The course is intended for students enrolling in graduate programmes in the Faculty of Health Promotion, Sport and Leisure Studies. Important concepts and theories within the respective disciplines will be addressed. The course will focus on how different factors, such as health behaviour and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be addressed. Emphasis will be on critical evaluation and a creative approach to subjects closely related to the student‘s future field of work. Students get to train in cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the opportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalised study plan for the course of the following study year(s).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

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 main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

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.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The main goal of this course is for students to acquire a solid understanding of children's language development from infancy through adolescence, along with the fundamental influencing factors. The main emphasis is on increasing students’ proficiency in providing children with high-quality language intervention as a foundation for education and reading. Further, the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on the students getting to know Icelandic and international research in the field, and what teachers can learn from the research results on what experience, education, communication, and intervention, both at home and in school, provide the best practice for good language development

Central topics of the course: Development of language with a historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth: phonemic development, vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The primary disorders of language and speech include developmental language disorder (DLD), speech-sound disorder, and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching, whose central aim is to support and provide children with opportunities to develop their language skills to become active language users.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and its 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 requirements 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 attitudes 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 of 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 acquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during competition 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.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. 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 character education, experiments in living and mindfulness.

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 four assignments.

In the course, there will be an emphasis on the development of primary children's learning, learning materials, and planning. Emphasis will be on reading research on the teaching and learning of primary children in school subjects, as well as on the social aspects of education. The focus will be on integrating subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching reading in the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, and reading/listening comprehension, along with writing, at the beginner and intermediate levels. Emphasis is placed on defining effective, evidence-based reading methods that best enhance students' skills in the above-mentioned sections, and these methods are evaluated in light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences on the development of reading, reading comprehension, and writing will be taken into account in the design of teaching, educational materials, the educational environment, and teachers and pedagogists.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

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 course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programme or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the opportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

The course is intended for students enrolling in graduate programmes in the Faculty of Health Promotion, Sport and Leisure Studies. Important concepts and theories within the respective disciplines will be addressed. The course will focus on how different factors, such as health behaviour and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be addressed. Emphasis will be on critical evaluation and a creative approach to subjects closely related to the student‘s future field of work. Students get to train in cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the opportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalised study plan for the course of the following study year(s).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

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 main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

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.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The main goal of this course is for students to acquire a solid understanding of children's language development from infancy through adolescence, along with the fundamental influencing factors. The main emphasis is on increasing students’ proficiency in providing children with high-quality language intervention as a foundation for education and reading. Further, the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on the students getting to know Icelandic and international research in the field, and what teachers can learn from the research results on what experience, education, communication, and intervention, both at home and in school, provide the best practice for good language development

Central topics of the course: Development of language with a historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth: phonemic development, vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The primary disorders of language and speech include developmental language disorder (DLD), speech-sound disorder, and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching, whose central aim is to support and provide children with opportunities to develop their language skills to become active language users.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and its 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 requirements 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 attitudes 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 of 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 acquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during competition 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.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. 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 character education, experiments in living and mindfulness.

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 four assignments.

In the course, there will be an emphasis on the development of primary children's learning, learning materials, and planning. Emphasis will be on reading research on the teaching and learning of primary children in school subjects, as well as on the social aspects of education. The focus will be on integrating subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching reading in the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, and reading/listening comprehension, along with writing, at the beginner and intermediate levels. Emphasis is placed on defining effective, evidence-based reading methods that best enhance students' skills in the above-mentioned sections, and these methods are evaluated in light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences on the development of reading, reading comprehension, and writing will be taken into account in the design of teaching, educational materials, the educational environment, and teachers and pedagogists.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

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 course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programme or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the opportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

The course is intended for students enrolling in graduate programmes in the Faculty of Health Promotion, Sport and Leisure Studies. Important concepts and theories within the respective disciplines will be addressed. The course will focus on how different factors, such as health behaviour and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be addressed. Emphasis will be on critical evaluation and a creative approach to subjects closely related to the student‘s future field of work. Students get to train in cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the opportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalised study plan for the course of the following study year(s).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

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 main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

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.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The main goal of this course is for students to acquire a solid understanding of children's language development from infancy through adolescence, along with the fundamental influencing factors. The main emphasis is on increasing students’ proficiency in providing children with high-quality language intervention as a foundation for education and reading. Further, the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on the students getting to know Icelandic and international research in the field, and what teachers can learn from the research results on what experience, education, communication, and intervention, both at home and in school, provide the best practice for good language development

Central topics of the course: Development of language with a historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth: phonemic development, vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The primary disorders of language and speech include developmental language disorder (DLD), speech-sound disorder, and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching, whose central aim is to support and provide children with opportunities to develop their language skills to become active language users.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

The role of nutrition in training and its 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 requirements 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 attitudes 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 of 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 acquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during competition 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.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. 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 character education, experiments in living and mindfulness.

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 four assignments.

In the course, there will be an emphasis on the development of primary children's learning, learning materials, and planning. Emphasis will be on reading research on the teaching and learning of primary children in school subjects, as well as on the social aspects of education. The focus will be on integrating subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching reading in the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, and reading/listening comprehension, along with writing, at the beginner and intermediate levels. Emphasis is placed on defining effective, evidence-based reading methods that best enhance students' skills in the above-mentioned sections, and these methods are evaluated in light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences on the development of reading, reading comprehension, and writing will be taken into account in the design of teaching, educational materials, the educational environment, and teachers and pedagogists.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

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 course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programme or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

Objective: Provide students with the opportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

In this course we will analyse particular philosophical and ethical dilemmas related to e.g. education, environment, welfare and spiritual healt. We will emphasize what characterizes philosophical/ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland and else where were the core of the conflict will be defined and underlying values will be drawn out.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.

The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland. 

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.

In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.

A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.

The syllabus will typically include:

• an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
• opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
• an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
• development of personal experience in adventurous activities used in an outdoor pedagogy;
• development of higher education research skills: reading, digital research, and exploration of local museums and archives.

This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum. 

Costs for students: ISK 15000

Work Methods:

The course is based on active students and participation. The course takes place August xx and xx the year 2027 and is based on teaching throughout the day.  Preparation day is June xx  at 16.30-18.

This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.

Learning Activities:

Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.

• Virtual and in house classes focusing on theoretical knowledge and group discussions.
• Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
• Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
• Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.

A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.

Direct costs related to field-trips and travel will be approximately ISK 16.000.

Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.

Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

The course is intended for students enrolling in graduate programmes in the Faculty of Health Promotion, Sport and Leisure Studies. Important concepts and theories within the respective disciplines will be addressed. The course will focus on how different factors, such as health behaviour and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be addressed. Emphasis will be on critical evaluation and a creative approach to subjects closely related to the student‘s future field of work. Students get to train in cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the opportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalised study plan for the course of the following study year(s).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

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 main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

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.

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.

 Students work on an academic project using a scientific approach and the reading of scholarly articles.

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 using scientific approach and reading scientific articles. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods as well as connecting the topic to the newest development in the scientific research, 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 and writing of an academic text.

Emphasis is placed on reading academic texts on cooking and baking and the underlying physics involved. In connection with the readings, students learn the main fundamental methods of cooking and baking and how these relate to the nutritional quality of food. Particular emphasis is placed on ensuring that students develop a thorough understanding of what constitutes a healthy diet.

Students prepare a variety of dishes related to the themes of the reading materials, as well as dishes considered representative of Icelandic cuisine in the twentieth century. For comparative purposes, traditional national dishes from various countries are also prepared.

The course covers the basic principles of general hygiene and microbiology. Students are expected to gain an understanding of the importance of healthy lifestyles and hygiene from both a personal perspective and from societal perspectives related to public health and economic well-being.

Students work on an academic project using a scientific approach and the reading of scholarly articles.

The course shall be taken concurrently with the course Food, Culture Health. The course aims to prepare students for practical training in home economics, with an emphasis on food culture and the environment in relation to pedagogical aspects and the learning and professional context of the subject in compulsory and upper secondary schools.

The objective is for students to be able to connect and justify the value and importance of health promotion and home economics for the future of individuals and society, through a scientific approach and reading of academic research articles. Students will become familiar with the diversity of teaching practices, terminology, and varied teaching methods, as well as with the reading of scholarly articles related to health promotion and home economics.

Students work on their own ideas for teaching projects in consultation with the course instructor and the practicum mentor in the field. They also consider the competence aims of home economics as outlined in the National Curriculum Guide and the school curriculum of the host school. The teaching projects are age-appropriate and linked to creativity, sustainability, and literacy, as well as other fundamental pillars of education.

Emphasis will be placed on training in the development of thematic projects on food culture and on integrating sustainability into home economics projects. Students keep a reflective journal related to the projects and the practicum component of the course and submit a report on the practicum component along with work on an academic project related to the practicum.

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.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

Emphasis is placed on reading academic texts on cooking and baking and the underlying physics involved. In connection with the readings, students learn the main fundamental methods of cooking and baking and how these relate to the nutritional quality of food. Particular emphasis is placed on ensuring that students develop a thorough understanding of what constitutes a healthy diet.

Students prepare a variety of dishes related to the themes of the reading materials, as well as dishes considered representative of Icelandic cuisine in the twentieth century. For comparative purposes, traditional national dishes from various countries are also prepared.

The course covers the basic principles of general hygiene and microbiology. Students are expected to gain an understanding of the importance of healthy lifestyles and hygiene from both a personal perspective and from societal perspectives related to public health and economic well-being.

Students work on an academic project using a scientific approach and the reading of scholarly articles.

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.

 Students work on an academic project using a scientific approach and the reading of scholarly articles.

During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programme or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The role of nutrition in training and its 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 requirements 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 attitudes 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 of nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.

The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience  from the field, with the subject of the course.

The emphasis of the course

Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.

The course focuses on achieving a balance between various types of study:

• Acquisition
• Discussion
• Investigation
• Collaboration
• Practice
• Product 

The setting of the course 

Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.

Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course. 

Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work. 

At the end of the course, students organize seminars related to the subject of the course.

Course Description:

The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.

Topics:

The course has six themes, with the first four being the main focus:

1. Strong Groups – Their characteristics and the role of professionals in building them.
2. Empathy – What research says and how we teach empathy.
3. Collaboration – What research says and how we teach collaboration.
4. Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
5. Social and Emotional Competence
6. Flourishing – Its interplay with the societal context to which children and youth belong.

Approach and Methodology:

The course emphasizes balancing various types of learning:

• Acquisition learning
• Discussions
• Investigation/research
• Collaboration
• Activity and practice
• Production

The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. 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 character education, experiments in living and mindfulness.

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 four assignments.

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

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 acquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during competition 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.