Table of contents

The course is connected to the following study programs

Teaching language

Norwegian

Learning outcomes

Upon completion of the course the student shall have acquired

Knowledge

  • Knowledge about the history and characteristics of didactics of history
  • Knowledge about History in the National Curriculum and other subject legal documents
  • Knowledge about pupils abilities for learning in history and their interests and attitudes towards the subject

Skills

  • Ability to legitimize and give reasons for History as a school subject
  • Ability to analyze and reflect on issues related to the didactics of History
  • Ability to use and give reasons for varied work methods
  • Ability to utilize and evaluate various learning tools
  • Ability to plan, conduct, adjust and evaluate History teaching

 General competence

  • Ability to discuss and convey academic and didactical issues.

Contents

The course is one part of the advanced education level 8-13 Vocational subject, which consists of didactics in two subjects, pedagogy and practice.

The course in History didactics is subdivided into three main areas:

The education's position in society and the subject's place in education deals with the distinctiveness of the subject of History, its development and legitimisation as a school subject, the National Curriculum and other official documents. Central here is also analysis and critical reflection of didactical problems and issues.

Pupil knowledge and the role of the teacher focus on the role of the History teacher, youth culture and the diversity of the pupils' abilities. Practical-pedagogical skills in classroom management, communication and good learning environments are also central.

Teaching and learning treats didactic theories, work methods, learning strategies and teaching materials. Basic skills and interdisciplinary work will also be dealt with. Based on the students' knowledge of history and insight into the subject's didactics, the course will furthermore focus on didactic reflection and practical rehearsal in the form of planning, implementation, adjustment and assessment of the teaching of History in lower secondary school.

Teaching and learning methods

Teaching will consist of a variety of work forms and will take the form of lectures, practice and supervision, excursions, conversation, reflection, interviews, presentations, preparation of teaching and other practical exercises. Practical testing of various forms of activities relating to History and the role of the teacher will be central.
Apart from the teaching, students are expected to do work, both individually and in groups. A significant part of the students' learning and maturation will occur through such practice.
As the course is part of the advanced education level 8-13, students' actual participation in practical assignments that are part of the teaching is required and mandatory.
Students taking History as subject 2 (one-year course) will submit an interdisciplinary assignment in pedagogy and didactics.
Students taking History as subject 1 (master's level) will submit one written assignment related to their practice
The students will have six weeks of practice.
The workload is estimated to about 200 hours.

Examination requirements

Approved mandatory attendance (80%)
Students taking History as subject 2 (one-year module): Passed interdisciplinary assignment in pedagogy and didactics
Students taking History as subject 1 (master's level): Passed written assignment.
Completed and passed practice.

Examinations

4-hour written examination

Student evaluation

The person responsible for the course, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.
Last updated from FS (Felles studentsystem) Oct. 15, 2026 7:27:43 AM