Arts I: Drama, fine art, music (LVG105G)

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Arts II: Drama, fine art, music (LVG207G)

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Icelandic in the classroom II (ÍET204G)

Pedagogy of Compulsory School (KME206G)

The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterizes effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and team teaching by teachers will be discussed, but also the relationship between homes and schools and the participation of parents in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating his experience.

Icelandic in the classroom I (ÍET103G)

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

Mathematics II (SNU204G)

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

Mathematics I (SNU101G)

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

Introduction to Learning and Instruction (KME102G)

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

The art of creating music (LVG009G, LVG405G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Music Education methods in praxis (LVG009G, LVG405G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Singing and choral conducting (LVG016G, LVG024G)

Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.

Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.

Music Education methods in praxis (LVG016G, LVG024G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Painting and drawing (LVG404G, LVG302G)

The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.

Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.

The painting is emphasis on the different methods of handling color and composition (explained in the course).

The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).

Icelandic Art History, Museums and Education (LVG404G, LVG302G)

Course Outline:

1. Introduction to Art History.
2. Methods of interpretation
3. The development of Icelandic Art History and how it relates to international History of Art.

Course Format: Lectures, seminars and visits to local art museums.

Art, nature and society (LVG020G, LVG018G)

This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.

Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.

Teaching Art in elementary schools I (LVG020G, LVG018G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Design as a Source for Creativity (LVG104G, LVG206G)

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

Pedagogy of design and crafts (LVG104G, LVG206G)

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

The garage band ensemble and computers (LVG022G, LVG304G)

Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.

Play based methods in music education (LVG022G, LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

Drama, stories and narration (LVG308G)

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

Drama for everyone, implementation and theory, learning through drama education (LVG408G)

Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.

Drama teacher, implementation and theory (LVG407G)

Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama  teacher needs to use in his teaching.

Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.

The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.

Drama teacher (LVG406G)

Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.

The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.

Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.

From an idea to a performance (LVG008G)

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

Drama for everyone, learning through drama education (LVG305G)

During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.

Visual Arts (LVG403G, LVG010G)

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

Teaching Art in elementary schools II (LVG403G, LVG010G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Danish as a foreign language (ÍET201G, ÍET501G)

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

Daily language and expression in Danish (ÍET201G, ÍET501G)

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

Introduction to English language teaching (ÍET202G, ÍET402G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Teaching English to young learners (ÍET202G, ÍET402G)

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

Icelandic as a school subject I (ÍET104G, ÍET205G)

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

Icelandic as a school subject II (ÍET104G, ÍET205G)

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Teaching and learning science in the local environment (SNU103G, SNU205G)

 The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.

The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.

Teaching and learning science in school settings (SNU103G, SNU205G)

The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined.  Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. 

The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.

Algebra and Geometry (SNU102G, SNU207G)

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

Mathematics in Compulsory School (SNU102G, SNU207G)

The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.

Information technology in teaching and learning (SNU104G, SNU206G)

Technology and innovation in the classroom of new times (SNU104G, SNU206G)

Introduction to the teaching of social sciences (SFG101G, SFG201G)

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Views of life and education (SFG101G, SFG201G)

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

Integration and creative approach in teaching (GKY102G, GKY202G)

The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

Creative mathematics learning (GKY102G, GKY202G)

The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.

Curriculum and Assessment (KME402G)

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

Psychology of Development and Learning (KME301G)

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Final project (LVG601L)

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

Drama, stories and narration (LVG308G)

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

Drama teacher (LVG406G)

Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.

The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.

Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.

Drama for everyone, implementation and theory, learning through drama education (LVG408G)

Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.

From an idea to a performance (LVG008G)

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

Drama teacher, implementation and theory (LVG407G)

Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama  teacher needs to use in his teaching.

Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.

The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.

Drama for everyone, learning through drama education (LVG305G)

During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.

Educational research (KME501G)

The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Drama and theatre laboratory in the digital world (LVG205M)

The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.

Play based methods in music education (LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

The art of creating music (LVG009G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Singing and choral conducting (LVG016G)

Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.

Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.

Children's plays, for children and with children (LVG207M)

The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.

Arts I: Drama, fine art, music (LVG105G)

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Arts II: Drama, fine art, music (LVG207G)

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Icelandic in the classroom II (ÍET204G)

Pedagogy of Compulsory School (KME206G)

The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterizes effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and team teaching by teachers will be discussed, but also the relationship between homes and schools and the participation of parents in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating his experience.

Icelandic in the classroom I (ÍET103G)

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

Mathematics II (SNU204G)

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

Mathematics I (SNU101G)

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

Introduction to Learning and Instruction (KME102G)

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

Drama for everyone, learning through drama education (LVG305G, LVG408G)

During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.

Drama for everyone, implementation and theory, learning through drama education (LVG305G, LVG408G)

Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.

Drama teacher (LVG406G, LVG407G)

Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.

The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.

Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.

Drama teacher, implementation and theory (LVG406G, LVG407G)

Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama  teacher needs to use in his teaching.

Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.

The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.

From an idea to a performance (LVG008G, LVG308G)

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

Drama, stories and narration (LVG008G, LVG308G)

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

Icelandic Art History, Museums and Education (LVG302G, LVG404G)

Course Outline:

1. Introduction to Art History.
2. Methods of interpretation
3. The development of Icelandic Art History and how it relates to international History of Art.

Course Format: Lectures, seminars and visits to local art museums.

Painting and drawing (LVG302G, LVG404G)

The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.

Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.

The painting is emphasis on the different methods of handling color and composition (explained in the course).

The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).

Art, nature and society (LVG020G, LVG018G)

This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.

Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.

Teaching Art in elementary schools I (LVG020G, LVG018G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Design as a Source for Creativity (LVG104G, LVG206G)

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

Pedagogy of design and crafts (LVG104G, LVG206G)

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

The garage band ensemble and computers (LVG022G)

Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.

Music Education methods in praxis (LVG024G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

The art of creating music (LVG009G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Music Education methods in praxis (LVG405G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Singing and choral conducting (LVG016G)

Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.

Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.

Play based methods in music education (LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

Visual Arts (LVG403G, LVG010G)

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

Teaching Art in elementary schools II (LVG403G, LVG010G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Danish as a foreign language (ÍET201G, ÍET501G)

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

Daily language and expression in Danish (ÍET201G, ÍET501G)

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

Introduction to English language teaching (ÍET202G, ÍET402G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Teaching English to young learners (ÍET202G, ÍET402G)

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

Icelandic as a school subject I (ÍET104G, ÍET205G)

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

Icelandic as a school subject II (ÍET104G, ÍET205G)

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Teaching and learning science in the local environment (SNU103G, SNU205G)

 The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.

The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.

Teaching and learning science in school settings (SNU103G, SNU205G)

The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined.  Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. 

The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.

Algebra and Geometry (SNU102G, SNU207G)

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

Mathematics in Compulsory School (SNU102G, SNU207G)

The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.

Information technology in teaching and learning (SNU104G, SNU206G)

Technology and innovation in the classroom of new times (SNU104G, SNU206G)

Introduction to the teaching of social sciences (SFG101G, SFG201G)

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Views of life and education (SFG101G, SFG201G)

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

Integration and creative approach in teaching (GKY102G, GKY202G)

The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

Creative mathematics learning (GKY102G, GKY202G)

The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.

Curriculum and Assessment (KME402G)

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

Psychology of Development and Learning (KME301G)

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Final project (LVG601L)

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

Music Education methods in praxis (LVG024G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Play based methods in music education (LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

The garage band ensemble and computers (LVG022G)

Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.

Music Education methods in praxis (LVG405G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Singing and choral conducting (LVG016G)

Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.

Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.

The art of creating music (LVG009G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Educational research (KME501G)

The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Music in terms of history (LVG104M)

The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.

Practical accompaniment in music education (LVG103M)

During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.

Music education in groups -Theories and practical methods (LVG009M)

The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.

Music and the brain (LVG102M)

The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.

Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.

Design as a Source for Creativity (LVG104G)

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

Pedagogy of design and crafts (LVG206G)

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

Icelandic in the classroom II (ÍET204G)

Pedagogy of Compulsory School (KME206G)

The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterizes effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and team teaching by teachers will be discussed, but also the relationship between homes and schools and the participation of parents in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating his experience.

Icelandic in the classroom I (ÍET103G)

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

Mathematics II (SNU204G)

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

Mathematics I (SNU101G)

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

Introduction to Learning and Instruction (KME102G)

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

Teaching Design and Craft II (LVG014G, LVG015G)

Aim: To prepare students for their teacher training. 

General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions. 

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Green Woodwork and Whittling (LVG014G, LVG015G)

The aim is to teach students how local woods can be used as a basis for craft and other school activities. 

The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students. 

Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.

Silversmithing (LVG306G, LVG601G, LVG203G)

Aim: To learn traditional methods in silversmithing. 

General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. 

Course Content:

1. Students learn to use hand tools for silversmith
2. Students learn to organise a classroom for silversmith
3. Students learn to methods for making jewelleries and applied artefacts from silver, copper, and brass. 

Working Methods: Craft activities and lectures. 

Support material: Websites and photocopies from the teacher

Designing and making from glass (LVG306G, LVG601G, LVG203G)

This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.

Support material: Websites and photocopies from the teacher.

Introduction to Design and Craft (LVG306G, LVG601G, LVG203G)

This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.

Support material: Websites and photocopies from the teacher.

Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.

Teaching Design and Craft I (LVG007G, LVG501G)

Aim: To prepare students for their teacher training. 

General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions. 

Support material: Websites and photocopies from the teacher. 

Method(s) of work: Lectures and craft.

Toy Design (LVG007G, LVG501G)

Aim: To learn to design and make toys in a pedagogical context. 

General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age. 

Ways of working: Teaching methods are based on lectures and practical work. 

Support material: Websites and photocopies from the teacher.

Arts I: Drama, fine art, music (LVG105G, LVG207G)

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Arts II: Drama, fine art, music (LVG105G, LVG207G)

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

The pedagogy of craft (textile) and Field Practice (LVG013G)

The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.

Fashion design (LVG004G)

Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

The pedagogy of craft (textile) and Field Practice (LVG005G)

The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.

Textiledesign (LVG012G)

Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Textile methods (LVG021G)

Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.

Creativity and innovation in textiles (LVG001G)

Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.

Danish as a foreign language (ÍET201G, ÍET501G)

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

Daily language and expression in Danish (ÍET201G, ÍET501G)

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

Introduction to English language teaching (ÍET202G, ÍET402G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Teaching English to young learners (ÍET202G, ÍET402G)

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

Icelandic as a school subject I (ÍET104G, ÍET205G)

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

Icelandic as a school subject II (ÍET104G, ÍET205G)

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Teaching and learning science in the local environment (SNU103G, SNU205G)

 The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.

The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.

Teaching and learning science in school settings (SNU103G, SNU205G)

The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined.  Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. 

The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.

Algebra and Geometry (SNU102G, SNU207G)

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

Mathematics in Compulsory School (SNU102G, SNU207G)

The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.

Information technology in teaching and learning (SNU104G, SNU206G)

Technology and innovation in the classroom of new times (SNU104G, SNU206G)

Introduction to the teaching of social sciences (SFG101G, SFG201G)

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Views of life and education (SFG101G, SFG201G)

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

Integration and creative approach in teaching (GKY102G, GKY202G)

The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

Creative mathematics learning (GKY102G, GKY202G)

The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.

Curriculum and Assessment (KME402G)

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

Psychology of Development and Learning (KME301G)

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Final project (LVG601L)

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

Textile methods (LVG021G)

Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.

Creativity and innovation in textiles (LVG001G)

Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.

Fashion design (LVG004G)

Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

The pedagogy of craft (textile) and Field Practice (LVG005G)

The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.

The pedagogy of craft (textile) and Field Practice (LVG013G)

The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.

Textiledesign (LVG012G)

Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports  are made on the results of the course with a connection to pedagogical emphases and teaching assignments.

Educational research (KME501G)

The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Fashion and product design (LVG501M)

Emphasis is placed on pattern construction and sewing techniques in connection with the design of clothing and textile products. Students use themes and research as sources of new ideas and innovation. Students work according to design methods that involve researching, experimenting and planning the processing of a product. Students complete projects in idea and design folders. Reports are made of the results of the course in context with pedagogical aspects and the value of fashion and textile design in further education and working life.

Creative textile recycling (LVG106M)

Designhistory - fashion, textiles and furniture (LVG008M)

Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.

Design history (LVG005M)

Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.

Arts II: Drama, fine art, music (LVG207G)

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Arts I: Drama, fine art, music (LVG105G)

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Icelandic in the classroom II (ÍET204G)

Pedagogy of Compulsory School (KME206G)

The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterizes effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and team teaching by teachers will be discussed, but also the relationship between homes and schools and the participation of parents in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating his experience.

Icelandic in the classroom I (ÍET103G)

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

Academic writing and critical reading (ÍET102G)

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source. 

Mathematics II (SNU204G)

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

Mathematics I (SNU101G)

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

Introduction to Learning and Instruction (KME102G)

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

The art of creating music (LVG009G, LVG405G)

The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.

Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.

Methods: Hands-on work shops in composition, improvisation and team projects.

Music Education methods in praxis (LVG009G, LVG405G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Drama teacher (LVG406G, LVG407G)

Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.

The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.

Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.

Drama teacher, implementation and theory (LVG406G, LVG407G)

Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama  teacher needs to use in his teaching.

Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.

The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.

Drama for everyone, learning through drama education (LVG305G, LVG408G)

During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.

Drama for everyone, implementation and theory, learning through drama education (LVG305G, LVG408G)

Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.

Singing and choral conducting (LVG016G, LVG024G)

Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.

Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.

Music Education methods in praxis (LVG016G, LVG024G)

The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.

Drama, stories and narration (LVG308G, LVG008G)

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.

From an idea to a performance (LVG308G, LVG008G)

The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.

Design as a Source for Creativity (LVG104G, LVG206G)

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

Pedagogy of design and crafts (LVG104G, LVG206G)

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

Painting and drawing (LVG404G)

The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.

Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.

The painting is emphasis on the different methods of handling color and composition (explained in the course).

The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).

Icelandic Art History, Museums and Education (LVG302G)

Course Outline:

1. Introduction to Art History.
2. Methods of interpretation
3. The development of Icelandic Art History and how it relates to international History of Art.

Course Format: Lectures, seminars and visits to local art museums.

Art, nature and society (LVG020G)

This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.

Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.

Visual Arts (LVG403G)

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

Teaching Art in elementary schools I (LVG018G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Teaching Art in elementary schools II (LVG010G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

The garage band ensemble and computers (LVG022G, LVG304G)

Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.

Play based methods in music education (LVG022G, LVG304G)

The course teaches methods that use play to promote proficiency in music. Play based methods that  enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.

Danish as a foreign language (ÍET201G, ÍET501G)

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

Daily language and expression in Danish (ÍET201G, ÍET501G)

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

Introduction to English language teaching (ÍET202G, ÍET402G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

Teaching English to young learners (ÍET202G, ÍET402G)

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.

Icelandic as a school subject I (ÍET104G, ÍET205G)

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

Icelandic as a school subject II (ÍET104G, ÍET205G)

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Teaching and learning science in the local environment (SNU103G, SNU205G)

 The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.

The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.

Teaching and learning science in school settings (SNU103G, SNU205G)

The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined.  Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. 

The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.

Algebra and Geometry (SNU102G, SNU207G)

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

Mathematics in Compulsory School (SNU102G, SNU207G)

The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.

Information technology in teaching and learning (SNU104G, SNU206G)

Technology and innovation in the classroom of new times (SNU104G, SNU206G)

Introduction to the teaching of social sciences (SFG101G, SFG201G)

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Views of life and education (SFG101G, SFG201G)

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

Integration and creative approach in teaching (GKY102G, GKY202G)

The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

Creative mathematics learning (GKY102G, GKY202G)

The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.

Curriculum and Assessment (KME402G)

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

Psychology of Development and Learning (KME301G)

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.

Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.

Final project (LVG601L)

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

Painting and drawing (LVG404G)

The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.

Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.

The painting is emphasis on the different methods of handling color and composition (explained in the course).

The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).

Icelandic Art History, Museums and Education (LVG302G)

Course Outline:

1. Introduction to Art History.
2. Methods of interpretation
3. The development of Icelandic Art History and how it relates to international History of Art.

Course Format: Lectures, seminars and visits to local art museums.

Teaching Art in elementary schools I (LVG018G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Teaching Art in elementary schools II (LVG010G)

Aim: To prepare students for their teacher training.

General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.

Support material: Websites and photocopies from the teacher.

Method(s) of work: Lectures and craft.

Visual Arts (LVG403G)

Two dimensional form 2-D

Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.

Nature will be a primary source through the course.

Photography will be used for documentation.

Field trips and visits to art exhibitions and lectures on art will be held.

This course emphazises on knowledge necessary to work with visual arts in education.

Students are to hand in a portfolio towards a final grade.

Art, nature and society (LVG020G)

This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.

Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.

Educational research (KME501G)

The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

Working with clay through art process (LVG003M)

The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.

In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.

In the second part of the course students choose their thesis in clay as they do a research and work quite independently.

Students should be  active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.

Lectures, demonstrations, practical work, field trips, discussions and registry.

Ideas and evolvement (LVG101M)

The goal:

After this course the student should:

• have added to his or her knowledge and be able to demonstrate and show his or her understanding of the discipline in question within art and vocational training subjects.
• be able to set forth goals, be able to do work schedule and to follow it.
• be able independently and organize the topics with emphasis on fertile and creative thinking and well thought out methods.
• have gained an understanding of and use the most common methods within creative arts research.
• -have trained in critical discussion about their own works and the works of others, dedicate themselves to open-mindedness and creativity that can utilize in both their own studies and in their job and gain proficiency in the presentation of their own works and be able to argue their own conclusions.

Topic:
Common topic.

Methods and theories within idea development and innovation, their development and use will be introduced.

Individual work – seminar.

Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.

A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.

Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.

"To relate to time" (LVG206M)

This course explores the potential and constraints of instructional design and digital media in educational contexts.  Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.