Course - Health and Well-Being in School - PED6043
PED6043 - Health and Well-Being in School
New from the academic year 2021/2022
Examination arrangement: Individual written assignment
|Evaluation||Weighting||Duration||Grade deviation||Examination aids|
|Individual written assignment||100/100|
Health and Well-Being in School aims to give the participants knowledge of health and well-being as interdisciplinary topics in school. Health and Well-Being in School covers various perspectives on individual, group, system and societal level. The course is based on theoretical perspectives and educational approaches that meet the schools’ need for understanding current societal challenges that children and young persons face in everyday life. The participants will address topical and research-based knowledge as a foundation for mutual understanding of their practical work connected to health and well-being in school in particular. With a basis in a broad professional approach, we will emphasise research-based knowledge and experiences from educational psychology, biology, counselling and special education. Topics that will be emphasised are for example: How are children and young persons at the present; psychological health issues; different perspectives on well-being; biology and the nervous system; relational capacity development; teacher-pupil relationship; self-perception, motivation and coping; health-promoting school environments; life quality and community. In this course, there is an emphasis on the development of the participant’s personal and relational competence connected to teaching health and well-being. The course also focuses on the potential to be gained from professional cooperation between teachers and other educators or educational professionals within the fields of health and well-being, for the benefit of pupils’ physical and psychological comfort, maturation and academic development.
After having participated in Health and Well-Being in School, the candidate is expected to have reached the following learning outcomes, expressed in knowledge, skills and general competence:
- has an advanced understanding of the health and well-being concept related to learning, education and societal development characteristics.
- has acquired knowledge on how various perspectives on well-being can be applied to professional topic questions connected to work with health, well-being on an individual, group and societal level.
- has in-depth insight about theoretical perspectives and research that is relevant for health and well-being in school.
- has acquired knowledge on how to recognise professional learning communities and in what way they can contribute to developing the practice.
- can apply theoretical perspectives as analytical tools as a foundation for professional discussions related to health and well-being.
- can convert and apply theoretical knowledge to practical tasks in health and well-being in school.
- can perform individual and collective tasks on topical issues related to health and well-being both on a practical and theoretical level.
- has obtained in-depth knowledge of topic questions and can discuss these in the scope of the challenges to be addressed in health and well-being settings in school.
- can encourage conscious dialogue and interaction with pupils, colleagues and guardians in interdisciplinary cooperation connected to health and well-being topics.
- can explore complex situations and topic questions in the school practice field and contribute to innovative thinking in the school’s health promotion work in health and well-being issues.
- has competence that can contribute to innovative thinking in connection with welfare development and life-quality on an individual, group, system and societal level.
Learning methods and activities
The course is based on gatherings and is adapted to suit students who work beside their studies. This is in accordance with requirements from the Norwegian Directorate for Education and Training (UDIR) for teachers who would like to participate in the initiative «Competence for Quality». The participants’ practical experiences are vital in the course. The learning methods and activities are dialogue-based and require active candidates and lecturers. In the lectures, we will accommodate reflections and discussions so that the candidates can contribute with their own experiences. In the term paper, the candidates will be able to work with topic questions of their own choice.
Further on evaluation
Individual term paper. The term paper consists of a description and a discussion of an independent practical educational project to be carried out in the candidate’s workplace. The project is explored in the context of the research-based knowledge and the relevant academic knowledge that has been taught in the course. Grading scale A-F.
Admission to a programme of study is required:
Pedagogics, Further Education (FJPED)
Required previous knowledge
The candidate must have a minimum 3-year college or university education (bachelor’s degree).
Credits: 7.5 SP
Study level: Further education, lower degree level
Term no.: 1
Teaching semester: AUTUMN 2021
Term no.: 2
Teaching semester: SPRING 2022
Language of instruction: Norwegian
- Special Education
Department with academic responsibility
Department of Education and Lifelong Learning
Department with administrative responsibility
Centre for Continuing Education and Professional Development
Examination arrangement: Individual written assignment
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Individual written assignment
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"