstsamling: 50 s. Forteljingar og aktuelt stoff 1) Narratives of St Nicolas, Sta Lucia, Frans of Assisi, St Georg, and the narratives from Kings’ Saga by Snorre Sturlasson: Raud den rame and St Olav, 2) Martin Luthers small chatecisme, 3) Læstadius: To sermons, 4), Narratives from eastern religions, 5) Misc. (news papers, Internett etc.) LK 06. Læreplanen etter Kunnskapsløftet, RLE, updated in 2008 (RLE 08), Kunnskapsdepartementet. 10 s. = 1380 sider

Recommended dictionaries in religious education / RLE:

Study progression requirement:

N/A

Språk/Language:

Matematics 2A, grade 5-10; Mathematics 2B, grade 5-10; Analysis, proofs in mathematics - MA261L

ECTS Credits: 15

Level of course: Introductory Level

Type of course: Elective

Duration: 1 semester

Study start: Spring 2014

Year of study: 1st year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Per Ravna

E-mail address: [email protected]

Costs: In addition to semester registration fee and syllabus literature students will need a calculator, costing about 1200 NOK.

Course contents:

The course covers the following main topics:

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Studieplaner

Mathematical analysis

Mathematical proofs

Mapping pupils learning outcomes

Theory of mathematics didactics, both generally, and especially the topic listed above

Learning outcomes:

KNOWLEDGE

The student will on successful completion of the course:

have knowledge of research of mathematics education relevant for developing education and learning in mathematics in elementary school

have knowledge of different ways of performing proofs and arguments in a mathematical way, and have experience of mathematical theory in algebra and functions

have broad knowledge of mathematical analysis, including derivation, integration, differential equations, and basic modelling in mathematics, and be able to map these concepts to teaching grade 5-10.

have knowledge of how to adjust teaching to fit the mathematical landscape of research by experimenting, state hypothesises, reasoning and falsification, generalizing

SKILLS

The student will on successful completion of the course:

be able to communicate special knowledge of topics of mathematics education and/or mathematical topics relevant for grade 5-10

be able to work theoretically and systematically with mapping mathematical difficulties and perform teaching adapted to pupils with mathematical difficulties, for instance by using special teaching strategies

be able to contribute in working with local curricula

GENERAL COMPETENCE

The student will on successful completion of the course:

be able to contribute to working with local curricula in mathematics

have knowledge of how to participate and contribute in FoU-projects and other project of collaboration due to enhance mathematics education

Especially recommended elective courses:

N/A.

Offered as a free-standing course:

No.

Prerequisites:

See programme plan for GLU 5-10

Recommended previous knowledge:

N/A (not applicable)

Mode of delivery:

Face-to-face and distance learning

Learning activities and teaching methods:

Lectures on campus. In in addition there will be given information and tutoring via the Internet (Fronter). Especially will this be a main way of teaching for students following the distance learning course.

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Studieplaner

For students following the distance learning course, it will be given lectures and exercises during a set of teaching sessions. Between the teaching sessions, there will be given video-lectures and net-seminars.

Assessment methods and criteria:

The assessment system is divided into three parts:

1. A requirement of compulsory participation in every seminar group. The assessment is given as approved/not approved and is not part of the grade. More than 20% absence gives not approved and no final grade on the course MA261L 000

2. A portfolio assessed as passed/failed and not part of the grade. The portfolio content consists of mathematics texts and mathematics didactics. If the portfolio is assessed as not passed, there will not be given a final grade on the course MA261L 000

3. A 5-hour written examination with the regular Norwegian grading system (A-F). Learning aids: calculator and LK06.

Work placement:

See programme plan for GLU 5-10

Recommended or required reading:

The reading list is subject to amendments at semester start.

Gulliksen, Tor: Matematikk i praksis. 5. utgave. Universitetsforlaget 1998. ISBN 82-00-42411-1

Gjone, Gard: Veiledning til funksjoner. Nasjonalt læremiddelsenter (nå Utdanningsdirektoratet). 1997.

Holm, Marit: Opplæring i matematikk. Cappelens Forlag. 2002. ISBN 82-02-21819-5.

Ostad, Snorre: Strategier, strategiobservasjoner og strategiopplæring. Læreboka Forlag. 2008. ISBN: 978-82-994742-9-0.

Kompendium til MA261L - Analyse og matematiske bevis. 2011.

Study progression requirement:

N/A.

Overlapping courses: The following courses gives reduction in ECTS-points: MA208L Matematikk 2, funksjonslære, 10 ECTS-credits Språk/Language:

Norwegian Language 2B - NO261L

ECTS Credits: 15

Level of course: Intermediate Level

Type of course: Elective

Duration: 1 semester

Study start: Spring 2014

Year of study: 2nd year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Marit Synnøve Krogtoft

E-mail address: [email protected]

Costs: No tuition costs. Semester registration fee. One can also expect costs related to the purchase of non-fiction, fiction and compendium. In addition, one must assume expenses for theater, cinema - and museum visits and excursions.

Course contents:

Norwegian is a subject in giving knowledge and upbringing, an aesthetic subject, a language and a practical professional subject. In primary school teacher training the course deals with the appropriation of knowledge of the Norwegian language, on the Norwegian text culture and didactic theories related to Norwegian education. These areas form the basis for academic and didactic reflection of you as a student and future Norwegian teacher, and they form the basis for the daily work in the classroom. The Norwegian subject in teacher training is both research and professionally oriented.

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Studieplaner

Language and language use are important parts of identity development and play a fundamental role in all learning activities. A democratic society depends on new generations being active participants in carrying on the cultural heritage. Pupils should be socialized into a culture where language skills and linguistic skills provide the entry key to everything from social life to public participation in national and international contexts. In work as teachers of the Norwegian language prospective teachers help pupils to become confident and active language users of functional oral and written communication skills. This is an important field of teacher education.

Working with different types of texts helps pupils strengthen their literary competence. Texts provide insight into the human being, into cultural and social life: fiction texts and factual texts, older and newer, oral and written, texts in newspapers, magazines, books or on screen, and a variety of complex texts. As a Norwegian teacher you must therefore have knowledge of a variety of texts that you can present to the pupils so that they develop understanding, experience, motivation for reading and a desire to develop their skills.

In the Norwegian subject there also lies a special responsibility for teaching the basic skills, the ability to express oneself orally, being able to express oneself in writing and reading. Students must therefore have knowledge of language development, vocabulary and concept learning, and the development of reading and writing. Motivation and mastery of reading and writing lay an important foundation for further education. Therefore students must - as coming Norwegian teachers - have insight into various types of texts and how they can engage students and motivate them to further develop their own reading and writing skills.

Norway is today a multicultural society that is constantly changing. The Norwegian course plays a central role in language education of minority students and also develops cultural understanding that takes the multicultural reality seriously. For Sami pupils the subject of Norwegian together with the subject of Sami forms the basis for development of bilingual competence of these pupils.

In Norwegian 2B is the relationship between language and text in the past and present centrally. As a student you get extended, research-based insights into how literature has developed and continues to develop. By studying the text culture in the past and present, you will get good literary-historical knowledge. You will further gain in-depth knowledge of the duck language standardization so that you get deeper insight into the development of both the Norwegian written languages. You will also gain insight into how to facilitate teaching and learning in both Bokmål and Nynorsk. You will also get extended research-based insights into the didactic issues including in the basic skills. Furthermore, you should work with a wide range of working methods, so you get an expanded understanding of the relationship between subjects, didactics and practice.

Students will be assessed in both bokmål and nynorsk.

Learning outcomes:

On successful completion of the courses students should have knowledge of:

- linguistic processes of change in the past and present - dialect variation in modern Norwegian on historical and dialectological basis - Norwegian language history after 1800 and the current norms of the Norwegian language - central works of Norwegian fiction and non-fiction literature and knowledge of the theories of complex texts and good literature historical overview

Students will be able to:

-initiate, advise and evaluate oral, written and composed text production among pupils in lower secondary school grades and give reasons for the grades you set - use knowledge of the spoken language and the written language standardization in writing instruction - urged to facilitate and conduct training in the form of language that is secondary language for the pupils - advise students in various forms of oral and written arguments - compare texts written for young people and adults with regard to content, form and function - set key Norwegian texts and a selection of Sami texts (in translation) in a historical context and see them in light of the Nordic and other international literature - advise students in the use of scientific literature, source material - use the curriculum in the subject to formulate goals for Norwegian education and relevant criterion for assessing

The general competence is characterized by the fact that students:

- can assess Norwegian trade and own practice as a Norwegian teacher and explain assessments - have insight into Norwegian subject on the basis of research and in relation to history and to reflect critically and constructively on the basis of this perspective on the subject - can advise students in their work with texts so that they can develop themselves, gain knowledge and prepare for active participation in public space and society as a whole - can see the subject in a larger perspective of education and teaching as part of the instruction in an active participant democracy

Especially recommended elective courses:

N/A

Offered as a free-standing course:

The lectures are open. Seminar groups are reserved for students registered on the programme and are mandatory for these students. For collection of primary- school based teacher training all education is compulsory and reserved for students registered to study unless otherwise specified.

Prerequisites:

Norwegian in teacher education is based on and requires knowledge that corresponds to Norwegian from upper secondary school, 14-hour course (including from the general academic field of study).

Recommended previous knowledge:

The study is based on NO132L and NO133L and NO260L

Mode of delivery:

Face-to-face

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Studieplaner

Learning activities and teaching methods:

The working methods in the programme alternate between lectures, tutoring, seminars / regional groups with and without a teacher, project and individual work. Individual supervision related to some written assignments.

Assessment methods and criteria:

Students will write a specialization thesis which counts for 49%. This thesis will be written in Norwegian and must be approved before the student can take the final oral exam. The oral examination counts for 51% of the total grade of this course.

It is mandatory to participate in the interdisciplinary work and projects. See further discussion in the semester schedule.

All instruction is mandatory and practice is mandatory and must be passed.

Work placement:

N/A

Recommended or required reading:

Theory (1000 pages): Andersen, Per Thomas (2001): Norsk litteraturhistorie. Universitetsforlaget (ca. 500 sider)

Penne, Sylvi (2010): Litteratur og film i klasserommet. Didaktikk for ungdomstrinnet og videregående skole Universitetsforlaget. (s. 208-245). (37 sider)

Skjekkeland, Martin (2010): Dialektlandet. Portal forlag. (130 sider)

Torp, Arne og Lars Vikør (1993): Hovuddrag i norsk språkhistorie. Ad Notam Gyldendal (Kap. 1-4 og 6-13) (250 sider)

+ A small self-selected reading in connection with a major task.

Texts: Novels (4 pieces): Gisle Surssons saga Knut Hamsun: Pan (1894) / Sult (1890) Tarjei Vesaas: Is-slottet (1963) Dag Solstad: Genanse og verdighet (1994) / Roman 1987

Norse myths: Helge Horn: Gudelære. BraBok forlag 2010 (39 sider)

Stories / short prose: Compendium available at semester Maurits Hansen: "Luren" Hans Aanrud: "En vinternatt" Alexander Kielland: "En god samvittighet" Amalie Skram: "Karens jul" Knut Hamsun: "Et spøkelse" Kinck: "Den nye kapellanen" Bjørnson:" Faderen" Cora Sandel: "Barnet som elsket veier" Johan Borgen: "Av en født forbryters dagbok" (Film: Bestefar er en stokk) Agnar Mykle: "Skjenselens korinter" Torborg Nedreaas - "Kjøreturen" Tarjei Vesaas: "Hesten frå hogget", "Naken" Nini Roll Anker: "Hvor er lammet til brennofferet" Kjartan Fløgstad: "Riksvegen vestover" Ragnar Hovland, Askildsen:

Proposal poetry: Compendium is the semester.

Middelalderballade: Torsvisa (Tors brudeferd i Valhall) Petter Dass: "Herre Gud! Dit dyre Navn og Ære" Wergeland: "Pigen paa Anatomikammeret" Welhaven: "Diktets ånd" Magdalena Thoresen "Savn" fra: Digte af en Dame 1860 Bj. Bjørnsom: "Mit Følge" (1870 Digte og sange) / "Salme II" Ivar Aasen: "Gamle Norig" Sigbjørn Obstfelder: "Al skabningen sukker" 1890 Arne Garborg: "Mot soleglad" A.O. Vinje: "Ved Rundarne" Olaf Bull: "Metope" Arnulf Øverland: "Sommernatt" Gunvor Hofmo: "Fra en annen virkelighet" Astrid Hjertnæs Andresen: "Hestene står i regnet" Olav O. Hauge: "Kveld i november", "Eg var båten" Inger Hagerup: "Den korsfestede sier" Jan Erik Vold: "Loffen", "Kulturuke" Rolf Jacobsen: "Bussene lengter hjem" Paal Brekke: "Som i en kinosal" Edith Södergran: "Dagen svalnar" Karin Boye: "Ja visst gör det ont"" Cornelis Vreswijk:"Felicia, adjö" Tove Ditlefsen: "De evige tre"

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Studieplaner

One play

Av Henrik Ibsen: Peer Gynt.

Non-fiction (from ”Sakprosa i skolen”): Knut Hamsun: "Fra det ubevidste Sjæleliv" Camilla Collet: "Strikketøisbetragtninger" A.O. Vinje: "Ferdaminne fraa sumaren 1860" Arne Garborg: "Eit og annat um Kristendomsstriden vaar"

Spoken language: 4-5 spoken language texts from: Papazian, Eric og Botolv Helleland (2005) Norsk talemål. Lokal og sosial variasjon. Høyskoleforlaget 2005.

Study progression requirement:

See attendance requirements. It is mandatory to participate in the interdisciplinary work and projects.

3rd year of study

Språk/Language:

Art and craft 2B - KH251L

ECTS Credits: 15

Level of course: Intermediate Level

Type of course: Elective

Duration: Two semesters

Study start: Autumn 2014

Year of study: 3rd year

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Ellen Marie Sæthre-McGuirk

E-mail address: [email protected]

Costs: Material costs 500,- NOK, semester registration fee and syllabus literature

Course contents:

Arts and Crafts 2 consists of two courses of 15 credits each, and builds on the Arts and Crafts 1

Arts and Crafts 2 will provide their knowledge through creative work, didactic reflection and enhanced understanding of the subject's visual and material cultural roots.

Arts and Crafts 2 is a campus-based course.

Learning outcomes:

Knowledge:

Students will

have knowledge of the course's main subjects have knowledge of three-dimensional art in the last 200 years have knowledge of the formal tools, visual elements and principles have knowledge of materials, tools and techniques related to sculpture have knowledge of creativity and creative processes have knowledge of the factors that influence pupils’ development of visual language, identity and creativity have knowledge of the curriculum for Arts and Crafts in primary school (LK06) have knowledge of teaching and learning methods suitable in primary school

Skills

Students will:

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Studieplaner

be able to use materials aesthetically and appropriately be aware of their role as cultural mediator be able to implement the creative process from idea to product be able to document the creative process be able to use the terminology of Arts and Crafts be able to evaluate and select teaching aids for use in primary school be able to use digital tools in creative work be able to organize an exhibition and create different types of presentations be able to formulate learning objectives and assessment criteria for pupils in primary school be able to fulfill basic skills in the Arts and Crafts

General knowledge Students will be able to:

analyze and understand the design culture in a social perspective apply the knowledge of shape in their own creative work and teaching interpret and use LK06 in planning and implementing teaching stimulate pupils and let them experience, express and reflect mentor pupils to work creatively using their own interests and ideas be able to use LK06 as a basis for professional development

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

N/A

Recommended previous knowledge:

N/A

Mode of delivery:

A Combination of the following: Face-to-face and distance learning

Learning activities and teaching methods:

A Combination of the following: Art and crafts workshops and practice

Assessment methods and criteria:

Attendance: At least 85 % is required toi sit the exam. Approved / not approved.

Preliminary examination: 1st semester. Passed / failed.

Written assignment: Second semester. A-E.

Work placement:

See studyplan for practice

Recommended or required reading:

Will be issued later

Study progression requirement:

N/A

Overlapping courses: The following courses gives reduction in ECTS-points: KH258L Arkitektur, 15 ECTS-credits Språk/Language:

Food and health 2A - MH250L

ECTS Credits: 15

Level of course: Introductory Level

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Studieplaner

Type of course: Elective

Duration: One semester

Study start: Autumn 2014

Year of study: 3rd

Study place: Bodø

Faculty responsible: Faculty of Professional Studies

Language of instruction: Norwegian

Course responsible person: Jan Arne Pettersen

E-mail address: [email protected]

Costs: In addition to semester registration fee and syllabus litterature, there will be material costs amounting to approximately NOK 1000,- per year.

Course contents:

The programme in food and health provides theoretical and practical expertise in food and meals, nutrition and food consumption. The programme gives you practical experience in food preparation, product development, entrepreneurship, communication and guidance. Food and health can be included as part of basic training, specialization or further education. Food and health study 2 is made up of two modules of 15 ECTS. The topic food and health in primary teacher education is a general educational programme, practical and aesthetic professional subjects and prepares students to teach in the subject of 5-10 steps in primary school Food and Health provides broad technical expertise to facilitate and guide the various target groups on issues related to food using the practical, cultural and health perspectives. The topic also enables childrens’ and young peoples’ to act as responsible consumers in the food area, and give them an understanding of the cultural meaning of food and meals, for individuals and society. Food and Health provides an understanding and increased respect for the Norwegian, Sami and other countries' culinary traditions. Food and health in primary school is a general education course that contributes to students' overall development and learning.

The course covers the following topics:

• practical training in cooking • food as a cultural factor • food and food labeling for specific groups • Health promotion and preventive nutrition information • National dietary recommendations • Didactic components of planning • The five basic skills in food and health • Practice in primary • The basic tastes • Description of the taste experience • Sensory analysis as a tool in school • Experimental cooking • Entrepreneurship in food and health • Norwegian nutrition policy • Developments in the Norwegian diet • Nutritional information and advertising • Diet amongst children and young people

Learning outcomes:

KNOWLEDGE The student should on successful completion of the course:

• Be able to produce food according to hygienic principles • Recognise and deal with a central love works related to food production and sale of food • Have knowledge of the product • Pack food in accordance with regulations • Know and use different methods of marketing of food from a health perspective • Have knowledge of sustainable food production • Have experience of entrepreneurship as a method • have knowledge of the main points in the history and content of the key management document governing the learning process in food and health in primary school • have knowledge of didactic categories in food and health • have knowledge of how the basic skills to express himself/herself orally and in writing, in reading and arithmetic and be able to use digital tools affect pupils’ learning in the subject at various stages • have knowledge of how the processing of foods and the composition of food affects the nutritional quality of the meal

SKILLS The student should on successful completion of the course:

• master a range of cooking techniques

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Studieplaner

• be familiar with basic flavors and carry taste • have knowledge of sensory evaluation of food • have knowledge of microbiology and food safety • use cookbooks / textbooks and online learning resources as a source of knowledge • explain the concept of safe food, sustainable food consumption and food labeling • knowledge of key social scientific ways of working • facilitate training in food and health in a multicultural society • be able to reflect on the didactic issues in light of public policy documents • good with their hands, incorporated basic cooking techniques and safe practices in the use of raw materials, products, tools and materials • have knowledge of food groups and their nutritional content • be able to make good healthy meals for children and young • gain insight into the relationship between eating habits and health and have insight into the various diets

GENERAL COMPETENCE The student should on successful completion of the course:

• be able to convey key subject matter, problems and solutions and contribute to the development of a professional teacher role • be able to obtain and consider the contents of the relevant subject material and designing goal-texts in line with formal requirements • use appropriate didactic planning tools and educational materials for dissemination • have insight into the history • be able to maintain aesthetic dimensions of the subject • be able to help to create a good learning environment and develop good relationships with and between students

Especially recommended elective courses:

N/A

Offered as a free-standing course:

Prerequisites:

Food and Health 1 (15 + 15 credits) must be passed before one can start the course Food and Health 2

Recommended previous knowledge:

N/A

Mode of delivery:

Face-to-face

Learning activities and teaching methods:

Food and Health includes both theoretical and practical topics. The course adds greatly to the theory that integrates the subject's practical part. Work on this course provides knowledge of and experience with similar work in primary schools. Through the different working methods, students gain experience with different ways to arrange the subject matter. Important coursework includes individual work, group work, lectures, independent study and practical kitchen work. The programme is supported with individual and group counseling, and use of the management learning system Fronter.

The course includes practical/method and didactical tasks provided for evaluation at stated deadlines. The tasks performed in groups or individually. In connection with the practical lessons lesser tasks will be given. The work performed is considered part of the collaboration between teacher and students.

Practice is part of food and health in teacher education and experience students gain in practice forms the starting point for discussion and analysis on the course. Clarification and specification of the work in connection with the practice periods will be announced in the practice plan

Assessment methods and criteria:

The following methods are used:

Exam: Requirements: • The student must participate in at least 80% of the practical lessons. • The practical and didactic writing group assignment (with lessons), accounts for 20% All tasks must be completed within specified deadlines and approved by the teacher. Details of the terms for mandatory participation, the submission deadlines and content requirements will be given the semester schedules at baseline and during the study. The coursework must be approved to take the exam. Examination: A practical exam with an individual grade (based on the teaching program), counts for 80% weighting of the grade (A - F) All components must be passed before a final grade is given for the course.