STUDENT CHARTER FOR THE TEACHER EDUCATION AT … · 2018-06-29 · Introduction to the student...

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STUDENT CHARTER FOR

THE TEACHER EDUCATION AT

UNIVERSITY COLLEGE ABSALON, VORDINGBORG

2017-18

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Content STUDENT CHARTER FOR THE TEACHER EDUCATION AT UNIVERSITY COLLEGE ABSALON, VORDINGBORG 2017-18 .............................................................................................................................. 1

Introduction to the student charter ............................................................................................................. 8

1. What is a student charter? ................................................................................................................... 8

2. Institutional Part /Common Part of the Student Charter ...................................................................... 8

2.1 Commencement ............................................................................................................................ 8

1st Part of the Student Charter ................................................................................................................... 10

The Institutional Part of the Student Charter ............................................................................................. 10

The Institutional Part of the Student Charter ............................................................................................. 11

3. The purpose of the Teacher Education ................................................................................................ 11

4. The Teacher Education ABSALON ...................................................................................................... 11

5. The Teacher Education as E-learning .................................................................................................. 11

6. The length and organisation of the education .................................................................................... 11

6.1 Structure of the Education ............................................................................................................ 12

7. Offer of modules, specialisation modules and teaching subjects ..................................................... 12

7.1 Admission requirements for teaching subjects .............................................................................. 13

8. Minimum scope stated in ECTS points for access to each of the final tests ......................................... 13

8.1 Signing up for tests ....................................................................................................................... 13

9. Teaching experience ........................................................................................................................... 14

9.1 The teaching experience school as a place of education ................................................................ 15

9.2 Quality assurance of the teaching experience ............................................................................... 16

9.3 The teaching plan of the teaching experience school .................................................................... 16

9. 4 Requirement to the cooperation between the teacher education and the teaching experience school ................................................................................................................................................. 16

9.5 The international dimension in the teaching experience ............................................................... 17

9.6 Digital professional portfolio in the teaching experience .............................................................. 17

9.7 Teaching experience guidance ...................................................................................................... 17

9.8 Teaching experience tests ............................................................................................................. 17

9.9 Interaction between teaching experience and the rest of the education ....................................... 18

9.10 Re-teaching experience practical teaching experience ................................................................ 18

10. Organisation of the professional bachelor project ............................................................................. 18

10.1 Requirements to the professional bachelor project design .......................................................... 19

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11. Teaching and work methods ............................................................................................................. 19

11.1 Study activity models and study intensity ...................................................................................... 20

12. Student activity, mandatory participation and mandatory attendance ............................................. 21

12.1 Student activity ........................................................................................................................... 21

12.2 Lacking student activity ............................................................................................................. 22

12.3 Mandatory participation in connection with evaluation of modules ........................................... 22

13. Guidance .......................................................................................................................................... 22

13.1 Study guidance ........................................................................................................................... 22

13.2 Professional guidance.................................................................................................................. 23

14. Teacher profession guidance ............................................................................................................ 23

15. Digital professional portfolio ............................................................................................................. 23

16. Content and organisation of optional courses .................................................................................. 24

18. Cross professional courses ............................................................................................................... 24

19. Teacher with an international profile ............................................................................................... 24

20. International activities ..................................................................................................................... 24

21. Talent courses .................................................................................................................................. 24

22. Practical matters............................................................................................................................... 25

22.1 Leave of absence ......................................................................................................................... 25

22.2 Credit transfer ............................................................................................................................. 25

22.3. Individual competence assessment (IKV) .................................................................................. 26

22.4 Exemption from participation in the education .......................................................................... 26

22.5 Transfer to another place of study............................................................................................... 27

22.6 Discharge from the education ..................................................................................................... 27

22.7 Expulsion ..................................................................................................................................... 27

22.8 Exemption from the regulations of the student charter .............................................................. 27

23. Meritlæreruddannelsen..................................................................................................................... 27

2 part of the student charter ...................................................................................................................... 28

Common part of the student charter ......................................................................................................... 29

24. Common part / institutional part of the student charter ...................................................................... 29

25. Tests in the teacher education ............................................................................................................. 29

25.1. Legislation .................................................................................................................................... 29

25.2. An overview of assessment in the education ................................................................................. 29

25.3. Test forms in the common part of the student charter .................................................................. 29

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25.4. Individual or group test and non-individual assessment ................................................................. 30

25.4.1. Individual assessment, individual test or group test ................................................................. 30

25.4.2. Non individual assessment ...................................................................................................... 30

25.5. Language of the exam ................................................................................................................... 30

25.6. Aids ................................................................................................................................................ 31

25.7. Special organisation of tests .......................................................................................................... 31

25.8. Special test conditions ................................................................................................................... 31

25.9. Anonymity and confidentiality ....................................................................................................... 31

26. Mandatory participation and attendance ............................................................................................. 32

26.1. Consequences of non-compliance of the mandatory participation as prerequisite requirement for completion of modules and admission to test ........................................................................................ 32

26.2. Mandatory attendance .................................................................................................................. 32

27. Registration for tests ............................................................................................................................ 33

28. Make-up test ........................................................................................................................................ 33

29. Cheating during examinations .............................................................................................................. 34

29.1 Use of own and others' work - plagiarism ........................................................................................ 34

29.2 Measures in case of cheating or disruptive behaviour during examinations .................................... 34

29.3 Presumption of cheating, including plagiarism during and after the test ........................................ 34

29.4 Process regarding clarification of cheating, including plagiarism .................................................... 35

29.5 Sanctions in case of cheating and disruptive behaviour during examinations ................................. 35

30. Complaint ............................................................................................................................................. 36

30.1 Complaints about the basis for examination etc., the course of the test and/or the evaluation ....... 36

30.2 Appeal ............................................................................................................................................ 37

30.3 Complaint about legal issues ........................................................................................................... 38

31. Competence goal tests ......................................................................................................................... 38

31.1. Competence goals .......................................................................................................................... 38

31.2. Placement of tests during the course of the education ................................................................... 38

31.3. Group sizes, time of examinations and page numbers in written assignments at group tests ......... 39

31.4. Definition of a normal page ............................................................................................................ 39

31.5. Handing in written works .............................................................................................................. 40

32. Test in The teacher’s fundamental professional qualifications .............................................................. 41

33. The test in the teaching subject Art ....................................................................................................... 41

34. The test in the teaching subject Biology ............................................................................................... 41

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35. The test in the teaching subject Danish 1st-6th form .............................................................................. 41

36. The test in the teaching subject Danish 4th-10th form ............................................................................ 41

37. The test in the teaching subject English 1st-6th form .............................................................................. 41

38. The test in the teaching subject English 4th-10th form ........................................................................... 41

39. The test in the teaching subject French ................................................................................................ 41

40. The test in the teaching subject Physics/Chemistry .............................................................................. 41

41. The test in the teaching subject Geography .......................................................................................... 41

42. The test in the teaching subject History ............................................................................................... 42

43. The test in the teaching subject Craft and design................................................................................. 42

44. The test in the teaching subject Physical education 1st - 6th form ....................................................... 42

45. The test in the teaching subject Physical education 4th - 10th form .................................................... 42

46. The test in the teaching subject Christianity and other religions .......................................................... 42

47. The test in the teaching subject Nutrition ............................................................................................ 42

48. The test in the teaching subject Mathematics 1st - 6th form ............................................................... 42

49. The test in the teaching subject Mathematics 4th - 10th form ............................................................. 42

50. The test in the teaching subject Music .................................................................................................. 43

51. The test in the teaching subject Science ............................................................................................... 43

52. The test in the teaching subject Citizenship .......................................................................................... 43

53. The test in the teaching subject German ............................................................................................... 43

54. Organisation of test in teaching experience level I, II and III .................................................................. 43

55. Requirements to the design of the professional bachelor project ........................................................ 44

55.1 Spelling and fluency ability in the professional bachelor project...................................................... 45

55.2 The test in the professional bachelor project ................................................................................... 45

56. Grant for an exemption ....................................................................................................................... 46

57. Entry into effect ................................................................................................................................... 46

Appendix 1 ................................................................................................................................................. 47

The International Honours Degree in Teaching .......................................................................................... 47

Description of the Honours Programme and Module Descriptions in English: ....................................... 47

A. International Honours Degree in Teaching ............................................................................................ 48

B. Module descriptions ............................................................................................................................... 51

B1.1 The teacher’s fundamental professional qualifications ....................................................................... 51

Preamble ............................................................................................................................................ 51

Module 1: General education: (Religion, life education and citizenship) and Cultural Understanding . 51

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Module 2: The pupil's learning and development ................................................................................ 54

Module 3: “Jeg skal være lærer” or ”Aesthetic Learning Processes” ....................................................56

Module 4: General teaching competence ........................................................................................... 57

Module 5: Special education .............................................................................................................. 60

Module 6: Teaching of bilingual pupils ............................................................................................... 64

Appendix 2 ................................................................................................................................................. 67

Module Descriptions: Teaching Subjects .................................................................................................... 67

B2.1 Module descriptions Art (Art and Culture) ..................................................................................... 68

B2.2 Module descriptions Biology .......................................................................................................... 74

B2.3 Module descriptions Danish, 1st - 6th form ..................................................................................... 74

B2.4 Module descriptions Danish, 4th - 10th form .................................................................................. 74

B2.5 Module descriptions English (English as an Additional Language) .................................................. 74

MODUL 3B: Intercultural competence in language teaching/English at the intermediate stage and in lower secondary stage ........................................................................................................................ 85

B2.6 Module descriptions Physics/Chemistry ......................................................................................... 85

B2.8 Module descriptions History (History and Social Geography) ......................................................... 85

B2.9 Module descriptions Craft and design............................................................................................. 93

B2.10 Module descriptions Physical Education (PE and Health) .............................................................. 93

MODUL 3 B: Physical education at the intermediate stage and in lower secondary stage ................ 100

B2.11 Module descriptions Christianity and other religions................................................................... 100

B2.12 Module descriptions Nutrition .................................................................................................... 100

B2.13 Module descriptions Mathematics 1st - 6th form ........................................................................ 100

B2.14 Module descriptions Mathematics 4th - 10th form...................................................................... 100

B2.15 Module descriptions Music .......................................................................................................... 100

B2.16 Module descriptions Science and Technology ............................................................................ 101

B2.17 Module descriptions Citizenship .................................................................................................. 114

B2.18 Module descriptions German ...................................................................................................... 114

B2.19 Other modules in English - descriptions ...................................................................................... 123

B2.19.1 Research and Academic Working Methods 1 (10 ECTS) ........................................................ 123

B2.19.2 Inclusive Education – modules – Currently under revision .................................................... 124

Module 1: Introduction to Children with Special Needs and Special Education 10 ECTS ....................... 124

Module 2: Inclusion in Primary Schools 5 ECTS ..................................................................................... 125

Module 3: Assessment & Planning in Inclusive Education 5 ECTS ......................................................... 126

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Module 4: Teaching Literacy 5 ECTS..................................................................................................... 127

Module 5: Special Education as a Field for Development & Research 5 ECTS ....................................... 128

Appendix 3 ............................................................................................................................................... 130

TEACHING EXPERIENCE .......................................................................................................................... 130

B3.1 Teaching experience ..................................................................................................................... 131

Appendix 4 ............................................................................................................................................... 137

Professional bachelor project ................................................................................................................... 137

B4.1 Module descriptions professional bachelor project ....................................................................... 138

MODULE 1: Research and innovation competencies in relation to classroom, school and society Type, extent and language of the module .................................................................................................. 138

Appendix 5 ............................................................................................................................................... 141

Module product Descriptions: .................................................................................................................. 141

The teacher’s fundamental professional qualifications ............................................................................. 141

Appendix 6 ............................................................................................................................................... 147

Module product Descriptions: .................................................................................................................. 147

Teaching Subjects .................................................................................................................................... 147

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Introduction to the student charter

1. What is a student charter? Welcome to the Teacher Education – and welcome to this student charter.

A student charter is an indication of the legislation on which the education is based. Thus, the current stu-dent charter is a collection and elaboration of the legislation under the Danish executive orders. That is:

• BEK nr. 593 af 01/05/2015, om uddannelsen til professionsbachelor som lærer i folkeskolen ”Ud-dannelsesbekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=170032

• BEK nr. 1519 af 16/12/2013, om prøver og eksamen i erhvervsrettede videregående uddannelser ”Eksamensbekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=160839

• BEK nr. 114 af 03/02/2015 om karakterskala og anden bedømmelse ”Karakterbekendtgørelsen”, se • https://www.retsinformation.dk/Forms/R0710.aspx?id=167998 • BEK nr. 1521 af 16/12/2013 om erhvervsakademiuddannelser og professionsbacheloruddannelser

”LEP-bekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=160878 • BEK nr. 248 af 13/03/2015 om adgang til erhvervsakademiuddannelser og professionsbachelor-ud-

dannelser ”Adgangsbekendtgørelsen”, § 38 se https://www.retsinforma-tion.dk/Forms/R0710.aspx?id=168900

2. Institutional Part /Common Part of the Student Charter The student charter for the Teacher Education comprises two parts: 1. The institutional part of the student charter has been prepared locally by the Teacher Education in

University College Zealand, hereinafter referred to as ABSALON, and comprises regulations about the teacher education locally. The institutional part of the Student Charter is described in the 1st part of the Student Charter.

2. The common part is prepared jointly by the University Colleges in Denmark approved for offering teacher education in Denmark. The common part of the Student Charter is described in the 2nd part of the Student Charter.

The Student Charter in its whole is common to the teacher education in ABSALON regardless of where and how it is offered. For more information about the teacher education in ABSALON, please see http://Absalon.dk/uddannelser/laerer/. If you have any questions to the Student Charter or the understand-ing hereof, you are welcome to contact the local head of studies.

2.1 Commencement The Student Charter for the Teacher Education ABSALON 2015 commences as of 1 August 2015 and is valid for students that have commenced the education on 1 September 2013 or later.

Students who have begun their third module in the following teaching subjects: Danish, Mathematics, English, French and German, however, are exempt for the common module tests in these subjects.

https://www.retsinformation.dk/Forms/R0710.aspx?id=170032






http://ucsj.dk/uddannelser/laerer/

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Students who have commenced the education on 1 September 2013 or later and who began their third module in Physical Education or English on September 2015 follows the module descriptions in the Stu-dent Charter for the Teacher Education in ABSALON 2013.

Students who have begun their third module in any given teaching subject in September 2015, can finalise this subject in accordance with the Danish executive order of the 8th of March 2013, cf. the Student Char-ter for the Teacher Education in ABSALON 2013.

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1st Part of the Student Charter

The Institutional Part of the Student Charter

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The Institutional Part of the Student Charter

3. The purpose of the Teacher Education The purpose of the teacher education is apparent from the Executive Order § 1for the education: § 1. The purpose of the Teacher Education is that the student throughout the education acquires the

knowledge and skills which are the prerequisite for being able to appear as a professional, educational and didactically competent teacher in the Danish folkeskole1 in accordance with the purpose of the folkeskole, cf. § 1 in the law about the folkeskole

ABSALON organises the International teacher Education in accordance with this purpose and thus empha-sises the importance of the student acquiring both practical, professional, educational and didactic compe-tences throughout the course of the education.

4. The Teacher Education ABSALON The teacher education in ABSALON is offered in Vordingborg and Roskilde respectively. In addition, the teacher education is offered as e learning. Regardless of place and form, it is one joint teacher education in ABSALON with one common student charter. As student, you can follow subjects or modules across place and form as agreed with the institution.

The teacher education ABSALON emphasises a high professional, pedagogical, didactical level in all sub-jects and modules. ABSALON works in close cooperation with the practice field and other research institu-tions.

5. The Teacher Education as E-learning We refer to the same chapter in the Danish student charter2

6. The length and organisation of the education The education is set to 240 ECTS credits (in accordance with the European Credit Transfer System). One full academic year is calculated as the work of a full-time student for a year and corresponds to 60 ECTS cred-its. The education thus lasts 4 years3. The education gives the graduate the right to the title of Professional Bachelor of Education. The title of the programme is Bachelor’s Degree Programme of Education. The teacher education is organised as day studies with a summer intake, a winter intake as well as e learn-ing. The education is organized in modules of 10 ECTS points each. The education comprises the following subjects: • The teacher’s fundamental professional qualifications, corresponding to 60-70 ECTS points • Teaching subjects, corresponding to 120-130 ECTS points • Teaching experience, corresponding to 30 ECTS points

1 Primary and lower secondary school - pupils of 6 – 16 years old 2 http://Absalon.dk/fileadmin/user_upload/Laereruddannelsen/Studieordning_laereruddannelsen_2015..pdf 3 The education must be finalised no later than 6 years after start of study. This does not include absence due to preg-nancy, birth and adoption.

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• Bachelor project, corresponding to 20 ECTS points.

The education is organised in such a way that the student normally will obtain teaching competence in 3 teaching subjects, however, at least 2 teaching subjects. The student should normally obtain teaching competence in one of the teaching subjects: Danish 1st – 6th form, Danish 4th – 10th form, Mathematics 1st – 6th form or Mathematics 4th – 10th form, cf. the Ministerial Order for the Education. Descriptions of the modules can be found in appendices 1-4 to the Danish student charter.

The teaching subjects comprise subjects corresponding to the teaching subjects in folkeskolen, cf. law on folkeskolen § 5, 2.

The education is normally organised as described in the following pages.

6.1 Structure of the Education Please find chart of the structure for the regular programmes in Danish in chapter 6.1 in the Danish student charter.

7. Offer of modules, specialisation modules and teaching subjects The teacher education ABSALON offers all teaching subjects4 in a coordinated plan of offers between the two locations of education and e learning. The teaching subjects Danish and Mathematics comprise a min-imum of 4 obligatory basis modules of each 10 ECTS points whereas the other teaching subjects comprise a minimum of 3 obligatory basis modules of each 10 ECTS points. Participation in and completing the ob-ligatory basis modules is a condition for the student to nominate him or herself for the final tests in the subjects (See also chapter 12 regarding study activity and duty to participate).

In addition to the obligatory basis modules in the teaching subjects and The teacher’s fundamental profes-sional qualifications, the students may also have to choose specialization modules in order to obtain 240 ECTS. Specialisation modules are locally developed in ABSALON and can be organised as:

• Mono curricular (within one singular subject in the teacher education) • Cross curricular (across subjects in the teacher education) • Cross professional (across professions) Each autumn a catalogue of specialisation modules is published. The choice of specialisation modules take place during the autumn semester, and specialisation modules are studied in the following spring semes-ter. The student can also choose to study specialisation modules at universities or other further educational institutions in Denmark or abroad. If the student wishes to study specialization modules at other educa-tional institutions than ABSALON, this must be pre-approved by the head of studies.

Questions concerning specialisation modules and choosing these can be directed at the head of studies.

4 Art and Culture, Biology, Danish 1st – 6th form, Danish 4th – 10th form, English, French, Physics/Chemistry, Geog-raphy, History, Home Economics, Craft and Design, Physical Education, Christianity/Religion, Mathematics 1st – 6th form, Mathematics 4th – 10th form, Musik, Natural Science/Technologi, Social Science, German,

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7.1 Admission requirements for teaching subjects The student has admission to teaching subjects if the student has achieved the grade passed at the deter-mined level at a qualifying upper secondary school (cf. Appendix C in this student charter).

If the student does not have the required admission level, he or she can apply for individual assessment, where the actual competencies will be assessed individually.

The purpose of an individual assessment is to provide recognition for the complete knowledge, skills and competencies of the student to be able to choose a teaching subject in the teacher education.

The student must make probable the acquired competencies can be equated with the general admission requirements for the teaching subject. Applications for individual assessment should be sent to the admis-sions team, and a centrally appointed committee will process your application. Guide and application form can be obtained from the student counsellor.

8. Minimum scope stated in ECTS points for access to each of the final tests In order to be able to nominate oneself to the final test, the minimum scope stated in ECTS points below for each subject must be completed:

The teacher’s fundamental professional qualifications: min. 60 ECTS points (6 basis modules) Teaching subjects with the exception of Danish and Mathematics: min. 30 ECTS points (3 basis mod-ules) The teaching subjects Danish and Mathematics: min. 40 ECTS points (4 basis modules) Teaching experience: 30 ECTS points (3 basis modules) Bachelor project: 20 ECTS points (2 basis modules)

Basis modules is the name for obligatory modules within a given subject/subject area which the student is obliged to follow. Basis modules are developed partly on a national level and partly by ABSALON. Module descriptions can be found in the Student Charter appendix 1-4.

The student must choose extra ECTS points to subjects in addition to the minimum requirement to an ex-tent that the total education stay within the 240 ECTS points. The extra ECTS points can be studied as spe-cialisation modules.

8.1 Signing up for tests At the teacher education University College Absalon, the student have to sign up actively for the compe-tence tests in the teaching subjects. Students are automatically signed up for tests in The teacher’s fun-damental professional qualifications, Teaching experience and the Bachelor project if the minimum num-ber of ECTS points in the relevant subject has been completed and approved, cf. chapter 8. See also chap-ter 26.

For tests, that the students actively have to sign up for, the signing up normally takes place in the middle of April for summer test and in the beginning of November for winter test. Study service will inform of the precise date of signing up in the coming test period at the beginning of the semester.

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Students are automatically signed up for module tests in the teaching subjects Danish, Mathematics, Eng-lish, German and French in the module to which the test is connectec.

If a test is not passed, the student is still signed up for the test (automatically signed up). The student can only participate in the same test 3 times. Students who have been on sick leave or other leave are auto-matically signed up for the re(sick)test in the same or first exam period after their sick leave or other leave is over.

It is not possible to de-register for a test or re-test. This means that a test attempt is used even if the stu-dent does not carry through with the test. This, however, is not the case when the student is prohibited from participating in the test due to documented illness or maternity leave.

The test in General education: (Religion, life education and citizenship) and Cultural Understanding must be passed by the end of the 2nd study year of the student, cf. Executive Order of the education §18

9. Teaching experience Teaching experience connects the theory and practice of the education for the purpose of student achiev-ing the competence to prepare, implement and evaluate lesson plans. The student must complete practi-cal teaching experience in his or her selected teaching subjects, and the practical teaching experience must be prepared, completed and processed in cooperation between the teaching subjects and the subject "The teacher’s fundamental professional qualifications". The student has a duty to attend the practical teaching experience (preparation, completion and processing).

Teaching experience consists of 3 modules of 10 ECTS credits each and are organized in accordance with the progression between level I, II and III, as stated in the competence objectives for the subject teaching experience in the order of the education appendix 3 (se also the teaching experience descriptions in the student charter appendix 3). Each period of practical teaching experience is completed with a test that is assessed with a grade. Teaching experience deals with the practical/pedagogical dimension, which is aimed at the teacher's work with pupils, and the analytical dimension, which is aimed at being able to study own and others' practice. Teaching experience links together the subjects of the teacher education and the student's work at the teaching practice school.

Competence areas

Competence area 1: Didactics Competence area 2: Classroom management Competence area 3: Relational work

Level Number of weeks and place

ECTS points

Place of teaching experi-ence

Test

Teaching ex-perience level I

6 weeks Summer in-take: Week

10 Approved teaching experi-ence schools at primary and lower secondary level

The test is external and as-sessed by a teaching experi-

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43-48 in 3rd semester Winter intake: Week 43-48 in 4th semester

ence teacher, a lecturer ap-pointed by the university college and an external ex-aminer.

Teaching ex-perience level II

6 weeks Summer in-take: Week 43-48 in 5th semester Winter intake: Week 43-48 in 6th semester

10 Approved teaching experi-ence schools at primary and lower secondary level/free schools at primary and lower secondary level/con-tinuation schools as well as schools in the Faro Islands and in Greenland. Teaching experience can also take place at foreign schools in connection with studying abroad and if organized by the teacher education. Ap-proved museums with a school service and other school forms.

The test is internal and as-sessed by a teaching experi-ence teacher and a lecturer appointed by the university college. In special cases, the test can be held virtually.

Teaching ex-perience level III

6 weeks Summer in-take: Week 43-48 in 7th semester Winter intake: Week 43-48 in 8th semester

10 Approved teaching experi-ence schools at primary and lower secondary level

The test is external and as-sessed by a teaching experi-ence teacher, a lecturer ap-pointed by the university college and an external ex-aminer.

9.1 The teaching experience school as a place of education The teacher education expects the teaching experience school to enter into a conditional cooperation be-tween teacher students and lecturers from the teacher education.

The school is expected to prepare a plan of education of teaching experience teachers to improve the qual-ity of the students’ teaching experience and of the enterprise of the school in general. It is expected that the school provides the students with insight into the focus and development areas of the school. The teaching experience teachers are expected to give the students an insight into annual plans and teaching plans. The students should be granted the possible to both observe teaching experience teachers teaching and be able to undertake teaching themselves.

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During their entire studies, the student must be given opportunity to collect empirical data.

9.2 Quality assurance of the teaching experience Only teachers qualified in the teaching subject or with similar competences can have students in teaching experience.

The students work a minimum of 30 hours per week at the teaching experience school with planning, car-rying out and evaluating teaching. In addition, the students participate in guidance, team meetings, peda-gogical advisory meetings, playground duties, school/home cooperation etc. in accordance with the edu-cation plan of the school. Teaching experience is a fulltime work for the student.

As a starting point, the student must have a minimum of 1 guidance hour per week and 12 teaching lessons unless otherwise agreed with the teaching experience coordinator of the teacher education.

A teaching experience teacher is connected up on the student with a view to reflection and progression in the teaching experience and guidance concerning fulfilling the competence areas of the teaching experi-ence.

The teaching experience school points out the teaching experience teacher who will act as examiner at the teaching experience test.

9.3 The teaching plan of the teaching experience school The school prepares a teaching plan for the teaching experience for the students relating to the teaching experience levels I, II and III. The student is responsible for being familiar with every aspect of the teaching plan from the school. The teacher education approves the teaching plan before the start of the teaching experience.

The teaching plan must comprise:

• A presentation of the teaching experience school • The expectations of the teaching experience school to the student in teaching experience • A description of which opportunities and limitations available at the school in order for the student to

fulfil the competence areas of the different levels of teaching experience including guidance.

9. 4 Requirement to the cooperation between the teacher education and the teaching experience school As a basis, the teacher education is committed to inform on a current basis about the changes to the cur-rent legislation concerning teacher education and teaching experience.

The teacher education communicates with the teaching experience school regarding everything concern-ing teaching experience at the school and the teaching experience test. The teaching experience school and the student are informed if possible in September about which lecturer will be undertaking the role as examiner for each teaching experience group.

Teaching experience brochures plans of action and further information is available on the website of AB-SALON (or in English from the teaching experience coordinator).

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9.5 The international dimension in the teaching experience It is possible to carry out teaching experience on level II abroad as agreed with the international coordina-tor at the teacher education. This is only possible on teaching experience schools approved by ABSALON.

Before the exchange, it has to be agreed how, where and when the teaching experience test is to take place.

9.6 Digital professional portfolio in the teaching experience The student is obliged on a current basis to document the teaching experience work in a digital profession portfolio (se chapter 15 of the student charter. The student should here reflect on preparation, completion and evaluation of the competence areas for the teaching experience: Didactic, classroom management, relational work. During the teaching experience periods, the student is responsible for working with vari-ous digital media and various forms of products, artefacts, portfolio etc. documenting his/her own and other peoples teaching practice. Empirical data in the form of e.g. Video recordings, observations and/or interviews must be part of each teaching experience.

The student is obligated to anonymise all experiences from the teaching experience that are described in assignments prepared in connection with the teaching experience, including also all experiences on which are reflected upon in the digital professional portfolio (Chapter 15).

9.7 Teaching experience guidance The school offering practical teaching experience makes practical teaching experience teachers available for guidance. The student is required to prepare and plan the guidance sessions. The teacher education appoints an advisor for each practical teaching experience group. This advisor will be the examiner at the test.

Approximately one weekly guidance per week is expected which takes its starting point in the fulfilment of the teaching experience group of the competence areas of the teaching experience.

During the teaching experience at level I and when necessary, a three part conversation should take place as far as possible between the student, the teaching experience teacher and a lecturer. This can take place virtually. The purpose is to discuss and reflect on problem areas connected to the teaching experience and put focus on the relationship between theory and practice as well as qualify the work of the student with the synopsis for the teaching experience test.

Selected parts of the teaching experience portfolio can be included by the student during all types of guid-ance. See the study activity model on the website of ABSALON www.Absalon.dk.

9.8 Teaching experience tests Compliance with the duty to attend is a precondition for participation in teaching experience tests. A test follows the teaching experiences in year 2, 3 and 4. The subject teaching experience includes an in-ternal test and two external tests, and they are each graded with a grade according to the 7-point grading scale. The internal test will be attended by a practical teaching experience teacher and a teacher appointed by the teacher education. The external tests will also include attendance by an external examiner.

http://www.ucsj.dk/

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Level Test Teaching experi-ence level I

The test is internal and assessed by a teaching experi-ence teacher and a lecturer appointed by the univer-sity college. In special cases, the test can be held vir-tually.

Teaching experi-ence level II

The test is external and assessed by a teaching experi-ence teacher, a lecturer appointed by the university college and an external examiner.

Teaching experi-ence level III

The test is internal and assessed by a teaching experi-ence teacher and a lecturer appointed by the univer-sity college. In special cases, the test can be held vir-tually.

At least one of the tests should be completed as a group. Each teaching experience level must be completed before the student starts the next level.

9.9 Interaction between teaching experience and the rest of the education Teaching experience contributes to theoretically founded experience establishment related to the teach-ing subjects and the subject "The teacher’s fundamental professional qualifications". Experiences from teaching experience is thereby included in all subjects. In addition, the student can gather experience in collecting empirical data in the teaching experience pe-riod in order to improve and qualify the work with collection of empirical data amongst others for the pro-fessional bachelor project.

9.10 Re-teaching experience practical teaching experience If the student cannot complete significant parts of the practical teaching experience due to documented illness, the student is entitled to a new practical teaching experience period of the same extent. Re-teaching experience practical teaching experience is offered as per arrangement with the practical teaching experience coordinator.

10. Organisation of the professional bachelor project The professional bachelor project comprises 20 ECTS points and is prepared in the 4th study year. The stu-dent has throughout the education have gained experience with collecting empirical data using a scientific approach. All teaching subjects as well as The teacher’s fundamental professional qualifications contribute to this throughout all the years. During the 7th semester, the student indicates his/her choice of preliminary problem area that he/she wishes to investigate in the professional bachelor project. It is possible for the student to take his/her starting point in one of the research and innovation projects of the institution.

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In the 7th semester (or before), education is offered specifically directed at the professional bachelor pro-ject, and the student is connected with one or more guidance lecturer.

During the 8th semester (or before), the student works independently or in groups to complete the profes-sional bachelor project using guidance.

10.1 Requirements to the professional bachelor project design The student should prepare a written professional bachelor project with starting point in an empiric prob-lem in which results from research and development projects should be involved as well as research based literature with the area of primary school and lower secondary school. The problem should be based on the practice of the Folkeskole or practices from other school forms, cf. the order of the education § 14.

The project should be prepared:

• In subject which is self-elected and approved by the institution, concerning a teacher profession prob-lem

• In connection to the student’s teaching subject/ The teacher’s fundamental professional qualifica-tions/the teaching experience subject and/or in connection with a research and development project which is relevant to the teacher profession

• With the involvement of an empirical problem relevant to the practice of the Folkeskole or practices from other school forms and based on reflections on concrete research and development projects in a setting of the school, university college or university

• Using scientific research method

The professional bachelor project comprises 20 ECTS points and is finalised in the 4th study year in an oral external test at which an overall individual grade is given for the written project and the oral performance.

The student can prepare international and cross professional bachelor projects. An international profes-sional bachelor project is defined by the fact that the student has collected empirical data during a study visit abroad lasting between two weeks – three months and that the empirical data from abroad is in-cluded in the project

A cross professional bachelor project can be written jointly by e.g. a teacher student and a social education student or jointly by a teacher student and a student from another university college education.

11. Teaching and work methods The teacher education at ABSALON uses many different teaching and work methods, including class les-sons, group work, student presentations, workshop activities, experiments, lectures, teacher presenta-tions, virtual presentations, digital learning media, using the outdoor such as in open air activities and with a starting point in the town and based on possibilities of the public open space involving cultural activities that goes on there etc. The education is planned so that the student will encounter varied teaching and work forms. The teaching and work forms are described partly in the study activity model (chapter 11.1 be-low) and partly in specific module plans. In addition, specific teaching and work forms can be agreed upon between students and lecturers ia in connection with the practice affiliation in the subjects.

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11.1 Study activity models and study intensity The teacher education is a full-time study with a number of different study activities during the education. The education is prepared for the student to study full-time for all four years. Part of this time is used for participation in lessons – virtual or physical presence. Full-time studies, however, also include preparation and processing of the actual lesson participation:

For each lesson, there is time for preparation, which means that the student is expected to have read rele-vant literature, to have participated in a study group with discussion about the read literature and to have prepared for any assignments set by the teacher in the class in question.

The education also includes the student's processing of the lessons, which can for example be work on a digital portfolio, completion of assignments, observation in practice or searching for new supplemental literature.

Thus, student activity during the teacher education includes activities before, during and after lessons and is therefore much more than just participation in lessons.

A student activity model has been prepared for each module, showing how the workload for the 10 ECTS in the module is distributed for the student. The student activity model describes the specific student activi-ties that are part of the module in question. Activities vary in the different modules and subjects.

The teacher education ABSALON has prepared study activity models for all modules in the education – basis as well as specialization modules. All study activity modules can found on the website of the institu-tion. The student activity model is discussed with the students at the beginning of the module with respect to specific student activities that are expected in the subjects in question. Thus, the student activity model is used for matching of expectations.

In the student activity model, student activities are divided into four categories, as is evident from the model below.

Please find the specific study activity models on the website.

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12. Student activity, mandatory participation and mandatory attendance

12.1 Student activity Student activity during the teacher education includes 2 elements:

1. Participation in evaluation 2. Compliance with duty to participate, including compliance with duty to attend etc.

To be an active student (student activity) means that the student within the last 12 calendar months:

• has passed the relevant tests in the given calendar months

• Own preparation for lessons, practical teaching experience and exam.

• Independent student activities• Study groups• Literature search• Study café

• Debate events• Own follow-up on group work• Student guidance• Joint lessons

• Project and group work• Preparation for lessons, practical

teaching experience and exam initiated by teacher

• Work with e-learning objects• Practical teaching experience (which is

not in the shape of organised lessons)• Internet-based introduction to student

activities• Study visits, field studies• Evaluation of education and teaching

• All kinds of lessons with a teacher present (F2F, parallel, online, lectures etc.)

• Guidance, exercises, feedback, introductions etc.

• Practical/clinical lessons, guidance for practical teaching experience

• Exam, tests

Category 1Participation by

teachers and studentsInitiated by teacher


studentsInitiated by teacher


studentsInitiated by students


teachers and students Initiated by students

Participation by: Teacher & stu-dents

Initiated by: Teachers

Participation by: Students

Initiated by: Students

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• has complied with the duty to participate in any type of activity that is part of the education, including group work, joint projects, virtual lessons etc., as appears from the student charter

• has handed in, as appears from the student charter, the assignments, reports, (learning) portfolios etc. that are prerequisites for participation in the tests with reliable content, and has not handed in material without any reference to the source

• has attended activities with a duty to attend, as appears from the common as well as the institutional part of the student charter.

Periods in which the student has not been active due to leave of absence, maternity/paternity leave, adoption, documented illness or compulsory military service are not included. By request, the student must provide documentation for these circumstances.

If the student cannot comply with the requirement for student activity, an agreement must be in place about this between the programme director and the student.

12.2 Lacking student activity Students that do not comply with one or more criteria in the definition of student activity can be excluded from the education after written warning from the programme director.

The education can provide exemption from these terms if there are extraordinary circumstances.

12.3 Mandatory participation in connection with evaluation of modules The teacher education is based amongst other on experience based learning processes directed at knowledge forms that are process and action oriented. This requires attendance of the student in the form of active participation in e.g. classes, group work, presentation or virtually organised classes as a condition for obtaining the competence areas described. The active participation of students in classes and evaluations contributes to the enhancement of the professional and edu-cational level of the classes.

Obligation to participate can further include the duty to hand in e.g. written assignments, give oral presentations or other form of presentation as is apparent from the module description and semester plan.

Participation at evaluation of modules when stipulated is understood as the active participation of the student in his/her own learning progress as well as that of his/her co-students and fulfil the re-quirements for participation as described in modules and course plans.

Please also refer to the student charter chapter 26 regarding duty to participate and attend.

13. Guidance

13.1 Study guidance The joint study guidance offers students various forms of guidance such as completion and retention guid-ance as well as career guidance. In the joint study guidance, students can be guided in respect of questions concerning the course of education, study competence, special needs aid, study climate and credit.

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13.2 Professional guidance Throughout the course of the education, the institution offers professional guidance. This takes place in the subjects as well as joint events where the students are informed and guided about central elements of the education. This could relate to the structure of the education, the course of the student, choice of teaching subjects and guidance in connection with the professional profile desired by the student as well as the demands of the Folkeskole.

The professional guidance intend to ia create an overview of the studies, provide the best basis for the stu-dent to make choices regarding teaching subjects and boost the chances of the student to complete the studies.

14. Teacher profession guidance Throughout the course, students will be offered teacher profession guidance in groups. The purpose is to support the development of competences of the individual student to manage the task as professional bachelor as teacher in the Folkeskole.

The teacher profession guidance focuses on:

• The student can work explicitly, documented and determinedly in respect to his/her personal profes-sional development

• The student develops study competences as well as relational and professional competences with a view to work as teacher in the Danish Folkeskole.

15. Digital professional portfolio The digital professional portfolio is the tool of the student to collect, structure and share reflections in con-nection to the competence areas of the education. The digital professional portfolio creates coherence through the four years of the course and can used to document the development of the student from stu-dent teacher to fully competent professional.

The professional portfolio is the personal opportunity for the student to collect and share his/her reflec-tions in connection with his/her studies. From this resource, the student can select elements to be used in class, as documentation in connection with module conclusions, as basis for exams in the subjects, as dis-cussion document for the teacher profession guidance and teaching experience guidance or other types of guidance. By this, the student can follow and document his/her own competence development.

The content of the portfolio could be analysed video recordings of own teaching, teaching plans, Wikis, teaching material analyses and more – as well as comments, the student has made to other students’ products. The digital professional portfolio, thus, can contain products the student prepare through his/her studies in the teaching subjects, in The teacher’s fundamental professional qualifications and in teaching experience (please refer to chapter 9.6).

The teacher student has professional secrecy and, thus, is obligated to anonymise experiences from teach-ing experience and experience from practice affiliation. This applicable both in assignments and in the digi-tal professional portfolio. All pupils, parents, teachers and schools mentioned in the digital professional portfolio must be anonymized, cf. the Danish Public Administration Act, LBK nr. 1365 af 07/12/2007 § 27 stk. 1.

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16. Content and organisation of optional courses The student should be offered the following courses concerning:

• Traffic education, including first aid • Health and sexual education and family studies • Education and work • The practical aesthetical subject area • Writing and rhetoric.

Participation in the courses is optional for the students. It is a prerequisite for the issue of a course certifi-cate that the student has participated actively.

The optional courses are placed in the spring semester. It appears from the general plan of the education when the courses are offered.

18. Cross professional courses See chapter 18 in the Danish student charter

19. Teacher with an international profile Please refer to appendix 1

20. International activities The students can participate in studies abroad or teaching experience abroad at especially selected, strate-gic and quality ensured partners of ABSALON in the Northern countries, Europe and outside Europe.

The stay must not prolong the studies and should therefore always be planned in cooperation with the in-ternational coordinator.

For longer stays (3 months and more), the student must have completed at least 1 year of studies. Credit for all or part of the stay must be agreed with the international coordinator as well as head of studies. There must be a precise agreement concerning credit before departure.

Study abroad always takes place in the spring semester unless teaching experience corresponding to level II is included and agreed upon.

Teaching experience abroad can only take place in teaching experience level II.

It is possible to join a summer school and obtain credits, provided the student has obtained 10 ECTS points.

For more information, please refer to the Danish student charter chapter 20.

21. Talent courses ABSALON offers a talent programme “International Honours Degree in Teaching”. Please refer to Appen-dix 1 of this Student Charter.

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22. Practical matters

22.1 Leave of absence You can apply for leave of absence for a complete school year at a time and leave of absence can be granted for no more than two school years. Leave of absence cannot be granted until all tests after the 1st year of study have been passed. During the leave of absence, students may not participate in lessons and tests for the education from which the student has taken leave of absence. Resumption of studies must always take place at the beginning of a semester.

22.2 Credit transfer The student has the right to credit transfer for parts of an education based on already achieved qualifica-tions and competencies.

Credit for education elements completed at a Danish or foreign educational institution, cf. Uddan-nelsesbekendtgørelsen og Adgangsbekendtgørelsen.

Credit opportunities and conditions

Students who have previously completed and passed education elements from a Danish or foreign educa-tional instruction in accordance with the regulations of the given institution can apply for credit. The stu-dent can apply for these education elements to replace education elements in the teacher education at ABSALON even though they may of course not be directly comparable to education elements in the teacher education

Documentation

ABSALON gives credit based on documented education and work carried out that measure up to the sub-jects or education element for credit for which has been applied. The student applying for credit are re-sponsible for supplying the necessary documentation for content and assessment of the education ele-ments that form the basis of the credit application.

Application

The student can apply for credit for subjects or parts of subjects by sending an application5 with documen-tation to the central admission office of ABSALON (optagelsessekretariat), at which a centrally organized credit board will treat the application. After a concrete, professional and individual assessment, the credit board will decide whether the education elements in question correspond or whether the student in other ways have achieved similar qualifications.

The student can obtain further information about how to apply for credit by contacting the common study guidance.

Obligatory credit

5 ITE students apply to the head of studies locally

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Students, who have been registered in a teacher education previously or other relevant education, will be assessed at the time of admission as to whether credit will be given for tests formerly passed. If obligatory credit is given for education elements, the student will not be able to follow nor sit at tests in these ele-ments and they will be included in the diploma of the student.

Approval of credit

Approval of credit means that a given education element is considered carried through or passed and that the student based on this can carry out the teacher education without having to follow or sit for a test in the elements approved.

Credit for teaching experience

In special cases, credit can be applied for in respect of teaching experience based on extensive experience from teaching or related work tasks. Credit will only be given for level III teaching experience in extremely rare circumstances.

Credit can be applied for both in respect of the teaching experience module and the competence area test in teaching experience in the ordinary teacher education (and meritlæreruddannelsen). It is a precondition that credit for the competence area test is given only if the applicant has something to give credit for – i.e. has relevant teaching experience / work experience AND has passed a test that in some way or other is equal to the competence area test for the teaching experience.

Opportunities for complaints

The board of qualification treats complaints concerning decisions made by Danish educational institutions in cases of credit and credit given in advance in respect of Danish and foreign education as well as com-plaints regarding recognition of real competence.

22.3. Individual competence assessment (IKV) Students that have been admitted on another basis than the fixed admission requirements have been as-sessed by the educational institution to have professional qualifications that are considered equal to the fixed admission requirements, cf. Adgangsbekendtgørelsen §7.

Through the admission process, the educational institution has assessed the applicant from information about the collected knowledge, skills and competences of the applicant. Thus, the institution will have de-cided whether the qualifications can give credit regardless of admission to the teacher education or mer-itlæreruddannelsen.

22.4 Exemption from participation in the education The student is obligated to participate in the education in the form that is organised by ABSALON. The student can apply in writing to repeat a semester, if there are very special circumstances. You have no right to repeat a semester. The written application should be sent to the programme director.

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Repeating a semester does not change the requirement that that education must be completed no later than 6 years after commencement of studies.

22.5 Transfer to another place of study Students can apply for transfer to another place of study than where they were admitted. Usually, transfer takes place at the beginning of a semester.

22.6 Discharge from the education If a student has not completed the education with 6 years after enrolment, the student is discharged from the education.

If there are special circumstances, the educational institution can grant an exemption from the 6-year-rule.

22.7 Expulsion A student can be expelled from the institution, if the person

• has grossly disregarded normal rules of conduct around other students or the employees or partners of the institution

• due to continuing illness, misuse of medicine or alcohol or the like poses such a risk to the health or safety of others that the student should not sent out in practical teaching experience.

• Furthermore, at student can be expelled from the institution, if the person is guilty of a circumstance that is clearly inconsistent with the student continuing the education at the educational institution.

22.8 Exemption from the regulations of the student charter The programme director who is responsible for the teacher education can allow in special cases exemption from regulations sin the student charter provided by ABSALON.

23. Meritlæreruddannelsen Please see chapter 23 in the Danish student charter

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2 part of the student charter

The common part of the student charter

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Common part of the student charter 24. Common part / institutional part of the student charter

This part of the document comprises the common part of the student charter.

25. Tests in the teacher education

25.1. Legislation The tests in the teacher education are carried out in accordance with:

• BEK nr. 593 af 01/05/2015, om uddannelsen til professionsbachelor som lærer i folkeskolen ”Ud-dannelsesbekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=170032

• BEK nr. 1519 af 16/12/2013, om prøver og eksamen i erhvervsrettede videregående uddannelser ”Eksamensbekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=160839

• BEK nr. 114 af 03/02/2015 om karakterskala og anden bedømmelse ”Karakterbekendtgørelsen”, se • https://www.retsinformation.dk/Forms/R0710.aspx?id=167998 • BEK nr. 1521 af 16/12/2013 om erhvervsakademiuddannelser og professionsbacheloruddannelser

”LEP-bekendtgørelsen”, se https://www.retsinformation.dk/Forms/R0710.aspx?id=160878 • BEK nr. 248 af 13/03/2015 om adgang til erhvervsakademiuddannelser og professionsbachelor-ud-

dannelser ”Adgangsbekendtgørelsen”, § 38 se https://www.retsinforma-tion.dk/Forms/R0710.aspx?id=168900

25.2. An overview of assessment in the education At the end of each module or a unity of modules, the student’s outcome of the module or modules is as-sessed. The assessment form is apparent from the joint respectively the institutional part of the student charter.

When the assessment takes places as a test, this scan be either external or internal.

External tests are evaluated by a lecturer and an external examiner. For the external tests in connection with practical teaching experience, there will be participation of a teacher, a practical teaching experience teacher and an external examiner, in which case external examiners will be assigned by the Danish Agency for Higher Education and Educational Support. Internal tests in connection with practical teaching experi-ence will be evaluated by a lecturer from the educational institution and a practical teaching experience teacher.

25.3. Test forms in the common part of the student charter Tests that finalise

• The teacher’s fundamental professional qualifications • The teaching subjects







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• Teaching experience • The professional bachelor project

Are external, however, one of the tests in teaching experience and one test in The teacher’s fundamental professional qualifications in the area of pedagogy and teacher profession are internal. The tests are de-scribed further in chapter 32-54.

25.4. Individual or group test and non-individual assessment

25.4.1. Individual assessment, individual test or group test An individual assessment is an assessment of the individual examinee’s performance – an individual assess-ment should always be made at all tests.

A test is organised either as an individual test or as a group test. The determination of a test is shown in the description of the individual test in this student charter.

An individual test is understood as the examination of an individual examinee – the student is alone at the examination table – with a subsequent assessment/grade.

At an individual oral test, at which the student is examined based on an assignment prepared jointly by a group, the other members of the group cannot be present in the test room prior to their own test.

A group test is understood as the examination of the whole group at the same time – all the members of the group are together at the examination table – with a subsequent assessment/grade.

At an oral group test, the individual student is examined in a way that ensures that an individual assess-ment can be made of the performance of the student.

25.4.2. Non individual assessment Non-individual assessment is a collected assessment of e.g. the oral and written performance/one overall grade.

When a written work is included in a test, both in respect of an individual and a group test, it appears from the description of the individual test, whether a non-individual assessment is to be made of the written performance.

If it is decided for a group test that an individual grade is not given but an overall grade, it is not necessary to individualise the written assignment.

25.5. Language of the exam Tests should be submitted to in a comprehensible Danish unless it is a part of the test to document skills in a foreign language.

Tests can be submitted to in Swedish or Norwegian instead of Danish unless the purpose of the test is to document the student’s skills in Danish. For specific tests, another language can be stated.

Students with another mother tongue than Danish can apply for Grant for an exemption to the require-ment that spelling and fluency is part of the assessment of the professional bachelor project as well as

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tests in which the student charter stipulate that the competences mentioned form part of the assessment. The application must be send to own institution no later than 4 weeks prior to the test. Normally Grant for an exemption will not be given in the subject Danish.

Students with another mother tongue than Danish can apply to bring dictionaries to tests at which aids are not permitted at the test. The application must be send to own institution no later than 4 weeks prior to the test.

In the case of unusual circumstances, the education can grant an exemption from the fixed deadline. The application must be send to own institution.

25.6. Aids Aids, including electronic aids, are permitted for the test, unless something else is stated specifically for the test in question.

During the test, there must be no physical nor electronic contact between the examinee and outsiders.

Own computer or similar electronic equipment with teaching materials, notes etc. cannot be brought dur-ing the preparation time for a test, unless this is stated specifically in the description of the individual test.

25.7. Special organisation of tests Special organisation of tests takes place at the place of education for the students that have obtained credit for modules and thereby qualify themselves for the final test. In such cases, the minimum require-ment stated in ECTS as described in the institutional part of the student charter for admittance to each of these final tests. Content and form of the tests are described in chapters 32-54.

25.8. Special test conditions When substantiated in a physically and psychologically decreased functionality, students can apply for per-mission to use aids of a relevant character at tests. The application must be send to own institution no later than 4 weeks prior to the test. Grant for an exemption to the deadline can be given in the case of sudden health problems. The application must be accompanied by a medical certificate, statement from e.g. Insti-tutes for the speech, hearing, dyslexia or blind or other documentation for health related conditions or rel-evant specific decreased functionality.

25.9. Anonymity and confidentiality Personal information about pupils and teachers collected by students during practical teaching experience and in connection with practice association is confidential data and should be treated confidentially.

Therefore, personal data should be anonymised in written assignments that are part of tests, and the stu-dent is responsible for handling data during data collection and for storing data in a way, that maintains confidentiality and anonymity.

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26. Mandatory participation and attendance

26.1. Consequences of non-compliance of the mandatory participation as prerequisite requirement for completion of modules and admission to test Mandatory participation, including mandatory attendance (see below), can be a prerequisite requirement for completing modules at the education. Mandatory participation and mandatory attendance respec-tively is stated in the institutional part of the student charter. The prerequisite requirement to the tests is stated in this common part of the student charter.

Non-compliance of prerequisite requirements:

E.g. non-compliance of: • deadline • form of handing in • requirements to form of written assignment, project, learning portfolio etc. • mandatory attendance

is given equal status to non-appearance at the test and the student will have used one (1) attempt.

Requirements to form of content: If a written assignment is not prepared with an upright content, or if it contains text, figures, tables, tem-plates to which others have copyright (plagiarism) and to which there is no reference, the assignment can be rejected.

If the requirement to content is a prerequisite requirement to the test, and the assignment is rejected, this is given equal status to non-appearance at the test and the student will have used one (1) attempt.

Criteria for termination of registration of students that are not active

Students that have not passed at least one competence goal test in a continuous period of at least 1 year (non-compliance of study activity), are expelled from the education.

26.2. Mandatory attendance Mandatory attendance means that the student must be physically present when the education activity is taking place. In case of mandatory attendance at an education activity is required; this will be stated under the regulations for the individual module.

Special registration of mandatory attendance When mandatory attendance is prescribed in the individual modules, registration of student attendance at an education activity is carried out. The students are informed beforehand in writing about the scope for registration. The registration form can vary and is carried out by the lecturer, students or others. If a stu-dent is getting close to exceed the limit of the mandatory attendance, the student is notified in writing about the possible consequences. Mandatory participation is further described in the institutional part of the student charter.

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27. Registration for tests The start-up of a module coincides with automatic registration of the corresponding tests. In respect of the tests in The teacher’s fundamental professional qualifications, teaching subjects, teaching experience and in the professional bachelor project is made automatically when the provisions of the student charter concerning ECTS minimum scope have been fulfilled. If the student wishes to supplement the ECTS mini-mum scope for the test, the student is automatically registered for the test at the beginning of the final module for the subject.

The institution can deviate from the automatic registration if the is substantiated in unusual conditions in-cluding a documented disability.

The individual university college can decide that the students have to register actively for the competence goal tests.

At the time of registration, one test attempt is used. This is not the case when the student is prevented from attending the test due to documented illness and maternity.

IF a test is not passed, the student is still registered for the test. The student can, however, only partici-pated 3 times in the same test. The institution can allow further test attempts if this is substantiated in un-usual circumstances. In the assessment of whether there are unusual circumstances, the question of aca-demic ability cannot feature.

28. Make-up test A student that has been prevented from completing a test due to documented illness or due to some other unforeseeable reason will be given the opportunity to take a make-up test as soon as possible.

If a test is placed in the final exam period of the education, the student must be given the opportunity to take the test during the same exam period or immediately after.

If a test has several parts, the student can only take the test in the part that has not been completed.

The make-up test can be identical to the next ordinary test. Often, the make-up test will be at the same time as any re-examinations, but the student must stay informed of when the (make-up) test is held and register. Therefore, the education encourages students to contact the student administration of the edu-cation as soon as they are well in order to arrange a time for a make-up test.

Illness must be documented with a doctor's note. The institution must have received a doctor's note no later than three (3) weekdays after the holding of the test. Students that become acutely ill during the holding of a test must document that they have been ill on the day in question.

If illness is not documented according to the rules above, the student has used one (1) test attempt.

The student must pay the expenses for a doctor's note.

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29. Cheating during examinations When handing in a written assignment, the examinee must confirm by signature that the assignment has been made without unlawful help.

29.1 Use of own and others' work - plagiarism Cheating in the shape of plagiarism includes cases when a written assignment that is part of the basis for evaluation is fully or partly presented as having been made by the examinee or examinees, even though the assignment

1. includes identical or almost identical reproduction of someone else's wording or work without any marking of the reproduced section with quotation marks, italics, indentation or other clear mark-ing with statement of the source, includes large passages with wording that is so close to another work or similar wording etc. that you can see during comparison that the passages could not have been written without the use of the other work

2. includes large passages with wording that is so close to another work or similar wording etc. that you can see during comparison that the passages could not have been written without the use of the other work

3. includes the use of someone else's words or ideas, without this person being credited appropri-ately

4. reuses text and/or main ideas from own previously evaluated work without compliance with the regulations in section 1 and 3

29.2 Measures in case of cheating or disruptive behaviour during examinations An examinee who clearly during a test

• is unlawfully getting help or • providing another examinee with help for completing an assignment or • is using aids that are not permitted

and/or

an examinee who during a test

• exhibits disruptive behaviour

can be expelled from the test, by the head of the education or a person authorised by the head of the edu-cation or by the examiners in unity while it is still taking place. In such a case, the justification of the expul-sion is evaluated in connection with the following decision.

In less serious cases of disruptive behaviour, the student is first given a warning.

29.3 Presumption of cheating, including plagiarism during and after the test If during or after a test, there is a presumption that an examinee

• has unlawfully obtained or given help or • has published someone else's work as his or her own (plagiarism) or • has used own previously evaluated work or parts thereof without reference (plagiarism),

this is immediately reported to the head of the education.

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29.4 Process regarding clarification of cheating, including plagiarism Postponement of the test

If the reporting is related to cheating as plagiarism in a written assignment where the assignment is the basis for evaluation at a later oral test, the head of education will postpone the test, if it is not possible to conclude the matter before the set test date.

Shape and content of report

Reporting of cheating must take place without undue delay. The report should include a written descrip-tion of the matter, including information that can identify the reported persons, as well as a short account and the available documentation for the matter. If it is a case of a repeat offence for one or more of the reported persons, this should be reported.

In case of reporting of plagiarism, the plagiarised parts must be marked with clear reference to sources from which they have been plagiarised. The plagiarised text must also be marked in the source text.

Involvement of the examinee - consultative procedure

The head of the education determines whether consultation of the student should take place orally, in writing or as a combination of the both.

In case of an oral consultation, the examinee is invited to a meeting regarding further clarification of the matter and to present the student with the documentation for the presumption of cheating and to hear how the examinee perceives the matter. The examinee has a right to appear with a companion.

In case of a written consultation, the documentation for the presumption of cheating is sent to the student requesting a written account of the matter.

29.5 Sanctions in case of cheating and disruptive behaviour during examinations If the head of the education confirms the presumption of cheating after further clarification of the matter, and if the action has or can affect the evaluation, the head of the education will expel the examinee from the test.

In less serious cases, the student is first given a warning.

In case of aggravating circumstances, the head of the education can expel the student for short or long pe-riod. In such a case, the examinee is given a written warning that repetition may result in permanent expul-sion.

An expulsion means that any grade for the test in question no longer applies, and that the examinee has used one (1) test attempt.

The examinee cannot participate in re-examination or make-up test, but has to wait until the education's next ordinary offer of the test.

The student cannot participate in lessons or tests during the period where the expulsion applies.

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30. Complaint The education recommends that the examinee seek guidance from a student advisor in connection with the complaints procedure and filing a complaint. The rules regarding complaints about exams can be found in the Danish executive order regarding exams, section 10

Decisions regarding having used a test attempt and/or expulsion based on cheating are final and cannot be brought before a higher administrative authority.

The Danish executive order regarding exams differs between complaints about:

1. The basis for examination etc., the course of the test and/or the evaluation

2. Complaints about legal issues

The two types of complaints are handled differently.

30.1 Complaints about the basis for examination etc., the course of the test and/or the evaluation An examinee can send in a written and substantiated complaint within a time limit of 2 weeks (14 calendar days) after the evaluation of the test has been announced in the usual way. If the time limit expires on a holiday, it is the first following weekday that counts as the expiration date. The education can provide ex-emption from the time limits, if there are extraordinary circumstances.

Students can complain about:

1. the basis of the test, including test questions, assignments and the like, as well as the relation to the education's purpose and requirements

2. the course of the test 3. the evaluation

The complaint can be related to all tests, including written, oral and combinations of them both as well as practical or clinical tests.

The complaint should be directed at the head of the education and sent to the student's own institution.

The complaint is immediately presented to the original evaluators, i.e. the examiner and the external ex-aminer at the test in question. Statements from the evaluators should form the basis for the institution's decision regarding academic matters. The institution usually sets a time limit of 2 weeks (14 calendar days) for handing in the statements.

Immediately after the statements from the evaluators are available, the complainant is given the oppor-tunity to comment on the statements within a time limit of usually one week.

The decision is made by the institution based on the evaluator's professional statement and any comments from the complainant regarding the statements.

The decision must be in writing and substantiated, and can include

1. an offer for a new evaluation (re-evaluation) – however, this only applies to written tests 2. an offer for a new test (re-examination) 3. a decision that is not in favour of the student

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If it is decided to provide an offer for a re-evaluation or a re-examination, the head of the education will appoint new evaluators. Re-evaluation can only be offered in case of written tests where there is material for evaluation, as new evaluators cannot (re-)evaluate an already held oral test and as the original evalua-tors' notes are personal and cannot be handed out.

If the decision includes an offer for re-evaluation or re-examination, the complainant must be informed of that fact that re-evaluation or re-examination may result in a lower grade. The student must accept the offer within a time limit of 2 weeks (14 calendar days) after the offer has been given. It is not possible to take back an acceptance. If the student does not accept within the time limit, re-evaluation or re-examina-tion will not be carried out.

Re-evaluation or re-examination must take place as soon as possible.

In case of re-examination, the evaluators must be presented with the documents of the case: The assign-ment, the response, the complaint, and the statements from the original evaluators with the complain-ant's remarks about these as well as the decisions of the institutions.

The evaluators inform the institution of the result of the re-evaluation with a written explanation. Re-ex-amination and re-evaluation may result in a lower grade.

If it is decided to make a new evaluation or provide an offer for a re-examination, this examination applies to all examinees whose tests have the same inadequacy as the one complained about.

30.2 Appeal The complainant can bring the decision of the institution before an appeals board with regard to academic issues. The work of the appeals board is included by the Danish public administration act, including regard-ing incapacity and duty of confidentiality.

The appeal should be directed at the head of the education and sent to the student administration.

The time limit for appeal is two weeks (14 calendar days) after the examinee has been informed of the de-cision. The same requirements that apply to complaints (in writing, substantiated etc.) also apply to ap-peal.

The appeals board consists of two external examiners appointed by the chair of external examiners, a teacher qualified for examination and a student within the professional area (the education), and which are both appointed by the head of the education.

The appeals board will make a decision based on the materials that were the basis of the institution's deci-sion and the substantiated appeal of the examinee. 12

The appeals board will handle the appeal, and can include

1. an offer for a new evaluation with new evaluators – however, this only applies to written tests

2. an offer for a new test (re-examination) with new evaluators or

3. a decision that is not in favour of the student

If the decision includes an offer for re-evaluation or re-examination, the complainant must be informed of that fact that re-evaluation or re-examination may result in a lower grade. The student must accept the offer within a time limit of 2 weeks (14 calendar days) after the offer has been given. It is not possible to take back an acceptance.

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If the student does not accept within the time limit, re-evaluation or re-examination will not be carried out.

Re-evaluation or re-examination must take place as soon as possible.

In case of re-examination, the evaluators must be presented with the documents of the case: The assign-ment, the response, the complaint, and the statements from the original evaluators with the complain-ant's remarks about these as well as the decisions of the institutions.

The appeals board must have made a decision no later than 2 months after the appeal has been submitted - 3 months in case of a summer exam.

The appeals board's decision is final, which means that the case cannot be brought before a higher admin-istrative authority as regards the academic part of the complaint.

30.3 Complaint about legal issues A complaint about legal issues can for example be a complaint that the decision violates current legisla-tion, for example the executive order that applies to the education, the executive order on exams, other legislation, such as the Danish public administration act and general principles regarding public admin-istration.

A complaint about legal issues in decisions made by

• the evaluators in connection with re-evaluation and • the decision of the appeals board

can be brought before the student's own institution within a time limit of 2 weeks (14 calendar days) from the day the complainant is informed of the decision.

A complaint about legal issues in decisions made by the institution according to the rules in the executive order on exams can be submitted to the institution. The institution will submit a statement, which the complainant should have the possibility of commenting within a time limit of usually one week (7 calendar days). The institution will send the complaint, the statement and any comments from the complainant to the Danish Agency for Higher Education and Educational Support. The time limit for submitting a com-plaint to the institution is 2 weeks (14 calendar days) from the day when the complainant is informed of the decision.

31. Competence goal tests

31.1. Competence goals Reference is made to the competence goals of the individual tests:

• BEK nr. 593 af 01/05/2015, om uddannelsen til professionsbachelor som lærer i folkeskolen, bilag 1-4 se https://www.retsinformation.dk/Forms/R0710.aspx?id=170032

31.2. Placement of tests during the course of the education Reference is made to the institutional part of the student charter.


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31.3. Group sizes, time of examinations and page numbers in written assignments at group tests Times of examinations, page numbers for synopses and written assignments stated in chapters 32-54, are stated everywhere for individual tests. In case of group test, the examination times and page numbers be-low are valid, as stated in accordance with Order of Examination § 11, part 2.

A group comprises 2-4 students unless otherwise stated. The group for the test in the professional bache-lor project can only comprise 2 students. The following norms are fixed for examination times at oral group tests:

Number of stu-dents

Examination times in minutes

1 30 45 60 2 50 75 100 3 65 95 130 4 75 115 150

Discussion of an examinee’s performance and subsequent assessment/grading are included in the exami-nation times above.

In a similar way, the maximum number of pages of the written work is reduced when prepared by more students in accordance with the table below:

Number of stu-dents

Maximum number of pages in written works

Bachelor project

1 5 10 15 25 normal pages 2 9 18 25 35 normal pages 3 12 25 35 − 4 15 30 45 −

Definitions of the concept of a normal page and regulations concerning appendices are stated in chapter 31.4. Regulations for assessment of written works prepared by more students are stated in chapter 25.4.

31.4. Definition of a normal page In all written performances that are included in tests in this common part of the student charter, a normal page is defined as keystrokes including characters, spaces, illustrations, tables, footnotes etc. Illustrations in the form of pictures and models take up the same number of strokes, as a normal test would do in the same space as the illustration take up. Front page, table of content as well as bibliography are not in-cluded.

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The number of appendices are to be reduced to a minimum. The student cannot expect neither lec-turer/teaching experience teacher nor examiner to read appendices. Appendices can never be part of the basis for assessment.

31.5. Handing in written works Time and place for handing in written works can be found at the individual education institution.

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32. Test in The teacher’s fundamental professional qualifica-tions Please refer to the Danish student charter, chapter 32 and the subject description in appendix 1

33. The test in the teaching subject Art Please refer to the Danish student charter, chapter 33 and the subject description in appendix 1

34. The test in the teaching subject Biology Please refer to the Danish student charter, chapter 34 and the subject description in appendix 1

35. The test in the teaching subject Danish 1st-6th form Please refer to the Danish student charter, chapter 35 and the subject description in appendix 1

36. The test in the teaching subject Danish 4th-10th form Please refer to the Danish student charter, chapter 36 and the subject description in appendix 1

37. The test in the teaching subject English 1st-6th form Please refer to the Danish student charter, chapter 37 and the subject description in appendix 1

38. The test in the teaching subject English 4th-10th form Please refer to the Danish student charter, chapter 38 and the subject description in appendix 1

39. The test in the teaching subject French Please refer to the Danish student charter, chapter 39 and the subject description in appendix 1

40. The test in the teaching subject Physics/Chemistry Please refer to the Danish student charter, chapter 40 and the subject description in appendix 1

41. The test in the teaching subject Geography Please refer to the Danish student charter, chapter 41 and the subject description in appendix 1

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42. The test in the teaching subject History Please refer to the Danish student charter, chapter 42 and the subject description in appendix 1

43. The test in the teaching subject Craft and design Please refer to the Danish student charter, chapter 43 and the subject description in appendix 1

44. The test in the teaching subject Physical education 1st - 6th form Please refer to the Danish student charter, chapter 44 and the subject description in appendix 1

45. The test in the teaching subject Physical education 4th - 10th form Please refer to the Danish student charter, chapter 45 and the subject description in appendix 1

46. The test in the teaching subject Christianity and other reli-gions Please refer to the Danish student charter, chapter 46 and the subject description in appendix 1

47. The test in the teaching subject Nutrition Please refer to the Danish student charter, chapter 47 and the subject description in appendix 1

48. The test in the teaching subject Mathematics 1st - 6th form Please refer to the Danish student charter, chapter 48 and the subject description in appendix 1

49. The test in the teaching subject Mathematics 4th - 10th form Please refer to the Danish student charter, chapter 49 and the subject description in appendix 1

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50. The test in the teaching subject Music Please refer to the Danish student charter, chapter 50 and the subject description in appendix 1

51. The test in the teaching subject Science Please refer to the Danish student charter, chapter 51 and the subject description in appendix 1

52. The test in the teaching subject Citizenship Please refer to the Danish student charter, chapter 52 and the subject description in appendix 1

53. The test in the teaching subject German Please refer to the Danish student charter, chapter 53 and the subject description in appendix 1

54. Organisation of test in teaching experience level I, II and III Teaching experience comprises an internal test and two external tests and are each graded in accordance with the 7-point scale. The individual university college decide themselves which teaching experience level is tested at an internal test and which are tested at external test.

The test is conducted in immediate succession to the teaching experience taking into consideration that the student have to process his/her experiences and prepare products with a view to the test.

At all tests at the three teaching experience levels, it is assessed to which degree the competence goals are met in respect of the three requirement levels that are applicable for the teacher education (Cf. the order § 21). The assessment is based solely on performance in connection with the test including the teaching ex-perience assignment.

It is a requirement that students during the teaching experience period work with various digital media and different forms of products, artefacts, portfolio or similar that document their own teaching practice or that of other people.

The tests in teaching experience are based on a teaching experience assignment, which together with the material the student has brought along (or as a practical demonstration) illustrate the work of the student with chosen knowledge and skill goals within the competence goals of the teaching experience.

The material brought along is only a basis for the test and is not included in the assessment. The teaching experience assignment, however, is included in the assessment.

The tests are carried out either at the teaching experience school or at the university college.

The test can be taken individually or as a group test.

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The scope of the teaching experience assignment at level I, II and III is a maximum of 5 normal pages. The page numbers follows the size of the group.

Examination time at teaching experience tests: 30 minutes for an individual test. Please refer to the time plan if the test is carried out as a group test.

The following prerequisites must be in place in order to participate in the test: • Handing in the teaching experience assignment in the given form and content at the right time

and place

55. Requirements to the design of the professional bachelor project The student must prepare a written professional bachelor project based on a concrete empirical problem in which results from concrete research and development projects and research based literature within the area of primary and lower secondary school. The problem should be based on the practice of Folkeskolen6 or other school forms. (Uddannelsesbekendtgørelsen § 14).

The project should be prepared:

In a topic chosen by the student and approved by the institution concerning problem relevant to the teach-ing profession

• In connection to the student’s teaching subject/ The teacher’s fundamental professional qualifica-tions/teaching experience subject and/or in connection to a research and development project which is relevant to the teaching profession

• Based on an empirical problem relevant to the practice of Folkeskolen7 or other school forms. (Uddannelsesbekendtgørelsen § 14) and including reflections on concrete research and develop-ment projects under the auspices of school, university college or university

• Using scientific research method.

The professional bachelor project has a scope of 15-20 ECTS points.

The written professional bachelor project is a large written assignment of 25 normal pages. Potential ap-pendices cannot exceed 10 normal pages. To this, the student can add sound and video recordings etc. that are necessary to create an insight into the empirical and theoretical context. The written assignment of 25 normal pages alone is included in the assessment.

The project can be prepared individually or in groups of no more than 2 students. Groups can be com-pounded mono or cross professionally.

6 the primary and lower secondary school form of Denmark 7 the primary and lower secondary school form of Denmark

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55.1 Spelling and fluency ability in the professional bachelor project Spelling and fluency ability is included in the assessment of the professional bachelor project, though the professional content should add the most importance.

Students that can document relevant specific decreased functionality can apply for Grant for an exemption from the requirement that spelling and fluency ability is included in the assessment. The application must be send to own institution no later than 4 weeks prior to the test.

55.2 The test in the professional bachelor project The professional bachelor project is completed during the 4th year of study at an oral external test at which an overall individual grade for the written project and the oral performance.

Examination time: 45 minutes for an individual test. Please refer to the time plan if the test is carried out as group test. To participate in the test, the following prerequisite requirements must be met:

• Handing in a written professional bachelor project based on an empirical problem in the stated form and content at the right time and place

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56. Grant for an exemption The education institution can derogate from whatever the institution or institutions themselves have stip-ulated in the student charter if substantiated in unusual circumstances.

57. Entry into effect • The common part of the student charter enter into effect as of 1st August 2015 and is effective for

test commenced 1st September 2015 or later. • In respect of students who have commenced the education before 1.8.2015, the descriptions of the

competence goal tests in the common part of the student charter 2014 will be effective in accord-ance with the stipulations of the individual institutions.

The common part of the student charter that entered into effect as of 1st August 2014 is revoked.

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Appendix 1

The International Honours Degree in Teaching

Description of the Honours Programme and Module Descriptions in English:

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A. International Honours Degree in Teaching Do you want to become a teacher with an international profile?

University College Zealand (UCZ) offers an international honor’s degree as part of the Professional Bache-lor’s Degree in Teacher Education.

The increased number of international schools worldwide is creating a high demand for teachers with in-tercultural competences. As a response to this demand, UCZ has developed an honor’s degree with an in-ternational focus.

Your opportunities: All students must apply to the Danish Teacher Education program that authorizes you to teach in the Dan-ish primary and lower secondary schools. Once you are enrolled, you have two options for pursuing an in-ternational profile:

1. A Bachelor of Education with an International perspective:

Students can take individual modules in English from the honor’s degree. It will be noted on the diploma that intercultural competences from these modules have obtained. The rest of your classes will be in Dan-ish.

2. A Bachelor of Education with an international Honours Degree 8

The student can apply to complete the full honor’s degree9 as part of his/her Danish Teacher Education degree.

In order to graduate with honors the student must10:

• Take the three modules “English as an additional language” • Take the module “General Education (KLM)” (a special course comprising 20 ECTS points) • Spend one semester studying abroad or have a teaching experience abroad • Take one teaching subject taught in English, which contains additional international competences.

8 It is a prerequisite that you complete two teaching experience modules in Denmark and study a minimum of three mod-ules in Danish (this could be a teaching subject or modules in educational studies). University College Zealand offers courses in Danish language and cooperate with the local Danish language centre. 9 Bekendtgørelse om talentinitiativer på de videregående uddannelser på Uddannelses- og Forskningsministeriets om-råde (talentbekendtgørelsen) nr. 597 af 8. marts 2015 10 The head of studies can make exceptions on the basis of an individual assessment that other outstanding achievements can replace one or more of the requirements

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• Collect and select material during the programme for a portfolio and subsequent presentation/test in 7th semester.

Based on the final portfolio exam, UCZ will determine if the student is qualified to graduate his/her Danish Teacher Education Degree with honors.

Entry Requirements:

English: intermediate level, corresponding to Danish B-level (ITETS 6.5/TOEFL 79 – 93)

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International Honours Programme An example of Structure– 250 ECTS (minimum)

11 Possibility for teaching experience at an international school 12 The test covers The pupil’s learning and development, General teaching competence and Special education 13 General education: Religion, life education and citizenship

1 semester Autumn

2 semester Spring

3 semester Autumn

4 semester Spring

5 semester Autumn

6 semester Spring

7 semester Autumn

8 semester Spring

English module - 10 ECTS

English module - 10 ECTS Teaching Subject

Min. 30 ECTS TEST

or STUDY ABROAD

SEMESTER

Teaching Subject Min. 30 ECTS

TEST or

STUDY ABROAD SEMESTER

Teaching Subject Min. 30 ECTS

TEST or

STUDY ABROAD SEMESTER

English module -

10 ECTS

Research and Aca-demic Working Methods 1 – 10 ECTS

Aesthetic Learning Processes 10 ECTS

Teaching experi-ence in DK 10 ECTS - TEST

Teaching experience in DK or abroad 10 ECTS - TEST

Teaching experi-

ence in DK11 10 ECTS - TEST

The pupil's learning and development 10 ECTS

Teaching of bilin-gual pupils 10 ECTS

Internal TEST + TEST in English

General teaching

competence 10 ECTS

Special education 10 ECTS TEST12

General Education13 and cultural under-standing 20 ECTS

TEST GE

Bachelor 1/RAWM 2 10 ECTS

Bachelor 2

10 ECTS TEST

Portfolio TEST – 7th semester

70 ECTS in total 30 ECTS in total 30 ECTS in total 30 ECTS in total 30 ECTS in total 30 ECTS in total 30 ECTS in total

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B. Module descriptions

B1.1 The teacher’s fundamental professional qualifications

Preamble Module descriptions: The teacher’s fundamental professional qualifications

B1.1 The teacher’s fundamental professional qualifications

Preamble

The teacher’s fundamental professional qualifications consists of two main areas with four and one com-petence goals respectively, each with an exam

1) Pedagogy and professional competence

a) The pupil's learning and development

b) General teaching competence

c) Special education

d) Teaching of bilingual pupils

2) General education: Religion, life education and citizenship

The three national modules consist of two modules with 'Pedagogy and professional competence' and one module within 'General education' Religion, life education and citizenship', and thus cover two main sub-ject areas.

The modules within 'Pedagogy and professional competence' include the knowledge and skill areas within a) and b). The module with 'General education: Religion, life education and citizenship' include compe-tence goals and knowledge and skill goals.

The three modules take three different perspectives as their starting point: school, teacher and pupil, and develop basic professional competencies of the student as regards comprehension, analysis, reflection and action, as well as development of teaching and other teacher activities.

Module 1: General education: (Religion, life education and citizenship) and Cultural Understanding Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits + locally 10 ECTS = 20 ECTS in total

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Brief description of the module

This module introduces analyses of the purpose, democracy and citizenship of the municipal school in an idea historical, general education theoretical and professional ethics perspective. A key concept of the module is the student's work on relating to the school's values and hold them up against the teaching pro-fession with respect for the cultural and religious diversity that currently characterises the school and soci-ety.

The module's knowledge basis

Key concepts of the module are philosophy, idea history, general education theory and religious studies. The module is in the area of tension between different theory formations within the module's knowledge and skill goals. The module is based on national and international research and development knowledge about general education, democracy and citizenship, professional ethics and religious and cultural encoun-ters.

Competence areas included in the module

General education: Religion, life education and citizenship is about interpretation of the municipal school's purpose, development of professional ethics as well as handling of complex challenges in teacher work in a globalised society characterised by cultural, values-related and religious diversity.

Competence goals included in the module

The student can relate, in a nuanced and reflective way, to ethical, political, democratic and religious

Challenges associated with teaching, parent cooperation and school in a globalised society.

Skill goals: The student can Knowledge goals: The student is to have knowledge of

evaluate connections and conflicts between Chris-tianity, secularisation and school in a historical and current perspective,

the stories, basic concepts and effect history of Christianity in connection with the view on people and education of different periods,

enter into dialogue with and reflect on meetings with pupils and parents with roots in different reli-gions and outlooks on life,

Christianity, Judaism, Islam and other outlooks on life in a current context,

handle and assess religious and cultural matters in the school's tradition and everyday life,

the relationship between religion, culture and poli-tics in Evangelic-Lutheran Christianity and other outlooks on life, types of secularisation and their consequences for the daily life at the school,

use and assess different types of ethical argumen-tation,

life education, ethical traditions and their back-ground in the history of ideas,

organise professional cooperation regarding com-plex ethical and religious challenges in school,

rituals and existence interpretation in selected philosophical and religious traditions,

in a substantiated way propose organisation of teaching, parent and colleague cooperation and school culture based on freedom of thought, equality and democratic education,

human rights, children's rights and the idea histori-cal basis for the rights perspective, including rela-tions between human rights, religion and democ-racy,

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assess affiliations and matters related to identity and develop the coherence between the school's task of fellow citizenship and cultural education and

different types of citizenship, fellow citizenship and global citizenship in an idea historical, histori-cal and current perspective and

organise inclusive lessons in the area of tension between individual and community

the idea historical and pedagogical philosophical background for concepts such as tolerance, au-thority, equality, freedom and solidarity in connec-tion with diversity and inclusion in school.

The module's relation to practice

In cooperation with or in relation to the area's external institutions, the academic content should be aimed towards the teacher's competence to relate in a nuanced and reflective way to ethical, political, demo-cratic and religious challenges associated with teaching, parent cooperation and school in a globalised so-ciety.

Compliance with duty to participate in the module

During each semester, the student will produce a specific number of products. The type and number is agreed with the teacher at the beginning of each semester.

The exam in General education: Religion, life education and citizenship

The exam in General education is an oral exam. The oral exam is based on a brief written presentation pre-pared by the student. The starting point of the written presentation is the student's identification of an is-sue associated with the ethical, political, democratic and religious challenges at the school. The student will focus particularly on an issue associated with either teaching, parent cooperation or the school as a societal institution. The selected issue is treated based on an analysis of the key values of culture, society and the school with a view to own teaching practice.

At the oral exam, the student should be able to relate to the described issue with inclusion of all relevant knowledge and skill goals. Based on this, the student is to put forward substantiated suggestions as to how the treated issue could be handled through independent action.

The student will be given a total grade for the brief written presentation and oral performance.

The exam can be taken individually or in groups according to the choice of the student.

The extent of the brief written presentation is a maximum of 5 standard pages. The number of pages is consistent with the group size.

Examination time in the oral exam: 30 minutes for an individual exam. See time schedule, if the exam is held as a group exam.

The following prerequisites are associated with participation in the exam:

Handing in a brief written presentation with the stated form and content at the right time and place

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The exam in General education: Religion, life education and citizenship must be passed before the end of the student's 2nd year of study, cf. section 18 of the executive order on study programmes.

Cultural Understanding To be described further

Specific international competence areas: The International Education student should

• Critical awareness of the dimensions of his/her own cultural identity, critical thinking and individual reflection

• Intercultural communicative competence, and the ability to communicate with others through dia-logue

• Awareness of different representations of diversity. • Awareness of cultural and minority issues (home/family issues, gender) in education. • Be able to understand and discuss the notion of “culture” both in an educational context and in relation

to society. • Have an understanding of how meaning is produced. • Positioning him/herself in relation to the overall responsibility to educate children for life and to do so within the

contested area of educating for personal, social, national, European and global citizenship • Preparing schoolchildren of different ethnic or cultural background for participating in a democratic society • Teaching school children of different ethnic or cultural background to live together in mutual tolerance and un-

derstanding of each other’s values and norms for participating in a democratic society • Developing the children’s critical thinking and acting competence in relation to new challenges • Making reflections on the concept of democracy • Create an active and sustainable democratic learning environment • Dealing with issues related to bringing democratic theory into practice. • Assessing value-oriented issues in the relation between tradition and modernity as well as in the encounter be-

tween different cultures

Module 2: The pupil's learning and development Type, extent and language of module

Basis, formulated nationally for 10 ECTS credits.


A key concept of the module is pedagogical psychology, which is based on national and international re-search and development knowledge about the learning and development of children and young people, social interaction and communication and pedagogical guidance at the school. The module is anchored in different theory formations within the module's knowledge and skill goals.


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Competence area 1: The pupil's learning and development is about pupils' learning and development in social relations in school.


Alone and in cooperation with others, the student can create communities and facilitate pupils' learning and development, lead learning processes that consider the development of individual, social and commu-nicative competences as well as conflict management in multiple social connections.


develop learning environments for pupils and groups in consideration of different qualifications for learning and learning goals,

pupils' learning and about effective factors within the learning environment,

observe, support and challenge pupils' social, emotional and cognitive development,

pupils' social, emotional and cognitive develop-ment - including gender and motivation,

facilitate development-supporting relations with particular emphasis on own position as teacher,

development-supporting relations,

facilitate interaction and learning processes in a way that makes them conducive to pupils' wel-fare and development,

class, learning and group management,

independently and in with others develop coop-eration based on mutual respect and responsive-ness,

cooperation and communication between the school's parties and other relevant players,

use and substantiate different forms of guidance, pedagogical guidance, feedback and reflection forms as well as profession learning,

use communicative framing and methods, mak-ing conflicts, social problems and bullying the ba-sis of positive reformulations and

attribution, including knowledge of social prob-lems, conflict management and bullying and

manage, so that inclusion and socialisation pro-cesses are optimised while the development of the individual pupil is supported.

inclusion and individualisation and socialisation processes, including diversity and marginalisation.


The module will include work on practical association, including visits to specific schools and classes, where observation of practice based on pre-planned psychological areas is in focus.


The module contains three mandatory assignments with different elements.

The assignments are set by the individual teacher and are distributed evenly across the module. Guidance is offered in the work processes until the deadline. Placement and deadline of the mandatory assignments will be evident from the curriculum at the beginning of the module.

The teachers' deadline applies.

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Module 3: “Jeg skal være lærer” or ”Aesthetic Learning Processes” For ”Jeg skal være lærer” please refer to the Danish student charter chapter B1.1.

Module title Aesthetic learning processes – across disci-plines

Module scope 10 ECTS

Module position Interdisciplinary element

Module content Knowledge about and skills in relation to artistic media, aesthetics, and learning in theory and practice, play and creativity plus the practical and didactical planning of physical and aesthetic activities within the provision of day-care, school and leisure (3 to 12 years).

Pedagogical methods and activities focused on cultural meetings, cultural diversity and cultural production.

The international perspective of the module The module, to be held in English, will involve in-ternational tendencies within aesthetic learning processes

The learning objectives of the module The professional skills and action competences of educationalists and teachers

Knowledge and skills within children’s play, aes-thetic learning processes, and the planning and management of cultural projects focused on dramatization, music, storytelling and dance – within a multidisciplinary perspective.

Module evaluation The student shall be able to display knowledge about and skills within the development of com-munities, to create change and value from indi-vidual participation in the coordination of coop-eration involving the networks of children, par-ents, professionals and volunteers.

Competence areas Interdisciplinary collaboration

• Relation and communication • Identity and community • Development and learning environments

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The knowledge objective of the module The student has acquired knowledge about:

The educationalist’s and others’ academic un-derstanding, professionalism and action compe-tence, comprising teachers, nurses and social workers

The various sectors and actors with the welfare society and their various perspectives on duties and challenges; and

legislation and political frameworks for inter-disciplinary collaboration

modes of collaboration, comprising communi-cative methods and strategies supporting the in-terdisciplinary collaboration

empirical analyses of what characterises inter-disciplinary and cross-sectional co-creation pro-cesses

project and process management, comprising the process tools therefore

Module 4: General teaching competence Type, extent and language of module

Basic module, formulated nationally for 10 ECTS credits.


Teaching competence is about the frames of the school's teaching, inclusive learning environments and teaching differentiation, class management, teaching aids' didactic potential, cooperation between col-leagues, resource persons, school and home as well as research-methodical prerequisites for assessment and use of research results.

The module includes the following four themes:

• Planning of teaching • Organisation and work methods • Evaluation • Entrepreneurship and general education


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Key concepts of the module are general didactics and pedagogy based on national and international re-search and development knowledge about planning of teaching, pupils' general education and the teacher as a reflecting didactic. The module is anchored in different theory formations within the module's knowledge and skill goals.


Competence area 2: Teaching competence is about the frames of the school's teaching, inclusive learning environments and teaching differentiation, class management, teaching aids' didactic potential, coopera-tion between colleagues, resource persons, school and home as well as research-methodical prerequisites for assessment and use of research results.


The student can, in a substantiated way, plan, complete, evaluate and develop teaching in municipal school.


plan teaching, including setting up learning goals for the class as well as the individual pupil,

the school's legal, social and cultural basis and frame-work, teaching theory, various basic didactic positions as well as planning of teaching, including planning of learning goal-related teaching.

use a wide repertoire of teaching methods, includ-ing the involvement of movement as well as varied action and application oriented teaching methods,

the practical use of teaching methods as well as ana-logue and digital teaching aids and other resources in relation to pupils' qualifications and the ethics, pur-pose, goals and content of the teaching,

use a wide repertoire of relevant teaching aids and other resources,

the practical use of analogue and digital teaching aids and other resources in relation to pupils' qualifications and the ethics, purpose, goals and content of the teaching,

evaluate (pupils') learning outcome, learning envi-ronment and teaching systematically and use the results as the basis for feedback and further teach-ing planning and development of teaching,

Evaluation and feedback's possibilities and limitations in connection with teaching and learning,

differentiate the teaching in relation to the pupils' qualifications and potentials,

teaching differentiation, inclusion theory and learning environments,

manage teaching with consideration of teachers' in-tentions and make use of own professional judge-ment in complicated situations,

class management, the teacher's conduct, relations in teaching and the ethics of teaching,

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plan, complete and develop lessons that develop the pupils' imagination, innovative and entrepre-neurial competences as well as their desire to learn and motivation to act,

creativity, innovation and entrepreneurship in relation to the pupil's versatile general education, the teach-er's professional development and development of pedagogical practice,

develop cooperation with colleagues, the school's resource persons, parents and pupils about the teaching and development of teaching,

the professional basis for communication, collegial co-operation, parent cooperation, interdisciplinarity and school development,

critically evaluate and use research methods and re-sults regarding teaching and learning and

research methods, national and international research and development results and

plan, carry out and develop teaching with and about IT and media that supports the pupils' ability to act as a critical investigator, analysing recipient, goal-oriented and creative producer and responsi-ble participant.

IT and media competencies.


The module includes work on planning of teaching with association to teaching subjects, partly in practice and partly through practical association, where substantiated choices, assessment and criticism of own and others' planning are pivotal.


In connection with the module's knowledge and skill goals, the module works with the following two gen-eral themes:

1) Entrepreneurship and general education and

2) Planning, implementation and evaluation of teaching.

Each of the two themes of the module includes a study product. Both study products must be approved as a prerequisite for participating in the final evaluation:

1. Group activity: Entrepreneurship and general education. Within the framework of the project work method, the students will handle preparation and implementation of an action-oriented learning process in a different learning space for co-students and teacher. The students demonstrate knowledge of framing teaching where the pupils have the opportunity to develop further their imagination, creativity, innovation and entrepreneurial competencies in relation to the pupil's general education. The study product is a presentation where the action-oriented innovative learning process is presented to the class and teacher in a different learning space (15 minutes). Mutual study group feedback. The student is obligated to partici-pate in the presentations as well as in the group feedback for the class.

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2. Group product: Planning, implementation and evaluation of teaching

Based on an identified issue from teaching experience / the student's experience from practice, a substan-tiated lesson plan is planned and developed. The students must produce an assignment of a maximum of 6 pages incl. a lesson plan. The starting point can be an already organised process, which is developed with involvement of the module's knowledge and skill goals. Furthermore, the product and lesson plan must have particular focus on either teaching differentiation, teaching management, pupils' co-responsibility or innovation and entrepreneurship. The report is to be handed in electronically as well as in paper copy to the teacher and be presented to the class. The teacher determines dates of handing in and oral presenta-tion. The student is obligated to participate in the presentations for the class.

Study product 2 will constitute the final assignment

Module 5: Special education Type, extent and language of module

Basis, formulated locally for 10 ECTS credits.


Learning context at the school: The purpose of the module is for the student to acquire knowledge about pupils in complicated learning situations and develop skills and competencies to include these pupils in the school's general education and cooperate with players in this field. The student can identify, investigate, develop and discuss teacher professional problems.


The module is based on recent research on pupils in complicated learning situations, for example about diagnoses, teaching methods, inclusion, observation and testing.


Competence area 3: Special education is about substantiated planning, completion and evaluation of spe-cially arrange teaching of pupils that are in complicated learning situations.


The student can, in a substantiated way, plan, complete, evaluate and develop specially arranged inclusive teaching for pupils in complicated learning situations.


analyse the complexity of own and others' prac-tice in the special education work,

paradigms for understanding and explanation of pupils in complicated learning situations, including understandings of the concept of normalcy,

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in a substantiated way account for the frame-work, organisation and development of special education,

international declarations of intent, national legal basis as well as executive orders and implementa-tion and organisation of special education efforts at municipal and institutional level,

carry out structured observations of individual pupils and groups of pupils,

methods for systematic and continuous observa-tion and evaluation of the pupil's participation and learning profile,

prepare learning plans and action plans,

methods for preparation of learning plans and ac-tion plans,

in a substantiated way choose special education and inclusive efforts and

preventative, anticipating and extensive efforts as well as the use of IT and other teaching aids in the daily lessons and

cooperate with the internal and external resource persons of the school.

communication, collegial cooperation, interdisci-plinary cooperation and parent cooperation.


The module is based on concrete practice. Through teaching experience and practical association, the stu-dent will develop competencies, knowledge and skills to observe, plan and implement inclusive teaching.


In connection with the module's knowledge and skill goals, the module works with the following general themes:

1. Normalcy and deviation

2. Inclusive teaching and teaching differentiation

3. Pupil plans and participation profiles

4. Cooperation across professions

5. Investigation, development and mediation competence in relation to inclusive teaching

2 study products to be handed in during the module are associated with the themes. The study products must be approved as a prerequisite for participating in the final evaluation.

1. Study product:

Group activity: Based on themes 1 and 3, the students will prepare a pupil plan and a pupil participation profile. The plan and profile will be prepared based on observations in teaching experience/practical asso-ciation. The plan and profile should include professional dilemmas in relation to inclusion, normalcy and deviation. The study product should be handed in electronically and be presented in class.

The study product has an extent of max. 5 pages incl. pupil plan and participation profile. The product must be presented (15 minutes) to the class and teacher, where relevant dilemmas in relation to the pupil plan and pupil participation profile are elaborated on theoretically as well as practically. Mutual study

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group feedback. The student is obligated to participate in the presentations as well as in the group feed-back for the class.

2. Study product:

Group product Based on themes 2 and 4 and an identified issue from practice, the students will prepare an assignment of a maximum of 6 pages excl. appendices. The assignment must include a case and a substantiated lesson plan. The assignment is based on a pupil plan and a pupil participation profile. (The assignment can be based on 1st study product.)

Furthermore, the assignment and lesson plan must have particular focus on teaching differentiation and inclusive teaching environments. Furthermore, the pupil's learning situation is analysed, discussed and evaluated with a view to planning substantiated inclusive teaching.

The study product is to be handed in electronically as well as in paper copy to the teacher and be presented to the class. The teacher determines dates of handing in and presentation. The student is obligated to par-ticipate in the presentations for the class.

Study product 2 will constitute the final module assignment

Exam in pedagogy and professional competence – external

The exam in pedagogy and professional competence consists of two exams: an internal written exam and an external exam, which contains a written as well as an oral part. The two exams combined cover the four competence goals of the main area.

Regarding the internal exam in pedagogy and professional competence, see module 6: Teaching of bilin-gual pupils

The external exam

The exam consists of two part-exams. The student will be given a total grade for the written exam and the oral exam.

The exam covers the competence areas: The pupil's learning and development, General teaching compe-tence and Special education.

1st part-exam: Written exam

The written part of the exam takes an experienced and documented case as its starting point in connection with a completed teaching period in municipal school - described and substantiated.

Based on the selected case, the student will formulated a pedagogical theme and a professional issue con-nected with teaching in municipal school. The theme and issue must be aimed towards the competence goals for The pupil's learning and development, General teaching competence and Special education and must be approved by the student's advisor.

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The theme and issue are to be investigated and analysed in the light of relevant theory as well as national and international research results, and based on this, the case and the teaching period are to be discussed in a development and action perspective.

The extent of the written part of the exam, including the case, is a maximum of 15 standard pages. The number of pages is consistent with the group size.

2nd part-exam: Oral exam

The oral part of the exam elaborates on analyses, discussions and development perspectives from the writ-ten presentation - with inclusion of practical elements.


Both part-exams are taken individually or in groups according to the choice of the student.


Handing in a written presentation, including case, with the stated form and content at the right time and place


• know about and understand educational theories about aims, contents, curricula, teaching and work forms, assessment, teaching differentiation, and participation.

• know about and understand the concepts of learning, knowledge, and competence and be able to de-scribe the pupils’ learning potential

• know about and understand the social, cognitive, and emotional development of children and young people.

• be able to observe interaction in teaching situations • know about and understand education and schooling in the international and intercultural primary

school. • know about and understand theoretical knowledge about classroom management in multicultural

classrooms • be capable of planning good teaching in different ways including the use of ICT as a working and com-

munication tool. • be aware of, understand and plan for learning for pupils who are members of a new generation af-

fected by multimedia, ICT etc. in a globalized world • know about and understand the rights and responsibilities of the teacher in order to be able to act ade-

quately. • be aware of, analyse, reflect on and evaluate the teacher’s role as authority, partner in a dialogue, and care-giver

in order to be able to act adequately. • understand and be able to deal with the children’s different socialization and its impact on learning

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• observe, analyse and handle the processes of modernization, globalization and development in pri-mary schools

• be able to collaborate with pupils and colleagues • understand and analyse the impact in the classroom of personality development – identity, subject,

and self • know about and handle social relations – group processes, conflict management, teacher-child and

child-child relations. • know about and use different teaching and work forms, such as classroom teaching, group work,

theme and topic-based teaching, hands-on teaching, and project work. • know about various strategies for learning and be able to reflect on when, how and why to use them. • understand various educational ideas from the perspective of socio-historical change • possess intercultural knowledge and understanding, and be able to identify various perspectives • know about and understand formative and summative assessment and how assessment can scaffold

learning • be capable of using teacher-directed and student-directed teaching in respect to aims, classroom man-

agement and assessment • be capable of planning good teaching in respect to theory of inclusive education • be able to co-operate with pupils on teaching aims, contents, and work forms on the basis of the chil-

dren’s ability and potential • be capable of team-based planning and assessment of children with different ethnic or cultural back-

grounds within the same classroom. • be able to develop plans for individual children, teaching plans, and annual plans. • be able to collaborate with colleagues in a team • understand educational dilemmas and conflicts of value and be able to consider their impact on teach-

ing and learning. • understand, reflect on, analyse and synthesise the relationship between values, education and politics

to be able to evaluate and handle a current educational situation. • be able to communicate and co-operate in intercultural school environments •

Module 6: Teaching of bilingual pupils Type, extent and language of module



Learning context at the school: The purpose of the module is for the student to acquire knowledge about and skills in planning, implementing and evaluating teaching of bilingual pupils in the subjects in municipal school.

Content: Interlanguage and interlanguage analysis to support the bilingual pupil's linguistic development in a learning community in the subjects at the school.

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Language acquisition as a basis for the bilingual pupil's identity and further linguistic development in the school's subjects.

Receptive: The student must in a methodical way analyse and critically evaluate teaching aids for the school's subjects with a view to qualifying the teaching of bilingual pupils in municipal school.

Productive: The student must develop didactic design with knowledge of teaching bilingual pupils and or-ganisation of the subject in municipal school.


The module is based on recent research in language acquisition, interlanguage and second language peda-gogy.

Competence area included in the module

Competence area 4: Teaching of bilingual pupils Teaching of bilingual pupils is about identification of second language pedagogical challenges in subject lessons as well as teaching that considers bilingual pupils' linguistic and academic development in the lin-guistically versatile classroom.


The student can in a substantiated way plan, complete, evaluate and investigate teaching of bilingual pu-pils in a linguistically versatile classroom.


evaluate whether learning of the second lan-guage is promoted in own and others' practice,

learning of a second language, the linguistic devel-opment of bilingual pupils,

support the interlanguage development of the bi-lingual pupil,

interlanguage,

promote language and literacy in subject teach-ing in a second language perspective,

language and literacy in subject teaching in a sec-ond language perspective,

plan lessons that promote the academic develop-ment of bilingual pupils and promote the devel-opment of their technical terminology,

linguistic diversity and bilingualism as well as the significance of language for identity formation,

linguistic diversity and bilingualism as well as the significance of language for identity formation

second language pedagogical research and devel-opment work and

include the linguistic qualifications of bilingual pupils in the lessons,

linguistic diversity and bilingualism as well as the significance of language for identity formation,

identify second language pedagogical challenges for teaching and

identifying second language pedagogical chal-lenges for teaching

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cooperate with teacher of Danish as a second lan-guage and the other teachers of the class about the academic and technical terminology develop-ment of the bilingual pupils.

legal basis and executive orders as well as organi-sation of the subject Danish as a second language in municipal school


See the guidelines Fælles Mål (Joint Goals) for Danish as a second language, supplemental Danish as a sec-ond language and basic teaching, including the interdisciplinary subject: linguistic development, which is mandatory in municipal school teaching. The oral dimension is prioritised.


During each semester, the student will produce a specific number of products. The teacher states the type and number at the beginning of each semester

Exam in teaching of bilingual pupils – internal

The internal exam

The internal exam consists of a written assignment created by the student, which covers the competence area: Teaching of bilingual pupils

The assignment includes analysis of a teaching situation, a teaching period and/or a professional teaching aid from one of the teaching subjects of the students based on a relevant issue for Danish as a second lan-guage as a dimension in the subjects. In continuation of the analysis, the student will propose actions based on second language didactic reflections with a view to accommodating the learning of bilingual pu-pils in the subject and professional area in question.


The extent of the written assignment is a maximum of 10 standard pages. The number of pages is con-sistent with the group size.


Handing in an assignment with the stated form and content at the right time and place

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Appendix 2

Module Descriptions: Teaching Subjects

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B2.1 Module descriptions Art (Art and Culture) MODULE 1: Art-related practice forms

Type, extent and language of module



The purpose of this module is for the student to develop competence in teaching practical art production, knowledge of art and art presentations reflecting the visual culture and in using art conversation to qualify pupil's imagery and technical terminology.

The student works practically with artistic and experimental methods in analogue as well as digital art. In this module, the interaction between practice and theory is fundamental.

The content and working method of the module relate in a reflecting and didactic way to regulations re-garding the subject Art in school.

The key content areas are:

Visual production and communication, art conversation, imagery awareness, pupils' imagery develop-ment, aesthetic learning and sense-based orientation, creativity and art's potential for developing knowledge and realisation as well as visual didactics.


The module is based on research-based theory on

• Visual culture as an art field and reflection strategy nationally as well as internationally • Visual communication • Aesthetics, aesthetic learning and creativity • Recent research-based knowledge about the subject Art and subject-related didactics

as well as on knowledge about:

• Artistic working methods • The history of the subject Art.


Competence area 1: Visual generation of meaning in analogue and digital pictures

Competence area 2: Decoding of analogue and digital images

Competence area 4: Visual didactics


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The student can

• in a substantiated way plan, complete and evaluate visual teaching with a view to developing pupils' competences in producing and reflecting within different picture categories as well as pictures' contri-bution to knowledge development within different subject areas, genres and visual cultures. (1)

• in a substantiated way plan, complete and evaluate visual teaching for developing pupils' competences in decoding different analogue and digital pictures and visualisations using image analytical methods. (2)

• in a substantiated way plan, complete, evaluate and develop visual teaching with inclusion of knowledge on international visual educations. (4)



use different materials and techniques for art produc-tion, (1)

imagery devices,

analyse didactic issues using own experiences in art pro-duction with a view to achieving differentiated teaching in municipal school. (1)

analogue and digital production and application meth-ods,

use pictures and visualisations within a wide repertoire of picture and expression forms, (1)

varied picture and expression forms' objectives within art, visual cultures and visual learning and profession cul-tures,

analyse different analogue and digital picture media, (2) visual perception of analogue and digital learning sur-roundings,

identify pictures' and visualisations' different learning potentials, (2)

visual and aesthetic learning,

substantiate own view on the subject in relation to the school subject's development and in the light of recent subject-related research, (4)

key stipulations on the subject in school in results from subject-related didactic research,

analyse concrete visual teaching and learning processes as national interpretation of international trends. (4)

subject-related pedagogical and didactic trends in an in-ternational perspective.

plan learning goal-oriented teaching for different ages and in different types of art processes. (4)

different approaches to teaching in the subject, including motivation, imagery-related and verbal development as well as realisation.

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Cooperation with municipal schoolteachers. Inclusion of recent research regarding children's visual expres-sion.


Handing in all products in the shape of works, written assignments, and presentations. Participation in vis-its to museums or other activities away from the educational institution.

MODULE 2: Visual cultural project




The purpose of this module is for the student to develop competence in teaching in visual awareness, de-coding of art as well as innovative art processes and projects reflecting visual cultural pedagogy.

The teaching, which is based on interaction between practice and theory, includes various art form, cul-tural meetings, cooperation platforms and learning spaces. This module includes a large visual project based on visual communication, cooperation and knowledge sharing.

The module's content and working method relate in a professional and didactic way to the subject Art in municipal school, cross-disciplinary teaching and other professional connections.

The key content areas are: inquiring and experimental artwork, collection, categorisation and use of infor-mation in visual culture, multi-modality and innovation as well as visual didactics.


The module is based on research-based knowledge about

• Visual culture as an art field and reflection strategy nationally as well as internationally • Visual communication • Innovation and entrepreneurship • IT and media in learning processes


Competence area 2: Decoding and analysis of analogue and digital images

Competence area 3: Art-related working methods and innovative processes

Competence area 4: Visual didactics


The student can

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• in a substantiated way plan, complete and evaluate visual teaching for developing pupils' competences in decoding different analogue and digital pictures and visualisations using image analytical methods. (2)

• in a substantiated way plan, complete and evaluate visual teaching for developing pupils' imagery competences in working with aesthetic, innovative and entrepreneurial working methods in physical and digital learning environments. (3)

• in a substantiated way plan, complete, evaluate and develop visual teaching with inclusion of knowledge on international visual educations. (4)




analyse different analogue and digital picture media, (2) visual perception of analogue and digital learning sur-roundings,

use different strategies to study visual phenomena, and (2)

visual culture and the use of different viewing positions and

understand pictures and visual information in the visual culture that they are part of, (2)

the significance of points of view for the changing con-tent and expression of pictures,

use concrete sketching methods and model construc-tions to start idea development and facilitate change processes, (3)

visual notation forms' significance in innovative pro-cesses,

use social media in visual exchange and cooperation processes and (3)

the visual learning potentials of social media and

analyse visual didactic issues based on own aesthetic, in-novative and entrepreneurial working methods in prepa-ration for learning goal-oriented teaching in municipal school. (3)

methods for development of creativity and innovation as well as aesthetic learning.

analyse visual teaching and learning processes in an ed-ucational perspective and (4)

the educational functions of the subject and

develop the subject Art in a creative and innovative way across genres, methods and art forms and (4)

the art field's culture creating and realisation-related sig-nificance, including images as language, and

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MODULE 3: Contemporary art, space and architecture

Type, extent and language of module:



The module provides the student with insight into the expression forms of contemporary art, and how they can be translated into contemporary art teaching for children of all ages when the art can create de-bate and ask questions. Furthermore, the module prepares the students to rethink visual presentations, for example in project work. There will be practical work with own works in a workshop, where experimenta-tion and innovation are prioritised highly. Theoretically, the students will work with art appreciation as well as children's learning potential when meeting - and creating - idea-based art. In this module, the students will particularly work with spatial form, but this will take place based on drawn, painted and digital sketches. The finished artwork can for example be sculpture, installation, land art, performance or archi-tecture models.

The student will particularly work in the art workshop, but also outside, such as excursions, for example visits to museums and "picture hunts" will be included in the module.


The module is based on research-based knowledge about art, visual arts and subject-related didactics

as well as knowledge about artistic working methods and spatial art work


Competence area 1: Visual generation of meaning in analogue and digital pictures

Competence area 3: Art-related working methods and innovative processes


The student can

in a substantiated way plan, complete and evaluate visual teaching with a view to developing pupils' com-petences in producing and reflecting within different picture categories as well as pictures' contribution to knowledge development within different subject areas, genres and visual cultures. (1)

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in a substantiated way plan, complete and evaluate visual teaching for developing pupils' imagery com-petences in working with aesthetic, innovative and entrepreneurial working methods in physical and digi-tal learning environments. (3)


3.: The student can in a substantiated way plan, complete and evaluate visual teaching for the pur-pose of developing pupils' competences in work-ing with aesthetic, innovative and entrepreneurial working methods.

Varied picture and expression forms' objectives within art, visual cultures and visual learning and profession cultures (1)

Use analogue and digital pictures and visualisa-tions within a wide repertoire of picture and ex-pression forms (1)

Analogue and digital application and production methods (1)

Analyse didactic problems based on own analogue and digital experiences with application and pro-duction in preparation for teaching in municipal school (1)

Artistic methods' functions in innovative processes (3)

Use artistic methods in the facilitation of innova-tive processes (3)





Exam in the teaching subject Art

The exam consists of two part-exams. The student will be given a total grade for the practical exam and the oral exam.

There must be content coherence between the 1st part-exam and the 2nd part-exam.

1st part-exam: Practical exam

The practical part-exam is in the shape of an exhibition, where the student presents a self-elected and ap-proved practical, experimental art project that covers the subject's 4 competence areas.

The practical exam can be taken individually or in groups according to the choice of the student.


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The oral exam is based on a synopsis that deals with a self-elected professional issue that is related to sev-eral of the subject's competence areas. The student must include elements gathered from the school's practice.

The oral exam can be taken individually or in groups according to the choice of the student.

The extent of the synopsis is a maximum of 5 standard pages. The number of pages is consistent with the group size.

Total examination time for the two part-exams: 60 minutes for an individual exam. See time schedule, if the exam is held as a group exam.


• Creation of an exhibition with the stated form and content at the right time and place

• Handing in a synopsis with the stated form and content at the right time and place

Specific international competence areas: under revision The International Education student should

1. Creating and recreating Arts & Culture Ability to participate actively in art projects (WASO - write a science opera, STEAM - science/technol-ogy/engineering/arts/mathematics). Students develop their (individual) skills in the subjects visual arts, drama, music (and dance). 2. Understanding Arts & Culture Understand and analyse various arts phenomena, historical and contemporary, in global perspective. Stu-dents develop their knowledge and insight to (the development of) the arts, cultural heritage and history. 3. Teaching methods and learning processes Set goals, plan, implement and assess art teaching in international schools according to the educational theory of the art subjects. Students develop their teaching skills in the art subjects mentioned above.

B2.2 Module descriptions Biology Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.3 Module descriptions Danish, 1st - 6th form Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.4 Module descriptions Danish, 4th - 10th form Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.5 Module descriptions English (English as an Additional Language) MODULE 1: Language and language usage


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Basis, formulated nationally for 10 ECTS credits. The module language is primarily English.


This module works with the following questions: What is language? What is pupil language? What is the goal of the language lessons? How can you describe language? How and why do you teach linguistic ele-ments?

The starting point is communicative competence in relation to the subject in public school and the teacher training, including views on the subject and the language. Focus is on ’language segments’, such as a tar-get language from, a pupil language in the initial phase, a pupil language in the end phase.

There will be theoretical as well as experience-based work on

• description and analysis of interlanguage in relation to the target language English as a global means of communication and in relation to linguistic variants

• language descriptions and analysis including linguistic meaning, function and form on several lev-els from context to details

• the student's own language as well as the role as language teacher, including the student's use of appropriate metalanguage for different target groups

• use of different types of aids in relation to analysis and description of language

There will be continuous work on the students' own linguistic development in light of the content areas of the module.


National and international research and development work on communicative competence, language, lan-guage description, interlanguage, language teaching and the subject English in municipal school, including national and international regulations and guidelines regarding the subject.


Focus on competence area 1: Linguistic competence and language teaching with inclusion of some knowledge and skill goals from competence area 4: Foreign language didactics.


The student can, in a substantiated way, plan, complete, evaluate and develop teaching with a view to spe-cific areas in pupils' learning.


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Knowledge and skill goals from competence area 1: joint for English for 1st to 6th form as well as Eng-lish from 4th to 10th form

master English for teaching purposes and personal use, including participation in the international sub-ject-related didactic debate,

the structure and use of the English language,

describe language structures to different target groups,

metalanguage regarding the structure and use of language,

plan, carry out, evaluate and develop teaching of communicative competence and language structures and

communicative competence and

indicate focus points in the work with own and pupils' interlanguage based on analyses, including considera-tion of pupils' age.

interlanguage.

Knowledge and skill goals from competence area 4: joint for English for 1st to 6th form as well as Eng-lish from 4th to 10th form

in a substantiated way carry out and develop learning goal-oriented English teaching

theory and analysis methods with relevance for de-scription of learning and teaching of English as a foreign language


The student's experiences from practice will be included in the module. There will be teaching experience mediation at the educational institution or at a school.


Based on practice and in cooperation with fellow students, the student will prepare and present teaching processes aimed towards the age specialisation regarding language and language use, which must include the following areas:

• a lesson plan

• analysis of teaching aids with focus on language and language use - for example assignments from teaching aids

• one or more activities/tasks based on one or more interlanguage analyses from a specific practice in preparation for language development - for example design of own assignments or use of other activities

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• reflections on and perspectives regarding development of learning goal-oriented teaching

Furthermore, the students must prepare

• an IT product - such as a blog entry with theory-based reflections on practice as a language advisor - such as feedback/feedforward with perspective regarding specific practice.

MODULE 2: Processes in language acquisition and communicative skills


Basis, formulated nationally for 10 ECTS credits. The module language is primarily English.


This module works with the following questions: How do you learn a language? How does language devel-opment take place? What are communicative skills? What is the connection between communication and language acquisition? How do you describe language acquisition and communicative skills? How and why does the teacher work as a language advisor? How does the teacher plan teaching that makes language acquisition possible? What is the connection between language view, learning view, professional view and specific teaching?

The starting point is language skill areas, discourse and strategic competence as well as learning. Focus is on ’processes’ as dynamic elements in language and language development, for example hypothesis con-struction, language learning strategies and communication strategies.

The students will work on

• the skill areas listening, reading, writing, speaking and conversation in a communicative compe-tence perspective

• interlanguage development in relation to qualifications for learning and potentials

• goal establishment, practical planning in varied working methods, IT, teaching aids, evaluation and feedback on interlanguage in a differentiation and inclusion perspective

• paradigmatic changes in language teaching and the connection between language view, learning view and didactic planning based on current national and international regulations

There will be continuous work on the students' own linguistic development in light of the content areas of the module.


National and international research and development work on language acquisition and communication, the language skills reading, listening, speaking, conversation and writing, language teaching and the sub-ject English in municipal school, including national and international regulations and guidelines regarding the subject

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Competence area 2: Language acquisition and foreign language communication with inclusion of parts of competence area 4: Foreign language didactics


From competence area 2: The student can, in a substantiated way, plan, complete, evaluate and develop differentiated lessons based on pupils' learning qualifications and potentials, including pupils' use of com-municative and learning-related strategies and processes.

From competence area 4: The student can, in a substantiated way, plan, carry out, evaluate and develop teaching in English based on own practice and current research-based knowledge about foreign language didactics.


Skill and knowledge goals from competence area 3: English for 1st to 6th form and English from 4th to 10th form

plan and complete lessons with focus on communication processes and strategies,

communication processes, including receptive and pro-ductive processes and strategies, discourse and commu-nication strategies,

assign differentiated learning strategies for pupils with different qualifications for learn-ing,

learning strategies,

evaluate language acquisition in different types of pupil data as a basis for working as a language advisor,

interlanguage development,

include pupil-related internal and external factors of significance to the language ac-quisition process and

factors associated with language acquisition, such as mo-tivation, the relationship between native language, sec-ond language and foreign language acquisition, objective and evaluation, the teacher's role and

use digital technologies and interactive me-dia for support of pupils' and own receptive and productive learning processes.

IT and learning processes.

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Skill and knowledge goals from competence area 4: English for 1st to 6th form and English for 4th to 10th form

substantiate principles in own and others' lessons in relation to pupils, parents and col-leagues, including in an inclusion perspec-tive,

professional views, curriculum and practical organisation of English lessons, including the historical development of subject and learning views,

substantiate the individual elements of the lessons for the purpose of optimising the learning processes for groups of pupils as well as the individual pupil,

legal basis, current regulations and guidelines nationally and internationally, including teaching aids, digital re-sources, goal and evaluation forms,

plan and carry out teaching and projects that strengthen the pupils' mastering ex-pectations, drive and initiative,

creativity, innovation and entrepreneurship in teaching,

plan and carry out single-subject as well as cross-disciplinary teaching with focus on pu-pils' general education,

the subject's contribution to general education and con-nection to other subjects,

in a substantiated way carry out and de-velop learning goal-oriented English teach-ing and

theory and analysis methods with relevance for descrip-tion of learning and teaching of English as a foreign lan-guage and

keep informed in the professional debate nationally as well as internationally

national and international research within foreign lan-guage pedagogy and didactics.




Based on practice and primarily in cooperation with fellow students, the student will prepare and present teaching processes aimed towards the age specialisation regarding processes in language acquisition and communicative skills, which must include the following areas:

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• a lesson plan that, among other things, includes work with one or more of the 4-5 skills with focus on language acquisition and communicative skills - such as teaching related to genre pedagogy, receptive and productive skills, pre-understanding, risk taking etc.

• one or more activities/tasks for support of interlanguage development, learning strategies and lan-guage learning - such as inclusion of IT



• a written product - such as an article with theory-based reflections on the connection between lan-guage view, learning view and didactic - such as considerations regarding evaluation, differentia-tion and inclusion with perspective for a concrete practice

Module exam

Module exam with focus on the student's written competence in English.

The exam is based on the national module 2 "Processes in language acquisition and communicative skills".

The exam is carried out as a 5-hour individual written exam with duty to attend. All aids are permitted. However, it is not permitted to communicate with others during the exam. The exam takes place at the educational institution under supervision.

The written module exam tests:

• The student's linguistic competencies in interaction with the profession-oriented didactic and lan-guage pedagogical considerations and reflections.

The exam is with internal censorship and is evaluated with the assessment »Passed/Not passed«.

Students who have started the 3rd module in the teaching subject English by the 1st of September 2015 are exempt from taking the module exam.

MODULE 3A: Intercultural competence in language teaching/English in the introductory period and at the intermediate stage


Basis, formulated locally for 10 ECTS credits. The module language is primarily English.

A module where the student works with the content areas and working methods of the subject with spe-cial focus on English aimed towards pupils in the introductory period and at the intermediate stage.

Students that have started the teacher education on the 1st of September 2013 or later and who are start-ing the 3rd module in English in September 2015 are covered by the module descriptions in the study pro-gramme for the teacher education at ABSALON 2013.

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In this module, the student works with the following questions: What is culture? Why work with culture in language teaching? What is an intercultural competent language user? Why work with cultural meetings?

In this module, the student will learn to plan, carry out, evaluate and reflect on teaching in relation to inter-cultural competence, including the work with text, culture, society and cultural meetings internationally as well as in the English-speaking world.

Among other things, the students will work with:

• different text forms in relation to culture and society

• cultural meetings, including pragmatic, strategic and intercultural competence

• the interaction between language, culture and identity

• linguistic variation, culture and social conditions internationally as well as in the English-speaking world

• development of learning goal-oriented teaching

Furthermore, there will be continuous work on the students' own intercultural development in light of the content areas of the module.


The module is based on research-based, theoretical and empirical knowledge with the areas English teach-ing and intercultural competence in correlation with pupils in the 1st to 6th form.

English 1st-6th form


Competence area 3: Intercultural competence in the teaching subject English in the introductory period and at the intermediate stage with inclusion of parts of competence area 4: Foreign language didactics


The student can, in a substantiated way, plan, complete, evaluate and develop varied English lessons with the use of different types of texts and with integration of society, culture and meeting of cultures in lan-guage work in the introductory period and at the intermediate stage.


Knowledge and skill goals from competence area 3: English for 1st-6th form

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plan and carry out teaching with examples of different cultural practices and meeting of cultures in the introductory period and at the intermediate stage,

culture and meeting of cultures, including pragmatic competence and the interaction between lan-guage, culture and identity,

substantiate content related to language, culture and social condi-tions of relevance to English lessons,

language variation, culture and so-cial conditions in the English-speaking world as well as matters of relevance to globalisation,

use relevant and differentiated texts, media and IT in teaching, text competence, including IT and media,

initiate and support processes for support of own and pupils' devel-opment of intercultural competence, including mediation of expe-riences through narratives and artefacts as well as direction of the attention towards linguistic variants and phrases that are suitable in different situations and

intercultural competence and

plan and carry out international cooperation and intercultural pro-jects in teaching.

international cooperation, includ-ing digital possibilities.

Knowledge and skill goals from competence area 4: English for 1st-6th form

plan and carry out teaching and projects that strengthen the pu-pils' mastering expectations, drive and initiative,

creativity, innovation and entre-preneurship in teaching,

plan and carry out single-subject as well as cross-disciplinary teaching with focus on pupils' general education,

the subject's contribution to gen-eral education and connection to other subjects,

in a substantiated way carry out and develop learning goal-ori-ented English teaching and

theory and analysis methods with relevance for description of learn-ing and teaching of English as a foreign language and

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keep informed in the professional debate nationally as well as in-ternationally.

national and international re-search within foreign language pedagogy and didactics.




Based on practice, the student will, primarily in cooperation with fellow students, prepare and present les-son plans for the introductory period (1st to 3rd form) and/or the intermediate stage (4th to 7th form) about processes to support pupils' development of intercultural competence in language teaching, which must include the following areas:

• a lesson plan that for example includes work with text, culture, and society with focus on intercul-tural competence

• one or more activities/tasks/teaching aids for support of language, culture and identity, for exam-ple with focus on meetings between cultures, interculturality, social conditions and language varia-tion



• a written product with practice- and theory-related reflections - for example an article about the connection between language, culture and identity - with focus on considerations regarding cul-tural view, dissemination of culture (including method/approach), culture acquisition, English as a cultural technique, intercultural competence, pragmatic competence, different practices/stand-ards and the intercultural competent language user.

Exam in the teaching subject English 1st - 6th form



The student must construct 4 written synopses, which are to demonstrate that the student can, in a sub-stantiated way, plan, carry out, evaluate and develop teaching in English in municipal school and can sub-stantiate his/her choices based on actual research-based knowledge about foreign language didactics. The

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synopses must be aimed towards the age specialisation, and the student must demonstrate varied and dif-ferentiated teaching, use of different text forms and integration of society, culture and meetings between cultures in the linguistic work.

The synopses must include motivation for the topic, a problem statement and a bibliography with at least 4 sources. Furthermore, a practice-related element associated with the topic of the synopsis must be in-cluded. For example a plan for the teaching process, self-produced teaching materials - analogue or digital, video or sound recordings from own practice, analysis of a teaching material, which must all be founded on current legislation about teaching of the subject English in municipal school.

All four synopses must also include different examples of pupil language that may be connected to the in-dividual products. For example written, oral and multimodal productions. Examples of pupil language must be aimed towards the age specialisation.

14 days before the oral exam, there will be a draw between the student's 4 synopses. The drawn synopsis will form the basis for the oral exam. The student is informed of the result of the draw in the morning the day before the oral exam.

The extent of the synopsis is 3-4 standard pages. The practice-related element and the example of pupil language are attached as appendices of a maximum of 5 standard pages (one standard page corresponds to 1 minute of recordings).


At the exam, the student must demonstrate that he/she can, in a substantiated way, plan, carry out, evalu-ate and develop teaching in English and can substantiate his/her choices based on actual research-based knowledge about foreign language didactics. The practice-related element and the example of pupil lan-guage are included as an integrated part.

Based on the example of pupil language, the student must be able to:

• analyse and assess the pupil's language with regard to determining qualifications for learning and po-tentials

• analyse and assess the pupil's use of communicative and learning-related strategies • reflect on, substantiate and provide examples of relevant feedback/feedforward for the pupil

The assessment of the student also includes the student's ability to master English for teaching purposes and personal use, including participation in the international subject-related didactic debate, and the stu-dent's knowledge of the construction and use of the English language.


Examination time in the oral exam: 45 minutes. See time schedule, if the exam is held as a group exam.


• Handing in 4 synopses with the stated form and content at the right time and place

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• be able to see the subject in a broad perspective, i.e. in a historical and developmental perspective in order to consider and describe subject-related objectives and progressions

• gain an insight into English used as an international language during face to face and virtual multicultural gatherings and its implications for the classroom

• acquire an awareness of the way in which culture manifests itself, particularly in the English-speaking world, as part of the student’s own development of intercultural competency

• be able to carry out a linguistic analysis of pupils’ language by means of a meta-language • be able to guide pupils in their linguistic development • gain insight into the International Phonetic Alphabet (IPA) and how it can be used • gain a foundation to guide pupils in their linguistic development • know and be able to use communication strategies • be familiar with first/additional language acquisition theories • be able to plan, carry out and assess first/additional language teaching on the basis of the pupil’s linguistic

preconditions and on the basis of an insight into relevant theories and research results • be able to understand the importance of an early acquired linguistic awareness in relation to the four basic

language skills • gain insight into the key areas of interlanguage analysis • understand how children learn to read, write, speak and listen • be able to organise, implement and assess first/additional language teaching on the basis of the pupils’ lin-

guistic preconditions and on the basis of an insight into relevant theories and research results • be proficient in analysing linguistic interaction • be proficient in organising and implementing language teaching in a linguistically and culturally diverse

classroom • be able to teach the four basic language skills • be proficient in organising, implementing and assessing first/additional language teaching on the basis of

the pupils’ linguistic preconditions and on the basis of an insight into relevant theories and research results • be able to communicate confidently, appropriately and creatively in English in various genres and media • be able to apply subject-related knowledge in correlation with extra-curricular tasks related to literature • gain an insight into children’s literature and understand the importance of a continuous interest in literature • be able to select and analyse texts for the primary school in various genres and media

MODUL 3B: Intercultural competence in language teaching/English at the intermediate stage and in lower secondary stage To be included shortly

B2.6 Module descriptions Physics/Chemistry Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.8 Module descriptions History (History and Social Geography) History deals with substantiated planning, completion and development of history lessons in subject-di-vided and cross-disciplinary courses aimed at giving the pupils the qualifications to establish a chronologi-cal overview of and insight into interpretations of historical developments and connections with a view to

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developing the pupils' historical awareness and use of history in an identity-related and societal perspec-tive.

MODULE 1: The use of history, awareness of history - and Danish history




This module works with the following questions: Why do we have history lessons in school? What do we use history for - as society and as individuals? How can you include and qualify the pupils' awareness of his-tory and use of history in the lessons?

With topics or themes of Danish history that are relevant regarding the curriculum of the public school as the starting point, the module includes work with concepts regarding the use of history and historic cul-ture. Among other things, the students will work on how historic events are mediated and used in relation to the creation of collective and individual identities, as well as how history can be interpreted differently based on local, national and global perspectives.

With a view to developing the students' professional views on and understanding of history as a subject of general education, the module will introduce basic subject-related didactic concepts and discussions, in-cluding theories about and empirical studies of children's awareness of history and use of history.


Research-based knowledge about the chosen history-related topic(s)/theme(s)

Theories about and empirical studies of the use of history and historical culture, including different periods' history use and historical culture

Theories about and empirical studies of development and use of awareness of history

Concepts about and examples of different historical mediation types.


Competence area 2: Historical culture, history use and history awareness

Competence area 3: Historical overview and understanding of connections


The student can

• plan, complete, evaluate and develop history lessons in a substantiated way that are aimed at ac-commodating pupils' varied qualifications for learning

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• plan, complete, evaluate and develop lessons in a substantiated way with history's societal and identity-creating significance as the starting point

• plan, complete, evaluate and develop history lessons in a substantiated way that mono-disciplinar-ily and cross-disciplinarily mediate historical topics, themes and events and consider heterogene-ous pupil groups' conditions, lifeworld and contemporaries.


substantiate history lessons with reference to his-torical didactic and history-related theoretical con-cepts and positions

historical didactics and history as lifeworld and as subject

develop history lessons in interaction with the pu-pils' history awareness and history use

theories about and empirical studies of pupils' history awareness and history use

includes examples and perspectives of historical cultures, memory policy and history use from past and present in the history lessons

historical culture and use of history in different types of communities of memory

use varied types of history mediation in history les-sons

different types of mediation of history in a history use perspective

plan, complete and evaluate history lessons that include and develop pupils' history awareness

theories about history awareness

include multicultural perspectives and different identity-carrying communities of memory in his-tory lessons

the interaction between history, identity and cul-tures

select, structure and thematise historical subject-related content from Danish history for the purpose of his-tory lessons in national and local governmental documents

historical events, players, periods and topics from Danish history that are relevant to his-tory lessons in public school

plan, complete and evaluate lesson plans with changing perspectives on the view of events, connections and courses of devel-opment

local, national, global connections and perspectives in history

include the significance of social categories in his-torical events and courses of events

social categories such as class, gender, nationality, ethnicity and religious belief


The student's experiences from teaching experience and practice are continuously included in the module


The student must hand in a:

Set written assignment:

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With inclusion of the treated topic/theme from Danish history, the student will discuss the subject's educa-tional and identity-creating potentials. The assignment has an extent of max. 5 standard pages.

MODULE 2: History teaching, learning - and world history




This module works with the following questions: What should the pupils learn in history? How do you set goals and choose content? Which teaching methods are most effective in which connection? How do you choose suitable teaching aids? How do you evaluate pupils' learning?

The starting point of the module is historical subject-related content within topics/themes from European and world history that are relevant in relation to the curriculum of the public school. Here, the students will have the opportunity to use different historical scientific perspectives in the selection and treatment of his-torical subject-related content for the history lessons.

In interaction with the selected topics/themes, the students will be working with teaching and mediation methods that develop the history understanding of pupils with different qualifications. The module is aimed towards the student being able in a substantiated way to use principles for material selection and goal formulation in the subject of history, various working methods with particular relevance to the subject of history, and to carry out analyses and didactic consideration of teaching aids. Furthermore, the student must be able to choose and carry out different types of evaluation of pupils' learning in history.


Research-based knowledge about the selected historical subject-related topics/themes

Curricula and other governmental documents related to the subject of history

Subject-related didactic theories about learning processes in history, including children's understanding of time and space

Research-based knowledge about working and evaluation methods that are particularly useful in history lessons

Research-based models for analysis and evaluation of teaching aids in the subject of history.


Competence area 1: Teaching and learning in history



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The student can




substantiate history lessons with reference to historical didactic and historical subject-related concepts and positions

historical didactics and history as lifeworld and as subject

plan, carry out and evaluate learning goal-oriented history teaching that is based on current govern-mental documents

the development of the subject of history and its current status in the public school

plan and complete action-oriented analyses and evaluations of pupils' differentiated qualifications for learning and learning processes in history

theories about and empirical studies of pupils' learning in history

use different types of teaching aid in history varied didactic and non-didactic teaching aids, in-cluding picture and film analysis

use different didactic working methods with inter-action between historical subject-related content areas and pupils' different qualifications for learn-ing

didactic methods for teaching differentiation in the subject of history

support pupils' learning and reading in history through preparation of differentiated assignments

subject-related reading and bilingual pupils' concept development in the second lan-guage

select, structure and thematise historical subject-related content from European and world history for the purpose of history teaching in national and local governmental documents

historical events, players, periods and topics from European and world history that are relevant to history teaching in public school

evaluate causal explanations by adopting political, financial, social, cultural and mentality-historical perspectives

historical scientific perspectives


The student's experiences from teaching experience/practice will continuously be included in the module.


The student must give a:

Set oral presentation:

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The student in a group will prepare a substantiated teaching process, which is presented to the class. The teaching process is to be based on the treated history topic/theme.

MODULE 3: Interpretation and mediation of history - based on a history topic or theme




The module is aimed at developing competences in carrying out analyses of historical materials, evaluat-ing and using different interpretation approaches, in order for the student to be able to develop lessons where the pupils acquire elements of precisely these competences.

Furthermore, the module is aimed at the student becoming familiar with different types of mediation of historical subject matter, being able to use these different types of mediation in teaching and thematise the different presentation forms with the pupils.

The module is based on topics/themes that are relevant in relation to the curriculum of the public school. The historical subject-related content is processed in order for the student to be able to work didactically with the concepts interpretation and mediation.


Relevant research-based knowledge and theories about the selected history-related topic(s)/theme(s)

Theory about historical study methods and interpretation positions.

Theories about different types of mediation of historical topics and problems.


Competence area 1: Teaching and learning in history


Competence area 4: Interpretation and mediation


The student can



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• identify, analyse, formulate and mediate substantiated suggestions for historical interpretations and stories for the purpose of history lessons.


Plan, complete and evaluate teaching in the subject that develop the pupils' action compe-tence when meeting future possibilities and challenges

problem-oriented history lessons

evaluate causal explanations and adopt different perspectives on historical subject-related materi-als in lessons

historical subject-related concepts regarding chro-nology, causes and interaction between players and structures

include historical examples of human creativity when meeting different types of societal challenges for the purpose of developing the pu-pils' own action competence and historical imagi-nation scientific theoretical approaches regarding the creation of historical knowledge

innovation in a historical perspective

analyse historical representations for the purpose of pointing out different frameworks of interpreta-tion and explanation types

scientific theoretical approaches regarding the creation of historical knowledge

use source-critical analysis of different types of sources in history lessons

historical scientific methods

include IT and digital media in history lessons for strengthening of historical realisation and media-tion

IT and digital media in realisation and mediation

develop own and the pupils' qualifications for ana-lysing historical tales and representations in differ-ent forms of expression

narrativity in construction and mediation of his-tory

develop own and the pupils' work on creating his-torical interpretations and tales

different historical types of representation


The student's experiences from teaching experience/practice will continuously be included in the module.


The student must hand in a:

Practical product:

The student develops a teaching aid in relation to the treated topic/theme that demonstrates the student's ability to work with historical analysis and interpretation as well as the use of different types of presenta-tion

Exam in the teaching subject History

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1st part-exam: Written exam - project

The student will prepare a project based on a self-elected professional issue relevant for the teaching sub-ject History in association with planning of teaching in a topic/theme. The issue must be aimed towards several of the competence goals of the subject and document insight into history didactics as well as the subject of history.

The issue must be approved by a teacher. After approval of the issue, no guidance is permitted.

The issue is analysed and through professional treatment, the student demonstrates that he/she can use it in history lessons in public school.

The project is in writing and, in the considerations regarding use in teaching, must include a brief presenta-tion of 4 teaching aids that are suitable for use in teaching in the chosen topic/theme. Different types of teaching aids must be chosen, including multimodal.

The extent is max. 10 standard pages. The number of pages is consistent with the group size.


The oral exam is based on one of the student's stated teaching aids. Which is determined through a draw immediately before the preparation time. The student analyses and assesses the teaching aid with regard to the subject of history and didactics. This includes discussion and assessment of the teaching aid's rele-vance and use and any re-didactisation possibilities with regard to teaching of history in municipal school.

Preparation time: 30 minutes.

Examination time in the oral part-exam: 30 minutes for an individual exam. See time schedule if the exam is held as a group exam.

Both part-exams are taken individually or in groups according to the choice of the student.


Handing in a project with the stated form and content at the right time and place


• use subject-specific content and methods in planning, executing and assessing teaching in history and social geography topics

• develop pupils’ historical and geographical reasoning. • develop pupils’ intercultural communicative competence and appreciate dialogue as a way to

communicate • develop pupils’ sense of time and space • work with cross-curricular topics using project methods. • work in an interdisciplinary manner with people from other subject backgrounds • understanding of their historical and geographical context by using methods and theory on

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• historical conscience, chronology, mental maps and modelling • understanding of how historical and geographical context outlines future possibilities • understanding of and skills in use of historical and geographical sources in inquiries • skills in using subject specific methods: map-work, timelines, model-based teaching • skills in integrating subject-specific content and methods in interdisciplinary topics • awareness of elements of interest in relation to geography and/or history in the local

environment • awareness of chance and continuity in the local environment and in a broader context • knowledge about of central historical periods, people or events and how they have had impact

on the local environment • knowledge of place and distribution of geographical phenomena, processes and patterns and

their impact on natural and human systems • skills in analysing differences and similarities on several political, economic, cultural and

environmental levels • skills in using geographical and historical sources of the local area or found in the local area • skills in using museums and other external resources in the local area • skills in using artefacts as historical and geographical sources • knowledge of the relationship between the local and the global and being able to transfer local

phenomenon to global structures and developments • an overview of teaching methods relevant for history and social geography (storyline,

narratives, re-enactment etc.) and their use in relation to different learning materials • skills in choosing relevant learning materials according to didactical criteria • skills in using classical learning materials such as textbooks, atlases, etc. • assessment skills for textbooks, atlases, etc. • a broader didactical understanding of learning resources such as museums, outdoor

environment, external partners, etc.) • didactical reasoning in using unorthodox learning materials, for example games, movies, TV

shows, etc. • didactical skills in integrating ICT into their teaching, for example web 2.0 tools • confidence in planning, teaching and evaluating interdisciplinary themes • skills in use of relevant teaching theory within subject-specific content in an augmented style • skills in combining methods, learning materials and interdisciplinary content • collaborative skills which are necessary for working in an interdisciplinary manner

B2.9 Module descriptions Craft and design Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.10 Module descriptions Physical Education (PE and Health) MODULE 1: The basis, culture and values of the subject Physical education

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A module where the student works with the basic areas of the subject and with physical education as a cul-ture-creating factor. There is focus on basic knowledge, skills and physical competencies and on analysing, mediating and developing different physical education cultures. Among other things, the content will be play, the basics of artistic gymnastics, the basics of ball games and the basics with dance and expression. The student will work on planning, carrying out and evaluating teaching in physical education. Among other things, the topics will be related to physical education's values, qualities, history and diversity, anatomy and kinetics as well as motor skill learning.


The module is based on humanistic, social scientific and natural scientific theory and research regarding physical education and movement for children and young people. Furthermore, theory and research re-garding the subject physical education in municipal school form a key basis.


Competence area 1: Versatile physical education

Competence area 4: Physical education culture and relations


The student can

• carry out, analyse and mediate versatile movements with a view to developing pupils' versatile physi-cal and sports-related competencies

• analyse, mediate and develop versatile physical education cultures' structures, norms and values and the connection with pupils' social and personal development


Master versatile movement skills and physical ex-pressions

Movement skills and physical expressions

Analyse and assess movement skills and expres-sion

Anatomy, biomechanics and content-specific con-cepts and analysis tools

Establish and manage processes within motor skill learning - including the use of IT

Motor skill learning, learning strategies and rele-vant IT tools

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Use relevant technical terms and subject-related didactic concepts and models in planning, imple-mentation and evaluation of physical education teaching

Subject-related terminology and subject-related didactic concepts and models of relevance to teaching in physical education in school

Analyse and mediate different physical education cultures

Structure, norms and values of physical education cultures

Analyse the development of the subject physical education in Danish physical education culture

The school subject's reason, form and content in a historical, cultural and societal perspective

Develop the subject physical education creatively, innovatively and enterprising across genres, disci-plines and versatile physical education spaces

Physical education as a culture-creating factor, in-cluding the cultures and subcultures of physical education, organised and self-organised physical education and the versatile spaces of physical edu-cation

Develop learning communities that support pupils' personal and social development

Inclusion, responsibility and social relations in physical education communities

Develop and carry out physical education teaching and humanistic and social scientific projects based on national and international research and devel-opment work

Physical education theories, study methods and results of relevant national and international re-search


The student's experiences from teaching experience/practice will be included in the module. There will be teaching experience mediation at the educational institution or at a school


The students must, in groups of 2-3 students, hand in 1-2 written products as well as 1-2 products in prac-tice, document active participation in the subject on the student's blog as well as the following:

• Based on practice, the student is to plan, carry out and evaluate a teaching process for pupils in school in cooperation with fellow students.

• Based on the knowledge goals and in cooperation with fellow students, the student is to prepare a written product about the reason, form and content of the school subject in a historical, cultural and societal perspective.

MODULE 2: Versatile physical education practice - learning, development and physical training




A module where the student works on development of versatile physical and sports-related competencies in a didactic perspective. There will be focus on physical training, health, bodily awareness and well-being,

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and the module will include training theory, physical measurements and safety conditions with regard to physical education in school.


The module is based on humanistic, social scientific and natural scientific theory and research with relation to the connection of the body, the physical education and physical activity to development, learning, health and well-being in a school perspective.



Competence area 2: Body, training and well-being


The student can

• carry out, analyse and mediate versatile movements with a view to developing pupils' versatile physical and sports-related competencies

• use knowledge about and teach in connections between physical training, health and well-being




Analyse and assess aspects that are of significance to carry out safe physical education teaching

Safety in physical education teaching

Handle teaching in theory and practice regarding warm-up, basic training and training planning

Training physiology, training theory and principles for warm-up

Select, carry out and account for relevant physical measurements and tests

Physical tests and measuring of motor skills, strength, fitness, speed and mobility - including with the use of IT

Prevent and handle acute sports injuries and han-dle teaching in theory and practice regarding pre-vention and handling of sports injuries

Prevention and handling of sports injuries

Handle teaching in different approaches and ac-tion possibilities that promote health and well-be-ing

Interaction between living conditions, sports hab-its and health

Handle teaching that creates reflection and under-standing of connections between body, training and well-being

Connections between body, training and well-be-ing

Analyse and mediate teaching that develops pu-pils' bodily awareness and understanding of con-nections between body, feelings and awareness

Connections between body, feelings and aware-ness

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The student's experiences from teaching experience/practice will be included in the module. There will be teaching experience mediation at the educational institution or at a school



• Based on versatile movement skills and bodily expression, the student is to plan, carry out and evaluate a practice performance in cooperation with fellow students.

• Based on the knowledge goals and in cooperation with fellow students, the student must prepare a written product about training physiology, training theory and principles for warm-up as well as physical tests and measuring of motor skills, strength, fitness, speed and mobility - including with the use of IT.

MODULE 3 A: The physical education subject in the introductory period and at the intermediate stage



A module where the student works with the content areas and working methods of the subject with spe-cial focus on physical education and movement aimed towards pupils in the introductory period and at the intermediate stage.

Students that have started the teacher education on the 1st of September 2013 or later and begin the 3rd module in Physical education in September 2015 are covered by the module descriptions in the study pro-gramme for the teacher education at ABSALON 2013 with regard to this teaching subject.


Among other things, the content will be versatile physical education teaching, including play activities and cross-disciplinary teaching processes. Furthermore, there will be work on motor skill learning and testing as an evaluation tool.


The module is based on humanistic, social scientific and natural scientific theory and research regarding teaching and learning in relation to physical education teaching in the 1st to 6th form in municipal school.



Competence area 3: The physical education subject in the introductory period and at the intermediate stage

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The student can

• carry out, analyse and mediate versatile movements with a view to developing pupils' versatile physical and sports-related competencies

• plan, carry out, evaluate and develop versatile physical education teaching aimed particularly at pupils in the introductory period and at the intermediate stage




In a substantiated way carry out versatile and dif-ferentiated learning goal-oriented physical educa-tion teaching with emphasis on inclusion, progres-sion and evaluation,

Pupils' learning and qualifications for learning in the introductory period and at the intermediate stage

In a substantiated way use motor skill tests as the basis for the pupils' motor skill development and learning

Evaluation methods and tests to be used for analy-sis and assessment of motor skill development and learning

In a substantiated way develop play activities in different learning spaces

Play as goal and pedagogical aid in teaching

In a substantiated way carry out thematic and cross-disciplinary teaching processes about body, training and physical education

The possibilities of the subject physical education in thematic and cross-disciplinary teaching pro-cesses in the introductory period and at the inter-mediate stage

Prepare and carry out warm-up and training pro-grammes

Elements, principles and purpose of warm-up and basic training

Develop and mediate physical education move-ments, exercises and cross-disciplinary themes based on different perspectives, didactic methods, models and theory

Didactic methods, perspectives, models and the-ory within movement, exercises and cross-discipli-nary themes in physical education


The student's experiences from teaching experience/practice will be included in the module. There will be teaching experience mediation at the educational institution or at a school.



• Based on the knowledge goals, the student will, in cooperation with fellow students, prepare a written product about evaluation methods and tests to be used for analysis and assessment of mo-tor skill development and learning through physical activity

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Exam in the teaching subject Physical education 1st - 6th form

The exam consists of two part-exams. The student will be given a total grade for the practical exam and the oral exam.

1st part-exam: Practical exam

The student will prepare a physical education-didactic synopsis. The synopsis is to include a physical edu-cation-related issue, which the student will account for, analyse and discuss in relation to the goals of the subject physical education. The synopsis is part of the evaluation. The physical education-didactic synopsis forms the basis of a physical education practice where the student demonstrates own versatile physical education skills and physical education-didactic competencies with a view to being able to teach in the subject Physical education

The practical exam can be taken individually or in groups according to the choice of the student.

The extent of the synopsis is a maximum of 5 standard pages. The number of pages is consistent with the group size.


The oral exam is based on the practical exam and the prepared synopsis. In the oral exam, the student is to demonstrate compliance with the competence goals of the subject.

The oral exam can be taken individually or in groups according to the choice of the student.

Total examination time for the two exams: 60 minutes for an individual exam. See time schedule, if the exam is held as a group exam.


Handing in a physical education-didactic synopsis with the stated form and content at the right time and place


• knowledge about chaos games e.g. basic football, basic basketball, basic handball, basic hockey ("mini games") - Net games Kids volley - hitting games e.g., rounders, softball

• knowledge about different ways of playing and their possibilities of learning potential • knowledge and proficiency about basic skills of PE. • knowledge about versatile teaching and working forms • knowledge and proficiency about apparatus work and activities in the gymnasium • personal basic skills of movements • knowledge about how to plan, carry out and assess teaching in P.E. and Health • knowledge about children`s development, especially motor development knowledge about health pedagogy

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• knowledge about physiology and science of training • knowledge about the importance of P.E. and Health according to life style both for the individual person and the

society • be able to describe and report about the effect of health from physical training with children • have knowledge of the importance of health to life style and living conditions • knowledge about and the skills needed to be safe in the nature in the different seasons of the year • be able to use the schools surroundings and emphasise local traditions in the teaching of outdoor life • knowledge about how to do different outdoor activities without doing any harm to the nature • knowledge and skills in preparing meals outdoors • knowledge about how to use digital tools to describe their experiences in the nature

• knowledge about theory and practice in team-building and social learning • knowledge about sports culture and sports values in the society • knowledge about physiology and metabolism, aerobe and anaerobe training • knowledge about assessing PE and Health using different perspectives such as the playful, the com-

petitive, the expressive, the experimental as well as the health and environment angle • knowledge about how to develop body control and body consciousness • knowledge and skills about body expression, signals and body drama • knowledge about body culture and body communication • knowledge about how to develop bodily work and forms of expression for use in interdisciplinary work

and project work • knowledge about physical expression in different cultures • knowledge and skills in using music, movement, dance and expression • knowledge about basic anatomy, physiology and biomechanical analysis

MODUL 3 B: Physical education at the intermediate stage and in lower secondary stage To be included shortly

B2.11 Module descriptions Christianity and other religions Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.12 Module descriptions Nutrition Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.13 Module descriptions Mathematics 1st - 6th form Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.14 Module descriptions Mathematics 4th - 10th form Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.15 Module descriptions Music Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

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B2.16 Module descriptions Science and Technology MODULE 1: Natural science/technology in introductory period




This module focuses on planning and developing natural science/technology teaching based on the young-est pupils' interest in the phenomena of natural science and technology that they meet during their every-day life. Throughout the whole module, there will be particular focus on the subject-related didactic issues regarding natural science/technology teaching in the 1st to the 3rd form and selected subject-related ar-eas. Including:

• The transition from day care facility to school and introduction into the science subjects of the school

• Maintenance and consolidation of the children's interest in scientific phenomena

• Children's experiences and interpretations of natural scientific phenomena and connections in their everyday life and in the close surroundings. The module will include work on how you can gradually develop a natural science conceptual framework and learn how to identify and reflect on natural scientific issues

• Study methods such as direct experience, sensing, observation, description, examination, asking questions and testing with argumentation

• Technology and resources, selected animals and plants and their living conditions, local develop-ment and infrastructure, natural scientific phenomena that children typically meet in their every-day lives, such as seasons

• Health-related aspects with regard to environment, lifestyle and quality of life

• The significance of the four part-competences for planning of the teaching and pupils' learning

• Learning theory regarding children's cognitive development viewed in relation to the abstract rep-resentation forms of the science subjects

• Innovation and the use of digital learning aids and examination methods are included as vital parts of the study process and in relation to practice in school.


The teaching is based on national and international research and development work dealing with themes within natural science lessons for the youngest pupils of the school. Content areas will for example be: The significance of the natural science subjects in primary school, relevant natural scientific sources and sub-ject-related didactic texts.

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The programme of study includes the theoretical knowledge basis in interaction with knowledge from the practical field.


Competence area 1: Natural science didactics for the purpose of pupils' learning and general education in natural science/technology is about knowledge and skills that make it possible to reflect on the why, what and how of the lessons in order to establish teacher professionalism in natural science/technology lessons.

Competence area 2: Natural science/technology teaching in a competence perspective. Is about the use of the concept of competence in a subject-related didactic connection as well as the reasoning for the four chosen part-competencies within the subject of natural science as a basis for development of general nat-ural science education.

Competence area 3: Teaching in the core areas of natural science/technology (1): man, health and living conditions, technology creation and application and man's interaction with the natural basis.

Competence area 4: Teaching in the core areas of natural science/technology (2): The universe, Earth and the origin, development and description of life as well as the natural phenomena and technological devices that pupils meet in their everyday life.


The student can

• use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evalu-ate and develop teaching of natural science/technology

• in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with a view to developing pupils' natural science competencies.

• in a substantiated way plan, carry out, evaluate and develop teaching in human interaction with nature and the use of technology.

• in a substantiated way plan, carry out, evaluate and develop teaching in natural science/technol-ogy that strengthens the pupils' ability to understand and relate to the natural and technological development processes from the origin of the universe to present time at the micro-level as well as the macro-level.


in a substantiated way plan, carry out, evaluate and develop learning goal-oriented teaching in natural science/technology on a natural science di-dactic basis,

natural science didactics and natural science di-dactic research

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use different teaching resources and choose physi-cal frames in relation to the natural scientific pur-pose and content of the lessons with consideration of the learning process of the individual pupil as well as groups of pupils,

natural scientific teaching resources such as text-books, laboratories, multimodal and web-based teaching aids, science centre, outdoor facilities, companies, museums and IT,

evaluate natural science/technology lessons and the benefit of the individual pupil as well as groups of pupils,

evaluation in natural science teaching,

carry out natural science/technology teaching that develops the pupils' ability to use technical termi-nology to communicate about natural science top-ics and issues,

pupils' and pupil groups', including bilingual pu-pils', colloquial language, technical terminology and concept formation in the natural science sub-jects,

carry out teaching that develops and maintains pu-pils' motivation and interest in natural science and

circumstances that are of significance to maintain-ing and developing pupils' interest in and motiva-tion for natural science subjects and

include examples of the use of natural science and technology in society in natural science/technol-ogy teaching.

the use of the natural sciences in societal, techno-logical and business contexts as well as didactic knowledge about inclusion of the surrounding world in teaching.

in a substantiated way plan, carry out, evaluate and develop learning goal-oriented teaching that develops the pupils' investigation competence,

didactic theory on investigative work in natural sci-ence teaching,

in a substantiated way plan, carry out, evaluate and develop competence-developing natural sci-ence/technology teaching, in the interaction be-tween the natural science competencies, that is adapted to the pupils' academic and developmen-tal progression,

natural science competencies, including compe-tencies regarding investigation, modelling, putting into perspective and communication,

in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching that develops the pupils' ability to design, use and assess the models for understanding of natural sci-entific phenomena and connections,

use of models in connection with the subject and in natural science, including the models' character-istics and design as well as realisation potentials,

in a substantiated way plan, carry out, evaluate and develop teaching that develops the pupils' communicative and perspectival competence in relation to issues where natural scientific knowledge can contribute to assessment and deci-sion-making,

the significance of conflicting interests for discus-sion and assessment of issues where natural scien-tific knowledge can contribute to assessment and decision-making,

include examples of recent natural science re-search in lessons and

recent research within natural science and

in a substantiated way plan, carry out and evaluate natural science/technology teaching in coopera-tion with the other subjects and mandatory topics of the school.

the contribution of the natural sciences in cross-disciplinary cooperation with other knowledge ar-eas.

in a substantiated way plan, carry out, evaluate and develop teaching where the pupils gain insight

technology development, innovation and design processes,

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into and use processes for design and production of products, in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with emphasis on the general education potentials of natural science and technology and

natural science's contribution to general education by putting the subject's elements and understand-ing of the surrounding world into perspective and

in a substantiated way plan, carry out, evaluate and develop lessons about natural science phe-nomena that pupils meet in their everyday lives,

natural scientific and technological phenomena in everyday life,

include local nature in lessons, living organisms, landscapes and habitats, in a substantiated way plan, carry out and evalu-ate teaching about substances and materials that pupils typically meet in their everyday lives, and

elements and properties of materials, applications, substance circuits and energy conversion and

in a substantiated way plan, carry out, evaluate and develop teaching in human physiology and anatomy with health-related action competence as a perspective,

human physiology, anatomy, health class


Practical association is carried out as much as possible and desired in cooperation with the institutions with whom the subject has made agreements. Practical association can take place at the institution, on cam-pus, in nature or at another relevant location. Practical association will mainly take place during the spring semester. During the autumn semester, preparation for teaching experience and experience from this can be included as practical association.


The student is to prepare two written module assignments associated with the themes treated in the mod-ule. Typically, these assignments will attempt to comply with the requirements for exam products: "Prior to the final external exam in the teaching subject, the student must hand in 4 written exam products. Each exam product must deal with a professional issue that is related to one or more of the competence areas of the subject. The individual exam product must shed light on and discuss fundamental subject-related di-dactic circumstances related to teaching in natural science/technology in primary school. The exam prod-uct may include multimodal elements that exemplify key points of the issue. If there are film or sound re-cordings, 1 minute of recordings corresponds to one standard page. It is only permitted to enclose a maxi-mum of 2 minut4es of recordings."

The intent is for the student to show through the submitted module assignments that they can, in a sub-stantiated way, plan, carry out, evaluate and develop natural science/technology teaching.

MODULE 2: Natural science/technology at intermediate stage



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This module illustrates the particular issues related to teaching of natural science/technology in the 4th - 6th form. In the period from the 4th to the 6th form, the pupils' interest in natural science changes from the simple and immediate to the more structured and specific. This module will expound on matters that maintain and strengthen the pupils' interest in natural science, their practical skills, creativity and ability to cooperate, and their insight into the interaction between man and nature. This module particularly works on:

• There will be work on progression, natural scientific competencies and how natural science teach-ing resources and the pupils' own studies contribute to strengthening natural science/technology in the complete schooling

• Maintenance and consolidation of the children's interest in scientific phenomena

• Innovation and the use of digital teaching aids and examination methods are included as vital parts of the study process and in relation to use in school.

• Subject-related reading and use of teaching aids

• Resources and energy flows, and the use of technology in everyday life

• The origin and development of the universe, the solar system and the planet Earth

• The basic facts of evolution and categorisation of living things into groups



The teaching is based on national and international research and development work dealing with themes within natural science teaching that are relevant for teaching of pupils at the school's intermediate stage.

Content areas will for example be: The significance of the natural science subjects in primary school, rele-vant natural scientific sources and subject-related didactic texts.





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The student can

• use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evalu-ate and develop teaching of natural science/technology.





in a substantiated way plan, carry out, evaluate and develop learning goal-oriented teaching in natural science/technology on a natural science di-dactic basis,

natural science didactics and natural science di-dactic research










the use of the natural sciences in societal, techno-logical and business contexts as well as didactic

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knowledge about inclusion of the surrounding world in teaching.

in a substantiated way plan, carry out, evaluate and develop learning goal-oriented teaching that develops the pupils' investigation competence,

didactic theory on investigative work in natural sci-ence teaching,



in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with historical and philosophical aspects of natural science,

main features of the history and philosophy of the natural sciences and technology,

in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching that develops the pupils' ability to design, use and assess the models for understanding of natural sci-entific phenomena and connections,


in a substantiated way plan, carry out, evaluate and develop teaching that develops the pupils' communicative and perspectival competence in relation to issues where natural scientific knowledge can contribute to assessment and deci-sion-making,

the significance of conflicting interests for discus-sion and assessment of issues where natural scien-tific knowledge can contribute to assessment and decision-making, and


recent research within natural science

in a substantiated way plan, carry out, evaluate and develop teaching of resources, consumption of resources and energy flows with sustainability as a perspective,

resources and energy flows, renewable and non-renewable forms of energy,

in a substantiated way plan, carry out, evaluate and develop teaching where the pupils gain insight into and use processes for design and production of products,


include local nature in lessons, living organisms, landscapes and habitats, in a substantiated way plan, carry out, evaluate and develop teaching of life's development in a natural scientific perspective

taxonomy and evolution,

in a substantiated way plan, carry out and evalu-ate teaching about substances and materials that pupils typically meet in their everyday lives, and


in a substantiated way plan, carry out, evaluate and develop teaching of the universe, the solar system and the planet Earth.

the origin and development of the universe, the solar system and the planet Earth

in a substantiated way plan, carry out, evaluate and develop teaching that includes the local soci-ety.

layout of local construction and infrastructure,

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MODULE 3: Natural science/technology teaching with focus on human interaction with nature




This module will include thematised work on different aspects of humans and their interaction with nature and technology. Each theme will be characterised by containing natural scientific or technological aspects as well as subject-related didactic aspects in relation to teaching of natural science/technology in school. There will be focus on human application of technology and utilisation of the natural basis in a sustainabil-ity perspective.

The following elements will be pivotal:

• The concept of sustainability and teaching aimed towards development of action competence in the pupils of the school

• Various stakeholders' consumption and utilisation of nature and its resources will be included as an im-portant part of the teaching, as well as how this can be included as part of the teaching at the school

• Positive and negative consequences of the use of the natural basis in relation to sustainability

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• Human physiology and health-related aspects with regard to environment, lifestyle and quality of life

• Clarification of current, societal connections/issues (such as energy supply, global and local health as-pects and the significance of technological development). There will be focus of professional clarifica-tion of these matters as well as development of the student's own understanding of and opinion-form-ing regarding basic circumstances of human utilisation of the natural basis in a sustainability perspec-tive

• Connections between the local and the global.

• Teaching-related aspects of seeing natural science/technology as a general education subject

• Teaching-related aspects of developing pupils' natural scientific reasoning.



The teaching is based on national and international research and development work dealing with themes within natural science teaching that are relevant for teaching of pupils at the school's intermediate stage.

Content areas will for example be: The significance of the natural science subjects in primary school, rele-vant natural scientific sources and subject-related didactic texts.








The student can

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• use natural science didactic knowledge and skills in a substantiated way to plan, carry out, evalu-ate and develop teaching of natural science/technology.













the use of the natural sciences in societal, techno-logical and business contexts as well as didactic knowledge about inclusion of the surrounding world in teaching.

in a substantiated way plan, carry out, evaluate and develop learning goal-oriented teaching that develops the pupils' investigation competence.

didactic theory on investigative work in natural sci-ence teaching



in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with historical and philosophical aspects of natural science,

main features of the history and philosophy of the natural sciences and technology,

in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching that develops the pupils' ability to design, use and


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assess the models for understanding of natural sci-entific phenomena and connections, in a substantiated way plan, carry out, evaluate and develop teaching that develops the pupils' communicative and perspectival competence in relation to issues where natural scientific knowledge can contribute to assessment and deci-sion-making,

the significance of conflicting interests for discus-sion and assessment of issues where natural scien-tific knowledge can contribute to assessment and decision-making, and


recent research within natural science

in a substantiated way plan, carry out and evaluate natural science/technology teaching in coopera-tion with the other subjects and mandatory topics of the school.

the contribution of the natural sciences in cross-disciplinary cooperation with other knowledge ar-eas.

in a substantiated way plan, carry out, evaluate and develop teaching of resources, consumption of resources and energy flows with sustainability as a perspective,

resources and energy flows, renewable and non-renewable forms of energy,

in a substantiated way plan, carry out, evaluate and develop teaching where the pupils gain insight into and use processes for design and production of products,


in a substantiated way plan, carry out, evaluate and develop natural science/technology teaching with emphasis on the general education potentials of natural science and technology and

natural science's contribution to general education by putting the subject's elements and understand-ing of the surrounding world into perspective and

in a substantiated way plan, carry out, evaluate and develop teaching in human physiology and anatomy with health-related action competence as a perspective,

human physiology, anatomy, health class

in a substantiated way plan, carry out and evalu-ate teaching about substances and materials that pupils typically meet in their everyday lives, and


in a substantiated way plan, carry out, evaluate and develop teaching regarding conflicting inter-ests associated with human living conditions in dif-ferent places on Earth.

the concept of sustainability seen in relation to dif-ferent types of societies where humans interact with the natural basis.




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Specialisation modules

The student has the possibility of choosing specialisation modules in connection with the teaching subject. The specialisation modules are offered in a catalogue each autumn and the specialisation modules are studied in the spring semester.

Exam in the teaching subject Natural science/technology

The exam consists of 2 part-exams. The student will be given a total grade for the written exam and the oral exam.


Prior to the final external exam in the teaching subject, the student must hand in 4 written exam products. Each exam product must deal with a professional issue that is related to one or more of the competence areas of the subject. The individual exam product must shed light on and discuss fundamental subject-re-lated didactic circumstances related to teaching in natural science/technology in primary school. The exam product may include multimodal elements that exemplify key points of the issue. If there are film or sound recordings, 1 minute of recordings corresponds to one standard page. It is only permitted to enclose a maximum of 2 minutes of recordings.

Each exam product can have a maximum extent of 5 standard pages.

Along with the 4 exam products, the student must hand in an overview establishing that the products to-gether cover all competence areas of the subject.

One of the 4 exam products is selected through a draw. The student is informed of the result of the draw in the morning the day before the exam. The drawn exam product constitutes a written part-exam.

The written exam can be taken individually or in groups of max. 3 students according to the choice of the student.


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Based on the drawn exam product, the student will present and demonstrate analyses, perspectives, ex-amples of activities (including practical work, if it is relevant to the issue), and practical experience, if possi-ble. Furthermore, subject-related didactic and natural scientific knowledge is demonstrated on a profes-sional level in connection with the content of the exam product.

Preparation time: 24 hours.

Examination time in the oral exam: 45 minutes. See time schedule, if the exam is held as a group exam.

The oral exam can be taken individually or in groups of max. 3 students according to the choice of the stu-dent. A group exam requires that the students in the group have created joint group products, which can be used for a draw.


• Handing in 4 written exam products with the stated form and content at the right time and place

Handing in an overview that proves that the products together cover all the competence area of the sub-ject in the stated form and content at the right time and place.


• handle intercultural and international characteristic situations in which the ‘other’ could be pre-sent,

• stimulate an intercultural and international communication, • be able to organize a classroom, a classroom corner, the school environment as a stimulating and

rich playing & learning environment in an international and intercultural context and • working on their own development through reflection and research in a intercultural and interna-

tional context. • Insight in the Nature of Science and how Science works • Scientific literacy • Basic knowledge of: physical and chemical processes, materials and their properties and forces

and energy • Awareness of field- and laboratory work • Identify and systematically organize a wide variety of species • Outdoor education/ research • Basic knowledge of biological evolution and natural selection • Knowledge of biodiversity • Knowledge about the human body • Insight into the global standards for health (WHO) • Knowledge of science about humans in everyday life • Using the periodic table • Knowledge about the theories and working methods in chemistry • Knowledge about water as a substance • To be able to work with laboratory activities, experiments and models • Being aware of products that are useful in our day-to-day lives

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• Understanding the interaction between natural science and technology • Doing research about materials and physical phenomena (light, sound, electricity, power, mag-

netism, temperature) • Making connection between form, material use and the way products work • Knowledge of theories about the Universe • Understanding of phenomena related to the Universe and the Origin life • Knowledge about biological evolution and natural selection • Being interested in sustainable development

B2.17 Module descriptions Citizenship Please see Appendix 2 in the Danish student charter. This subject is not offered in English.

B2.18 Module descriptions German This subject is not offered in English. The subject can be taken by students with a high proficiency in the German language.

MODULE 1: Intercultural communication


Basis, formulated nationally for 10 ECTS credits. The module language is German. There may be relevant literature in other languages.


This module works on defining and developing intercultural and communicative competence with focus on German in a multilingual and multicultural society.

The module works on the following questions: What is communicative competence? What is intercultural competence? How can you work on developing communicative as well as intercultural competence in the public school's German lessons?

The students will work on

• the development of intercultural and communicative competence in theory as well as practice

• planning of German teaching in public school based on acquired knowledge

• relevant research-based knowledge in the area

• development of innovative competences

• There will be continuous work on the development of the students' own linguistic development in light of the content areas of the module.

There will be continuous work on the development of the students' own linguistic development in light of the content areas of the module.

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Relevant research-based knowledge and practical knowledge about

• communication and culture

• societal and cultural conditions in German-speaking countries

• interculturality and culture meetings

• the use of media and IT tools in German teaching

• planning of teaching that is aimed towards cultural understanding

• multilinguality didactics

• innovation.


Competence area 1: Communication, culture and internationalisation

Competence area 4: Foreign language didactics


The student can

• analyse explicit cultural and societal phenomena, place them in a subject-related didactic context and communicate orally and in writing about this in a suitable way

• in a substantiated way plan, carry out, evaluate and develop differentiated German teaching with heterogeneous pupil groups


in a substantiated way plan, carry out and evaluate learning goal-oriented German teaching that con-tributes to the development of pupils' cultural awareness and intercultural communicative com-petences

the connection between language and culture as well as intercultural competence, German didac-tics and German didactic research

understand the main content of varied texts, place them in their historical context and analyse, select and use texts and media that are suitable for Ger-man teaching in public school

societal and cultural conditions in a historical per-spective, as they are expressed in literature, mov-ies, music and media

use digital technologies and interactive media ap-propriately in German teaching

IT and media in German teaching

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plan, carry out and evaluate international and cross-disciplinary cooperation virtually and in real life with German as the communication language

intercultural meetings and German in an interna-tional context, in connection with teaching as well as culture and business

cooperation with colleagues about the inclusion of foreign language competences in other subjects

cross-disciplinarity

in a substantiated way plan, carry out and evaluate learning goal-oriented lessons plans with the use of different methods, teaching activities, forms of cooperation and forms of evaluation in relation to heterogeneous pupil groups

learning goal-oriented teaching, teaching differen-tiation and progression, implementation and eval-uation of lesson plans, German didactics and Ger-man didactic research

use theories, tools and instruments for develop-ment of innovative competences of the pupils

theories, tools and instruments for innovation in teaching


Study of how to work on development of intercultural competence in practice.


The module is completed with 4 different products, which are evaluated individually and in groups. Oral as well as written language proficiency.

The student is to:

• individually work with The European Language Portfolio for adults

• individually study and present knowledge about a selected area within culture and societal condi-tions. The product is a written introduction as the basis for the presentation (1 page) and an oral presentation in German in class.

• individually or in groups plan and present a lesson plan that develops pupils' intercultural compe-tence in German lessons, including substantiation of the selection of texts, media and IT. The product is an oral presentation and a minor written assignment in German (2-3 pages). All group members must contribute actively in the presentation.

• individually or in groups study and plan possible international cooperation with inclusion of IT or carry out analysis of a teaching aid with focus on culture mediation and intercultural competence. The product is a minor written assignment in German (2-3 pages).

There is a duty to participate in connection with hand-in and presentations. Binding deadlines for assign-ments are announced at the beginning of each module. Assignments and presentations are evaluated with approved/not approved.

MODULE 2: Language lessons and learning processes in German as foreign language


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Basis, formulated nationally for 10 ECTS credits. The module language is German. There may be relevant literature in other languages.


This module works with a theoretical as well as a practical and profession-oriented approach to oral and written communication.

Among other things, the module works on questions such as: What is language? What is pupil language? What is the goal of the language lessons? How can you describe language? How and why do you teach lin-guistic elements?

The starting point is communicative competence in relation to the subject in public school and the teacher training, including views on the subject and the language.

There will be theoretical as well as experience-based work on

• description and analysis of interlanguage in relation to the target language German

• the student's own language as well as the role as language teacher, including the student's use of appropriate metalanguage for different target groups

• use of different types of aids in relation to analysis and description of language

• language acquisition theories, including vocabulary acquisition theories.

There will be continuous work on the development of the students' own linguistic development in light of the content areas of the module.


Relevant research-based knowledge and practical knowledge about

• communication and linguistic system

• language acquisition, including interlanguage and interlanguage development

• communication and language acquisition competence, including text competence and strategic competence

• innovation

• methods for development of combined (receptive, productive; oral, written) skills

• planning of teaching aimed towards language understanding and production.


Competence area 2 Language

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Competence area 3 Language acquisition

Competence area 4 Foreign language didactics


The student can

• communicate spontaneously, clearly and fluently orally and in writing in German and use formal and functional knowledge about language in relation to own and pupils' development of German skills

• in a substantiated way use theories about language acquisition with focus on reception and pro-duction as well as communication strategies in relation to the development of own and pupils' communicative skills in German

• in a substantiated way plan, carry out, evaluate and develop differentiated German teaching with heterogeneous pupil groups.


analyse connections between views on language, views on acquisition of language and linguistic knowledge

the school subject's reason, subject view, content and historical development

analyse the form system of the German language as well as its functional use in communicative con-text in writing and orally

the form system of the German language as well as its functional use in communicative context in writing and speech

express himself/herself appropriately in written and spoken German in heterogeneous contexts and be a linguistic role model for pupils

German communication in various discursive con-texts

support development of pupils' interlinguistic pro-duction and linguistic growth areas

interlanguage and interlanguage development

plan, complete and evaluate acquisition processes of the German language, including form system and vocabulary, based on analyses of processes in language understanding and production

language acquisition processes, including the form system of the German language vocabulary acqui-sition in relation to reception and production

assign appropriate learning strategies for pupils with different qualifications for learning

language learning strategies

in a substantiated way plan, carry out and evaluate learning goal-oriented lessons plans with the use of different methods, teaching activities, forms of cooperation and forms of evaluation in relation to heterogeneous pupil groups

learning goal-oriented teaching, teaching differen-tiation and progression, implementation and eval-uation of lesson plans, German didactics and Ger-man didactic research

use theories, tools and instruments for develop-ment of innovative competences of the pupils

theories, tools and instruments for innovation in teaching


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Observation of classroom communication and communication about language in public school practice.


The module is completed with 4 different products. The activities with duty to participate will take place individually as well as in groups. Oral as well as written language proficiency will be tested:

The student is to:

• continuously work with The European Language Portfolio for adults.

• in groups orally present and evaluate a communicative teaching activity with focus on learning goals and pupil group. The product is a written description and an evaluation of the teaching activ-ity (1 page) in German as well as presentation of the activity in German. All group members must contribute actively in the presentation.

• individually carry out interlanguage analysis of a pupil text. The product is a commented pupil es-say with focus on linguistic analysis and written feedback in Danish for the pupil focusing on the teacher's work as a language teacher.

• individually or in groups prepare a minor, written assignment in German about language acquisi-tion with student-selected focus with inclusion of language acquisition theories (2-3 theories).


Module exam

Module exam with focus on the student's written competence in German.

The exam is based on the national module 2 "Language teaching and learning processes in German as a foreign language".

The exam consists of a subject-related didactically oriented paper in German based on a realistic writing situation.

The exam is carried out as a 3-hour individual written exam with duty to attend. All aids are permitted. However, it is not permitted to communicate with others during the exam. The exam takes place at the educational institution under supervision.

The paper must be 1½ - 2 standard pages.

The module exam determines whether the student can:

Express himself/herself appropriately in written German in heterogeneous contexts.

Use knowledge about the form system of the German language as well as its functional use in communica-tive context in writing and orally

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The exam is with internal censorship and is evaluated with the assessment »Passed/Not passed«.

Students who have started the 3rd module in the teaching subject German by the 1st of September 2015 are exempt from taking the module exam.

MODULE 3: German lessons in practice


Basic module, formulated locally for 10 ECTS credits. The module language is primarily German as well as relevant literature in other languages.


This module works with the didactics of the subject in a national and international perspective as well as with observation and analysis of teaching.

The following questions form the framework of the module:

• How can you plan and develop German lessons?

• How can you motivate the pupils to become active language users?

• Which role does the coherence between views on language, views on learning and views on the subject play when choosing and using teaching aids and media?

The students will work on:

• Lesson plans with varied working methods in heterogeneous pupil groups

• teacher-pupil roles

• textbook and learning aid analysis

• production of teaching materials


Relevant national and international research and development work, mainly in a processed form, as well as literature about foreign language didactics and teaching aid analysis.

Current national and international regulations and guidelines.


Competence area 3: Language acquisition

Competence area 4: Foreign language didactics


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The student can

• in a substantiated way use theories about language acquisition with focus on reception and pro-duction as well as communication strategies in relation to the development of own and pupils' communicative skills in German.

• in a substantiated way plan, carry out, evaluate and develop differentiated German teaching with heterogeneous pupil groups


use legal basis and current regulations for determi-nation of goals and partial goals when planning les-sons in cooperation with pupils and with inclusion of data from evaluations

legal basis, current regulations and guidelines na-tionally and internationally including knowledge about teaching aids, goals and forms of evaluation

select teaching aids and media and adapt them to specific teaching goals and target groups

learning aids and media for use in German les-sons

use the possibilities of technology and media for de-velopment of own as well pupils' language acquisi-tion

the possibilities of information technology in re-lation to own and pupils' language acquisition

use research results as well as observations for anal-ysis and development of own teaching

Action learning and other study methods

plan, complete and evaluate lessons plans with the use of different methods, teaching activities, forms of cooperation and forms of evaluation in relation to heterogeneous pupil groups

teaching differentiation and progression, com-pletion and evaluation of lesson plans

motivate pupils for independent use of and experi-mentation with language in interaction with others

conditions and factors of learning processes


Observation and analysis of lessons or other practice-relevant observation.

Planning of lesson plans with focus on the use of different teaching aids, methods, teaching activities, forms of cooperation and forms of evaluation.


The student is to

• individually or in groups in German, analyse and assess a teaching aid with inclusion of relevant theory and evaluation tools. Extent 2-3 pages.

• individually or in groups in German writing, plan and evaluate a teaching process with focus on de-velopment of pupils' communicative competences, where practice observations are included as part of the planning and/or evaluation basis. Considerations regarding the use of different teach-ing aid must be included. Extent 3-4 pages.

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• individually or in groups in German, prepare an oral presentation of the teaching process. All group members must contribute actively in the presentation.


Exam in the teaching subject German



The exam is held as a written exam with duty to attend lasting 6 hours.

The written exam is divided into two parts: An interlanguage analysis that takes place in Danish or Ger-man, and a subject-related didactically oriented paper to be prepared in German.

1) An interlanguage analysis on an unknown, authentic pupil text from FSA or FS10. The student is to carry out interlanguage analysis of the pupil's language, which is to be carried out in Danish or German with in-clusion of a form.

2) A brief paper based on genres that are realistic writing situations. This can for example be a letter/e-mail to a German colleague, exchange, for example establishment of an internet contact, e-mail exchange with a class, exchange visits with a class in Germany, application for a Goethe scholarship, presentation of own teaching materials, for example for 'Stationenlernen' or other work sheets. The paper should be in German and be based on an unknown subject-related didactic German text (extent about 1 page), but should also include materials from teaching.

All aids are permitted. However, it is not permitted to communicate with others during the exam with duty to attend. The total product of the student is to give the examiner and the external examiner the possibil-ity of evaluating to which extent the student fulfils the competence goals of the competence areas 1, 2, 3 and 4.

The written assignment is max. 10 standard pages.

The written part-exam is held as an individual exam.


The oral exam takes place in German. The student is to prepare 6 broadly formulated introductions to de-bate, which are also to contain a performative element, and which are together to cover all four compe-tence areas. There will be drawing of lots between the student's introductions to debate (including the per-formative element). In the morning the day before the oral exam, the student is informed which of the in-troductions to debate that will form the basis for the exam. The student prepares his/her presentation

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based on the drawn introduction to debate with the performative element. The student will have a maxi-mum of 7 minutes to initiate the oral exam. The rest of the examination time is spent on conversation re-lated to the introduction to debate and the performative element.

Preparation time: 24 hours.




Handing in 6 introductions to debate with a performative element with the stated form and content at the right time and place.

B2.19 Other modules in English - descriptions

B2.19.1 Research and Academic Working Methods 1 (10 ECTS) After the course the student should be able to:

-Reflect on her/his own professional inquisitiveness.

-Understand research strategies and designs and the related choices of appropriate research methodolo-gies from both quantitative as well as qualitative nature, used in educational sciences.

-Produce a researchable question

-Identify, assess and evaluate ethical issues regarding educational research.

-Reflect upon the relation between research methods and the teaching profession.

-Understand and apply basic research and academic working methods related to teaching and school de-velopment.

-Identify the relationship between different epistemological perspectives and research methodologies.

Contents:

-Research strategies and research designs. An overview of and introduction into both qualitative as well as quantitative methods for research in educational contexts.

- Introduction to the differences in qualitative and quantitative methods.

-Working with basic research methods such as interviewing, surveying and observation.

- Working on formulating feasible research questions.

-Discussing ethical issues related to educational research.

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-Working on the use and relevance of research methods in the teaching profession.

Realisation:

Lectures, group work, individual work, peer-feedback, exercises, seminars.

Assessment:

Conducting small scale studies using different methods for data collection and different theoretical ap-proaches showing ability to conduct studies and reflect on relevant issues related to qualitative and quanti-tative research as well as reliability, validity and ethical dilemmas.

B2.19.2 Inclusive Education – modules – Currently under revision The identity of the modules within the international degree program in Education

The subject inclusive education in the International Teacher Education has the overall objective to enable the student to substantiate, plan, implement and evaluate special education of children taking into consid-eration the prerequisite of the individual child with a teaching characterised by and taking into considera-tion the cultural diversity.

It is a necessary prerequisite of the subject that the cultural pre-understanding of the individual child is in-volved and considered a resource, and that the aim is to understand the child as a member of a multi-cul-tural and global community with the potential and possibilities for development, the child has through this. In addition, it is cornerstone to the understanding of the subject that societal and cultural develop-ment trends have a specific influence on the special education, and that the inclusion for this reason can-not be considered solely locally, but should also be considered globally, so that all children with the prereq-uisites they possess obtain a qualified teaching from which they will benefit. The student will be able to substantiate personal and professional decisions to discussions on special education.

Module overview

Module 1. Introduction to Children with Special Needs and Special Education 10 ECTS

Module 2. Inclusion in Primary Schools 5 ECTS

Module 3. Assessment & Planning in Inclusive Education 5 ECTS

Module 4. Teaching Literacy & Math Skills 5 ECTS

Module 5. Special Education as a Field for Development & Research 5 ECTS

Module 1: Introduction to Children with Special Needs and Special Education 10 ECTS Contents

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This module aims at giving the International education student a basic knowledge on children with special needs and special education. The module first focuses on the historical and theoretical background or per-spectives of education of children with special needs. Then, the module entails an understanding of the definition, causes, classification, characteristics of children with various needs including children with intel-lectual disabilities, emotional and behavioural disorders including the specific behavioural disorders re-lated to students in international schools, learning disabilities, pervasive developmental disorders and those who are gifted and talented. The module also emphasizes the topics regarding educational opportu-nities in inclusive education.

Learning outcomes

On successful completion of the module, students will be able to...

Explain the international, historical and theoretical background or perspective of education of children with special needs

Identify and classify each special needs group

Explain causes and characteristics of each special needs group

Select and conduct educational alternatives or opportunities for each group of children with special needs

Discuss issues of special education in relation to organisational, institutional and cultural conditions and opportunities

Competencies

On completion of the module the student will have developed the competence to

• observe and identify children with special needs in multi-cultural learning environments • select alternative forms of learning appropriate to children with special needs in multi-cultural learning

environments • plan, execute, and evaluate the teaching of children with special needs in multi-cultural learning envi-

ronments • point to relevant opportunities for children with special needs in an institutional, organisational, and

cultural context

Module 2: Inclusion in Primary Schools 5 ECTS Contents

This module aims at giving the International education student a sense of the development of inclusion in a global context and skills that will help students to work efficiently in inclusive settings. The module starts with theoretical and historical background of the exclusion and inclusion, then continuous with definition

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and characteristics of the inclusion. The module entails an understanding of the opportunities and limita-tions of the concept in both the special education and the general teaching, and the stress field between the two in a multicultural room. Furthermore, the module is to give the students teaching methods or techniques in order for them to undertake teaching differentiation with special view to be able to do this in an environment marked by cultural diversity.

Learning outcomes


describe the theoretical and historical background of exclusion and inclusion

explain the process of inclusion and its characteristics

debate exclusion and inclusion in a local and global connection

analyse and apply a number of different factors influencing the success of inclusion

Analyse and apply a number of different teaching methods to differentiate the teaching so that the needs of the individual child are taken into account

Competencies

On completion of the module the student will have developed the competence to

• identify the most important factors that work for and against processes of inclusion in schools and so-ciety on both a national and a global level

• facilitate processes of inclusion in multi-cultural learning environments • select and execute multiple methodologies for including more children with special needs in multi-cul-

tural learning environments

Module 3: Assessment & Planning in Inclusive Education 5 ECTS

Contents

With taking account of a multicultural perspective, this module aims at two main topics: Assessment and Planning. The module first focuses on the assessment process need to be taken in inclusive settings. It pro-vides basic information about the assessment process of children with special needs. With this scope, the

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definition of the assessment and approaches to the assessment procedures will be explained. Various as-sessment tools and techniques will be then introduced in order to enable students to conduct efficient as-sessments in their settings.

After having a basic knowledge on the assessment, the second part of the module focuses on the planning based on the information gathered through assessment. At this stage, the process of developing individu-alized education plans (IEPs) and its importance will be highlighted. The approaches to develop the IEPs efficiently will be introduced. Students will be enable to develop sample IEPs at the end of this module.

In short, this module aims at enabling the student to prepare IEPs and evaluate these, including knowledge of different tests and their opportunities and limitations in a multicultural setting. This includes that the students should be able to plan, evaluate and test with an understanding of the multi-various cul-tural pre-understandings.

Learning outcomes


explain the assessment and understanding the importance of the assessment process from a multicul-tural perspective

discuss and analyse various assessment approaches and tools

adapt and apply these assessment procedures and tools to children with various special needs

discuss the process of developing IEPs

prepare examples of IEPs

collaborate with parents, other teachers, and support personnel in the efficient preparation and evalua-tion of IEPs

Competencies

On completion of the module the student will have developed the competence to:

• design and evaluate IEPs • identify learning potentials in children with special needs • perform and evaluate tests in a multi-cultural learning environment with understanding of their possi-

bilities and limitations

Module 4: Teaching Literacy 5 ECTS Contents

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This module aims at making the student able to acquire competencies in two functional academic skill ar-eas: Literacy and Math skills. The model first focuses on the reading & writing problems and issues at pri-mary school level. This first section of the module will be associated with behaviour related problems. The module then points out the mathematical problems and issues in relation to behaviour of primary school children. The module overall will provide some essential teaching methods or techniques to efficiently deal with reading, writing, math and related problems. These two main subsections are going to enable the students to plan, carry out and evaluate literacy and math teaching based on the needs of the individual child or his/her IEP. This module will take into consideration the socio-cultural characteristics of the tar-geted child in a multicultural community in which various experiences and background are valid in their experience with reading, written language and mathematical pre-understandings.

Learning outcomes


explain the concept of literacy skills and understand its importance

analyse problems related to reading and writing

identify and select strategies to deal with reading and writing problems

plan, execute, and evaluate teaching that is based on the needs of the individual child with reading/writ-ing and related problems

Competencies

On completion of the module the student will have developed the competence to:

• identify and observe children with reading/writing related problems in multi-cultural learning environ-ments

• test and chart reading/writing problems with attention to and understanding of cultural and linguistic diversity

• plan, execute, and evaluate the teaching of children with reading/writing related problems in multi-cultural learning environments

Module 5: Special Education as a Field for Development & Research 5 ECTS Contents

This module aims at enabling the student to analyse and relate to special educational issues from a sociological an-gle, and for the student to be able to relate to historical and cultural effects that has and still does influence the area of special education. The student should especially obtain knowledge about the effect on this of globalisation and the multicultural society. In addition, its intention is that the student becomes able to relate to and analyse new and old

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research within the area of special education as well as become able to identify new areas for research and develop-ment.

Learning outcomes


analyse and assess normality and deviation in a global perspective

describe, analyse and assess national and international research within the area of special education

relate to cultural and multicultural account of the area of special education

Competencies

On completion of the module the student will have developed the competence to…

• analyse and evaluate research on normalcy and deviation and the effect of culture on such assessments

• identify and analyse areas within the field of special education in need of further research

• select, apply, and evaluate different methods for research and development with the field of special educa-tion

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Appendix 3

TEACHING EXPERIENCE

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B3.1 Teaching experience The student must complete teaching experience in the selected teaching subjects. There are three levels within the subject Teaching experience distributed onto 3 periods during the education.

The teaching experience must be prepared, completed and reviewed in cooperation with the teaching sub-jects and Teachers' basic professional competence.

Teaching experience deals with

• the practical/pedagogical dimension, which is aimed at the teacher's work with students, and

• the analytical dimension, which is aimed at being able to study own and others' practice.

Teaching experience links together the subjects of the teacher education and the student's work at the teaching practice school.

The student has a duty to attend the teaching experience.

Teaching experience level I

Competence area 1: Didactics Didactics is about goal setting for and planning, carrying out, evaluation and development of teaching, including learning goal-oriented teaching. Competence goals: In cooperation with colleagues, the student is to be able to carry out substantiated specification, plan-ning, completion, evaluation and development of teaching. Skill goals: The student can

Knowledge goals: The student is to have knowledge of

set goals for, plan, carry out and evaluate teaching sequences in cooperation with fellow students and colleagues,

purpose and lessons plans of municipal school, principles of lesson planning, teaching methods and organisation of pupil activities with considera-tion of pupils' qualifications,

account for signs of pupils' benefits from teaching in relation to specified goals and

evaluation forms and signs of pupils' achievement of goals at the teaching experience school,

analyse teaching sequences for the purpose of de-veloping teaching,

observation, data collection and documentation methods,

Competence area 2: Class management Class management is about the organisation and development of pupils' academic and social learning environment. Competence goals: The student is to be able to manage teaching and establish and develop a clear and positive framework for the students' learning and the social community in the class. Skill goals: The student can


manage pupils' participation in lessons, class management, Competence area 3: Relation work Relation work is about contact and relations to students, colleagues, parents and the school's resource persons. Competence goals:

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The student can handle the positive cooperation with pupils, parents, colleagues and other resource persons and reflect on the significance of relations with regard to teaching as well as pupils' learning and well-being in school. Skill goals: The student can


communicate in a learning and well-being promot-ing way with pupils,

communication, well-being of pupils, motivation, learning and pupil relations,

communicate with parents about teaching and the school's purpose and task,

cooperation between school and home,

Teaching experience level II



plan, carry out and evaluate a differentiated teach-ing process in cooperation with fellow students with the use of a variation of methods, including application-oriented teaching methods and move-ment in teaching,

teaching methods, principles for teaching differen-tiation, teaching aids and IT

evaluate lesson plans and students' learning outcome,

formative and summative evaluation methods as well as testing,

observed own practice and the learning of the indi-vidual student for the purpose of developing teaching,

observation, data collection and documentation methods,



develop a clear framework for learning and for the class' social life in cooperation with the students and

class management, learning environment and the class' social relations and

Competence area 3: Relation work Relation work is about contact and relations to students, colleagues, parents and the school's resource persons.

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Competence goals: The student can handle the positive cooperation with pupils, parents, colleagues and other resource persons and reflect on the significance of relations with regard to teaching as well as pupils' learning and well-being in school. Skill goals: The student can


work in dialogue with students and colleagues about adjustment of teaching and the students' active participation,

communication, involving learning environments, motivation and welfare,

communicate in writing and orally with parents about the purpose and content of planned teach-ing processes,

professional communication - oral and digital,

Teaching experience level III



plan, complete and evaluate long-term teaching processes with consideration for pupil plans and annual plans in cooperation with fellow students and the school's other resource persons,

organisation, teaching and cooperation methods,

evaluate pupils' learning outcome and the effect of the teaching and

methods of formative and summative evaluation and

develop own practice and the practice of others on an empirical basis,

observation, data collection and documentation methods.



manage inclusion processes in cooperation with the pupils,

learning environment, inclusion, conflict manage-ment and bullying.

Competence area 3: Relation work

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Relation work is about contact and relations to students, colleagues, parents and the school's resource persons. Competence goals: The student can handle the positive cooperation with pupils, parents, colleagues and other resource persons and reflect on the significance of relations with regard to teaching as well as pupils' learning and well-being in school. Skill goals: The student can


support the individual pupil's active participation in teaching and the social life of the class, coopera-tion with various parties at the school, and

acknowledging communication and equal cooperation, inclusion processes,

communicate with parents about pupils' education.

Processes that promote good cooperation be-tween school and home and cooperation methods in connection with par-ent meetings and parent-teacher conferences and contact groups.

Organisation of exams in teaching experience at level I, II and III

Compliance with the duty to attend is a precondition for participation in teaching experience tests.

The subject Teaching experience includes an internal exam and two external exams, and they are each graded with a grade according to the 7-point grading scale. The internal test will be attended by a teaching experience teacher and a teacher appointed by the teacher education. The external tests will also include attendance by an external examiner. The individual university college can determine which teaching expe-rience level that should be tested at the internal exam and which that should be tested at an external exam.

It is required that at least one of the exams is held as a group exam.

The exam is held immediately after the teaching experience under consideration to the ability of the stu-dent to process his/her experiences and prepare any products for the exam.

At the exams for all three teaching experience levels, it is evaluated to which degree the competence goals have been fulfilled with regard to all three requirement levels that apply in general to the teacher educa-tion (description, analysis and evaluation).

During the teaching experience periods, the student is required to work with various digital media and var-ious types of products, artefacts, portfolio or the like, documenting own and others' teaching practice. At the exam, the student must formulate study questions and create a synopsis of a maximum of 5 standard pages, which along with the material brought along (or as a practical demonstration) illustrates the stu-dent's work with selected knowledge and skill goals within the competence goals of the teaching experi-ence. The material brought along is only used as a basis for the exam and is not included in the evaluation. However, the synopsis is part of the evaluation.

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The exams are either carried out at the teaching experience school or at the university college and have a duration of 30 minutes for an individual exam. See time schedule, if the exam is held as a group exam.


1. Intercultural competencies The student: - possesses a critical awareness of the dimensions of his/ her own cultural identity - values diversity in language and culture as a rich asset and promotes equal opportunities for all

pupils - is aware of various dimensions of diversity, such as ethnicity, gender, special needs and under-

stands their implications in school setting - recognises ethnocentric attitudes and stereotypes in the course of their work - fosters cultural exchanges between pupils - is able to identify and combat all forms of discrimination in schools and society and confronts

and overcomes their own prejudices - adopts methodology and strategies which could enable all students to participate fully in learn-

ing, enhance diversity and experiences, learn to work autonomously, interact and transform their learning and succeed in education

- initiates and sustains positive communication with pupils, parents and colleagues from different socio-cultural backgrounds

- creates open-mindedness and respect in the school community - incorporates international & intercultural perspectives and addresses local issues

2. Interpersonal competencies (communication and interaction) The student: - has skills to communicate and to interact; uses different skills for conversation - has a good contact with children - creates a safe (working) atmosphere - empathises with those they work with, provides free rein, monitoring or confrontation accord-

ing to their needs - is open to others, is a good listener; is dedicated, committed and involved; strives to solve

problems with tact and diplomacy - stimulates an intercultural and international communication

3. Pedagogical competencies The student: - guides children from dependence to independence - stimulates pupils/ student teachers to reflect on their experiences and to assess themselves on

their own capabilities - is focused on the development of participants and gives them responsibility for it - takes care of building a good relationship with individual pupils - takes care for a safe and trustworthy (learning)environment - handles intercultural and international characteristic situations in which the ‘other’ could be

present.

4. Subject, knowledge & Didactical competencies The student:

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- makes effective choices of educational activities; know how to prepare and to plan those activ-ities effectively

- creates for pupils/ student teachers an inspiring and stimulating learning environment - performs educational activities effectively - uses educational materials in the right way - uses different forms for dealing with distinguishes between children - is able to coach and stimulate children with concern - gains more in-depth-knowledge about general educational issues and using that knowledge

for helping reflect on their own education and on education in general - uses the chief aims of the different fields of subjects as a basis for education - is able to use different methods, related to the school subjects for designing and performing

educational learning activities - disposes of a plain point of view about the way the field of subjects, how they are didactically

been shaped - is able to deal with specific learning- and behavior problems, related to the subjects. - Provides an international learning environment in which pupils can discuss their personal in-

volvement as part of becoming active European and international citizens.

5. Organizational competencies The student: - improvises if necessary - is able to manage the classroom in an effective way, showing consideration for the children

needs and developmental phases, the children are going through - is able to organize a classroom, a classroom corner, the school environment as a stimulating

and rich playing & learning environment in an international and intercultural context.

6. Collaborating competencies: Working with colleagues in the organization The student: - works together with others in multi-disciplinary teams - actively contributes towards the development and implementation of the organisation’s out-

look and policy - is loyal to one’s colleagues - is able to communicate with colleagues - works in a team connection - develops/ initiates the development of a transcultural classroom and school policy and sets up

international or transnational projects

7. Communicating competencies: Working in a wider context & the environment The student: - can give a contribute towards the (discussion about he) renewal of education which is based

upon the international policy of the school. - is interested for all those things, that happens inside and outside the school in an international

context.

8. Reflection & development competencies: Working on their own development through reflection and research (in an intercultural and international context) The student: - reflects systematically on their own pedagogical approach and (teaching) behavior towards

pupils, students, colleagues and others - translates developments taking place in their own discipline and in the field of education

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- functions in systematic intervision and collegial consultation - takes initiatives to learn from others inside and outside the school

Appendix 4

Professional bachelor project

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B4.1 Module descriptions professional bachelor project

MODULE 1: Research and innovation competencies in relation to classroom, school and society Type, extent and language of the module

B6.1 Module descriptions for the professional-bachelor project

MODULE 1: Research and innovation competences as regards classroom, school and society (BA1)

Module type, scope and language. Basic module, drawn up locally, equal to 10 ECTS credits. The module language is Danish.

A brief description of the module

The module is preparatory to the bachelor project. The objective is to provide you with an insight into such research as is of relevance to the teaching profession and to strengthen your competences as regards own planning and performance of a study focusing on a problem area within the teaching profession that in-volves the use of scientific methods and a discussion of action perspectives in relation to classroom, school and society. As an additional integrated element, you will work with your own communicative compe-tences, i.e. your proficiency in the structuring and presentation of a study of a design that will comply with requirements to an academic discussion.

At BA1, we will take our point of departure in the theoretical and methodical knowledge you have acquired from the LG courses and your school subjects, and we will work in accordance with qualitative as well as quantitative methods targeted at research and empirical production as regards the school's micro and macro levels: observation, interview, questionnaire and document analysis. Theory of scientific method, learning theory, educational sociology and the school subjects' own theories shall be comprised by the work with methods. Other interdisciplinary themes will comprise the study's primary method design (e.g. case studies, field work, action research), ethical reflections and children's perspectives.

The teaching will be planned so as to allow you to begin work on your bachelor project in the course of the module with respect to your choice of subject, problem statement, choice of theory and empirical collec-tion. At module completion, your reflections and preliminary results will be gathered and tested in a paper that will function as a preliminary study for you bachelor paper. The paper's problem statement must re-late to the school's practice and the teaching profession.

Working methods

The working methods will be a combination of teacher's presentation, students' presentations, group work and individual work. A number of practical exercises will constitute an element of the teaching – exercises which will facilitate your understanding, as well as your own application, of methods and modes of reflec-tion that are linked with a number of before, during and after phases of qualitative and quantitative re-search methods.

Concurrently with the teaching, you will read background material such as theory and existing research, and you will work with you research design. If possible, we recommend that you initiate your empirical

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production in the course of the module. You will present your concluding paper in connection with the module conclusion (see the passage on mandatory attendance).

The module's knowledge base

National and international research, scientific theory, learning theory, educational sociology, research the-ory and the school subjects' own theories.

Competence area

The bachelor project comprises knowledge search, analysis, development and communication as the basis of a professional analysis, assessment and action-targeted perspectivation of teaching professional func-tions and problems.

Competence goals

The student is able to systematically analyse teaching professional issues and to propose actions by mu-nicipalities, schools, classes pursuant to the bachelor project's perspectives.

Competence goals: The student can Knowledge goals: The student has acquired knowledge about, can identify

identify, apply and assess analytical knowledge pertaining to the school and teaching work,

the primary and lower secondary education’s and the teaching profession's fields of activity and de-velopment as well as dilemmas in the school's practice,

reflect on and develop own academic competence with an understanding of interdisciplinarity and cross-professional collaboration relations,

the teacher's ethical responsibility towards chil-dren/pupils, parents, colleagues and other field-work informants,

analyse central and current issues concerning the school and teaching and the collaboration with ex-ternal players,

academic knowledge concerning school and teaching,

apply own as well as national and international re-sults of empirical studies of relevance to the school, and

national and international research and develop-ment results of relevance to the primary and lower secondary education,

develop and apply a theoretical frame of refer-ence, study designs and carry out field work,

innovative didactic design of teaching aids for the school's development and learning environments,

apply scientific method in own empirical research and in the assessment of others' research, and

research and development as well as field-work methods, and

communicate the results of own empirical re-search as a basis of the practice development of school and teachers

academic work approach and communication to-gether with aesthetic production and performative action

After completion of the module, you must be able to:

• make a reasoned design for the research of a teacher professional problem statement • assess and discuss qualitative and quantitative research of relevance to your problem statement • apply concrete research methods in a reflective and systematic way • assess research options of different theoretical approaches in relation to your problem statement • provide a rationale for your choices of analysis strategies • analyse empiricism from the school's practice

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• communicate your preliminary ideas for your bachelor project, using the module's theory and methods.

Compliance with the module's mandatory attendance

See appendix 3.20

MODULE 2: The professional bachelor project (BA2) Module type, scope and language

Basic module drawn up locally, equal to 10 ECTS credits. The module language is Danish

A brief description of the module

The project will be prepared in a topic of the student's own choosing which has been approved by the insti-tution and which treats a teacher professional issue.

• linked with the student's school subjects/the teacher's basic academic area and linked with a re-search and development project which is of relevance to the teaching profession

• taking its point of departure in an empirical problem of relevance to the primary and lower second-ary education's practice or the practice of other school forms, with the involvement of reflections of concrete research and development projects in a school, vocational college or university context

• using a scientific research method.

The students will have an opportunity to prepare international and interdisciplinary professional bachelor projects. An international professional bachelor project is defined by the student's participation in a study visit abroad, of between two weeks' and three months' duration, and presupposes that the empirical evi-dence gathered abroad is included in the project.

Compliance with the module's mandatory attendance

See appendix 3.20

The professional bachelor project examination

The professional bachelor project will be completed in the 4th year of study by an oral external examina-tion which will result in a collective individual marking comprising the written project and the oral perfor-mance.

Examination duration: 45 minutes for an individual examination. See the time schedule if examination is to be held as a group examination.

The following preconditions apply to examination participation:

• The submission of a professional bachelor project taking its point of departure in an empirical problem statement of proposed form and content – at the right time and place.

Spelling and fluency ability in the professional bachelor project. See student charter 55.1 page 43

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Appendix 5

Module product Descriptions:

The teacher’s fundamental professional quali-fications

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B5.1 General education: (Religion, life education and citizenship) and Cultural Under-standing Which form do the elements with duty to participate have (written assignments, practical-musical activ-ities, preparation of teaching aids etc.):

All assignments are to be handed in, in study groups

Assignment a: 2-3 pages + a digital product

Assignment b: 5-8 pages

Assignment c: 5 pages

Which competence goals are associated with the 3 elements?

Items a, b, and c should not be seen as representative of the specific chronology. The 3 elements are:

a. One assignment associated with the theoretical contents of the teaching. b. One assignment with study and analysis of the practical field in relation to the content and

objectives of the subject. c. One assignment that identifies and analyses an issue associated with the knowledge and

skill goals of the teaching.

The following competence goals are associated with the assignments: The student can, in a nuanced and reflective way, relate to ethical, political, democratic and religious challenges associated with teach-ing, parent cooperation and school in a globalised society.

Which knowledge and skill goals are associated with the 3 elements?

One or more of the following knowledge and skill goals are associated with element a:

- the idea historical and pedagogical philosophical background for concepts such as tolerance, au-thority, equality, freedom and solidarity in connection with diversity and inclusion in school

- different types of citizenship, fellow citizenship and global citizenship in an idea historical, histori-cal and current perspective

- the stories, basic concepts and effect history of Christianity in connection with the view on people and education of different periods

- organise professional cooperation regarding complex ethical and religious challenges in school

One or more of the following knowledge and skill goals are associated with element b:

- human rights, children's rights and the idea historical basis for the rights perspective, including re-lations between human rights, religion and democracy

- the relationship between religion, culture and politics in Evangelic-Lutheran Christianity and other outlooks on life, types of secularisation and their consequences for the daily life at the school

- organise inclusive lessons in the area of tension between individual and community - handle and assess religious and cultural matters in the school's tradition and everyday life

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- enter into dialogue with and reflect on meetings with pupils and parents with roots in different reli-gions and outlooks on life

One or more of the following knowledge and skill goals are associated with element c:

- rituals and existence interpretation in selected philosophical and religious traditions - life education, ethical traditions and their background in the history of ideas

- Christianity, Judaism, Islam and other outlooks on life in a current context - assess affiliations and matters related to identity and develop the coherence between the school's

task of fellow citizenship and cultural education - in a substantiated way propose organisation of teaching, parent and colleague cooperation and

school culture based on freedom of thought, equality and democratic education - use and assess different types of ethical argumentation - evaluate connections and conflicts between Christianity, secularisation and school in a historical

and current perspective What is the extent of the elements with duty to participate? (max. 3 elements per module of 15-20 hours – may contain constituent elements). See above.

B5.2 Pupil’s learning and development

Which form do the elements with duty to participate have (written assignments, practical-musical activ-ities, preparation of teaching aids etc.)

The module includes the following three themes:

• The development, socialisation and identity of pupils • Learning, learning development and teaching management • The teacher's interaction and communication with the pupils

The module includes 3 module assignments related to the three themes of the module:

The module assignments are set by the individual teacher and are distributed evenly across the module. Guidance will be offered regarding the work processes until deadline, and there will be feedback for the assignments handed in before deadline. Placement and deadline of the mandatory assignments will be evident from the curriculum at the beginning of the module.

The module assignments can have various elements, but will vary between exposition, analysis, discussion and reflection. In the assignments with duty to participate, the aim is for the student to demonstrate an understanding of the coherence between theory and practice.

The individual teacher will set the deadlines for handing in assignments, and these deadlines will be valid.

What is the extent of the elements with duty to participate?

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(max. 3 elements per module of 15-20 hours – may contain constituent elements)

3 module assignments of 15 hours each

B5.3“Jeg skal være lærer” or ”Aesthetic Learning Processes” Which form do the elements with duty to participate have (written assignments, practical-musical activ-ities, preparation of teaching aids etc.)

The duty to participate is fulfilled by completing three module assignments that include the themes of the module. There is a duty to attend elements with practical association.

Module assignment 1. (Group/study group activity):

With focus on identification of didactic and teaching-related problems, the group/study group will prepare an observation design to be used in the practical association.


The group/study group will prepare a brief teaching sequence to be tested in the practical association or presented in class.


The group/study group will take the reflections and experiences from the observations as well as the brief teaching sequence and prepare a complete presentation of the reflections and experiences. The form of the presentation and the date of handing in are determined by the teachers. The module assignment is handed in electronically for approval.

There will be systematic work on three different types of feedback for the three study group products.

What is the extent of the elements with duty to participate? (max. 3 elements per module of 15-20 hours – may contain constituent elements)


B5.4 General teaching competence Which form do the elements with duty to participate have (written assignments, practical-musical activ-ities, preparation of teaching aids etc.)

The elements with duty to participate consist of 3 module assignments associated with the module's knowledge and skill goals.

Module assignment 1. Study/group activity: Entrepreneurship and general education.

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Within the framework of the project work method, the students will handle preparation and implementa-

tion of an action-oriented learning process in a different learning space for co-students and teacher. The

students demonstrate knowledge of framing teaching where the pupils have the opportunity to further

develop their imagination, creativity, innovation and entrepreneurial competencies in relation to the pu-

pil's general education. Practical association can be included in order to the innovative learning process to

be tested in school. The module assignment is a presentation where the action-oriented innovative learn-

ing process is presented to the class and teacher in a different learning space (15 minutes per group). Mu-

tual study group feedback. The student is obligated to participate in the presentations as well as in the

group feedback for the class.

Module assignment 2. Study/group product: Planning, implementation and evaluation of teaching

Based on an identified issue from practical placement / the student's experience from practice, a substanti-

ated lesson plan is planned and developed. The students must produce an assignment of a maximum of 6

standard pages incl. a lesson plan. The starting point can be an already organised process, which is devel-

oped with involvement of the module's knowledge and skill goals. The report should be handed in elec-

tronically and be presented in class. Dates of handing in and oral presentation are determined by the

teacher. The student is obligated to participate in the presentations for the class.

Module assignment 3 (study group/group product)

Based on theories about feedback, the group/study group will study and prepare an assignment, which is

reflected on and put into perspective in relation to module assignment 1 or module assignment 2.

The form of the assignment and the date of handing in are determined by the teacher.

The order of the module assignments is determined by the teacher.



B5.5 Special education Which form do the elements with duty to participate have (written assignments, practical-musical activ-ities, preparation of teaching aids etc.)

3 module assignments to be handed in during the module are associated with the module’s themes. The module assignments must be approved as a prerequisite for participating in the final evaluation.

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Module assignment 1. Group activity Based on theme 1, the group/study group will complete a written assignment based on a case. The case is studied and reflected on in relation to normalcy and deviance. The module assignment has an extent of 5 standard pages incl. case. Module assignment in class. There will be mutual feedback in groups. Date of electronic submission, organisation of presentations and mu-tual feedback are determined by the teacher. This will appear from the module plan. The student is obligated to participate in presentations as well as mutual feedback in groups. Module assignment 2. Group activity Based on themes 3 and 4, the group/study group will prepare a participation profile and a pupil plan and action plan. The profile as well as the pupil and action plan will be prepared based on observations in prac-tical placement/practical association. The profile and the plan should include professional dilemmas in re-lation to inclusion. Ideas for or perspectives on inclusion of interdisciplinary collaborators should be in-cluded. The study product will be max. 5 standard pages incl. pupil plan. The participation profile should be in-cluded in appendices. The study product will be presented in class. There will be mutual feedback in groups. Date of electronic submission, organisation of presentations and mutual feedback are determined by the teacher. This will appear from the module plan. The student is obligated to participate in presentations as well as mutual feedback in groups.

Module assignment 3. Group activity

Based on theme 2 and an identified issue from practice, the group/study group will prepare an assignment of a maximum of 6 standard pages excl. appendices. The assignment must include a case and a substanti-ated lesson plan.

The assignment will be based on a participation profile and a pupil plan and action plan. The assignment can be based on module assignment 2. Furthermore, the module assignment and lesson plan must have particular focus on teaching differentiation and inclusive teaching environments. Furthermore, the pupil's learning situation is analysed, discussed and evaluated with a view to planning substantiated inclusive teaching.

The module assignment will be presented in class. There will be mutual feedback in groups. Date of elec-tronic submission, organisation of presentations and mutual feedback are determined by the teacher. This will appear from the module plan. The student is obligated to participate in presentations as well as mutual feedback in groups. What is the extent of the elements with duty to participate? (max. 3 elements per module of 15-20 hours – may contain constituent elements)

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3 module assignments of 15 hours each.

Appendix 6

Module product Descriptions:

Teaching Subjects

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B6.1 Art (Art and culture).


Selection of literature.

Analysis.

Planning of lessons in the subject.


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SELECTION OF PICTURES within own picture production of at least 12 works plus sketching/process docu-mentation divided into 4 forms of expression, such as sculpturing, architecture, installation or land art.

1 major written ANALYSIS or – continuously during the module – four presented thorough analyses – in both cases within 4 of the chosen forms of expression.

The student will prepare a design with SUBSTANTIATED TEACHING PROCESSES within 4 of the chosen forms of expression of the module. Within one of the forms of expression, the process must be tested – either in innovation laboratories or during practical placement. The design can be digital or analogue and can be shared virtually or through presentation in class. One of the 4 teaching processes must take a visit to a museum as its starting point. For one of the 4 teaching processes, a video must be prepared with pro-cess description of a picture practice.

Describe how the elements with duty to participate can be succeeded

Digital documentation of picture production of 12 works plus sketching/process documentation divided into 4 of the forms of expression chosen in the module. In connection with these works, a movie is handed in where the student analyses 4 works of his/her own choice. 4 other works form the basis of the prepara-tion of a long-term teaching process for a grade of the student's own choice.


Selection of pictures.

Picture analysis.



SELECTION OF PICTURES within own picture production of at least 20 finished works divided into 4 forms of expression, such as drawing, graphics, painting and collage. Sketching/process should be documented continuously.


The student will prepare a design with SUBSTANTIATED TEACHING PROCESSES within 4 of the chosen forms of expression of the module. Within one of the forms of expression, the process must be tested – either in innovation laboratories or during practical placement. The design can be digital or analogue and can be shared virtually or through presentation in class. One of the 4 teaching processes must take a visit to a museum as its starting point.

Describe how the elements with duty to participate can be succeeded

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Digital documentation of picture production of 20 works plus process documentation divided into 4 of the forms of expression chosen in the module. In connection with these works, an extensive

comparative written analysis (total of 5 pages) of 4 works is handed in. 4 other works form the basis of the preparation of a long-term teaching process for a grade of the student's own choice.


Selection of pictures.

Picture analysis.



SELECTION OF PICTURES within own picture production of at least 20 works plus process documentation divided into 4 forms of expression, such as movies, layout, street art or photography.


The student will prepare a design with SUBSTANTIATED TEACHING PROCESSES within 4 of the chosen forms of expression of the module. Within one of the forms of expression, the process must be tested – either in innovation laboratories or during practical placement. The design can be digital or analogue and can be shared virtually or through presentation in class. One of the 4 teaching processes must take a visit to a museum as its starting point. For one of the 4 teaching processes, a video must be prepared with pro-cess description of a picture practice.

B6.16 Science and Technology

Natural science/technology at intermediate stage


3 written assignments including for assignment a) a model, assignment b) a flipped material and assign-ment c) data from a study. Furthermore, all assignments require a scientific account of the professional focus as well as subject-related didactic argumentation for the chosen teaching materials.

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If the module has included work with an innovation laboratory (practical testing in cooperation with a school), one of the assignments must use it as its starting point.


Each assignment has an extent corresponding to max. 5 pages of 2400 characters incl. spaces and consti-tutes a study load corresponding to 15-20 hours.

Name of the module: Natural science/technology in introductory period






Natural science/technology teaching with focus on human interaction with nature






STUDENT CHARTER FOR THE TEACHER EDUCATION AT … · 2018-06-29 · Introduction to the student...

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