French 1 Programme description

In French 1 (30 ECTS) the student’s own language skills are emphasised, in particular oral production and interaction, language in context, and language learning strategies. In addition, the student should be able to facilitate the language learning of children and young people.

The French language teacher is a reflective language user and language disseminator. By analysing and assessing learning and communication strategies for his/her own language use and in a teacher perspective, the students shall reach a level where they can actively use French in both oral and written communication. The French teacher shall have an awareness of his/her own, and children’s and young people’s language learning, and insight into the differences and similarities between French, Norwegian and other languages. The course provides knowledge of linguistic and cultural variation in the French speaking countries. Inspiring and encouraging pupils to take pleasure in being able to use a new language through experiences and exploration is another important aspect. Digital tools shall be included in the education in a critical and reflective manner, and shall be linked to teaching practice.

French 1 a part-time study programme, comprising two courses of 15 ECTS credits each: French and didactics for French 1, modul 1 and French and didactics for French 1, modul 2, in total 30 ECTS credits.

The target group for the programme is in-service teachers teaching at the 5‒10 levels in Norwegian schools, and teachers who wish to qualify for teaching at the lower secondary level.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. In addition, the following applies to this programme:

• Completed and passed teacher education

and

• Documented knowledge of French at minimum A2 level or level II (or equivalent) from upper secondary school with pass grade. A2 level can be documented from the test DELF A2 or equivalent tests

After completing the programme, the candidate is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• is familiar with the global phonetic system and intonation of French, the language’s grammatical structure and insight into cultural conventions on the use of French
• has knowledge of daily life, traditions, customs, values and cultural expressions in French speaking countries and is able to compare with Norway
• has knowledge of language learning theories and children and young people’s language acquisition in a multicultural perspective
• has knowledge of language didactics adapted to the pupil group
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18 and the European Language Portfolio for language teacher students
• is familiar with research and development work that is relevant to the subject of Foreign Languages for years 5-10

Skills

The candidate

• is capable of communicating with good pronunciation and intonation, and of freely using key-structures of French in oral and written communication
• is capable of understanding long oral and written authentic texts in different genres and media
• is capable of planning, carrying out and assessing French language tuition adapted to different pupil groups
• is capable of assessing the use of authentic texts and other learning resources in teaching
• is capable of facilitating different work methods that promote exploration, curiosity and creativity in French language learning and in an interdisciplinary perspective
• is capable of using midway and final assessments to guide pupils in their French language skills development
• is capable of carrying out teaching that promotes the pupils’ digital competence

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with others in professional practice
• is capable of facilitating varied and adapted educational activities that motivate the pupils for further language learning and creating good conditions for in-depth learning
• is capable of integrating the basic skills in the subject

French 1 is a blended learning course with digital learning combined with three periods of 1‒3 days of campus training at OsloMet and two one-week periods at Université de Caen Normandie, France. The two periods in Caen will focus on practicing French in a French-speaking environment, and in collecting data and documents in order to build pedagogical material.

The first period in Caen will take place one week in June, and will be organised as an intensive language course. The next period in Caen will arranged in February in the spring semester. This will include a visit in a French school, and will be the opportunity to learn more about the educational system organisation of the target language country. This will give the opportunity for the student, here the in-service teacher, to dedicate one full week to French and to exchange with the rest of the group.

The three periods in Oslo will take place in September/October (week 40), January and April.

The first semester will focus on oral and written communication in French. This includes how to use authentic materials (newspapers, flyers, songs etc.) in a French course. The second semester will be dedicated to oral and written communication and will focus on teaching variation in contemporary French through different cultural vectors: cinema, literature, arts. The online activities aim to pursue the programme initiated by the sessions in Oslo and in Caen.

Oral and written communication and skills will be integrated with emphasis on vocabulary and grammatical structures through active learner approaches. Knowledge about culture and society in French-speaking countries, including cultural, historical, geographical, and everyday life knowledge about France and French-speaking countries through visual art, literature, song and cinema and cultural events, is essential content in the course. This course will also contain a critical approach to different learning materials, textbooks and different online resources.

This programme description was prepared by OsloMet pursuant to the Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March and 15 December 2011. It provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved after completing the education.

The study programme emphasises the practical use of information technology and focuses in particular on web development, human computer interaction, universal design of IT systems and general interaction between people and computer technology. The study programme comprises both technical and social science courses and qualifies candidates for a range of computer science jobs in private and public enterprises, such as user-oriented web and software engineering, consultancy services, user support and user training, and general tasks at the interface between people and computer systems.

Applied Computer Technology is a three-year full-time study programme, and candidates who have earned 180 credits will be awarded the degree Bachelor of Applied Computer Technology.

Students who have completed the bachelor’s degree in Applied Computer Technology can go on to take a master’s degree, for the master program in Applied Computer and Information Technology (ACIT) there are different options that are avaliable.

From 2019, specialisations are introduced, that will let the students select a set of courses that together with a suitable topic for the bachelor thesis and any other project will comprise a unified spesialisation The spesialisation is selected during the first year of study.

The following spesialisations will be available (depending on a sufficient number of students):

• Human-computer interaction
• Technology innovation and entrepreneurship
• Programming

The target group is first and foremost those who want a solid, broad and practical education in the user aspects of information technology and who wish to work in the area of data processing and information technology.

All the exams are in French language, both the written and the oral part. More information about assessment is provided in the individual course descriptions.

The students’ rights and obligations are set out in the Regulations Relating to Studies and Examinations at OsloMet. The regulations describe, among other things, the conditions for resit/rescheduled exams, the right to appeal and what is considered cheating in an exam. It is the students’ responsibility to register for any resit/rescheduled exams.

Grade scale

A, Excellent: The candidate demonstrates sound analytical understanding. The candidate demonstrates excellent knowledge and an excellent overview of the academic content of the course. The candidate demonstrates excellent skills in applying this knowledge.

B, Very good: The candidate demonstrates very good analytical understanding. The candidate demonstrates very good knowledge and a very good overview of the academic content of the course. The candidate demonstrate very good skills in applying this knowledge.

C, Good: The candidate demonstrates analytical ability and understanding. The candidate demonstrates good knowledge and a good overview of the academic content of the course. The candidate masters the application of this knowledge.

D, Satisfactory: The candidate demonstrates a certain degree of analytical ability and understanding. The candidate demonstrates some knowledge and a certain overview of the academic content of the course. The candidate masters the application of this knowledge to a certain extent.

E, Sufficient: The candidate demonstrates some insight into the academic content of the course, but the candidate's insight is incomplete and characterised by limited insight into connections in the course. The candidate masters the application of this knowledge to a limited extent.

F, Fail: The candidate demonstrates large and obvious gaps in the academic content of the course. The candidate demonstrates little insight into connections in the subject. The candidate demonstrates little ability to apply this knowledge.

Programplan i engelsk 1, trinn 1–7 (30 studiepoeng) - oppdrag bygger på forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn, fastsatt av Kunnskapsdepartementet 1. mars 2010 og nasjonale retningslinjer for engelskfaget i grunnskolelærerutdanningens program for trinn1–7.

Engelsk 1 har som hovedmål å øke lærernes kunnskap om det engelske språket og utvikle deres praktiske og didaktiske engelskferdigheter slik at de kan gi faglig solid engelskopplæring på barnetrinnet i grunnskolen som trygge modeller for elevene. Studiet bygger på nyere engelskfaglig og fagdidaktisk forskning og møter sentrale føringer gjennom LK20, både verdigrunnlaget i den overordnede delen og den fagspesifikke delen av læreplanverket. En viktig del av studiet er møtet med ulike typer engelskspråklige tekster for barn, som kan fungere som inngang både til språk- og kulturforståelse, inspirasjon til egen kreative språkutfoldelse og til personlig berikelse. Fagfornyelsens tre kjerneelementer i engelsk – kommunikasjon, språklæring og møte med engelskspråklige tekster – står sentralt i studiet.

Engelsk 1 er forskningsbasert, profesjonsrettet og praksisnært og har som mål å utvikle lærernes evne til å gi læringsfremmende engelskundervisning, veiledning og vurdering fra 1. til 7. årstrinn. For å kunne legge til rette for og bidra til elevenes læringsutbytte i engelsk i samsvar med gjeldende læreplan trenger lærerne å utvikle sin handlingskompetanse og sin kritiske beredskap overfor læreverk og andre læringsressurser. En solid språkbevissthet og innsikt i hvordan bruk av engelske tekster kan gi glede i seg selv, bidrar til en god profesjonell plattform og ramme for språklæringen. En forventet effekt av kompetanseutviklingen gjennom engelsk 1 er at deltakerne vil kunne bidra til et positivt fag- og læringsmiljø på egen skole.

Engelsk er et verdensspråk i dag. Samtidig omtales språket som et «første fremmedspråk» i språkpolitiske dokumenter om språksituasjonen i Norge. En viktig del av engelsk 1 er bevisstgjøring omkring den rollen det engelske språket har globalt, i det norske samfunnet og i norsk skole. Et sentralt mål for engelskopplæring i tråd med fagfornyelsen er utvikling av elevenes kommunikative kompetanse i engelsk. Dette innebærer blant annet at elevene skal kunne bruke engelsk på en måte som er tilpasset hensikt, mottaker og den situasjonen språket brukes i. Engelsk 1 har derfor fokus på de faglige og fagdidaktiske ressursene studentene bør ha til disposisjon for selv å kunne møte dette kravet og hjelpe elevene til å mestre disse utfordringene.