Knowledge Candidates

• Has knowledge of the program subject and its role in its own program area.

• Has experience-based knowledge of students' learning processes and assessment as, for and of learning.

• Has experience-based knowledge about the interaction between students and between students and teacher’s 8th to 13th grade.

• Has experience-based knowledge of school management, class management, teamwork, and school-home collaboration

• Has experience-based knowledge of research and development work in the school

• Has experience-based knowledge of how education for sustainable development can be arranged

• Has knowledge of the teacher's role, rights, and duties.

• Has experience-based knowledge of learning strategies, learning arenas, and working methods related to the nature of the subject and to interdisciplinary topics.

Skills Candidates

• can lead and facilitate teaching processes that lead to good academic and psycho-social learning processes, which promote life skills.

• can plan, implement, adapt, and evaluate training for a diverse group of students in accordance with legislation and planning.

• can lead interdisciplinary learning processes in complex issues, especially with emphasis on sustainable development.

• can apply, justify, and vary between a wide range of teaching and assessment methods, including the use of digital tools

• can adjust learning activities as needed and facilitate student participation.

• can enter collaboration with colleagues / management to facilitate teaching for students with special needs, and report in case of suspicion of intoxication and violence.

• can master relevant professional tools, techniques, and forms of expression, and reflect on their own professional practice and adjust this under supervision.

• can contribute to the subjects being practiced and vocationally oriented through the students' interests and in collaboration with colleagues and relevant actors in working life.

General competence Candidates

• can reflect on and critically assess, the content of education and students' learning considering current curricula, and clearly convey identity and pride in the subject / profession

• can take responsibility for reflecting on own development as a teacher and participate professionally in collaboration and development work in the training

• can build good relationships and communicate well with students

• can collaborate and communicate well with colleagues, parents, and other professions in the school

• can critically reflect on professional, ethical, and political issues, including education for sustainable development.

• can contribute to change processes and collaboration on academic and pedagogical innovation in schools and involve local community, work, and cultural life in education.