This course aims at ensure basic skills in research work and prepare students for their studies. Students gain insight in the basic skills of academic writing. Important issues in organizing essays and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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.

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.

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 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.

The course aims to introduce students to the main topics and basic concepts that they will deal with in the study, both related to health promotion and home economics. Also to prepare students for the first steps in on-site fieldwork. In project selection, students take into account the basic elements of education and home economics skills in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive basic training in the preparation of syllabi, become acquainted with various teaching methods, basic methods in the kitchen, making videos for teaching and making and setting up recipes.

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.

The basic principles and concepts of nutrition science will be explained. Their role, nutritional value, digestion, absorption and transport will be explored. Special emphasis is placed on macronutrients and energy metabolism, but selected vitamins, minerals and other nutrients will also be dealt with, based on the focus of national dietary guidelines.

The course is based on lectures and assignments, including assessement of students‘ own diet. By this, understanding of the subject can be increased and connected to everyday life and consumer behaviours.

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.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

Emphasis will be placed on the association of nutrition to health and the role of nutrition in the prevention of chronic diseases related to lifestyle. The interaction between nutrition and physical activity and nutrition requirements in training will also be considered. Students will also become acquainted with the role of vitamins, minerals and fluid balance. It is emphasized that students are trained to read and understand research in nutrition, how to collect and process information and how to interpret results in relation to other lifestyles and health.

This course is a continuation of the course Nutrition and Energy balance.

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

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

The goal of a final project for Bachelor's degree is that students work it satisfactorily and in accordance with the requirements for final projects at this stage of university studies.

Students work independently on their final project with advice from a guidance teacher. All students in the School of Education can choose from three types of projects.

1. Conventional research essay (academic essay) where data from academic sources is obtained. Research and theories are studied in the relevant discipline and evaluated.
2.  A research report based on data from existing data, for example, data from the Education Institute or data collected in previous studies.
3. Other projects, such as teaching and learning material of various kinds such as a website, a manual, an app, a textbook or a booklet. In such cases, it is necessary to follow the subject matter with a detailed statement outlining the objectives and aspirations, the subject being placed in a theoretical context, and the findings reported. The report is valid for at least 40% of the project as a whole. Two students can work together on such a final project with the consent of the supervisor if it is sufficiently extensive, but must write their own report each unless otherwise decided.

It is assumed that research projects a) and b) are individual projects. If a research project is chosen, it is generally assumed that students enter into projects that are in progress within the faculties.

Further instructions on the arrangements, procedures and finishing of the final project can be found in the manual for final projects in undergraduate studies on the page: https://ugla.hi.is/kerfi/view/page.php?sid=2941.

As a rule, the course is registered in the spring semester, but preparatory and organizational work and, as the case may be, research work begins in the autumn semester, as well as the choice of guidance teacher. In the spring semester, however, students independently work on the final project in consultation with their guidance teacher. Those students who submit a final project during the summer or fall semester will negotiate separately with the coordinator and the guidance teacher about the project return.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

The topic of the course is a distant perspective on World History. Themes include migration and its environmental impact, transmission of diseases and cultural exchange through migration. The course explores different ideas on the role of world history, and which subjects are worthy to be mentioned on its pages. Students gain experience in the design and development of assignments for students in grades 4 through 10 in Icelandic elementary schools.

All courses in social studies will be taught online during the fall of 2021.

Student's need to get a grade of 5,0 or higher for every assignment and exam to pass the course.

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.

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.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

Function of the human body and various organ systems. Structure and function of cells, transport across the cell membrane, cell communication and control. Homeostasis. Metabolism and ATP production. Function of hormones and the endocrine system, types of hormones, control of hormone secretion. Structure and function of the nervous system, nerve cells, action potentials and conduction of nerve impulses. The somatic nervous system, autonomic nervous system, sympathetic nervous system and parasympathetic nervous system. Seight, hearing and balance. Muscle contraction and muscle cells and types. Structure and function of the cardiovascular system, blood, regulation of blood flow and blood pressure. Pulmonary system structure and function, lung volumes, pulmonary diffusion and O2/CO2 exchange. Function of the kidneys.

The course consists of lectures, tests and projects

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course covers a selection of Icelandic literature from the start of settlement and to the end of the 19th century and examines the suitability of the texts for various stages of education. Students will familiarise themselves with school editions and resources on medieval literature, but will also look at the overall impression of the genre.
In addition the course will cover how literature became the cornerstone of the Icelandic national identity in the 19th century. The students will consider the ideology of 19th century literature along with the period‘s views on nature, history and connection to the present. The course will also cover the national poets of Iceland and their place in the cultural conscious.
There will be a special emphasis on the connection of literature to national culture. Icelandic culture is paralell to the culture of other European nations, and the connection between Iceland and the outside world in a rapidly developing western civilisation will be discussed. Various types of resources will be used, including film and other visual materials connected to major literary works. Instruction is in the form of lectures, assignments and creative work.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.

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Subjects:

• Children's literature as a literary field; characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children´s books as an important part of youth culture and common cultural awareness.
• Children´s books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children´s books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children´s books regarding multicultural issues.
• The relationship between children's literature with other forms of literature and art.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with communication skills and ethics. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include practical wisdom (phronesis), personal strengths and empathy.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit three assignments.

The main purpose of this course is conflict and conflict zones in the world with regard to opportunities and challenges which such topics provide in teaching. Participants will be introduced to ideas and issues of conflicts and relate these to geogarphical situations, history, culture and religion. Two or three areas will be selected for analysis. These could be Ireland and the Irish democacy, Israel and Palestine, Mexico, Myanmar, Nigeria and Turkey, together with areas that geogarphically can be difficult to define. The selection of topics will be made in consultance with participants which will, depending on circumstances, be related to Icelandic history and situation.

The course assignments will cover systematic search for information, suitable exposition of historical and geographical results and explanation of complex and delicate issues.

Final exam counts as 40%, but assignments and partial exams count as 60%. Participants have to attend 80% of classes. 
Further information is on CANVAS.

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.

The main purpose of this course is to analyse opportunities and challenges in a local community and local environment of choice, and in what way it can be used in school work.

The topic is one’s local community or a community of choice. Focus will be on the geography of Iceland; i.e. nature, economy, transport and land use in Iceland. Also, focus will be on regional bounding from the point of nature, history, economics and community development. Concepts concerning regions will be introduced, e.g. core area, periphery, constituency, municipality and parts of a country. Also, focus will be on population distribution, densely populated area, rural areas, and regional organisations in Iceland. Place-based education will be studied with special attention on the role of experience in learning. Also, emphasis will be on how to use controversial issues in teaching.

Working method: The course is organised in units focusing on one theme in each unit. Lectures will be prerecorden available online and readings will be accessible on Canvas (the online learning environment). Final exam counts for 40%, and assignments and shorter exam count for 60%. The course is taught in weekly classes online. Student are obliged to attend marked classes because there they have a certain role that cannot be fulfiled otherwise.

Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints. 

Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work. 

Assessment: Is based on evaluating students craft work and portfolios. 

The aims are to:

1. Train student in design,
2. Increase students’ handicraft knowledge and skill,
3. Train students in general woodwork, wood turning and wood carving.

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.

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.

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.

The course is about religion and religious education in a multicultural society. The students will get basic knowledge about the major religions of the world and how to prepare teaching and learning in religious education in the elementary school. They are also trained in discussing issues and questions about religion and view of life.

The content of the course is religion, religious experience, the search for meaning and the main concepts of religious studies. The value of religions for individuals and societies will be discussed and their impact on the shaping of identities, values and understanding of life. The major religions of the world will be explored, i.e. Judaism, Christianity, Islam, Hinduism, Buddhism, and some other religions and secular worldviews. Also the role of religion nowadays, new religious movements, multiculturalism and pluralism, prejudice and tolerance.

Teaching methods: Lectures, discussion groups, field study and papers on religion and teaching and learning in religious studies. The course is planned for both regular and distance students.

Aim: To practice green sustainable craft. 

General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Working Methods: Craft activities and lectures.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

Students work on independent projects in music and drama with teachers.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

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.

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.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

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.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few.  Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

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.

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.

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.

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

This course aims at ensure basic skills in research work and prepare students for their studies. Students gain insight in the basic skills of academic writing. Important issues in organizing essays and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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.

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.

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 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.

The course aims to introduce students to the main topics and basic concepts that they will deal with in the study, both related to health promotion and home economics. Also to prepare students for the first steps in on-site fieldwork. In project selection, students take into account the basic elements of education and home economics skills in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive basic training in the preparation of syllabi, become acquainted with various teaching methods, basic methods in the kitchen, making videos for teaching and making and setting up recipes.

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.

The basic principles and concepts of nutrition science will be explained. Their role, nutritional value, digestion, absorption and transport will be explored. Special emphasis is placed on macronutrients and energy metabolism, but selected vitamins, minerals and other nutrients will also be dealt with, based on the focus of national dietary guidelines.

The course is based on lectures and assignments, including assessement of students‘ own diet. By this, understanding of the subject can be increased and connected to everyday life and consumer behaviours.

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.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

Emphasis will be placed on the association of nutrition to health and the role of nutrition in the prevention of chronic diseases related to lifestyle. The interaction between nutrition and physical activity and nutrition requirements in training will also be considered. Students will also become acquainted with the role of vitamins, minerals and fluid balance. It is emphasized that students are trained to read and understand research in nutrition, how to collect and process information and how to interpret results in relation to other lifestyles and health.

This course is a continuation of the course Nutrition and Energy balance.

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

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

The goal of a final project for Bachelor's degree is that students work it satisfactorily and in accordance with the requirements for final projects at this stage of university studies.

Students work independently on their final project with advice from a guidance teacher. All students in the School of Education can choose from three types of projects.

1. Conventional research essay (academic essay) where data from academic sources is obtained. Research and theories are studied in the relevant discipline and evaluated.
2.  A research report based on data from existing data, for example, data from the Education Institute or data collected in previous studies.
3. Other projects, such as teaching and learning material of various kinds such as a website, a manual, an app, a textbook or a booklet. In such cases, it is necessary to follow the subject matter with a detailed statement outlining the objectives and aspirations, the subject being placed in a theoretical context, and the findings reported. The report is valid for at least 40% of the project as a whole. Two students can work together on such a final project with the consent of the supervisor if it is sufficiently extensive, but must write their own report each unless otherwise decided.

It is assumed that research projects a) and b) are individual projects. If a research project is chosen, it is generally assumed that students enter into projects that are in progress within the faculties.

Further instructions on the arrangements, procedures and finishing of the final project can be found in the manual for final projects in undergraduate studies on the page: https://ugla.hi.is/kerfi/view/page.php?sid=2941.

As a rule, the course is registered in the spring semester, but preparatory and organizational work and, as the case may be, research work begins in the autumn semester, as well as the choice of guidance teacher. In the spring semester, however, students independently work on the final project in consultation with their guidance teacher. Those students who submit a final project during the summer or fall semester will negotiate separately with the coordinator and the guidance teacher about the project return.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

The topic of the course is a distant perspective on World History. Themes include migration and its environmental impact, transmission of diseases and cultural exchange through migration. The course explores different ideas on the role of world history, and which subjects are worthy to be mentioned on its pages. Students gain experience in the design and development of assignments for students in grades 4 through 10 in Icelandic elementary schools.

All courses in social studies will be taught online during the fall of 2021.

Student's need to get a grade of 5,0 or higher for every assignment and exam to pass the course.

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.

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.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

Function of the human body and various organ systems. Structure and function of cells, transport across the cell membrane, cell communication and control. Homeostasis. Metabolism and ATP production. Function of hormones and the endocrine system, types of hormones, control of hormone secretion. Structure and function of the nervous system, nerve cells, action potentials and conduction of nerve impulses. The somatic nervous system, autonomic nervous system, sympathetic nervous system and parasympathetic nervous system. Seight, hearing and balance. Muscle contraction and muscle cells and types. Structure and function of the cardiovascular system, blood, regulation of blood flow and blood pressure. Pulmonary system structure and function, lung volumes, pulmonary diffusion and O2/CO2 exchange. Function of the kidneys.

The course consists of lectures, tests and projects

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course covers a selection of Icelandic literature from the start of settlement and to the end of the 19th century and examines the suitability of the texts for various stages of education. Students will familiarise themselves with school editions and resources on medieval literature, but will also look at the overall impression of the genre.
In addition the course will cover how literature became the cornerstone of the Icelandic national identity in the 19th century. The students will consider the ideology of 19th century literature along with the period‘s views on nature, history and connection to the present. The course will also cover the national poets of Iceland and their place in the cultural conscious.
There will be a special emphasis on the connection of literature to national culture. Icelandic culture is paralell to the culture of other European nations, and the connection between Iceland and the outside world in a rapidly developing western civilisation will be discussed. Various types of resources will be used, including film and other visual materials connected to major literary works. Instruction is in the form of lectures, assignments and creative work.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.

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Subjects:

• Children's literature as a literary field; characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children´s books as an important part of youth culture and common cultural awareness.
• Children´s books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children´s books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children´s books regarding multicultural issues.
• The relationship between children's literature with other forms of literature and art.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with communication skills and ethics. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include practical wisdom (phronesis), personal strengths and empathy.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit three assignments.

The main purpose of this course is conflict and conflict zones in the world with regard to opportunities and challenges which such topics provide in teaching. Participants will be introduced to ideas and issues of conflicts and relate these to geogarphical situations, history, culture and religion. Two or three areas will be selected for analysis. These could be Ireland and the Irish democacy, Israel and Palestine, Mexico, Myanmar, Nigeria and Turkey, together with areas that geogarphically can be difficult to define. The selection of topics will be made in consultance with participants which will, depending on circumstances, be related to Icelandic history and situation.

The course assignments will cover systematic search for information, suitable exposition of historical and geographical results and explanation of complex and delicate issues.

Final exam counts as 40%, but assignments and partial exams count as 60%. Participants have to attend 80% of classes. 
Further information is on CANVAS.

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.

The main purpose of this course is to analyse opportunities and challenges in a local community and local environment of choice, and in what way it can be used in school work.

The topic is one’s local community or a community of choice. Focus will be on the geography of Iceland; i.e. nature, economy, transport and land use in Iceland. Also, focus will be on regional bounding from the point of nature, history, economics and community development. Concepts concerning regions will be introduced, e.g. core area, periphery, constituency, municipality and parts of a country. Also, focus will be on population distribution, densely populated area, rural areas, and regional organisations in Iceland. Place-based education will be studied with special attention on the role of experience in learning. Also, emphasis will be on how to use controversial issues in teaching.

Working method: The course is organised in units focusing on one theme in each unit. Lectures will be prerecorden available online and readings will be accessible on Canvas (the online learning environment). Final exam counts for 40%, and assignments and shorter exam count for 60%. The course is taught in weekly classes online. Student are obliged to attend marked classes because there they have a certain role that cannot be fulfiled otherwise.

Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints. 

Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work. 

Assessment: Is based on evaluating students craft work and portfolios. 

The aims are to:

1. Train student in design,
2. Increase students’ handicraft knowledge and skill,
3. Train students in general woodwork, wood turning and wood carving.

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.

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.

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.

The course is about religion and religious education in a multicultural society. The students will get basic knowledge about the major religions of the world and how to prepare teaching and learning in religious education in the elementary school. They are also trained in discussing issues and questions about religion and view of life.

The content of the course is religion, religious experience, the search for meaning and the main concepts of religious studies. The value of religions for individuals and societies will be discussed and their impact on the shaping of identities, values and understanding of life. The major religions of the world will be explored, i.e. Judaism, Christianity, Islam, Hinduism, Buddhism, and some other religions and secular worldviews. Also the role of religion nowadays, new religious movements, multiculturalism and pluralism, prejudice and tolerance.

Teaching methods: Lectures, discussion groups, field study and papers on religion and teaching and learning in religious studies. The course is planned for both regular and distance students.

Aim: To practice green sustainable craft. 

General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Working Methods: Craft activities and lectures.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

Students work on independent projects in music and drama with teachers.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

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.

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.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

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.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few.  Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

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.

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.

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.

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

This course aims at ensure basic skills in research work and prepare students for their studies. Students gain insight in the basic skills of academic writing. Important issues in organizing essays and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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.

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.

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 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.

The course aims to introduce students to the main topics and basic concepts that they will deal with in the study, both related to health promotion and home economics. Also to prepare students for the first steps in on-site fieldwork. In project selection, students take into account the basic elements of education and home economics skills in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive basic training in the preparation of syllabi, become acquainted with various teaching methods, basic methods in the kitchen, making videos for teaching and making and setting up recipes.

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.

The basic principles and concepts of nutrition science will be explained. Their role, nutritional value, digestion, absorption and transport will be explored. Special emphasis is placed on macronutrients and energy metabolism, but selected vitamins, minerals and other nutrients will also be dealt with, based on the focus of national dietary guidelines.

The course is based on lectures and assignments, including assessement of students‘ own diet. By this, understanding of the subject can be increased and connected to everyday life and consumer behaviours.

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.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

Emphasis will be placed on the association of nutrition to health and the role of nutrition in the prevention of chronic diseases related to lifestyle. The interaction between nutrition and physical activity and nutrition requirements in training will also be considered. Students will also become acquainted with the role of vitamins, minerals and fluid balance. It is emphasized that students are trained to read and understand research in nutrition, how to collect and process information and how to interpret results in relation to other lifestyles and health.

This course is a continuation of the course Nutrition and Energy balance.

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

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.

Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.

Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5,0 is needed in each project and exam.

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

In this research methodology course the focus is on how to conduct research with qualitative and quantitative methods.  Ethical issues in science will also be discussed.

Common research designs and methods for data collection and analysis will be introduced for both qualitative and quantitative purposes and students will focus on research related to their studies.

In the quantitative part of the course the focus is on variables, descriptive statistics including presentation of results in texts, tables and pictures. The qualitative part of the course will cover methods of data collection, analysis and interpretation. Students will be given assignments focusing on these above mentioned issues.

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

The goal of a final project for Bachelor's degree is that students work it satisfactorily and in accordance with the requirements for final projects at this stage of university studies.

Students work independently on their final project with advice from a guidance teacher. All students in the School of Education can choose from three types of projects.

1. Conventional research essay (academic essay) where data from academic sources is obtained. Research and theories are studied in the relevant discipline and evaluated.
2.  A research report based on data from existing data, for example, data from the Education Institute or data collected in previous studies.
3. Other projects, such as teaching and learning material of various kinds such as a website, a manual, an app, a textbook or a booklet. In such cases, it is necessary to follow the subject matter with a detailed statement outlining the objectives and aspirations, the subject being placed in a theoretical context, and the findings reported. The report is valid for at least 40% of the project as a whole. Two students can work together on such a final project with the consent of the supervisor if it is sufficiently extensive, but must write their own report each unless otherwise decided.

It is assumed that research projects a) and b) are individual projects. If a research project is chosen, it is generally assumed that students enter into projects that are in progress within the faculties.

Further instructions on the arrangements, procedures and finishing of the final project can be found in the manual for final projects in undergraduate studies on the page: https://ugla.hi.is/kerfi/view/page.php?sid=2941.

As a rule, the course is registered in the spring semester, but preparatory and organizational work and, as the case may be, research work begins in the autumn semester, as well as the choice of guidance teacher. In the spring semester, however, students independently work on the final project in consultation with their guidance teacher. Those students who submit a final project during the summer or fall semester will negotiate separately with the coordinator and the guidance teacher about the project return.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

The topic of the course is a distant perspective on World History. Themes include migration and its environmental impact, transmission of diseases and cultural exchange through migration. The course explores different ideas on the role of world history, and which subjects are worthy to be mentioned on its pages. Students gain experience in the design and development of assignments for students in grades 4 through 10 in Icelandic elementary schools.

All courses in social studies will be taught online during the fall of 2021.

Student's need to get a grade of 5,0 or higher for every assignment and exam to pass the course.

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.

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.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

Function of the human body and various organ systems. Structure and function of cells, transport across the cell membrane, cell communication and control. Homeostasis. Metabolism and ATP production. Function of hormones and the endocrine system, types of hormones, control of hormone secretion. Structure and function of the nervous system, nerve cells, action potentials and conduction of nerve impulses. The somatic nervous system, autonomic nervous system, sympathetic nervous system and parasympathetic nervous system. Seight, hearing and balance. Muscle contraction and muscle cells and types. Structure and function of the cardiovascular system, blood, regulation of blood flow and blood pressure. Pulmonary system structure and function, lung volumes, pulmonary diffusion and O2/CO2 exchange. Function of the kidneys.

The course consists of lectures, tests and projects

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course covers a selection of Icelandic literature from the start of settlement and to the end of the 19th century and examines the suitability of the texts for various stages of education. Students will familiarise themselves with school editions and resources on medieval literature, but will also look at the overall impression of the genre.
In addition the course will cover how literature became the cornerstone of the Icelandic national identity in the 19th century. The students will consider the ideology of 19th century literature along with the period‘s views on nature, history and connection to the present. The course will also cover the national poets of Iceland and their place in the cultural conscious.
There will be a special emphasis on the connection of literature to national culture. Icelandic culture is paralell to the culture of other European nations, and the connection between Iceland and the outside world in a rapidly developing western civilisation will be discussed. Various types of resources will be used, including film and other visual materials connected to major literary works. Instruction is in the form of lectures, assignments and creative work.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.

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Subjects:

• Children's literature as a literary field; characteristics and literary concepts.
• Cultural and artistic assessment of a variety of children's books with special emphasis on recent books and selected themes.
• Children´s books as an important part of youth culture and common cultural awareness.
• Children´s books as a foundation for experience, creation, expression and communication.
• The value of literature in children's education.
• Children´s books in elementary school: reading for pleasure, reading and literacy, writing and written expression, life skills and ethics.
• Children´s books regarding multicultural issues.
• The relationship between children's literature with other forms of literature and art.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with communication skills and ethics. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include practical wisdom (phronesis), personal strengths and empathy.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit three assignments.

The main purpose of this course is conflict and conflict zones in the world with regard to opportunities and challenges which such topics provide in teaching. Participants will be introduced to ideas and issues of conflicts and relate these to geogarphical situations, history, culture and religion. Two or three areas will be selected for analysis. These could be Ireland and the Irish democacy, Israel and Palestine, Mexico, Myanmar, Nigeria and Turkey, together with areas that geogarphically can be difficult to define. The selection of topics will be made in consultance with participants which will, depending on circumstances, be related to Icelandic history and situation.

The course assignments will cover systematic search for information, suitable exposition of historical and geographical results and explanation of complex and delicate issues.

Final exam counts as 40%, but assignments and partial exams count as 60%. Participants have to attend 80% of classes. 
Further information is on CANVAS.

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.

The main purpose of this course is to analyse opportunities and challenges in a local community and local environment of choice, and in what way it can be used in school work.

The topic is one’s local community or a community of choice. Focus will be on the geography of Iceland; i.e. nature, economy, transport and land use in Iceland. Also, focus will be on regional bounding from the point of nature, history, economics and community development. Concepts concerning regions will be introduced, e.g. core area, periphery, constituency, municipality and parts of a country. Also, focus will be on population distribution, densely populated area, rural areas, and regional organisations in Iceland. Place-based education will be studied with special attention on the role of experience in learning. Also, emphasis will be on how to use controversial issues in teaching.

Working method: The course is organised in units focusing on one theme in each unit. Lectures will be prerecorden available online and readings will be accessible on Canvas (the online learning environment). Final exam counts for 40%, and assignments and shorter exam count for 60%. The course is taught in weekly classes online. Student are obliged to attend marked classes because there they have a certain role that cannot be fulfiled otherwise.

Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints. 

Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work. 

Assessment: Is based on evaluating students craft work and portfolios. 

The aims are to:

1. Train student in design,
2. Increase students’ handicraft knowledge and skill,
3. Train students in general woodwork, wood turning and wood carving.

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.

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.

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.

The course is about religion and religious education in a multicultural society. The students will get basic knowledge about the major religions of the world and how to prepare teaching and learning in religious education in the elementary school. They are also trained in discussing issues and questions about religion and view of life.

The content of the course is religion, religious experience, the search for meaning and the main concepts of religious studies. The value of religions for individuals and societies will be discussed and their impact on the shaping of identities, values and understanding of life. The major religions of the world will be explored, i.e. Judaism, Christianity, Islam, Hinduism, Buddhism, and some other religions and secular worldviews. Also the role of religion nowadays, new religious movements, multiculturalism and pluralism, prejudice and tolerance.

Teaching methods: Lectures, discussion groups, field study and papers on religion and teaching and learning in religious studies. The course is planned for both regular and distance students.

Aim: To practice green sustainable craft. 

General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Working Methods: Craft activities and lectures.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

Students work on independent projects in music and drama with teachers.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

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.

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.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.

This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.

Students do a journal and submit a final report on their experience.

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.

The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few.  Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools. 

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.

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.

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.

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

This course aims at ensure basic skills in research work and prepare students for their studies. Students gain insight in the basic skills of academic writing. Important issues in organizing essays and reports will be discussed. Emphasis will be placed on training students in writing professionally, using proper language. Students will for example turn in an assignment where they practice finding references with search engines, use them and report them correctly.

The course evaluation is built on weekly assignments and a short written essay is submitted at the end of the course.

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.

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.

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 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.

The course aims to introduce students to the main topics and basic concepts that they will deal with in the study, both related to health promotion and home economics. Also to prepare students for the first steps in on-site fieldwork. In project selection, students take into account the basic elements of education and home economics skills in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive basic training in the preparation of syllabi, become acquainted with various teaching methods, basic methods in the kitchen, making videos for teaching and making and setting up recipes.

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.

The basic principles and concepts of nutrition science will be explained. Their role, nutritional value, digestion, absorption and transport will be explored. Special emphasis is placed on macronutrients and energy metabolism, but selected vitamins, minerals and other nutrients will also be dealt with, based on the focus of national dietary guidelines.

The course is based on lectures and assignments, including assessement of students‘ own diet. By this, understanding of the subject can be increased and connected to everyday life and consumer behaviours.

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.

The course focuses on the basics of ecology, i.e. ecosystems, energy flow, nutrients cycling, communities of organisms, interaction between species, population dynamics and succession in ecosystems. The values of biodiversity for live on earth and sustainability will be discussed. The main features of Icelandic terrestrial ecosystems will be discussed.

Human impact on nature and the environment will be discussed, involving the main global and local environmental problems. We will explore good teaching practices in environmentaleducation in connection to ecology and pupils action competence towards sustainable development.

In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.

The Flexitarian Diet course aims to introduce students to how food choices affect human and earth health. It is important to keep in mind that what we eat affects not only our own health but also our earth's health. With human and earth health in mind, our diet includes more vegetables, fruits, nuts, beans, and whole grains than a more traditional diet. The course will cover the basics of flexitarian diet and how we can change food choices for the benefit of ourselves and the planet. By changing food choices, it would be possible to reduce the risk of various diseases, produce enough food for everyone and reduce greenhouse gas emissions.

The subject of the course is the human lifespan and the changes that occur in cognition, motor skills and social relations. Major theories in the field will be introduced, concerning nature, nurture, emotions, self and morality.

Age-specific phases in development will be covered looking at physical, intellectual, social and emotional factors, linking it to the fields which the students will most likely work in the future. As our students will take on diverse responsibilities in their profession, emphasis will be placed on the role of genetics, lifestyle, parenting and social situation on individual development.

Teaching will be done through lectures, visual and audio recordings on CANVAS, and in discussion groups. Assignments are aimed at helping students to make a connection between their field of interest, research and theory.

Emphasis will be placed on ways to get individuals to change their attitudes and behaviour to align them with better mental and physical health.

This course is about moral philosophy with emphasis on consequentialist and deontological theories, human rights and ethical concepts, e.g. autonomy, welfare, right to privacy, and human dignity. It also deals with the relationship between ethics and professionalism.

Special emphasis is on relating the theoretical knowledge with issues and dilemmas in the work of professionals who work with diverse groups in the society

The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.

The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.

Main topics:

Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.

Emphasis will be placed on the association of nutrition to health and the role of nutrition in the prevention of chronic diseases related to lifestyle. The interaction between nutrition and physical activity and nutrition requirements in training will also be considered. Students will also become acquainted with the role of vitamins, minerals and fluid balance. It is emphasized that students are trained to read and understand research in nutrition, how to collect and process information and how to interpret results in relation to other lifestyles and health.

This course is a continuation of the course Nutrition and Energy balance.

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