Basic Driving Training in Public Schools Programme description

The university and the kindergartens in which the students undergo training are equally important and integrated learning arenas, and the students’ learning during training periods is as important as their learning at the university.

During placement periods, the students will acquire experience-based knowledge, which is developed primarily through social processes. The theoretical and practical knowledge students acquire at the university is intended to shed light on different ways of acting in kindergartens and give meaning and context to the theory.

The supervised placement study periods include exploration and observation, planning, implementation, assessment and documentation of educational work with children. During the supervised placement study, the students will, among other things, practice interaction with children, lead play and learning processes with children, in cooperation with the staff, as well as lead change and development work together with the kindergarten staff.

The supervised placement study is intended to give the students opportunities to practice their oral and written skills and to discuss different issues together with parents and kindergarten staff. During the supervised placement study, the students are required to use work methods that support the learning outcome descriptions in and across knowledge areas.

The supervised placement study will help to make the students independent, give them self-confidence and the ability to take responsibility in educational and professional work in the kindergarten, with particular emphasis on ethical issues relating to the profession.

The supervised placement study is linked to the content of the knowledge areas and it is related to the students’ experience, background and competence. The supervised placement study shall take place in close and binding cooperation between the kindergartens where the placement occurs, the practical placement supervisors in the centres, students and lecturers at the university. Binding arenas will be established between the different parties for the purpose of planning and sharing experiences.

The scheduling of training periods throughout the study programme is designed to ensure progress and continuity. The placement, organisation and duration of the supervised placement study periods will be based on the learning outcome descriptions for the various knowledge areas.

Assessment

The supervisors from the teacher education institutions, the practical placement supervisor and the manager have joint responsibility for assessing students in practical placement study. The practical placement supervisor sets the grade pass/fail in cooperation with OsloMet.

For more information about practical placement study, see ‘Guidelines for practical placement study’ and the booklet ‘Information about the practical placement assignment’, which will be published on OsloMet’s digital learning platform before the period of practical placement begins.

Attendance and absence from supervised practical placement study periods

Practical placement study is a compulsory part of the programme, and 100% attendance is required. The number of training days is set out in the National Curriculum Regulations for Kindergarten Teacher Education and specified in the programme description. The attendance requirement cannot be deviated from due to illness or for other reasons, nor can exceptions be made from this requirement. Only absence for valid reasons, meaning the student’s own or their child’s illness or approved leaves of absence, entitles students to an extension of the placement period. The student must make up for their absence as soon as possible after the ordinary period of training, and by the end of the semester at the latest. Absence in excess of 30% means that the whole practical placement period must be retaken, regardless of the reason for the absence. In such cases, the student will be delayed by one year. (Cf. Guidelines for practical placement study in the Early Childhood Education and Care programme)

Attendance is compulsory at activities in preparation for and follow-up of practical placement periods. In the event of absence, students will be required to submit a compensatory assignment.

New period of practical placement

Students who fail a supervised practical placement period may complete the academic year they have started, but must then take a year out from their studies before they can continue the programme. The new period of practical placement must be taken the next time an ordinary placement period is held, normally the next academic year. If the student passes the placement period at the second attempt, they may resume their studies. Students who fail the same placement period twice will have to leave the programme.

Postponed placement period

In the event of childbirth, military service or long-term illness, the student’s studies will be delayed by one year. The student may complete the year, but cannot proceed with the programme before they have taken and passed the practical placement study period. The student must take the postponed practical placement study period when it is organised for the next year-group.

Progress requirements

Students must complete their first-year practical placement study period before they can take the second year of the programme. Corresponding requirements apply to all years of the programme.

Students who fail the same training period twice will normally have to leave the programme. (Cf. Regulations relating to Studies and Examinations at OsloMet)

Guidelines for practical placement study

Guidelines for Practical Placement Study is a document that contains information about:

• the submission of transcripts of police records and documentation relating to MRSA/TUB
• travel grants for training periods
• attendance at the practical training institution
• detailed information about absence during training periods
• detailed information about new and postponed training periods

For more information about the guidelines, see www.oslomet.no

Required coursework and participation in certain teaching activities must be approved before the student can take the exam. The purpose of coursework requirements and academic activities with compulsory participation described in the individual course descriptions is to provide a sufficient basis to ensure that students receive academic follow-up relating to the contents of the course, and to assess the degree to which learning outcomes have been achieved.

The students must complete the required coursework specified in the individual course descriptions. This is intended to ensure active student participation and clear requirements as regards study effort and the achievement of learning outcomes.

Required coursework must be submitted/completed and approved within the deadlines set in the teaching plan. If not, the student will not be permitted to take the exam.

Coursework requirements are assessed as 'Approved' or 'Not Approved.' All students have two attempts at a coursework requirement. A student who receives the assessment 'Not Approved,' fails to submit by the deadline, or does not show up at the scheduled time for the completion of a coursework requirement, has used one attempt, regardless of the reason. Students who have not had a coursework requirement approved after two attempts will be withdrawn from the exam in the subject and must retake the coursework requirement the next time it is offered.

Some coursework requirements in the programme may be partially or fully replaced with an international coursework requirement carried out in collaboration with the programme's international partners, such as a digital learning activity. The institution will offer the international coursework requirement as an optional component to students and will organize it in a timely manner before implementing the coursework requirement outlined in the course plan. The framework for workload and documentation in an international alternative should mainly be the same as the coursework requirement it replaces.

More information about coursework requirements is available in the individual programme/course descriptions.

Teaching activities with compulsory 100 percent participation

Through their studies, the students shall develop cooperation competence and skills that are important to the knowledge areas. Experience sharing and the development of practical skills, communication and relational competence are important parts of the learning. Such skills and competence cannot be acquired through self-study, but must be learned through interaction, practice and dialogue with, among others, fellow students and teachers, and through participation in teaching.

Which activities are subject to a participation requirement is clear from the course descriptions and specified in the teaching plan. In the event of valid documented absence, the student must primarily attend the missed teaching session at another time or complete an alternative academic arrangement through one or more compensatory assignments.

Requirement of 70 percent attendance in all lectures

The attendance requirement for all teaching activities is 70 percent. The programme is structured around work and teaching methods that involve collective learning processes, which cannot be replaced by individual study forms.

Absence over 30 percent results in the student losing the right to take the exam in the pertaining subject, regardless of the reason for the absence. This normally leads to the student’s progress being delayed, as it is not possible to meet the 70 percent attendance requirements for courses offered simultaneously in different years of the study programme.

Some of the English-taught courses have attendance requirements that differ from the current regulations established for the bachelor programme. This is due to the fact that the courses are also offered to exchange students with a temporary stay in Norway.

Assessment is an important element in qualifying students for the profession. It is based on coursework requirements, exams and practical placement study. It shall be possible to test the students in relation to the expected learning outcomes.

The students will be subject to different forms of assessment during the course of their studies. They will be tested by written, oral and practical forms of assessment. The different forms of assessment are intended to contribute to the students progressing in their education and to take account of the fact that students have different backgrounds, abilities and needs. Detailed descriptions of assessment forms are provided in the individual course descriptions.

Continuous assessment is based on the expectations and goals defined for the course/knowledge area as part of the learning process. Such assessments can be oral or written, formal or informal. The final assessment measures and approves the achieved learning outcome and is related to exams and practical placement study.

The students are responsible for familiarising themselves with the different exam dates and any changes relating to exams. The students are responsible for ensuring that they have registered for the exam.

Assessment and grading are carried out in accordance with the provisions on assessment in the Act relating to universities and university colleges (the universities and university colleges Act) and the Regulations relating to studies and examinations at OsloMet.

Examiners

To provide an external perspective on all assessments, an external examiner or a programme supervisor will take part in the different assessments in the programme. A programme supervisor is an external examiner appointed to evaluate the assessment arrangement for a course or the study programme as a whole. The evaluation is documented in a report in which any proposals for changes to the assessment form or process are outlined.

Qualitative assessment criteria

The following general national assessment criteria form the basis for assessments:

A – Excellent: An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.

B – Very good: A very good performance. The candidate demonstrates sound judgement and a very god degree of independent thinking.

C – Good: A good performance in most areas. The candidate demonstrates a reasonable degree of judgement and independent thinking in the most important areas.

D – Satisfactory: A satisfactory performance, but with significant shortcomings. The candidate demonstrates a limited degree of judgement and independent thinking.

E – Sufficient: A performance that meets the minimum criteria, but no more. The candidate demonstrates a very limited degree of judgement and independent thinking.

F – Fail: A performance that does not meet the minimum academic criteria. The candidate demonstrates an absence of both judgement and independent thinking.

Rights and obligations in connection with exams

The exam candidates’ 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. The candidates are obliged to familiarise themselves with the provisions of these regulations. A description of each exam is found in the relevant course description.

Suitability assessment

Teacher education institutions are responsible for assessing whether students are suited to the teaching profession. Suitability assessments are carried out on a continuous basis throughout the study programme, and will be included in the overall assessment of the student’s professional and personal suitability for the teaching profession. A student who represents a potential threat to the life, physical or mental health, rights and security of children is not suited to the profession. Students who demonstrate little ability to master the profession of ECEC teacher must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice to enable them to meet the requirements for suitability for the teaching profession, or be advised to leave the programme. The suitability assessment takes place continuously throughout the programme.

For further information about suitability, see http://www.oslomet.no/Studier/Skikkethetsvurdering.

Studiet skal bidra til videreutvikling av studentenes kompetanse i å planlegge, gjennomføre, begrunne og vurdere relevant opplæring i trafikk med hovedvekt på mennesket i trafikken, risiko og trafikksikkerhet i henhold til Kunnskapsløftet. Den nye læreplanen i valgfaget er bygd opp rundt følgende kjerneelementer i faget: 1. Samhandling i trafikken, 2. Ansvar og risikoforståelse, og 3 Folkehelse og miljø. Å utforme tverrfaglige undervisningsopplegg med tanke på å oppdage sammenhengene mellom spesifikk trafikal atferd og trafikksikkerhet vil være sentralt i studiet. Kompetanse om ungdommers vilje og evne til å forstå risiko, ta trygge valg og følge trafikkregler vil stå sentralt. Mange skoler tilbyr trafikalt grunnkurs som en integrert del av faget. Studiet vil vektlegge hvordan undervisningen kan legges opp slik at elementer fra læreplanen med trafikalt grunnkurs gjennomsyrer opplæringen. Målet er å utdanne lærere som kan lede arbeidet med å sette elevene i stand til å ta mer bevisste valg i trafikken, basert på kunnskap og erfaring.

Etter fullført studium har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten kan:

• gjøre rede for læreplanen for valgfaget trafikk, tverrfaglige temaer og kjerneelementene i faget, inkludert inngående kunnskap om det Trafikale grunnkurset.
• ha en oversikt over aktuelle deler av vegtrafikklovgivningen
• kjenne til hovedtrekkene i Nasjonal tiltaksplan for trafikksikkerhet på veg og hvordan trafikksikkerhetsarbeidet organiseres
• gjengi hovedtrekk i ulykkesbildet hvor barn og ungdom er involvert og kunne beskrive viktige forebyggende tiltak
• ha kunnskap om ungdom og risikoforståelse.
• ha kunnskap om hvordan gode undervisningsopplegg kan utvikles og brukes i undervisningen.
• ha oversikt over fagstoff som er relevant i arbeidet med faget.

Ferdigheter

Studenten kan:

• lage en lokal læreplan for undervisning i valgfaget trafikk og Trafikalt grunnkurs
• planlegge, gjennomføre og evaluere undervisning innen fagområdet trafikk
• demonstrere og gjennomføre øvelser i Trafikalt grunnkurs som er i samsvar med læreplanen
• anvende arbeidsmåter og læringsressurser i undervisningen som er i samsvar med læreplanen i valgfaget trafikk
• tilrettelegge for samarbeid med lokale aktører, som for eksempel Statens vegvesen, Trygg Trafikk og lokale trafikkskoler
• tilrettelegge for samarbeid med foresatte for å bevisstgjøre betydningen av øvelseskjøring og mengdetrening som et viktig trafikksikkerhetstiltak

Generell kompetanse

Studenten kan:

• ivareta god kommunikasjon med andre innen fagområdet og delta i diskusjoner om utvikling av god praksis
• reflektere over sentrale trekk ved mennesket i trafikken; sanseapparat, oppmerksomhet, utviklingstrekk, gruppedynamikk, kjøreprosess og risikoområder i trafikken

Studiet er organisert som et samlingsbasert og nettbasert deltidsstudium over ett semester, med studieoppgaver mellom samlingene. Studiet er bygget opp rundt følgende kompetanseområder:

1) Personlig og sosial kompetanse

• selvinnsikt og kommunikasjon
• oppmerksomhet på seg selv og andre
• være en god rollemodell

2) Trafikkfaglig kompetanse knyttet til læreplanens kjerneelementer: Samhandling i trafikken

• ansvar og risikoforståelse
• folkehelse og miljø

Andre temaer:

• førstehjelp og tiltak ved ulykke
• barn, oppmerksomhet og sykling - en opplæringsmodell med betydning for trafikk
• trafikal kompetanse
• vegtrafikkloven med skilt- og trafikkregler
• trafikkpsykologi
• kjøring i mørket med demonstrasjon av viktige faktorer
• øvelseskjøring og mengdetrening

3) Trafikkpedagogisk og -didaktisk kompetanse

• analyse av læreplanenes mål, innhold, arbeidsmåte og vurdering
• begrunnelse, innhold og oppbygging av lokal læreplan for valgfaget trafikk
• refleksjon rundt egne og andres arbeidsmåter
• undervisningsplanlegging

Studiet er prosessorientert og erfaringsbasert. Følgende prinsipper ligger til grunn for valg av arbeidsformer og organisering av innhold:

Praksis- og problemorientert: Utgangspunktet i studiet er utfordringer og oppgaver i undervisningen som faglærer i trafikk. Det betyr at praktisk lærerarbeid og refleksjon har en sentral plass i studiet. Studenten skal lære gjennom å arbeide med relevante og virkelighetsnære problemer og situasjoner.

Opplevelsesorientering: Studenten skal gjennom øvelser og erfaringer gi uttrykk for sine følelser og tanker i ulike situasjoner. De skal også tilrettelegge for slike læringsprosesser hos sine elever.

Erfaringslæring: Gjennom å planlegge, prøve ut og reflektere over egen praksis, vil studentene øke bevisstheten og handlingsregister i ulike opplæringssituasjoner.

Studentmedvirkning: Studenten utarbeider mål og planer for egen læring.

Tverrfaglig: Trafikk er et tverrfaglig fagområde. Mange tema kan nyttes i andre undervisningsfag, blant annet matematikk, naturfag, samfunnsfag, kroppsøving og KRLE.

Studiet er organisert ved:

• nettbaserte undervisningsøkter
• fellessamlinger på universitetet
• øvelser og gruppebasert samarbeid på nett og fysisk
• nettbasert samhandling
• individuelt studiearbeid
• observasjoner og refleksjoner i eget arbeid

Retten til å avlegge eksamen forutsetter godkjente arbeidskrav og deltakelse i bestemte faglige aktiviteter. Se nærmere informasjon i emneplanen.

Bestemmelser om eksamen er gitt i lov om universiteter og høyskoler, forskrift om studier og eksamen og utfyllende bestemmelser til forskrift om studier og eksamen ved OsloMet - storbyuniversitetet.

Se beskrivelse av eksamen i emneplanen.

Redaksjonelle endringer 01.12.2021