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Study plan - Teacher training for primary and lower secondary schools

Autumn 2019

Stord/Haugesund University College offers integrated primary and lower secondary school teacher programmes with totality and coherence between theory and practice studies, between subject and didactics, and between subjects. The primary and lower secondary school teacher programmes provide candidates with sound academic and didactic knowledge, provide qualifications for research-based careers and for continuous professional development. As a regional university college, it is our goal to be this region's centre and preferred partner for academic and educational studies, development and skills improvement that the primary and lower secondary schools may have at any time, alone of in cooperation with others.

 In Report to the Storting No. 11, teacher education institutions have been given the following responsibility:


Through the basic education courses, the teacher education institutions must prepare the student for the profession as a teacher, contribute to new knowledge on teaching and learning through school-oriented research, and contribute to the teachers' continuous academic and educational development in the profession through education beyond qualification and further education


Teaching, research and development, communication and reflection within the academic areas in the department for teacher training and cultural subjects will face the requirements of the future and the region's need to teachers by educating teachers with a high academic standard.

Learning outcomes

Expected learning outcome after completion of the programme:



The student

  • has knowledge of the school's and the teaching profession's characteristics, history, development and place in society
  • has knowledge of the statutory basis, including the school's objective, value basis, curricula and rights of pupils
  • has knowledge of children and young people's learning, development and formation in various contexts
  • has knowledge of class leadership and the class environment and on the development of good relations to and between pupils
  • has knowledge on the importance of and assumptions for good communication and good cooperation between the school and the home
  • has knowledge of a broad repertoire of work methods, learning resources and learning arenas with the emphasis on the practical-aesthetic.
  • has good knowledge of practical-aesthetic learning processes in all subjects
  • has knowledge of children's and young people's growing-up environments, equal opportunity and identity activities and their rights in a national and international perspective
  • has knowledge of national and international research and development work relevant for the teaching profession and practical-aesthetic learning processes
  • has academic and didactic knowledge of all teaching subjects included in the programme and a solid knowledge of initial tuition for the youngest pupils
  • has knowledge of work with the pupils' basic skills in and across subjects
  • has knowledge on the total course of learning, with emphasis on the transition from kindergarten to school and from primary level to lower secondary level
  • has knowledge of the use of digital tools in teaching




The student

  • can independently and in cooperation with others plan, implement and reflect on teaching in and across subjects, based on research and experience-based knowledge
  • can plan and facilitate teaching for all pupils by means of a practical, varied and creative learning environment
  • can facilitate aesthetic expression, experience and comprehension
  • can assess and document pupils' learning and development in relation to learning objectives, provide feedback to promote learning and contribute to pupils being able to assess their own learning
  • understands the social perspectives related to technology and media developments and can contribute towards children and young people developing a reflected and critical approach to digital arenas
  • can assess and use relevant research results and implement systematic development work that is especially linked to practical-aesthetic learning processes
  • can facilitate expression, experience and comprehension and guide and work with colleagues, so as to strengthen the practical-aesthetic dimensions in all subjects in the school as a whole
  • is proficient in written and verbal Norwegian (bokmål and nynorsk) and is able to use the language in a qualified manner in a professional context
  • can use various expressions and techniques in performance and creative activities and reflect on his or her own professional academic performance
  • can in cooperation with parents and professional institutions identify needs among the pupils and implement required measures
  • can facilitate the development of competence in entrepreneurship and the involvement of local working life, society and culture in teaching


General competence

The student

  • can contribute to a professional teacher environment with regard to development and competence raising
  • can stimulate an understanding of democracy, democratic participation and the ability for critical reflection appropriate for the relevant year
  • can contribute to strengthen international and multicultural dimensions in the school's work and contribute to an understanding of the Sami people's status as an indigenous population
  • can identify own learning and competence needs in relation to the teaching profession
  • possesses change and development competence as a basis to face the school of the future


Work methods are adapted such that pupils achieve the desired learning outcome. The assessment schemes must ensure that the pupils can demonstrate learning outcome through varied forms of documentation.



Contents: Stord/Haugesund University College offers integrated, profession-oriented and research-based primary and lower secondary school teacher programmes years 1-7 with totality and coherence between theory and practice studies, between subject and didactics, and between subjects. The programme places the emphasis on practical aesthetic learning processes. The education is intended to give candidates sound academic and didactic knowledge, provide qualifications for research-based careers and for continuous professional development.

Teaching, research and development, communication and reflection within the academic areas in the department for teacher training and cultural subjects will face the requirements of the future and the region's need for teachers by educating teachers for the lower and upper primary stages with a high academic standard.

On 1 March 2010, the Ministry of Education and Research stipulated regulations on the framework for primary school teacher education for years 1-7.

Joint national guidelines have been established for the organisation, structure and content of the new educations, as well as national guidelines for subjects included in the two separate primary and lower secondary school educations.


Primary teacher training for years 1 to 7 at HSH emphasises practical-aesthetic learning processes and the college has applied to the Ministry of Education and Research and received dispensation from the framework plan in respect of requirements for the structure and organisation of the educational programme. What characterises the programme is that the tasks, working method and content of the study courses are intended to give experience and knowledge of practical-aesthetic learning processes in educating an integrated human being. Practical-aesthetic learning processes are experience-based learning processes that are linked to active, bodily, experience-oriented, relational, improvisatory, creative and exploratory strategies for holistic learning.


Professional knowledge and teacher professionalism Teacher professionalism is strengthened by organising arenas for cooperation and learning between discipline, practice and education and student knowledge. Education and student knowledge will enable the students to acquire a theoretical structure that includes basic skills as an assumption for work with the disciplines. Discipline and professional didactics with focus on relevant aspects of the teacher role, as well as competence in basic skills, are profession-oriented core elements that are secured in all disciplines/course plans.

Teacher training is a vocational eduction, and the core of the teacher's professional knowledge is the academic, cultural, didactic and social competence. In addition there is occupational ethics competence and change and development competence.

The basic skills are both an assumption for the development of subject knowledge and a part of the subject competence in all subjects. Each individual subject is responsible that the students acquire knowledge on how they can work with the pupils' development and progression of the basic skills in the subject. All subjects in teacher training include training in and reflection on such skills, and practice in the use of them both with regard to the teaching profession and own development.


The Knowledge Promotion Reform defines basic skills in all school subjects: oral skills, digital skills, expressing oneself in writing, being able to read and being able to do maths.

The Knowledge Promotion Reform's guidelines and targets for basic skills in subjects will form the basis for the content and teaching in subjects/course plans.



Teacher training should provide a comprehensive education with emphasis on the integration of discipline and practice.

Knowledge of and competence in the basic skills and initial teaching for the youngest pupils are main areas that are integrated in all subjects and in practice training.

The framework plan's outlined mandatory subjects in Section 2 are ensured through learning outcome descriptions in the education's subject and semester plans. The Pel subject has overall responsibility for all mandatory subjects.

primary and lower secondary school teacher training will in all subjects integrate Sami topics and ensure that the students gain knowledge on the Sami as an indigenous people and Sami matters such as language, history, culture and social life, such that they are equipped to maintain a practice that is in accordance with the framework plan and curriculum.

The education must further provide the students with competence in adapted training, and the training will be specified for all subjects in teacher training. Equal, inclusive and adapted training are general principles for primary and lower secondary education. In the training the students will acquire knowledge on the diversity of the pupils' backgrounds, assumptions, interests and talents and must be capable of providing each pupil with equal opportunities to develop in an inclusive environment. There will be emphasis on training in variation in use of teaching material, work methods, teaching aids and variation in the organization of and intensity in the teaching.


The training will provide help to handle the changes that take place, both in society at large and with regard to everyday life at the individual school in terms of diversity, equality and respect - the multicultural perspective. The training will give students cultural competence and ensure that teaching in primary and lower secondary school facilitates the participation of children and young people in a multicultural society. Knowledge on different cultures, languages, human rights and experiences with a broad range of cultural expressions, as well as active participation in internationalization - promotes cultural understanding and formation in our democratic way of life. There will be emphasis on cross-disciplinary cooperation and cooperation with various stakeholders in children and young people's growing up environments. Exchange programmes and practice at schools/institutions in other countries will also be offered.

Overarching topics will be handled in various cross-disciplinary projects. How these are dealt with will be evident from the course plans.

Research-based teaching

Employees at the teacher training will by way of network cooperation participate in disciplinary cross-institutional general sections that ensure knowledge and research activity in disciplines and education The students will have research-based training in that they themselves actively participate in conferences as a method for learning and assessment and in work with the bachelor's thesis.

The Bachelor's thesis is R&D work on an issue related to teaching. In the work the student must demonstrate independent understanding of the profession in that pedagogy and discipline interact with practical teaching in a good way. The Bachelor's thesis under the education and pupil knowledge subject and thematically based in teaching subjects. The thesis must be profession-oriented. This entails that it must be linked to the practice field or other aspects of the school's activities. The thesis must contribute to link theory and practice, the research basis and R&D work in the practice collaboration.


Work on the bachelor's thesis, an introduction to scientific theory and method related to work on the thesis, comprises 15 credits in the education and pupil knowledge subject.



All subjects in teacher training must include disciplinary didactics and practice directed at primary and lower secondary school. Students who have taken exams at other institutions in subjects that may be included as a part of teacher training, may have the subject admitted on application. If the subject does not meet the requirement for practice, it will be required that the student completes practice such that the combined extent of practice comprises 100 days. In such cases the students themselves take responsibility to enter into an agreement with an approved practice teacher and pay for the practice training.

Up to 60 credits may admitted in the education. This may be one teaching subject for 60 study points, two teaching subjects for 30 study points each, - or one teaching subject for 30 study points and one relevant subject for 30 study points.


Subjects without didactics, year profile and practice may be approved as relevant subjects and can be admitted with up to 30 study points. Admittance is carried out in the fourth study year.


By teaching subject it is meant teacher training subjects that correspond to school subjects in the current curriculum for primary and lower secondary school. By relevant subjects it is meant subjects that are relevant for teaching in primary and lower secondary school and which are offered in teacher training, but which do not correspond to school subjects. Relevant subjects must address functions and tasks primary and lower secondary school is intended to maintain.



Practice training

Practice training is a joint responsibility between the education institution and the practice field. Training in the practice field must be supervised and assessed by both parties. It is the head teacher of the practice school who is responsible for practice training at the school and who must ensure a good framework for the training.

Progression in subject and practice is emphasized. At the start of the education, focus will be on specific learning situations with regard to to the pupil - teacher relationship and planning, implementation and assessment of own teaching. In time, perspectives will be extended to understanding of the school as an organization and the school as an institution in society. Through the use of different teaching methods and evaluation forms in the education such as exemplary teaching and use of a case- and/or problem-oriented approach, one also succeeds in making the training close to practice and experience-based. Progression in both subject and practice takes into account both subject knowledge, occupational development and which level the pupil is at.


Subjects, disciplinary didactics, education and practice are closely linked, in terms of both content and organisation. The education is a vocational education where the basis in practice and the reciprocal long-term cooperation between institution and practice field are central in terms of clarifying the occupational direction and teacher professionalism in teacher training.


Through guiding and binding partnership agreements with the school owner, development work and the basis in research is ensured in the practice training. Quality assurance of practice schools, practice teacher and practice training is followed up through evaluation and incorporated in the university college's quality assurance system. Practice in teacher training for years 1-7 will take place at the primary level, and it is desirable that students have two study years during the first three study years at the same school. This will ensure good progression, development, continuity and cooperation between the practice field and teacher training institution. Practice in teacher training will constitute a total of 100 days in the education programme and is organised with 30 days in each of the first, second and third years and 10 days in the fourth year. Practice in society comes in addition to school practice in the second, third and fourth years and comprises a total of 16 days.

By practice in society we mean practice in local cultural and business life and various institutions or organisations in the border area around the school. The concept of School in Society and competence about this can be realised by means of practice in society. Training and teaching in choice of education and knowledge of working life can be included in the periods of practice in society.

Practice is evaluated as passed/not passed at the end of each practice period. The examination regulations stipulate how many times a student may complete a practice period. A separate practice plan with progression for practice training has been developed at the university college.

The students must pass the first and second year practice before they can start the third year.


The forms of assessment in teacher training at HSH is designed such that the students are assessed in subject and practice, under way and at the end of the various subjects. The students will experience varied assessment forms, adapted to the expected learning outcome and work methods in the course. They will also become familiar with relevant assessment forms in primary and lower secondary school and receive guidance and support in their own learning and personal development. Information on the assessment scheme is available in subject and course plans and is reviewed at the start of the semester. Also see the exam regulations for Stord/Haugesund University College.


Qualification assessment

With legal authority from the Act relating to universities and university colleges of 1 April 2005, the Ministry of Education and Research issued the Regulations relating to evaluating suitability in higher education on 30 June 2006

The teacher training institutions are responsible for evaluating whether the teacher students are suitable for the teaching profession. Practice teachers and subject teachers are responsible for as early as possible during the course to report any doubt of whether the student is suitable. Students and other employees may also submit notification of doubt. Such notifications of doubt must be submitted to the institution manager. Students will receive more information about qualification assessment early in the course of study. The quality assurance system will be updated by the institution manager.


Teacher training is structured such that students ordinarily have the opportunity for an international semester in the seventh semester in the fourth year of the education. Internationalisation at HSH is done by embracing the international and multicultural perspective in teacher professionalism and by using international research reports, articles, guest lecturers and partners.



Differentiation subject and structure

Primary teacher training for years 1 to 7 with the emphasis on practical and aesthetic learning processes covers four teaching subjects, with one of the subjects representing 60 study points and the others a minimum of 30 study points each. In the 4th study year, one teaching subject can be replaced with a school-relevant subject of 30 study points. With a transition to the master's programme after the 3rd study year, the first year of the master's programme will replace subjects in the 4th year of primary teacher training.


Mandatory subjects:

education and pupil knowledge (Pel) 60 study points

Mathematics 30 sp

Norwegian 30 sp

practical-aesthetic subjects 60 study points


The main emphasis of the programme is on teaching at the beginner's level and basic skills in all subjects.


Study model for teacher training for primary years 1 - 7:

1st year: practical-aesthetic subjects 30 sp, education and pupil knowledge 15 sp, Norwegian 15 sp

2nd year: practical-aesthetic joint course 15 sp, education and pupil knowledge 15 sp, mathematics 15 sp, Norwegian 15 sp

3rd year: practical-aesthetic subjects 15 sp, education and pupil knowledge with bachelor 15 sp, mathematics 30 sp

4th year: new optional subject - 2 x 30 sp or 60 sp

- or

4th year: transition to 1st year of master's


Stord/Haugesund University College offers three practical-aesthetic optional subjects in the first study year: music, sport/physical education and art and crafts. The subject that students choose in the first study year becomes the specialisation subject with 60 study points and give the basis for admission to master's in practical-aesthetic learning processes. The programme also gives specialisation in education and pupil knowledge, which can give admission to master's in education.


It is possible to apply for transition to teaching institutions with relevant master's courses in the UH-nett Vest collaboration after completing the third study year.