School Subjects for Physical Education and Sports Programme description

Det fleirkulturelle og internasjonale perspektivet er forankra i alle fag og alt lærararbeid i lærarutdanninga. Utdanninga førebur studenten på det internasjonale og fleirkulturelle læringsmiljøet som ventar i praksisperiodane og i framtidig yrke som lærar blant anna gjennom bruk av relevant og komparativ internasjonal forsking, faglitteratur og nettressursar.

Det blir lagt til rette for at delar av utdanninga kan takast i utlandet gjennom dei internasjonale avtalane lærarutdanninga har etablert. Dette gjeld både fagstudium og praksisopphald. 6. semester er spesielt tilrettelagt for utvekslingar, men det er også mogleg andre semestre avhengig av eige fagval. Det 6. semesteret, det internasjonale semesteret, er ikkje bare lagt opp med tanke på utveksling, men også med internasjonalt perspektiv for studentar som studerer heime. Det fagovergripande temaet dette semesteret er internasjonal utdanning. Læringsarbeidet på campus nyttar den ressursen internasjonale studentar og dei utanlandske forelesarane som lærarane våre samhandlar med, innehar. Det vil også bli trekt vekslar på kompetansen til internasjonale organisasjonar som Redd Barna og Røde Kors. Pensum i alle fag inneheld oppdatert litteratur på engelsk. Det er i løpet av studiet mogleg å velje engelskspråklege emne der interne studentar møter internasjonale studentar. Den internasjonale dimensjonen blir tillagt auka vekt gjennom utdanningsløpet. I kvar fagplan er det beskrive korleis dei ulike studiefaga arbeider med internasjonalisering.

Arbeidskrav skal vere levert/utført innan fastsette fristar. Gyldig fråvær dokumentert med for eksempel sjukemelding, gir ikkje fritak for å innfri arbeidskrav. Studentar som på grunn av sjukdom eller annan dokumentert gyldig årsak ikkje leverer/utfører arbeidskrav innan fristen, kan få forlenga frist. Ny frist for å innfri arbeidskrav blir avtalt i kvart enkelt tilfelle med den aktuelle læraren.

Arbeidskrav skal vurderast til "Godkjent" eller "Ikkje godkjent". Studentar som leverer/utfører arbeidskrav innan fristen, men som får vurderinga "Ikkje godkjent", har høve til to nye innleveringar/forsøk. Studenten må da sjølv avtale ny innlevering av det aktuelle arbeidskravet med faglæraren. Studentar som ikkje leverer/utfører arbeidskrav innan fristen og som ikkje har dokumentert gyldig årsak, får ingen nye forsøk. 

Nærare informasjon om arbeidskrav finst i den enkelte fag- og emneplanen.

Krav om deltaking

Krav om deltaking er nedfelt i den enkelte fag- og emneplanen og i plan for praksis. Det kan også vere krav om deltaking knytt til fagovergripande periodar. Disse blir konkretisert i årsplanen for studieåret som er klar ved byrjinga av studieåret.

Studenten møter ulike vurderingsformer i løpet av studiet. Dette har to føremål, både å kunne vurdere alle sider ved lærarkvalifiseringa, samt å gi studentane erfaring med ulike vurderingsmetodar som er relevant for det seinare arbeidet i skulen, læring og vurdering av elevar. Nærare informasjon finst i den enkelt fag- og emneplanen.

Læringsmiljø og studieinnsats

Femårig grunnskulelærarutdanning er eit fulltidsstudium som kvalifiserer for kyndig yrkesutøving. Gode læringsprosessar er den beste motivasjonen til innsats. Tiltak som utdanninga vil satse spesielt på for å sikre ein høg studieinnsats:

• Relevant undervisning som er kopla til for- og etterarbeidet til studentane, aleine og i grupper.
• Vurderingsordningar og vurderingskriterium er tydeleg relevante for framtidig yrke og knytt til jamt arbeid gjennom semesteret.
• Det blir lagt til rette for jamn arbeidsbelastning gjennom semesteret, blant anna ved at arbeidskrav og andre oppgåver er tilgjengelege i god tid.
• Studiemiljøet blir jamleg evaluert, og tiltak vurderte og følgde opp.
• Studentane blir årleg kalla inn til ein kontaktlærarsamtale.
• Studentane vel ved starten av kvart studieår representantar til fagutval for faga. Fagutvala møter faglærarar og studieleiar med jamne mellomrom.
• Fagutvala, studieevalueringane og kontaktlærarsamtalane er viktige element i kvalitetssikringssystemet på høgskulen.

Progresjonskrav i studiet

For å kunne starte i tredje studieåret må studenten ha bestått minst 90 studiepoeng frå dei to første studieåra i utdanninga. Alle eksamenane frå det første studieåret må være bestått. Kravet må vere oppfylt seinast ved utløpet av ordinær eksamen i vårsemesteret i andre studieåret.

For å kunne starte i fjerde studieåret må alle eksamenane til og med femte semester være bestått. Kravet må vere oppfylt seinast ved utløpet av ordinær eksamen i vårsemesteret i tredje studieåret. 

I tredje studieåret skal studentane skrive ei profesjonsretta FoU-oppgåve i kombinasjon mellom eit undervisningsfag og faget pedagogikk og elevkunnskap. Oppgåva må vere bestått før studentane kan begynne på masteroppgåva.

Bestemmelser med omsyn til bestått praksis

Progresjonskrav

Praksisopplæringa i første studieår må vere bestått før studenten kan fortsette i andre studieår. Tilsvarande krav gjeld for alle studieår i syklus 1. Praksis tredje år syklus1 må vere bestått før studenten kan fortsette på syklus 2.

Antall forsøk bestå praksis

Dersom praksisstudiet ikkje er bestått og det er brukt to forsøk, må normalt studiet avbrytes, (jf. forskrift om studiar og eksamen ved Høgskolen i Oslo og Akershus § 8-4).

Å vere skikka

Lærarutdanningsinstitusjonane har ansvar for å vurdere om studentane er skikka for læraryrket. Løpande vurdering går føre seg gjennom heile studiet og inngår i ei heilskapleg vurdering av dei faglege og personlege føresetnadene for å kunne fungere som lærar. Ein student som utgjer ei mogleg fare for elevars liv, fysiske og psykiske helse, rettar og tryggleik, er ikkje skikka for yrket. Studentar som viser manglande evne til å meistre læraryrket, skal så tidlig som mogleg i utdanninga bli informert om dette. Dei skal eventuelt få råd og rettleiing slik at dei kan forbetre seg, eller få råd om å avslutte utdanninga. Konkrete vedtak om studenten er skikka som lærar, kan fattast gjennom heile studiet.

After completing the Bachelor’s Degree Programme in Occupational Therapy, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of occupational science and key occupational theories and models
• has broad knowledge of how activity analysis and meaningful occupation are used in a targeted and methodical manner to promote coping and independence in everyday life
• has broad knowledge of how people's occupation, participation and health influence each other and form part of their interaction with the surroundings throughout their lives
• has broad knowledge of the occupational therapist’s approach at individual, group and social level in health-promoting and preventive work, habilitation and rehabilitation, treatment and palliative care
• has broad knowledge of the preconditions for occupational performance, including assessment of physical, psychological, cognitive and social functions
• has knowledge of research and development work and can update their knowledge in the field of occupational therapy
• has knowledge of occupational therapy’s history, development, distinctive nature and place in society, nationally and internationally
• has knowledge of the UN Sustainable Development Goals and conventions that Norway has ratified

Skills

The candidate is capable of

• mastering activity analysis and occupational therapy work processes through mapping, intervention and evaluation
• analysing and facilitating psychosocial, structural, technological, digital, cultural and attitude-related conditions for promoting inclusion and participation
• adapting everyday activities in order to develop, recover or maintain skills, activity habits and roles
• contributing to universal design and facilitating and adapting the surroundings to promote independence, health and quality of life
• making professional assessments, presenting issues, explaining choices and adjusting actions in line with evidence-based practice and using sources in a correct manner
• taking occupations that are meaningful to the individual as a point of departure for habilitation, rehabilitation, treatment and palliative care

General competence

The candidate is capable of

• using up-to-date knowledge of the national health and welfare system, laws, regulations and guides in the performance of his/her duties
• discussing professional, ethical, legal and socio-political issues
• supervising and teaching clients, students and colleagues individually and in groups
• identifying and acting in accordance with cultural factors that are relevant for good professional practice of occupational therapy in a diverse and globalised society
• following occupational therapy guidelines to promote people's right to occupation and participation
• contributing to service innovation and systematic and quality-improving work processes
• managing and coordinating services, initiating and contributing to interdisciplinary cooperation

The programme is divided into 14 compulsory courses and incorporates both practical and theoretical teaching at the university and external practical training. Each year of the programme has a scope of 60 credits.

The first year of study is divided into seven courses. Three of these courses are common for the students at the Faculty of Health Sciences, and provide an introduction to living and working in a digitalised world, knowledge about the health services, legislation and public health, and evidence-based practice. The four subject-specific courses comprise basic knowledge of human occupation and participation throughout life.

The second year of study comprises four courses focusing on occupational mapping, assessment and intervention in rehabilitation, habilitaton and treatment. Focus will be on how occupational therapists can contribute to bridging the gap between the individual's preconditions and the requirements of the surrounding environment, among other things through occupational rehabilitation, compensation for loss of function, grading and adaptation of activities and the environment.

The third year of study comprises three courses about health-promoting and preventive work locally and globally, project development, innovation and management and explorative and critical reflection of professional practice. The work on the bachelor thesis must be connected to a research or development project at OsloMet or at a partner institution.

The courses build on each other with gradual progress both in terms of theoretical and practical knowledge. All the courses conclude with a final assessment. The figure shows how the courses are organised in the programme. Reference is made to the course descriptions for more detailed information about of the content of the individual courses in the programme.

The academic year is 40 weeks long, and the expected normal workload is 40 hours per week. This includes scheduled activities, students’ own activity, coursework requirements and exams.

Courses and teaching activities taught jointly with other programmes at OsloMet

The Bachelor’s Programme in Occupational Therapy includes the following courses and teaching activities that also form part of other programmes at the university:has the following common courses and common teaching activities:

• ERGOB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• ERGOB1050 Public Health and Health Management, 5 credits
• ERGOB1070 Technology and Society, 5 credits
• INTERACT (Interprofessional Interaction with Children and Youth)

In the courses ERGOB1050 Public Health and Health Management (5 credits) and ERGOB1060 Evidence-Based Practice (EBP) in Health Care (5 credits), different academic environments at the Faculty of Health Sciences join forces to provide the students with a common competence platform in line with national guidelines. In ERGOB1050, focus is on the health services’ organisation, health legislation and administration, and preventive and health promoting work. In ERGOB1060, students learn about the rationale for evidence-based practice, with focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

The course ERGOB1070 Technology and Society, 5 credits, is a preparatory course that is part of most degree studies at OsloMet. The course provides a fundamental understanding of the digital world and how technology affects people’s lives and the way in which they work, and will help the students to enter working life with a fundamental understanding of technology. The Department of Computer Science at OsloMet has the responsibility for the practical aspects of the course. For a more detailed description, see the course description.

INTERACT (Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching activity at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The aim is to ensure that the students acquire the skills needed to meet society’s demands for a better coordination of services that affect children and young people. The teaching activity builds on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to improve the learning outcomes.

The teaching (INTER1100, INTER1200 and INTER1300) is carried out in the first teaching week each spring semester for students in the first, second and third study year, respectively, and is integrated as a compulsory coursework requirement in the existing courses in the programme description. In the Bachelor’s Degree Programme in Occupational Therapy, INTERACT is included in the following courses: ERGOB1200, ERGOBPRA2 and ERGOB3000. See;https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

Study progress

The following progress requirements apply to the programme:

• The first year of study must be passed before the student can start the second year
• The second year of study must be passed before the student can start the third year

The work and teaching methods will facilitate the integration of knowledge, skills and general competence and have the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training. Teaching activities should stimulate active learning and engagement.

The occupational therapy programme aims to educate independent, creative and flexible candidates who are capable of dealing with social change and cultural diversity. Therefore, emphasis is placed not only on the content, but also on the learning process itself, whereby the students develop critical thinking, clinical reasoning and the ability to cooperate; skills for lifelong learning.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases, the students will assess each other’s work and provide feedback to each other (peer reviews). Students who have progressed further in the programme can be required to teach students at lower levels.

More detailed descriptions of the most common work and teaching methods used in the programme are provided below. The individual course descriptions state which work methods each course employs.

Independent work

As an occupational therapist it is important to be able to work independently, but at the same time cooperation in different arenas is essential. Independent work will therefore include both cooperation with fellow students and individual work. Students are expected to work independently with the curriculum, digital resources, assignments and teaching preparations, and are also responsible for their common learning environment.

Skills training

The students acquire skills through practical training with each other, through role play, simulation or together with users/patients. They develop the therapist role through supervision and teaching that promote reflection on their own professional practice.

Activity analysis

Activity analysis means that the students work systematically on activities through testing and observation where they apply analysis tools and terminology to understand all factors that influence occupational performance. This might include risk assessments, analysis of the influence of the environment, the skills and functions required to perform activities, activities’ possibilities for grading and adaptation, and analyses of occupational activities’ roots in culture and society.

Seminars

Seminars can be in the form of case-based teaching where the students solve complex assignments based on cases from their practical training. Seminars can also be discussion forums that emphasise different perspectives on key topics, or that help to summarise learning outcomes at the end of a course. Seminars normally require the students to come prepared, for example by using digital resources such as video clips or podcasts, academic texts, articles and interactive assignments.

Project work/Field work

Students often work on project assignments in groups over time. Projects often entail field work off campus.

Lectures

Lectures are primarily used to present new subject matter, explain connections, review cases from practical training or highlight main elements in important topics.

Group work and student-driven teaching

Group work is as a learning method used in most courses. Work on different issues, exchange of ideas and solving assignments together strengthen the students’ competence in group leadership, collaboration and communication. The programme emphasises the importance of students learning from each other. Occupational therapists must be able to teach, supervise and advise others, which is why parts of the teaching is student-driven. Students give lectures to each other, present projects, summarise experiences and discuss and provide feedback on each other’s assignments.

Practical training makes up one third of the programme. Each year of the programme includes a period of practical training, and the forms of practical training will vary for individual students. Practical training is supervised. This means that a supervisor from the practical field follows up the student throughout their practical training in cooperation with the contact lecturer from the university. During the first part of the practical training, the student, in cooperation with the practical training supervisor, will write a cooperation agreement where the learning outcomes for the practical training are specified in relation to how the student is to achieve the learning outcomes in the individual practical training establishment. The cooperation agreement must show how the student is to apply theory in practice, and it must be approved by the practical training supervisor and the contact lecturer at the university. The learning outcome descriptions must be concrete, relevant, realistic and measurable.

During the practical training, the students must learn to plan, carry out and evaluate the professional practice of occupational therapy. The practical training is an important arena for practising and learning occupational therapy through experience, and for strengthening the students’ professional identity. During the practical training, the students work on different assignments related to the learning outcomes as an integrated part of the practical training.

Assessment of practical training takes its point of departure in the learning outcomes in the course, the cooperation agreement and the formative assessment. The formative assessment, i.e. the assessment of the students’ knowledge, skills, general competence and suitability carried out during the period practical training, is summarised halfway through the period and at the end of it.

Practical training takes place in an interprofessional context in the municipality and specialist health service and in other arenas where occupational therapists work. The programme's location in the city provides opportunities for close cooperation with university hospitals and city districts. Practical training can also be organised as projects with public, private and voluntary parties where the students work in arenas that promote persons’ occupation and participation.

The practical training establishments that cooperate with the occupational therapist programme at OsloMet are primarily located in Oslo or elsewhere in Eastern Norway. The students must expect some travel in connection with the practical training. The students follow the practical training establishment’s rules for clothing. The various establishments may also have special requirements for tests and vaccinations. Separate attendance requirements apply to practical training, see ‘Assessment of practical training’.

Increasing globalisation of the labour market and rapid social changes make international professional experience and knowledge of languages and cultures more and more important. Internationalisation contributes to raising the quality of education and strengthens the academic community in the programme, at the same time as it prepares the students to become global citizens. We understand responsible global citizenship to mean attitudes and values, a way of thinking about ourselves and others, an awareness of how our actions affect others, respect and concern for the well-being of others and a commitment to certain types of actions to meet global challenges (cf. the UN Sustainable Development Goals and Leask, B., 2015).

A focus on multicultural and global issues in the programme prepares the student to work professionally in a multicultural society. International academic literature provides the students with specialised terminology in English and relevant knowledge of international relevant professional trends.

Internationalisation takes place both through activities on campus in Norway and through exchanges to institutions abroad.

Students can normally take up to six months of their programme abroad. Students can go on exchanges in the 4th, 5th and 6th semester in connection with the courses ERGOBPRA2, ERGOB3900, ERGOBPRA3 and ERGOB3000. Similarly, foreign students can arrive in the spring semester and take the courses ERGOB1050, ERGOB1060, ERGOBPRA1 and parts of ERGOB3000 together with first and third year occupational therapy students, in addition to the course Technology and Society, which can be taken together with other students at OsloMet.

Reference is made to the criteria that apply to student exchanges and the information about stays abroad.

The courses ERGOB1060 Evidence-Based Practice in Health Care and ERGOB1070 Technology and Society are taught entirely in English. Other courses can also be taught entirely in English to international students if required. The students can decide whether they wish to write their bachelor’s thesis in English or Norwegian. Students who go on exchanges must write their thesis in English if the exchange stay is in a country outside Scandinavia.

Students who undertake different activities with an international and multicultural angle may qualify for the 'Certificate of International Learning' (CIL). Read more about CIL on OsloMet's website.