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Study programme syllabus for
The Study programme syllabus is adopted 2015-03-02 by Dean of Education and is valid for students starting the programme the academic year 2021/2022

Entry requirements:

General entry requirements:

Basic eligibility


Specific entry requirements:

120 cr. in one of the following subject areas: physics, chemistry, mathematics or engineering and 1 individual thesis of minimum 15 cr., a personal letter, a successful interview

General organization:


After completed education the candidate should be able to successfully work in school. As a teacher the candidate can teach with practical skills, effectively and emphatically in physics, chemistry, technology or mathematics at the upper secondary level. This teacher's teaching is characterized by great subject knowledge, multidisciplinary and motivating ways that is relevant for applications and prepares for academic studies. In his or her work the examinee can successfully take on leadership roles and interact well with employees, students, guardians, staff and management.

Successful work means to contribute significantly to achieving the organization's goals, but not without questioning organizational goals on the basis of ethical and social values. The candidate must be able to act as an agent of change and affect both the organization's goals and methods to achieve them.

To teach with practical skills means that the candidate can handle a variety of common teaching situations in a routine manner to be able to put more attention to creatively manage the key moments in the learning situation.

To teach effectively means to be able to create a learning situation that has so much positive impact as possible on the learning of all students.

To teach empathically, meant to understand and meet each student in his or her specific learning situation.

With subject knowledge means that the candidate is well prepared for seeking answers to the students questions, such as "How do you know that?¿. To do this, the teacher has knowledge in the field that extends far beyond the teaching situation, regarding both depth and breadth. The candidate is confident in the knowledge without trivializing the challenge of learning the more basic material. In addition, the candidate has developed a personal relationship with the subject that induces a curiosity and a confidence to deal with unexpected issues beyond the textbook.

With relevant for applications is meant that the candidate can give initiated response to the question "What is this useful for?", in other words to motivate course content based on realistic applications and with sustainable development in mind.

With prepare for academic studies means that the examinee can help students get solid knowledge and interest in continuing higher studies in the subject.

With leadership roles and interact well is meant that the candidate should be able to shape common goals and in a confidence-building ways contribute to those involved developed and with determination and enthusiasm strive to achieve these goals.


Learning outcome:

The student will
- demonstrate the subject knowledge required for professional practice, including both broad knowledge of subject studies with in the field and substantially deeper knowledge of certain parts of this area and deeper insight into current research and development.

- show didactic and didactic skills required for the relevant education and demonstrate knowledge about learning,
- demonstrate in-depth knowledge of scientific theory and qualitative and quantitative research methods, and demonstrate knowledge of the relationship between science and proven experience and its significance for professional practice;
- demonstrate the knowledge about child and adolescent development, learning, needs and abilities required for the activities covered by the education,
- demonstrate knowledge and understanding of social relations, conflict management and leadership,
- demonstrate knowledge of the school system organization, relevant policy documents, curriculum theory and different pedagogical-didactic perspectives, and demonstrate knowledge of the school system's history, and
- demonstrate in-depth knowledge of assessment and grading.

Skills and abilities
The student will
- demonstrate the ability to create opportunities for all students to learn and develop,
- demonstrate an ability to critically and independently utilize, systematize and reflect on his/her own and also others' experiences and relevant research in order to contribute to the development of the profession and the development of knowledge within the subjects, disciplines and subject related pedagogy,
- demonstrate the ability to take advantage of students' knowledge and experiences to stimulate each student's learning and development,
- demonstrate an ability to independently and with others plan, implement, evaluate and develop teaching and educational activities in general in order to best stimulate each student's learning and development,
- demonstrate the ability to identify and in collaboration with others handle special educational needs,
- demonstrate the ability to observe, document and analyze pupils' learning and development in relation to the goals and to inform and collaborate with students and their guardians,
- demonstrate the ability to communicate and anchor the school's core values, including human rights and fundamental democratic values,
- demonstrate the ability to prevent and counteract discrimination and other degrading treatment of students,
- demonstrate the ability to establish and communicate a gender and equality perspective on educational activities,
- demonstrate communication skills in listening, speaking and writing in support of the educational activities,
- demonstrate the ability to safely and critically use digital tools in the educational activities and considering the role of different media and digital environments role in this,
- demonstrate the ability in the educational activities develop skills that are valuable for professional practice.

Values and attitudes
The student will
- demonstrate self-awareness and empathy,
- demonstrate the ability to have a professional approach to students and their guardians,
- demonstrate the ability in the educational work to make judgments based on relevant scientific, social and ethical aspects with particular regard to human rights, especially the rights of children under the UN¿s Convention om the Rights of the Child as well as sustainable development,
- demonstrate an ability to identify his/her own need of further knowledge and develop his/her skills.


Extent: 90.0 c



The student shall within the framework of the course requirements have completed an independent project (thesis) of at least 15 credits.


Courses valid the academic year 2021/2022:

See study programme

 Degree requirements:
  Degree of bachelor of science in upper secondary education with specialisation in teaching in the upper secondary school:
Passed courses comprising 210 credits
Degree project at least 15 credits
Passed courses at Chalmers comprising at least 60 credits
Passed courses in Learning and Leadership, Supplementary Study Program 90 credits
Passed courses in one teaching subject 120 credits
Fulfilled course requirements according to the study programme


Title of degree:

Bachelor of Science in Secondary Education with a Specialisation in Teaching in the Upper Secondary School (210 credits). The degree certificate states the teaching subject covered by the qualifications and the title of the programme.

Other information:

The program is offered as full-time study as well as part-time studies.

Page manager Published: Mon 28 Nov 2016.