German 1 Programme description

Refleksjon knyttet til yrkespraksis, praktisk arbeid, veiledning, erfaringsdeling, forelesning/dialogpreget undervisning, veiledning og gruppearbeid.

Følgende arbeidskrav må være godkjent før eksamen kan avlegges i emnet:

Arbeidskrav 1

Yrkesfaglig oppgave knyttet til entreprenøriell læring. Arbeidskravet løses etter nærmere retningslinjer fra emneansvarlig. Omfang: 2000 ord +/- 10 %. Hensikten med arbeidskravet er å fremme entreprenøriell tenkning, kreativitet og hvordan dette kan knyttes til undervisningen på utdanningsprogrammet frisør, blomster, interiør og eksponeringsdesign. Dette skal dokumenteres i en digital prosessdokumentasjon.

Arbeidskrav 2

Refleksjonsnotat fra pedagogisk praksis. Arbeidskravet løses etter nærmere retningslinjer fra emneansvarlig. Omfang: 1800 ord +/- 10 %. Hensikten med arbeidskravet er å se sammenhengen mellom praksis og relevant teori, og reflektere over egen læring.

Arbeidskravene vurderes til "godkjent" eller "ikke godkjent". Studenter som leverer/utfører arbeidskrav innen fristen, men som får vurderingen "ikke godkjent", har anledning til én ny innlevering/utførelse. Studenter må da selv avtale ny vurdering av det aktuelle arbeidskravet med faglærer. For mer utfyllende informasjon om arbeidskrav se programplanen.

Praksis må være gjennomført og vurdert til karakteren Bestått før studenten får fremstille seg til eksamen.

Obligatorisk tilstedeværelse

Det er krav om 80 % tilstedeværelse i alle organiserte undervisningsaktiviteter. Studenter med fravær som overskrider 20 % får ikke avlegge eksamen. Gyldig fravær dokumentert ved for eksempel sykemelding, gir ikke fritak for kravet om deltakelse, men kan etter avtale med og vurdering av faglærer kompenseres med en faglig oppgave. Yrkesfaglige samlinger og aktiviteter på tvers av kull inngår i fraværsprosenten for emnet.

Det er krav om 100% tilstedeværelse i praksis. Ved fravær i pedagogisk praksis må dagene tas igjen etter avtale med praksissted og emneansvarlig/praksisseksjonen ved LUI. For mer utfyllende informasjon om krav til obligatorisk tilstedeværelse se programplanen.

14 dagers individuell hjemmeeksamen med utgangspunkt i emnets arbeidskrav, pensum og læringsutbytter. Omfang: 3000 ord +/-10%.

Ny og utsatt eksamen

• Ved sykdom arrangeres eksamen som ordinær eksamen.
• Ved karakteren F for ikke bestått kan omarbeidet versjon leveres til sensur inntil én gang.
• Studentens rettigheter og plikter ved ny/utsatt eksamen framgår av forskrift om studier og eksamen ved OsloMet.
• Studenter er selv ansvarlige for å melde seg opp til eventuell ny/utsatt eksamen på StudentWeb.

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

Det benyttes to interne sensorer. Tilsynssensor er knyttet til emnet, for å føre tilsyn med eksamens- og sensurordningen, og skriver en tilsynsrapport. Tilsyn for emnet skjer hvert tredje år.

German 1 is a blended learning course with digital learning combined with three periods of campus training at OsloMet and two at Pädagogische Hochschule Freiburg, Germany. Each of the two semesters is structured in an initial face-to-face session in Oslo, later followed by a week of training in Germany. In the spring semester there is in addition a final session in Oslo. Between the face-to-face sessions, there will be online training, with self-paced modules accompanied by regular virtual meetings with teachers and other group members.

There will be tandems in language learning but also in teacher training. Language learning will be accompanied by tandem partners either in Norway or in Germany with a minimum of 1 hour of tandem meetings weekly, through Skype or in person. We will work from a communicative approach giving priority to the acquisition of skills which also can be applied in the own teaching of German as a second/third language. We will employ a mixed methodology (classroom and online) through the creation of a virtual space in a networked platform.

The preparation of microteachings, short teaching sequences of a chosen topic, will be discussed and evaluated by peers, coaches and the learners – this will take place online. There will be the possibility to prepare and practice in Skype sessions with other participants of the program as well as a self-observation of recorded teachings or microteachings from the practical training in Freiburg.

Tasks and assessments will be carried out from different methodological approaches that students can subsequently apply in their daily teaching.

The use of digital and interactive resources will be provided by Dhoch3, an online platform designed for German Teacher Training at universities worldwide, sponsored by the Auswärtiges Amt (Ministry of Foreign Affairs) and the DAAD. The access to the learning resources will be given and guaranteed by OsloMet and Pädagogische Hochschule Freiburg.

The main lecturers of the course are from the Pädagogische Hochschule Freiburg.

German 1 contains two periods at the Pädagogische Hochschule Freiburg in Germany.

For both courses in German 1 students will be asked to carry out different tasks (both face-to-face and online), that must be approved prior to the final exams that will take place in Norway at the end of each course. There is an 80 % attendance requirement for each course in both face-to-face weeks and virtual sessions. Attendance is compulsory because of the work methods involving dialogue and discussions. The programme emphasizes student participation, cooperative learning and dialogue.

The coursework requirements are described in the individual course descriptions. All absence, irrespective of reason, is included when compulsory attendance is approved. In special cases where this requirement is unreasonable in relation to the student, documented sickness absence, for example, can be assessed and compensatory measures can be agreed, if applicable.

The required coursework must be submitted/completed by the stipulated deadlines. Absence for a valid reason documented by e.g. a medical certificate does not exempt students from meeting the coursework requirements. Students who fail to submit/meet the coursework requirements by the deadline due to illness or for other documented valid reasons can be given an extended deadline.

A new deadline for submitting/completing required coursework must be agreed with the lecturer in question in each individual case. Absence in excess of the limit may be made up for by a written assignment by agreement with the person responsible for the course.

The required coursework is assessed as accepted/not accepted. Students who submit required coursework/meet the coursework requirements by the deadline, but whose work is assessed as not accepted, will be given two opportunities to resubmit/redo the work. In such cases, the students themselves must agree with the lecturer on a re-assessment of the coursework in question.

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