Study plan

Primary teacher education grades 1-7 (Master 5 years)

Choose study year

Programme description

The programme is organized in a flexible model in which teaching and learning occurs in many learning arenas. Participation is mandatory; there will be 6-8 weeks per year of intensive seminars held on campus. Between meetings, learning arenas such as web meetings, study groups, seminar groups, praxis or discussion forums will take place. It is assumed that students will participate actively both in and between meetings, and take responsibility not only for their own learning, but also within the group context. The programme aims to create a challenging and constructive learning environment, where students meet exciting challenges, with the aim of becoming good teachers with high aspirations for their students. We require that all students attain a basic police clearance.

Praxis is conducted in select praxis schools that work in partnership with University of Nordland, preferably in Nordland County.


For Primary School Teacher Education ¿ 5-year master (grades 1-7) obligatory subjects include didactics and teacher education (60 ECTS credit points), mathematics (30 ECTS credit points) and Norwegian (30 ECTS study points). The rest of the degree subjects add up to 180 ECTS credit points, chosen according to the following criteria:

The programme must include at least four school subjects. At least one of these subjects will be taken for 60 ECTS credit points, and the other subjects for a minimum of 30 ECTS credit points.

Alternative 1 (30 ECTS credit points): Norwegian 2 or Mathematics 2.

English 2, Natural Sciences 2, Music 2 (from 2016).

Alternative 2 (30 ECTS credit points): English 1, Natural Sciences 1 or Music 1.

Praxis is mandatory and must be supervised, reviewed and varied throughout the programme. Praxis is described in detail in the course plan for praxis.

A mandatory bachelor thesis is submitted during the third year. Some of the work attached to this task, as well as an introduction to scientific method and theory, comprises 15 ECTS credit points of the 60-credit obligatory course in didactics and teacher education. The bachelor thesis represents independent and research-based written work that is related to school activities, and is described separately and in detail in the course plan and relevant literature for the bachelor thesis for Elementary Teacher Education.

In the fourth year, the available modules include Adapted Learning in addition to elective advanced studies in Norwegian didactics, mathematics didactics, general didactics or opportunity and growth (special pedagogy). One must also choose between Religion and Ethics or Arts and Crafts.

The fifth study year consists of research methodology and theory in addition to the master¿s thesis. These are carefully described in the course plan for each subject.

Study model

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Learning outcomes

The learning outcomes for the five-year primary teacher education are formulated on the basis of the national qualifications framework and the European Qualifications Framework. Upon completion of the study programme, the learning outcomes gained are defined as knowledge, skills and general knowledge. The different areas of expertise are reflected in the subject plans for the subjects of education, and the learning outcomes should be considered together with the subjects' content and methods aimed at 1st - 7th grades. The program will provide solid scientific and didactic knowledge in the subjects included in the education, as well as knowledge of the subjects as both school subjects and research subjects.


The candidate

  • has solid academic and didactic knowledge of the subjects involved in education and the subjects' knowledge-based foundation
  • has advanced knowledge in the disciplines and specialised knowledge in a defined area.
  • has a thorough knowledge of the subjects of scientific or artistic theory and methods
  • can apply knowledge in new areas within the disciplines
  • can analyse scientific problems based on the subjects of history, traditions, originality and their place in society
  • has thorough knowledge of child and adolescent learning, development and education in different social, multicultural and multilingual contexts
  • has knowledge of methodological approaches
  • has knowledge of national and international research and developments relevant to the teaching profession


The candidate

  • can independently and in collaboration with others plan, implement and reflect on teaching in and across disciplines, based on research- and experience-based knowledge
  • can analyse existing theories, methods and interpretations in the fields and work independently with practical and theoretical problem solving
  • can use appropriate research methods academic and / or artistic research in an independent manner
  • can evaluate and use relevant research results and even undertake systematic development
  • can analyse and think critically about information sources and apply these in order to structure and formulate scientific reasoning
  • can conduct independent, limited research or development projects under supervision and in accordance with applicable ethical standards
  • can evaluate and develop their own practice, and through this contribute to growth and development, both academically, didactically and organizationally
  • can reflect critically on their own specialisation at the master¿s level


The Candidate

  • can identify his or her own learning and skills in relation to the teaching profession, and possess the expertise needed to adapt to the needs of schools as they change in the future
  • can analyse relevant academic, vocational and ethical issues
  • can apply knowledge and skills in new areas to carry out advanced tasks and projects
  • can undertake extensive independent study and within this express ideas about the subject of study in a skilful and expressive manner
  • can communicate about issues, analyses and conclusions in the field, both to specialists and to the general public

can contribute to innovation and growth processes

Admission requirements

Job opportunities

You qualify for work as a teacher for primary school grades 1-7

Further education

After completing master's degree and having gained at least two years of relevant work experience, you can apply for admission to the PhD in studies of professional practice.

Study abroad

The sixth semester of the degree is an international semester, in which students are encouraged to take a semester at one of our partner institutions overseas. More information will be provided during the study.


Some costs are linked to individual subjects. Please see the individual course descriptions for the various disciplines.

Specific arrangements for recognition of prior learning

It is not possible to apply for admission to this programme on the basis of prior knowledge.

Examination regulations, assessment and grading

The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".Refer to applicable legislation, rules and regulations

Assessment methods

Various forms of evaluation are used in the study (please see the course plans). This is to ensure quality in professional education, and with respect to the "Regulations for Studies and Examinations at UiN" § 5-1, that students have passed all subjects in their first two study years before beginning the fall semester of their third year. Students will not receive their choice of subject in the fourth study year unless the requirements for their subjects from the other years are completed. Primary teacher education is an integrated study with unity and coherence between theoretical and practical studies and between subjects and didactics, which means that obligatory practical training at various stages is closely associated with the subjects offered at the corresponding stage. Obligatory work and participation is included in the individual course descriptions. Submission deadlines are according to each course plan or in the overall semester plan. Al work must be delivered within the specific deadlines.

For information about the formal policies regarding examinations, please refer to the higher education law, published regulations on the national curriculum and the national guidelines for primary teacher training and the regulations governing studies and examinations at the University of Nordland.

The University of Nordland is responsible for assessing whether student teachers are fit for the teaching profession. Evaluation takes place continuously throughout the year, and advising and guidance on areas needing improvement, or perhaps the advice to leave the study, should be given as early as possible. There are separate regulations for suitability assessment in teacher education, and a committee is established to ensure that these are met. "Regulations for Suitability Assessment in Higher Education"

Graduation requirements

The final exam for the study programme is the Master thesis

Programme evaluation

The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system.

Qualifications requirements and regulations

Refer to applicable legislation, regulations and related guidelines in addition to the National Curriculum Framework for Primary and Elementary School Education grades 1-7, and grades 5-7 where relevant.


ECTS Credits 300 Study level Master Teaching language Norwegian Faculty The Faculty of Education and Arts Course location Bodø