Schoolage Educare 1, Introduction to Schoolage Educare and Learning, 7.5 credits

Fritidspedagogik 1, Fritidshemmets uppdrag, 7.5 hp

971G37

Main field of study

Pedagogical Work

Course level

First cycle

Course type

Programme course

Examiner

Magnus Jansson

Course coordinator

Magnus Jansson

Director of studies or equivalent

Mats Brusman
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L1FRI Primary School Teacher Programme with a specialization in Extended School Teaching 2 (Spring 2022) 202204-202208 Swedish Norrköping C
L1FRI Primary School Teacher Programme with a specialization in Extended School Teaching 2 (Spring 2022) 202204-202208 Swedish Västervik C
L1FRI Primary School Teacher Programme with a specialization in Extended School Teaching 2 (Spring 2022) 202204-202208 Swedish Nyköping C

Main field of study

Pedagogical Work

Course level

First cycle

Advancement level

G1X

Course offered for

  • Primary School Teacher Programme with a specialization in Extended School Teaching

Examination

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

The following applies to courses that include a compulsory component:

  • If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.  

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Grades

Three-grade scale, U, G, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

About teaching and examination language

The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows: 

  • If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish.
  • If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language).
  • If teaching language is English, the course as a whole is taught in English. Examination language is English.

Department

Institutionen för beteendevetenskap och lärande
Code Name Scope Grading scale
SRE3 Written examination 3.5 credits U, G, VG
SEM1 Seminar 1 credits U, G
SME5 Examination 1.5 credits U, G
SME4 Examination 1.5 credits U, G
Ankerstjerne, T. (2015). (Red). Perspektiv på fritidshemspedagogik. Lund: Studentlitteratur. Calander, F. (1997). Lärarna, fritidspedagogerna och kampen om vita tavlan. Pedagogisk Forskning i Sverige, (2), 105-118 Colnerud, G. (2015). Respekt för lärarprofessionen om lärares yrkesspråk och yrkesetik /. Liber: Stockholm. Elvstrand, H., Simonsson, M. & Lago, L. (red.) (2019). Fritidshemmets möjligheter: att arbeta fritidspedagogiskt. (Upplaga 1). Lund: Studentlitteratur. Fjällhed, A. & Jensen, M. (2013). Barns livsvillkor: I mötet med skola och fritidshem. Lund: Studentlitteratur. Haglund, B. (2009). Fritid som diskurs och innehåll: En problematisering av verksamheten Vid afterschool programs och fritidshem. Pedagogisk forskning i Sverige, 14 (1) (s. 22-44). Lindström, G. & Pennlert, L. (2012). Undervisning i teori och praktik: en introduktion i didaktik. (5. uppl.) Umeå: Fundo. Pihlgren, S. A. (red).(2012). Fritidshemmets didaktik. Lund: studentlitteratur. Rohlin, M. (2017). Teori som praktik i fritidshemmet. Malmö : Gleerups Utbildning AB, 2017 Studentlitteratur. Schröder, Margareta & Tuisku, Jarko (2015). Fritidshemmets uppdrag ett helhetsperspektiv på elevens utveckling och lärande. Johanneshov: MTM Simonsson, M. Elvstrand, H. Hellberg, K. (2015) Samverkan mellan hem och fritidshem ska gynna skolresultaten. Venue Thornberg, R. (2013). Det sociala livet i skolan socialpsykologi för lärare. Liber: Stockholm. Styrdokument Lgr 11 (2011, rev 17). Läroplan för grundskolan, förskoleklassen och fritidshemmet. Skolverket 2011. www.skolverket.se Skolverket. (2014). Fritidshem Allmänna råd med kommentarer. Skolverket.

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