Examination arrangement

Course content

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 and emotional difficulties; 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.

Learning outcome

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:

Knowledge

The candidate:

• 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.

Skills

The candidate:

• 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.

General competence

The candidate:

• 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.

Compulsory assignments

• assignment with a short text that is presented orally at teaching session
• Compulsory attendance

Further on evaluation

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 passed/failed

Compulsory activity

Compulsory assignment with a short text that is presented orally at teaching session (and which is a preparation for the exam).

Mandatory attendance at teaching session

Specific conditions

Required previous knowledge

General study competence