PAKH6100 Programmering og algoritmisk tenkning i kunst og håndverk Emneplan

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

Studiet kan tas som videreutdanning for grunn-, førskole- og faglærere. Utdanningen tar sikte på å kvalifisere for undervisning i grunnskolen og andre undervisningsoppgaver. 

Etter å ha gjennomført dette emnet, har studenten følgende læringsutbytte definert i form av kunnskap, ferdigheter og generell kompetanse.

Kunnskap 

Studenten 

• har kunnskap om ulike metoder for utforsking og idéutvikling  
• har grunnleggende kunnskap om programmering og algoritmisk tenkning  
• kan oppdatere sin kunnskap i arbeid med læreplaner og programmering i skolen  

Ferdigheter

Studenten 

• kan utvikle, bearbeide og dokumentere idéer 
• kan anvende egnede digitale verktøy til utprøvinger av teknikker og uttrykksformer innen programmering 

• kan planlegge og utvikle digitalt undervisningsmateriell 

Generell kompetanse  

Studenten 

• har bevissthet om personvern og opphavsrett i tilknytning til digitale produkter 

• har forståelse for bruk og utprøving av digital programvare for programmering i skolen 
• har videreutviklet fagdidaktisk kompetanse og kan tilrettelegge for undervisning innen programmering og algoritmisk tenkning 

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

Knowledge

The candidate

• is familiar with the sound system and intonation of German, the language’s grammatical structure and possesses insight into cultural conventions on the use of the German language
• has knowledge of daily life, traditions, customs, values and cultural expressions in German speaking countries and is able to compare with Norway
• has knowledge of language learning and acquisition theories and can relate them to children and young adults’ language learning from a multicultural perspective
• has knowledge of language pedagogy and modern didactics and knows how to adapt them to the target group
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18, as well as the European Language Portfolio for language teacher students
• is familiar with research and development work relevant to the subject of Foreign Languages for years 5‒10

Skills

The candidate

• possesses appropriate oral and written communication skills in German across a variety of topics, situations, and media (including social situations, literature, movies, pop culture)
• is capable of understanding oral and written authentic texts in German in different genres and media
• is able to plan and carry out German language lessons, and knows how to assess the German language
• 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 German language learning and in an interdisciplinary perspective
• is capable of using assessments to guide pupils in their German language skills development
• is capable of carrying out teaching that promotes the pupils’ digital competence
• possesses analytical skills with respect to self-assessment and self-improvement
• will be able to identify and evaluate intercultural challenges, and will be capable of teaching necessary strategies to overcome and reflect such challenges

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with other professionals
• is capable of facilitating varied and adapted educational activities that motivate the pupils’ interest in further language learning and that create good conditions for in-depth learning
• is capable of integrating the basic skills in the subject
• possesses transcultural awareness and its impact on interaction in the foreign language classroom
• possesses a variety of pedagogical approaches and assessment strategies
• will be able to enhance the pupils’ language proficiency by creating appropriate opportunities to practice the language

Obligatorisk aktivitet må være godkjent innen fastsatt frist for at studenten skal kunne fremstille seg til eksamen.  

Obligatorisk tilstedeværelse i undervisningen: Studenten kan ikke ha mer enn 20 % fravær i undervisnings- og veiledningssituasjoner der det er krav om tilstedeværelse og aktiv deltakelse: 

• faglige innføringer og demonstrasjoner 

• felles faglige drøftinger og vurderinger underveis  
• gjennomføring av praktiske oppgaver  
• gruppe- og/eller prosjektarbeid 

Individuell prosjektoppgave

Prosjektoppgaven skal bestå av en digital dokumentasjon som inneholder:  

• Et digitalt praktisk arbeid med programmering av et visuelt og/eller interaktivt produkt 
• Dokumentasjon av prosess med bilder og korte begrunnelser (inntil 500 ord) 
• En fagdidaktisk refleksjon av hvordan dette arbeidet er relevant for egne elever (inntil 500 ord) 

Eksamensresultatet kan påklages. 

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges 

Information about assessment is provided in the individual course descriptions.

Rights and obligations in connection with exams

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’/candidate’s responsibility to register for any resit/rescheduled exams.

Approved by the authority of the chair of the Academic Affairs Committee on 19 December 2019Established by the Dean 6 January 2020

Editorial amendments made on 8 January 2020Valid from autumn semester 2020

Faculty of Education and International Studies

Department of Primary and Lower Secondary Teacher Education