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Syllabus for

Academic year
CIU207 - Learning and leadership in practice 1
Syllabus adopted 2015-02-11 by Head of Programme (or corresponding)
Owner: MPLOL
7,5 Credits
Grading: TH - Five, Four, Three, Not passed
Education cycle: Second-cycle
Major subject: Technology and Learning

Teaching language: Swedish

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 Summer course No Sp
0115 Written and oral assignments 1,5 c Grading: UG   1,5 c    
0215 Project 1,5 c Grading: UG   1,5 c    
0315 Field study 4,5 c Grading: UG   4,5 c    

In programs



Bitr professor  Sheila Galt


CIU205   Internship 1 CIU206   Learning and leadership in practice 1

  Go to Course Homepage


In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. (If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.)
Exemption from the eligibility requirement: Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.

Course specific prerequisites

The course Mathematics, teaching and assessment (MVE375). Recommended prior course is Mathematics and society (MVE370).


Strengthen the student's skills on how to act in a classroom, in an
ethical and perceptive manner, both regarding the subject matter at
hand, and with a broader perspective on aspects such as equal rights and
preventive measures against discrimination and bullying, in order to
create an effective learning environment.

The subject focus for this internship period is mathematics.

Learning outcomes (after completion of the course the student should be able to)

  • plan lessons in a clear and well-documented manner, based on
    scientific findings and well-established experience in pedagogy and
    mathematics education
  • hold interesting and worthwhile lessons in mathematics at the high school level
  • utilize
    one¿s own mathematical knowledge in order to facilitate pupils¿
    learning, e.g. through being able to answer pupils¿ questions correctly
    and understandably
  • act towards ensuring that all pupils will be able to make as good progress as possible in their learning
  • act towards establishing and maintaining a good study climate in the classroom
    and counteract offensive behavior between pupils, as well as handle
    social relations and conflicts in a professional manner
  • show self-insight and empathetic ability as well as having an approach which minimizes the risk of offending a pupil oneself
  • practice,
    communicate and establish the school¿s basic values in one¿s
    pedagogical activities, including equality, democracy and human rights,
    in particular children's rights according to the UN convention on the
    rights of the child
  • evaluate and reflect upon one¿s own performance as a teacher, and identify one¿s own needs for development


  • The subject focus for this course is Mathematics.
  • Students
    work together with a mentor, with follow-up taking a central role.
    Questions such as: What happened? Why? What might happen next time? and
    Could it happen in some other way? will be in focus.
  • Students will also regularly report on their experiences and thoughts in a log book format.
  • Students will complete a number of hand-in assignments connecting to the learning goals.


  • practice teaching and classroom observations visits at a high school
  • writing a log book
  • documentation of lesson plans
  • hand-in assignments
  • start of a checklist of other activities within the high school world

Note that the course has previously been called CIU205/CIU206 - Internship 1 (VFU1).


Relevant literature from previous courses within the program.


Examination will be continuous, in that the mentor at the high school
will continually document and communicate observations with the
student. This information will mainly focus on how the student
should strive to develop in areas with most room for improvement. The
assessment will be carried out through judgement of to which degree the
student has achieved the learning goals.

Grades are set by
weighing together the mentor's assessment, the examiner's assessment
from classroom observation visits, along with the quality of the log
book and the hand-in assignments. The relative weights are reflected by
the number of academic credit units assigned to each separate section of
the course.

The "Field study" 4.5 c denotes the practice
teaching, the "Written and oral assignments" 1.5 c denotes the hand-in
assignments, and the "Project" 1.5 c denotes the log book.

Page manager Published: Thu 03 Nov 2022.