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Notice On The Hf-Programme Organised As Single Subject Teaching For Adults (Hf-Single Subject Notice)

Original Language Title: Bekendtgørelse om hf-uddannelsen tilrettelagt som enkeltfagsundervisning for voksne (hf-enkeltfagsbekendtgørelsen)

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Table of Contents

Chapter 1 The purpose of the education

Chapter 2 Educational Time

Chapter 3 The tender must be met.

Chapter 4 Instructions

Chapter 5 Management of the training

Chapter 6 Planning and implementation of the Noise

Chapter 7 Internal Evaluation

Chapter 8 Education Descriptions and attestations for successful education

Chapter 9 Special training and other special pedagogical assistance

Chapter 10 Health training

Chapter 11 Self-students

Chapter 12 Crow

Chapter 13 Fraviations from the notice

Chapter 14 Entry into force and transitional rules

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Completion of the hf-training organised as a single specialist training for adults (hf-one-time proclaition)

In paragraph 11, paragraph 1. 3, section 14 (4). 3, section 15 (3). 2, section 16 (4). 4, section 17, section 25, section 35, section Paragraph 1, section 36, paragraph. 3, section 37, paragraph. 3 and Section 38 (3). 2, in the law of training for the preparation of the preparation of the preparation (hf law), cf. Law Order no. 445 of 8. May 2007, and paragraph 8 (4). Three, in the law. 575 of 9. June 2006, on institutions of general education and general adult education, etc. shall be determined as follows :

Chapter 1

The purpose of the education

§ 1. Training for higher preparation, organised as a single-class teaching for adults (hf-specific) is targeted at adults with an interest in knowledge, deepening, perspectives and abstraction. Education is offered as a class in a single class and in professional groups. Each subject and trade union groups shall be concluded by national standards and may be grouped together for a single single trade union.

Paragraph 2. Hf single-class is intended for adult couriages to obtain almenation, knowledge and skills that form the basis for further training or increase opportunities in the labour market. The teaching is theoretical and use-oriented and is flexible in such a way that it strengthens the desire and interest of adults to continue to gain new knowledge and insight.

Paragraph 3. The course of training courses through training and educational qualifications must develop professional insight and study skills. They must gain confidence in the use of different forms of work and of the ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart of the matter.

Paragraph 4. The Kursists must also achieve the conditions for active participation in a democratic society and an understanding of the opportunities for individual and, together, to contribute to development and change. The training must develop the creative and innovative capabilities of the Kurds, their critical sense and their responsibility, as well as their understanding of both the European and the European and global perspective.

Chapter 2

Educational Time

§ 2. The training period for the individual couriers includes the overall training course activity, that is, the amount of time, the courier conforms to the teaching and other activities organized by the training courses to the realisation of the objectives of the fagent, including technical and methodologies, cf. Section 20 (2). 1.

Paragraph 2. The training period will be set up for hours in 60 minutes.

Paragraph 3. The preparation for teaching, the written work, the official tests for the examination, the guidance for the implementation of the training, cf. Section 20 (2). 2, voluntary training, cf. § 15, study rescue, cf. § 16, and open study workshop, cf. Section 17 is not covered by the training period.

Chapter 3

The tender must be met.

§ 3. The tender includes a single class and professional groups at high school C, B and A level, where A is the highest level. The instruction shall be provided in accordance with Appendix 2 to 12 of this Order, respectively, the notice and publication of the Community ' s electoral field in the field of secondary education. This includes, inter alia, a greater written task, cf. ~ 9, an examination project, cf. § 10, and workshop instruction, cf. § 11.

Paragraph 2. The tender offering may include a class from other high school education, cf. stx notice, hhx notice and the htx notice. The conduit of the courier shall consign at the same time that the profession shall be offered after which of the notices referred to in the subject in question shall be read. The instruction shall be subject to the rules of the subject in question.

Paragraph 3. The training period for the subject of this notice, cf. Annex 5-12, is for C-Level C-level class. 75 hours. The training period is for math B, 250 hours, and history B 150 hours. The training period for subject matter, in accordance with the statement, the announcement of the joint courses of action in the field of high school education and in the first paragraph of the Commission. 2 mentioned notices are laid down in the rules applicable to the training in question.

Paragraph 4. A 125-hour lift from C to B level is set aside, except in English, where the promise is 135 hours and 125 hours to lift from B-to A level.

§ 4. The trade offer may cover other subjects other than those referred to in section 3, cf. § 25, paragraph. 2.

§ 5. The trade offer may include a number of subjects (specialised packages) intended to take place at certain higher education.

§ 6. The trade offer may include elements of trade.

Paragraph 2. An outbid professional must constitute a limited unit and may cover up to half of the training period of the relevant professional.

Paragraph 3. The class must draw up a description of the content to be provided for the individual subject matter, within the framework and target of the relevant subject. The cursists must be made aware of the content description.

Paragraph 4. Teaching in professional elements cannot be done on teams as part of a fully qualified program.

Conditions for the inclusion of selected subjects

§ 7. The individual courier must normally have followed or follow the teaching of the nearest sub-level before they can follow training in the higher level.

Paragraph 2. The leader of the courier can derogate from paragraph. 1 where the real professional qualifications of the courier are deemed to be sufficient.

§ 8. Recording in biology A, Physics A and Chemistry A is conditional on the course of the coupage to follow instruction in math B or have professional assumptions corresponding to Math B.

Paragraph 2. Elections of German or French are conditional on the fact that the coupage has followed the test preparation of primary school in the profession for two to four years or in any other way has obtained similar qualifications.

Major Written Task

§ 9. The couriers must be offered an offer to draw up a greater written task, cf. the Annex 4 of the notice referred to in Annex 4. The task has a degree of equivalent to 25 hours of training.

Exper-Project

§ 10. The couriers must be offered individually or groups to prepare an examination project, cf. the Annex 2 of the notice referred to in Annex 2. The project shall have a degree of equivalent to 25 hours of training.

Other training activities in the training period

§ 11. Parts of training must be organised and organised as a workshop for the workshop, cf. Annex 4. The leader of the Kursets shall decide on the extent and location of this instruction, cf. § 39.

§ 12. Part of the training period may be organised and organised as an ex-curriculated body, according to the decision of the leader of the couts.

Paragraph 2. All excursions must be approved by the Executive of the Kurds and must be included in the fulfilment of the technical objectives to the same extent as the training they are taking instead.

§ 13. The leader of the courier may decide that, as part of the lesson, joint events and theme days may be held and may allow trainees to be held.

Paragraph 2. Community arrangements shall cover more than one unit and be organized under the freer forms than the usual course of training.

Paragraph 3. Thematic days may be used for activities across teams and must be such as to be able to work professionally and pedagogical relevant at a high school level.

Paragraph 4. Practice is in a business, an institution, or similar to one or more Kurdish people. Practik can be part of a learning process in all subjects, their interactions or in the written projects.

Paragraph 5. All joint events, theme days and internships must be approved by the leader of the courier and to be part of the objectives of the education.

§ 14. Parts of training can be carried out by a foreign training institution for the Kurds, who have signed up to a special arrangement in advance of this.

Activities outside of education

§ 15. The course is to offer the couriers ' voluntary education. The leader of the Kurds decides on which subjects and topics the teaching is being offered. The training that can be offered across teams may not include the subject of the test for professional training. The education is free of charge for the couriers.

Paragraph 2. Participation in voluntary training cannot be made a condition of the individual courier's options for the choice of subjects or other activities offered by the course of course as part of the training.

§ 16. The course can be offered to the courtside courses. Studiekredse can be offered groups of courier across teams. Studiekredse cannot include the subject matter of professional training. Participation is voluntary and non-remunitating for the Kurds.

Paragraph 2. Participation in voluntary study can not be made as a condition for the individual courier's ability to choose subjects or other activities which are offered by the course of course as part of the training period of the coupage.

§ 17. The leader of the Kurds can offer the couriers the opportunity to use the facilities of the course of the course of the course of the open study or the like, so as to strengthen the study and the basis for ensuring that all the courier achieves a good trade in trade.

Lireplanes

§ 18. The objectives and content of the instruction appear in the respective readers, cf. § 3.

§ 19. The language of education is Danish, unless the instruction takes place in a foreign institution, cf. § 14. In other cases, the Ministry of Education may accept that the language of instruction is English, German or French.

Paragraph 2. The instruction shall be used by a joint grammatical terminology. The languages of the proverted text may be used in the teaching of all classes and in their interaction.

Paragraph 3. This training shall include training in study methodology.

Chapter 4

Instructions

20. The leader of the Kurds must ensure that professional and methodical guidance is given in the individual subjects, and for Kurds who receive training in professional packages, as well as in the interaction between professionals, which are part of the training period.

Paragraph 2. The leader of the Kursets must ensure that, in addition to the one in paragraph 1. 1 those guidelines outside the training period shall be offered individual and collective advice and guidance on the implementation of training, cf. notification of guidance on the implementation of training in the Ministry of Education of the Ministry of Education.

Paragraph 3. The training and vocational guidance provided by the couriers in accordance with the announcement of higher education and professions must be offered outside the training period.

Paragraph 4. The leader of the Kursets shall take a more detailed decision on the organisation and organisation of the guide in accordance with paragraph 1. 2.

§ 21. In the case of the Kurds receiving training in professional packets and other continuous courses, the head of the class of the teachers must designate a number of tutors each to follow and advise normal 6-8 couriers throughout their educational process as a whole, cf. Annex 3.

Paragraph 2. For other courier purposes other than those referred to in paragraph 1. 1, may the leader of the class of the teachers designate a number of tutors each to follow and advise normal 6-8 couriers throughout their educational process.

§ 22. The manager of the courier shall ensure that applications for single-skilled flows are offered guidance, including guidance on the planning of an individual training course and selection of subjects. The guide is given in the context of accession and in the selection of new subjects.

Chapter 5

Management of the training

Creation

-23. The course sets out the framework for the creation of teams.

Paragraph 2. The leader of the Kursets will decide on the creation of a specific subject.

§ 24. The leader of the Kurds is deciding on the distribution of the Kurds on the individual teams. The leader of the Kursets can decide that the teaching of practical or educational reasons in certain cases may occur in a cross-range basis.

Paragraph 2. When the leader of the courier decides to merge two existing teams, the interlayer shall be well alert to the courier and teachers concerned, in such a good time that there is an opportunity to provide sufficient consistency between the teams ' professional content and the fulfilment of the professional objectives and to carry out a review of the training of the classes of the common team.

Prohibition and the creation of classes

§ 25. The course takes a decision on the subject of the specialised supply of the individual course.

Paragraph 2. After the decision of the courier and after the approval of the objectives, content, level and test of the Ministry of Education, the course shall be a subject to other subjects, cf. § 4.

Paragraph 3. The tendering procedure of the courier shall be published on the website ' s website and on any orientation meeting.

Course years and holidays

SECTION 26. The course is decided on the start of the course for the year.

Paragraph 2. The Ministry of Education shall determine the latest stage for the completion of the training of the individual team at the time of the publication of the annual schedule for the examination of the tests.

Paragraph 3. The course shall decide on the number of audience days and on the location of holidays and holidays.

Chapter 6

Planning and implementation of the Noise

§ 27. The education is planned and implemented so that the objectives of the individual subjects and courses are met. This training shall also contribute to the fulfilment of the primary purpose of the training.

Paragraph 2. If the teaching is offered in professional packages, education is planned, so that the professionals support each other as much as possible.

§ 28. If the teaching of a class or professional group is organised over a number of couriers, the leader of the courier will decide on the distribution of hours in the individual years.

Paragraph 2. The leader of the Kursets decides how the training time, the professional groups are allocated, must be distributed among the individual subjects in order to meet the specialised professional goals of the specialists in the specialists.

§ 29. The teaching must be organised, taking into account the different capacities and conditions of the Kurds.

Paragraph 2. The leader of the Kurds can, for a coupage with special professional and student circumstances, decide that the teaching of the individual subjects should be organised by less training.

-$30. The leader of the Kursets can decide that teaching in a class or professional group, etc., can be handled by several teachers.

Paragraph 2. When the teaching is carried out by several teachers, the leader of the courier shall establish a distribution of responsibilities for the overall evaluation, evaluation and test (s).

§ 31. The leader of the Kurds decides that the teachers ' teachers are to be included in one or more teaching teams. A teacher team may, as needed, work in a shorter or longer time.

Paragraph 2. The leader of the Kursets decides on the tasks assigned to a teaching team with regard to the planning, implementation, evaluation and development of the training.

§ 32. The leader of the Kursets, after discussion with teachers, is a short and overly planned plan (study plan) for teaching.

Paragraph 2. The study plan must for Kurdish, following a trade pack or other continuous flow, ensure consistency and continuity of the training of the individual courier. The study plan, which is the starting point for the teaching team's joint planning, must set out a clear division of responsibilities between the teachers and ensure consistency between individual professional and possible multi-disciplinary procedures.

Paragraph 3. The study plan must ensure that the work load of the courier is distributed evenly over the entire teaching process.

§ 33. The Study Plan must include the teaching of all teams and ensure progression and variation in the use of various forms of work, including the written work, virtual flow, project work and field training.

§ 34. The leader of the courier shall ensure that, for the course of training, a trade pack or other continuous flow, clear objectives for the professional, general and personal skills of the couriers, as a prerequisite for professional excellence, study skills and personal skills ; development, cf. Section 1 on the goal of education.

Paragraph 2. In addition to the specific objectives, the leader of the courier shall ensure the development of the couriers,

1) the oral and written expression fertility and the ability to disseminate,

2) basic IT skills, including ensuring that the couriers reign IT-based communication forums, and

3) awareness and ability to manage their own apprenticing processes and control of various forms of work.

Paragraph 3. For Kurds which do not receive training in professional packages or other cohesive courses, paragraph shall be subject to paragraph 1. 1 and 2, with the derogations on the basis of the specific nature of the individual subject areas.

$35. The study plan will be adjusted continuously and must be communicated on the website's website, in accordance with the provisions of the law on transparency and openness in education and so on.

§ 36. When the teaching starts in a new subject or at a new level, the couriers must have submitted a plan for teaching or to contribute to the preparation of such a process. For the later stages, the Kurds and teachers are planning the work together.

§ 37. The leader of the Kursets must ensure that there is coordination of the teaching and written work. Coordination must make it possible to combine simultaneous training courses at different levels in the same subject in accordance with the objectives of the trade.

§ 38. Training time can take place as education, which does not require at the same time the presence of teacher and coupage (virtual education).

§ 39. The leader of the Kursets decides that a maximum of 7%. the planned training period of couriers shall be used for internal evaluations, the workshops ' training, internal joint events or other cross-cutting activities, in accordance with the objectives of the teaching.

Paragraph 2. The leader of the courier shall, taking into account the objectives of the report, determine the way in which the allocated part should be distributed among the individual subjects, trade groups and technical packages, etc.,

Written Work

§ 40. The leader of the Kurds ensures the distribution of the deposed resources to make written tasks and to evaluate the course of the couriers ' written work. The leader of the courier may, as part of this, provide for the creation of knowledge banks for tasks and task formulations and the development and use of collective, including IT-based, retrenches which can be applied to groups of Kurds.

Paragraph 2. Written worker can have the form of texts, reports, it presentations, multimedia productions, mm.

§ 41. The written work must be used to ensure the quality of the education of the individual courier in relation to the objectives of both the education and training as a whole as for the individual subjects.

Paragraph 2. There must be progression in the requirements of the written work of the Kursists.

Paragraph 3. The written work must form part of the ongoing internal evaluation.

§ 42. Written work has to be done both within the field, in professional packets and across trade, to contribute to the skills development of the couriers by :

1) develop and document the skills and knowledge of the couriers in the field of professional expertise,

2) Practices the couriers in the form of a professional body in language, correct written form ;

3) ensure the possibility of the couriers to carry out a separate working order of issues,

4) practising the couriers in performing systematic written production, including a chance to demonstrate an overview of professional substance,

5) contribute to the deepening of the couriers in special issues and

6) provide the basis for the position of the coupage and teachers of the position of the Kursist.

§ 43. The leader of the Kurds decides which tasks are attributed to each teacher and a teacher team as regards the course of the couriers ' written work. However, the leader of the courier can benefit courier with special needs.

§ 44. The extent of the written work is being made up in cursistasis. The course of time is the expected amount of time, an average coupage of the appropriate level must be used to complete a specific task to complete a specific task.

§ 45. The director of the Kurds shall lay down, after discussion with it or the teachers, who shall make the task of each task, the principles governing the determination of the course of the course of the individual task. The leader of the Kurds is divisive the course of curritastic to writing.

Paragraph 2. The Kursists are to be made aware of the Kurstic times for the individual task.

§ 46. The exchange rate for the individual courists is set aside for the written work of the courier. The manager of the class shall consign the following hours :

1) at least 110 hours to Danish A,

2) at least 160 hours to mathematics A,

3) at least 125 hours for each of the biology studies A, Physics A and Chemistry A.

4) at least 110 hours for other A-level classes,

5) at least 50 hours to English B,

6) at least 100 hours to Math B,

7) at least 40 hours to 2. foreign language at B level, but 50 hours in consecutor language at the B-level,

8) at least 25 hours for the biology technical, geography and chem that is raised from C to B level,

9) at least 50 hours to Math C,

10) at least 15 hours for each of the biology classes C, geography C and chemistry C.

Paragraph 2. In addition to the one in paragraph 1. 1 mentioned coupage time may be available for all subjects including : subject to a written test, a further set of up to 25 hours of courier hours per year. team coupage for written training, including in the course of non-written work, but where written work forms the basis of the test. The leader of the Kursets decides the distribution after discussion with the teachers involved. Written work in the following areas must be taken into account :

1) the reporting of experimental work,

2) language class,

3) internal measured projects, including written tasks, in accordance with section 55 (5) ; 2,

4) other subjects, including cooperation in writing, which involve several subjects, and trade unions.

Paragraph 3. The leader of the courier can devote several hours to written work to courier, which has selected several classes at A level with written test.

§ 47. In the written work, the Kursists are regularly entitled to get feedback on their standpoint, including the deepening of the task of the strengths and weaknesses of the Task's strengths.

Paragraph 2. The leader of the Kurds must, on the basis of knowledge of the strengths and weaknesses of the couriers, and their professional level, and in cooperation with the individual teacher, must ensure progression and distribution of written work.

§ 48. In the evaluation of the course of written work, different types of evaluation shall be used, including :

1) direction of the individual responses of tasks and tests by the couriers,

2) direction and comment on individual or group-based written work,

3) commenting in partially finished written work in a process write,

4) conversations with Kurds or courier groups ; and

5) combinations of the above.

Paragraph 2. The leader of the Kursets decides the framework for how the review of the written work is to be carried out.

Chapter 7

Internal Evaluation

§ 49. The internal evaluation of educational and educational conditions follows the rules in the announcement of quality development and performance assessment in the fields of high school education.

$50. The teaching must be constantly evaluated, so that the Kurdish, teachers and the leadership of the Kurds are informed of the couriers ' benefit from teaching.

§ 51. The continuous evaluation must ensure that the individual courists get a clear picture of its own strengths, weaknesses and advances and provide the basis for adjusting the teaching.

Paragraph 2. The evaluation, including the assessment of the professional position of the couriers every semester, must form the basis for a guide of the individual couriers in terms of both technical development and the development of working methods.

Paragraph 3. The outcome of the evaluation shall be discussed with the couriers and shall be used to adjust the progression and level of the subcommittee in relation to the training capability of the coupage.

§ 52. Couriers who receive training in professional packages or other cohesive courses shall draw up a study study, cf. Annex 3.

§ 53. All major projects participating in the course of the coupage shall be evaluated separately and the results of the evaluation shall be submitted to the director of the courier.

§ 54. No standpoint will be given or the annual nature of the year.

Paragraph 2. Elever in stx, hhx and htx training, taught in a class or in accordance with this notice shall be subject to the conditions laid down by the standpoint and final accords (years) according to the rules laid down in the relevant training.

§ 55. The leader of the Kurds must ensure that the Kurds receive training in various forms of test, which are included in the training.

Paragraph 2. Before a final written test the couriers must be offered an offer to draw up a written task under examination conditions.

§ 56. The leader of the Kursets shall ensure that at least once per per Semester is a discussion of the possibility of the couriers to pass the test at the end of the notification.

Chapter 8

Education Descriptions and attestations for successful education

§ 57. Each teacher team each teacher must, at the end of a course of training, draw up a teaching description.

Paragraph 2. The teaching descriptions drawn up at the end of classes in a subject shall form a background information for the oral tests. Courier who previously finished a class or process at a lower level or have received merit for part of the profession or the course of action may, by agreement with the teacher expected to act as an examiner at the oral test. the instruction description / is from here.

Paragraph 3. The Teacher shall be used by the Ministry of Education to use it by the Ministry of Education, in the format provided for by the Ministry of Education. The Ministry may require the teaching descriptions submitted and may require this to be done in a specific electronic format. The viewing description must be available for the specific center.

§ 58. A coupage that has participated in a class or process without completing this or participating in the teaching of a professional element may, upon request, obtain attestation from the course of the completed teaching, cf. however, paragraph 1 2.

Paragraph 2. It is a condition for the implementation of the training course for the training of the courier in the course of the courses of study and the active participation of the courses in the course of the exchange of rules.

Paragraph 3. For Kurds that change course before the end of the notification, the teacher shall contribute to the preparation of a teaching description. The instruction description shall be drawn up according to the rules in section 57.

Chapter 9

Special training and other special pedagogical assistance

$59. In particular, courier, due to disability or any other difficulties which may be placed on the side, require special assistance, special training or other special pedagogical assistance which responds to their needs.

Paragraph 2. The teaching or other form of aid shall be carried out following the specific evaluation of the needs of the Kurds in the light of the facts of the Kurds. The teaching or special pedagogical assistance shall be implemented in cooperation with the Kurds and its teachers.

Chapter 10

Health training

§ 60. Kursist, which is temporarily due to illness, cannot keep up with general education for a longer period of time, must have an offer on health education.

§ 61. In the absence of a disease likely to last for a longer period, the course of the courier shall, as a matter of urgency, be addressed in the course of the course. If the courier is subject to custody, a request can be made by the holder of the custody of the parental authority.

Paragraph 2. The leader of the Kurds will ensure that the necessary education is implemented in agreement with the Kurds and, where necessary, with the Kursist teachers. The training period performed replaces the training period during which the course of courier during the period concerned has not been carried out.

Paragraph 3. If the couriers are in a hospital or another institution, the courier shall further seek agreement with the relevant institution on the dismantling of the notification.

§ 62. If a courier due to disease has frequently been a frequent absence or is expected to have short-term absence, the courier will be given additional training in connection with the participation of the cousist in the general education.

Paragraph 2. The leader of the Kursets shall take a decision pursuant to paragraph 1. 1.

Chapter 11

Self-students

§ 63. Persons who are not enrolled in the teaching may be audited as self-students in accordance with the detailed rules on this subject. Self-students are offered professional guidance, individually or in groups of self-students.

§ 64. For self-students wishing to audition in one or more of the specialises biology, Physics and Chemistry at C, B and A level, geography C or in nature geography C and B, the studies shall be held once a year in the specialises, cf. Annex 2. Laboratories shall include the experimental part of the teaching of the subject subject, which is a prerequisite for testing. The detailed rules for access to self-students to audition are shown in the announcement of the tests and degree in the education and training courses of the general and student-education.

Chapter 12

Crow

§ 65. A coupage can complain to the Ministry of Education at the decisions of the Kurds, in accordance with this announcement. Where the courier is subject to custody, complaints may also be lodged by the custody of the parent authority.

Paragraph 2. The appeal shall be made to the Ministry of Education, but shall be handed over to the leader of the courier. Delivery to the head of the courtside shall be done within two weeks of the fact that the leader of the courier has informed the course of the course of his decision.

Paragraph 3. The leader of the Kursets will have to draw up a statement in the matter and give complaints within a week's deadline to comment on the statement. The complainant shall submit his comments to the leader of the courier who is forwarding the case, including the case. the comments and comments made by the complainant to the Ministry.

Paragraph 4. The Ministry shall take a decision on the retention of the decision of the leader of the Kurds or amending the decision in favour of the complainant.

Chapter 13

Fraviations from the notice

§ 66. The Ministry of Education may, in exceptional cases, approve deviations from the notice in order to promote experimental and educational development work.

Paragraph 2. The Ministry of Education may approve deviations from the notice, where a course offers education aimed at an equivalent international law, which is forgiving higher education in Denmark.

Paragraph 3. The Ministry of Education may, moreover, approve deviations from the publication of a single coupage, in which exceptional circumstances apply.

Chapter 14

Entry into force and transitional rules

§ 67. The announcement shall enter into force on 1. August 2008. At the same time, notice No 884 of 9. July 2007 on hf-training organised as a single specialist training for adults (hf-one-time proclaition).

Paragraph 2. The course can be found to the courier before 1. August 2008 has begun and continues to follow during the period of the math B, to and with winter finals 2009/2010, including : medical examination, test-form a, b and c of mathematics B, cf. Annex 10.

Paragraph 3. The course can be found to the courier before 1. August 2008 has started and continues to follow during the math class C class, to and with winter finals 2008/2009, including the following : medical examination, test-form a, b and c of mathematics C, cf. Annex 15 i the notice.

Paragraph 4. Kursist, which starts the instruction in math B or C on 1. In August 2008 or later, only the test form c may be tested in math B, cf. in Annex 8, and in math C, cf. Annex 15 i the notice.

The Ministry of Education, the 1. July 2008 Erik Nexelmann
Office Manager / Helle Kristensen

Appendix 1

Hf-June 2008
Summary of the content and readyment of the notice of the notice of the hf training organised as a single specialist training for adults (hf-single specialist notice)
Contents of the Bekendom Decision
Chapter 1
The purpose of education (§ 1)
Chapter 2
Educational Time (Clause 2)
Chapter 3
The tender must be met. (§ § 3-19)
Chapter 4
Instructions (§ § 20-22)
Chapter 5
Management of the training (§ § 23-26)
Chapter 6
Scheduling and implementation of the Noise (§ § 27-48)
Chapter 7
Internal Evaluation (§ § 49-56)
Chapter 8
Education Descriptions and attestations for successful education (§ § 57-58)
Chapter 9
Special training and other special pedagogical assistance (§ 59)
Chapter 10
Hospital education (~ § 60-62)
Chapter 11
Self-students (§ § 63-64)
Chapter 12
Clause (§ 65)
Chapter 13
Fraviations from notice (§ 66)
Chapter 14
Entry into force and transitional rules (§ 67)
Lireplanes
Appendix 2
Laboratory urbs
Appendix 3
Tutor; and Study Book
Appendix 4
Site Learning
Appendix 5
Biology C
Appendix 6
English C
Appendix 7
Geography C
Appendix 8
Historie B
Appendix 9
Kemi C
Appendix 10
Math B
Appendix 11
Religion C
Appendix 12
Samfound class C

Appendix 2

Hf-June 2008
Laboratory urbs

1. Fagrows

The Ministry of Education shall designate for three years at a time, one body west of Storebelt and one institution east of Storepods to conduct laboratory urbs.

1.1 Laboratories will be held in the areas of biology, physics and chemistry at level C, B and A, and in geography C and, in geography, C and B, according to the following rules.

2. Objective

Laboratory sus replaces the experimental part of the teaching in biology, physics, chemistry, geography and nature geography, cf. The hoards for these subjects. Laboratory conditions must therefore allow the couriers to dedicate themselves to the necessary conditions in order to be able to honour the requirements for this. the experimental work as shown by the readers of the relevant subjects, including in particular the section on the final oral question in the profession.

3. the position of the couplings, etc.

3.1 The laboratory tests shall be held at the end of March / April following the decision of the decision by the institution. The laboratory tests shall normally be carried out in an institution providing training for the student exam or the higher preparation.

3.2 Laboratories in the same subject at different levels shall be organised in such a way as to monitor all levels of the course of the same therm at all levels.

3.3 Courier space must be ensured for all who have signed up, cf. Act. 4.1.

3.4 The institutions that are holding laboratory urges shall issue sign-up schemes to all institutions which provide the hf-learning before 1. In December, together with the announcement of time and place for the execution of the laboratory tests.

4. Enrollment to laboratory urbs

4.1 Register for the laboratory tests shall be carried out through the institution where the enrollment of the test in the subject is carried out. The curves shall send the enrollments to the institution that is holding the laboratory class before the 20. February, however, at the latest 20. March for Kurds, which are suspended from training for higher preparation.

4.2 The institution that is holding the laboratory course shall issue courier material to the participants before the start of the courier.

5. Scope of Couries

5.1 The training period for laboratory ursus is :

-WHAT? Laboratory classes at A-level : 15 hours. Participation in a laboratory class in a level A level assumes that the B-level education in the profession has been completed, or that the level of b-level laboratory training has been carried out.

-WHAT? Laboratory classes at B level : 15 hours. Participation in laboratory class in a B-level subject requires that the sub-class of the C level of the profession has been completed or that the C-level laboratory class has been completed.

-WHAT? Laboratory class at C level : 15 hours.

There will be associated medical records and report work.

5.2 As part of training, guidance is included in report writing and review of the initial reports.

6. Attestation

The institution that is holding the laboratory course shall issue a certificate to the Kurds which has completed the course. The Kursisten shall deliver the attestation to the institution where the sample is taking place.


Appendix 3

Hf-June 2008
Tutor; and Study Book

The tutor

1. Objective

The torture device must help to develop the autonomy and self-management of the individual courier in relation to education and support the cursistence of the training course.

The torture device shall help to :

-WHAT? strengthen the individual couriers ' study powers,

-WHAT? maintain focus on each coupage's learning process

-WHAT? strengthen the professional motivation of individual couriers, the whole of the studies and, consequently, the maintenance of training ;

-WHAT? support the courism in the effort to develop the ability to take account of the status of the student status in respect of :

-WHAT? level of ambition

-WHAT? Student empowerless and weak points

-WHAT? progression in the teaching

-WHAT? the adjustment of the learning process

-WHAT? self-evaluation.

2. Content

The tutor shall be responsible for :

-WHAT? schedule and conduct individual conversations with the associated cures ; the talks are focused on the courses of study and professional development of the courier, and the summary of the talks shall be recorded in the study book,

-WHAT? advise the individual coupage of the course of the coupage to work towards its objectives, including by working on and updating the study book, and

-WHAT? as a matter of fact, information on the courses of study of couriers in the course of the courses of study for other teachers.

3. Organisation and organization

The leader of the Kurds is nominal for the tutors, so each coupage has one of his teachers as tutor.

The tutor shall have close contact with the individual coupage and monitor the learning progression of the coupage in cooperation with the other teachers in the course of training and methodical guidance on the Kurdish and methodical guidance of the Kurds.

Centuals for the work of the tutor are, on the one hand, the talks with the couriers, some of the cooperation with the Kursisten study with a focus on progression in learning and the acquisition of study skills.

The tutor shall, to an extent fixed by the manager of the courier, be made available to individual, student-related inquiries from the course of the couriers.

Study Book

1. Objective

The work of the Kursist's Study Book is designed to strengthen the awareness of the Kursi, why and how to work with the professional and personal learning language.

The study book must serve as a tool for the coupage of cooperation with the tutor to set realistic targets and success criteria for the further development of its professional and study competences and continually evaluate the process and the progression.

In this way, the study book must help maintain the focus of the Kursist through the whole educational process and serve as evidence of the work up to the professional objectives.

2. Content

The Student Book acts as an interacting work tool in the training course of the coupage and contains the following elements :

1) Relevant information about the training and qualifications of the courier in the course of the process in progress (class and level, merit, etc.), as well as specific conditions relevant to the training process, for example purposes of the training process, or possible reading difficulties.

2) Information on the training and the skills of the courier and of the objectives set by the courier.

3) Information about and evaluations to the extent to which the objectives set have been met.

4) Agreements on how the coupage can work with its professional progression and skills development.

5) Conversations for and short minutes and conclusions from the Tutorates.

In addition, the study book may include special pages for appointments, meetings, daily notes, etc.

Pkt. 1 is filled in by the courier.

Point 2-4 is filled in by Kursist, professors and tutor.

Pkt. 5 is filled in by the courier.

3. Organisation and organization

The study book is part of the professional and methodical guidance and is being conducted by the individual couriers and its teachers and tutors.

The student book is electronic.

Template for the various sections of the study book is drawn up by the individual course and made available on the web.

Access to the individual courier's study book has the Kursisten, the tutor and teachers of the Kurds, as well as the leader of the courier.

It is assumed that the study book does not contain sensitive personal information.


Appendix 4

Hf-June 2008
Site Learning

1. Objective

The purpose of the site is to support the Kurds in the development of good study competences through the development of awareness of learning processes, methods and objectives. The site education must contribute to the development of the changeling of couriers and to ensure the time for self-employment.

The site instruction shall be organised in order to obtain knowledge of the course of information on the way in which they can prepare for each profession and trade union groups.

2. Content

The working habits and the courses of study courses are developed through presentation and incorporation of different methods for the acquisition of professional and professional relationships. This must be done in order to ensure progression in the development of couriers to students.

In the context of the dedication of the trade union, the following elements should be included with progression in the workshop classes :

-WHAT? working with taxonomy and method

-WHAT? study techniques, including various forms of notation technology, study techniques and readout strategies ;

-WHAT? the various forms of work of the subcommittee, including project work ;

-WHAT? continued development of the student IT competence,

-WHAT? exercise in test-taking.

The workshop also includes introduction to various studies and methods of study, including information searches, in writing, of the use of IT and the cover of learning style.

3. Organisation of the Organisation

3.1 Didatical principles

The site education is part of the training period, cf. § 11 and § 39.

The site education class shall be organized with a view to the progression of working methods and independence and consistency with the other classes.

In the workshop, the couriers can work individually or in groups as necessary, but so that they can obtain both aid and time for the processing of the trade union and the self-provocation. The workshop may also provide a good framework for differentiated training, which may be carried out both by physical presence and a virtual presence.

At the beginning of the process, some of the workshop hours are used for an introduction to the trade and trade unions.

Later in the process, study methods can be focused and offered differentiated offers focused on the needs of the individual courier, with a view to supporting it.

The site instruction may be supplemented by an open, voluntary study workshop, cf. § 17.


Appendix 5

Hf-June 2008
Biology C

1. Identity and purpose

1. 1.1 Identities

Biology is a science science class, where studies and experiments in both the laboratory and the environment create the basis for insight into the complexity and diversity of biological systems.

Biology is the knowledge of the origin and development of life and of life processes at all levels from the molecular to the global. The family is concerned with the interactions of the living organism, with their relations with the surrounding environment and with the importance of human activity, including the opportunities for natural management and for sustainable development.

The subject relates to the practical application and perspectives of biology in relation to, inter alia, biotechnological developments in the field of medicine and in the context of biological production.

The profession contributes to the human understanding of itself as a biological entity and provides the professional background to act on a biological basis in daily life and in relation to long-term social issues with biological content.

1.2 Foraims

The purpose of the biology class is to stimulate the interest of the couriers on biological issues and to contribute to the overall objective of vocational education and training, study and general education.

The knowledge of the Kurds on selected biological areas must be deepened, taking into account their own practical experience and past training courses. They must, in particular, gain insight into significant biological interconnection with health, the environment and biotechnology.

The Kursists must have experience of systematically collecting, treating and disseminate biological information, and they must develop the ability to take critical and constructive approach to biological research and its use.

The Kursists must dedicate themselves to biological thinking and method, so that they can use it on a daily basis. In addition, in the context of other professional attacks, they should be able to respond to biological issues with ethical and societal prospects.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) obtain biological information from various sources and assess the quality of the material ;

b) perform systematic observations and collect data in the laboratory and in the natural environment ;

c) perform experimental work, taking into account the general laboratory safety ;

d) establishing simple hypotheses as a starting point for biological experiments,

(e) identify and discuss error sources and explain the importance of auditing tests ;

(f) analyzing shapes and data and setting them in relation to relevant explanatory models

g) working and disseminate results from experimental work ;

(h) express both orally and in writing on biological connections, with the inclusion of relevant professional concepts ;

i) discuss societal and ethical perspectives in relation to issues of biological content.

2.2 Kernestof

The core matter is :

a) selected organic substances and their biological importance, including the building and functioning of the DNA,

b) cellers structure and operation and select cellular processes

c) general genetic concepts and contexts, including the interaction between heritage and the environment ;

d) biological background for the use of biotechnologies,

(e) the establishment and functioning of selected organsystems in the area of health,

(f) selected ecological processes and their importance.

2.3 Supplementary substance

The additional fabric and the future of the nuclear material and / or involve new areas of professional activity in such a way as to highlight the practical, societal and ethical aspects of the trade.

3. Organisation of the Organisation

3.1 Didatical principles

The education is thematic and is based on current biological issues, as well as the experience of the courier.

The experimental work is integrated with the theoretical fabric, so that the work on natural sciences and methods stimulates the activity and creativity of the couriers. In addition, applications-orientated aspects must be involved as far as possible.

3.2 Workshapes

There is a change between different forms of work, so that there is progression from more bottled teaching activities to self-employed work. In the choice of forms of work, consideration must be given to the development of the experience of couriers with both individual and collective working methods, including project work.

There must be a focus on the application-oriented throughout the process. Executed activities are included as an integral part of the instruction.

The experimental work must be integrated into the daily education and to a degree that corresponds to some of them. the training period of the professional training.

A number of reports and / or project products shall be drawn up and commented on by the teacher. One or more reports may be replaced by other product types.

In the course of the written work in biology, the couriers must :

-WHAT? develop their biological knowledge and practice of natural scientific working methods ;

-WHAT? Practise their ability to disseminate natural scientific information accurately and accurately ;

-WHAT? perform the ability to explain, analyze and discuss experimental data and natural scientific issues ;

-WHAT? are provaunbiable in selected natural scientific issues.

The written dimension of biology is essential, given that technical knowledge is given a clear application-oriented aspect. The work includes :

-WHAT? journals of experimental work and reports drawn up on the basis of the journals ;

-WHAT? products as a result of project work ;

-WHAT? other types of tasks.

3.3 IT

It is included in the training where it is appropriate to achieve the professional objectives by using data collection, data processing in spreadsheets, information searches, written preparation, conferences and presentation.

3.4 Collections with other subjects

Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and outlook the substance and application aspects of the profession.

4. Evaluation

4.1 Ongoing Evaluation

Collective and individual evaluation are carried out at some time. halfway through the education process and, incidentally, in the course-or at the training initiative.

The individual evaluation shall be based on the professional objectives. The current position of the courier here is evaluated, and it is assessed whether there is a need for a change in working methods and effort.

The collective evaluation is based on the course of the daily education, for example, with regard to the end of a theme. In the light of the evaluation, teacher and courier collectively evaluate whether there is a need for adjustments.

4.2 Test form

An oral test shall be held on the basis of a test carried out by the examiner. The tasks shall include a caption and clarification of subquestions and documents. Each task shall be accompanied normally by both known and unknown attachments. The experimental work and the projects are to be included in as many degrees as possible.

The exam time is 24 minutes. Preparation time is 24 minutes.

The examination shall be based on the presentation and presentation of the task, supplemented by the detailed question from the examiner. Censor can be included in the examination.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner lives up to the trade union objectives as shown in point. 2.1.

Empamine attention shall be given to the capacity of the examiner to :

-WHAT? express themselves correctly and accurately with the use of biological trade phraphra;

-WHAT? structuring and disseminating the substance ;

-WHAT? analyzing and evaluating results from experimental work,

-WHAT? explain models that describe the biological interconnections

-WHAT? analyzing and explaining figures representing biological contexts

-WHAT? set unknown material related to known issues

-WHAT? outlook their biological knowledge and include social and ethical aspects.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.


Appendix 6

Hf-June 2008
English C

1. Identity and purpose

1.1 Identities

English is a skill class, a science class and a culture class. The Fame deals with english languages, English language cultures and global relationships. The profession comprises the use of English in writing and in addition to a knowledge of the subject matter of trade.

1.2 Foraims

It is the purpose of teaching that the Kurds through the work in English will have the ability to understand and use the English language so that they can orient themselves and to act in a globalised world. It is the aim of the Kurds to gain knowledge of British, American and other English-language societies and cultures, and that their understanding of its own cultural background is thus developed. The Fame creates the basis for the couriers to communicate across cultural borders. The teaching of the various disciplines of the profession contributes to the development of the linguistic, cultural and aesthetic knowledge and awareness of the couriers, and hence their general skills of study.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) understand orally and written English on general issues ;

b) Understandably read English texts

c) contain a vocabable vocabable vocabable vocabinas to be made available in an English language ;

d) provide a coherent oral and written preparation in english of a known subject ;

(e) be able to account for content and views in different types of English texts

(f) an account of the position of the individual text in relation to a larger context,

g) formulate their views and arguments in English

(h) use professional trainers and other means of assistance ;

i) use appropriate language learning strategies.

2.2 Kernestof

The core matter is :

a) the basic grammar of the English language, orthograph and punctuation ;

b) the words and vocababy

c) communication strategies, standard language and variety ;

d) the English language as a global communication language

(e) different types of recent literary and non-literary texts

(f) text analytic basic concepts

g) significant social conditions in Great Britain and the United States,

(h) current conditions in other parts of the English-speaking world.

Litterhonor and non-literary lyrics in the core matter must be unprocessed and authentic English.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance is deepening and outstretching the core and broadening the professional horizons of the couriers.

There are texts and other forms of expression from recent times, which are based on the English-speaking world, as well as matter in English from other areas of expertise.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be based on a professional level similar to the level of couriers from the elementary school. The training shall be organised in order to be exchanged between inductively and deductive organized courses.

The work of languages, text and culture must be integrated so that the Kurds are in a clear correlation between the expression of expression, substance and communication.

We need to work on listening, reading and communicating strategies, and the Kurds ' own language production in the speech and writing must be a priority. Teaching text analysis and alienation must be adapted to the professional progression. The language is predominating English.

3.2 Workshapes

The work on the profession is primarily organised in matters. A minimum of 3 topics shall be included in the basis of the material ' s core and in the supplementary matter.

Teaching and working forms, which are mainly instructors, must gradually be replaced by education and working practices, which offer the couriers greater autonomy and responsibility. Work methods and methods must be appropriate for the professional purposes, and the written and oral work must be varied so that the couriers develop their expression skills orally and in writing. The work on the written side of the trade must be organised in such a way as to support the text and the subject work and to support the language learning.

3.3 IT

It must be used as a tool for supporting the text work and for the work on the proficiency side of the language plaything. The practical application of IT must strengthen the couriers ' ability to search and select relevant professional material from a major fabric. The Kursists must become aware of the differences in communication strategies linked to the use of different electronic genres.

3.4 Collections with other subjects

Where it is possible, it is up to the fact that the profession forms part of the same course of interaction with other subjects. The oral and written language skills need to be strengthened here, knowing that the couriers are dedicated and depart of the professional substance in English.

4. Evaluation

4.1 Ongoing Evaluation

In the course of the entry level and during the year an evaluation shall be carried out in the form of screening or other individual tests in order to determine the level and progression of the individual courier. Moreover, in order for the couriers to be given a tool for assessing their own knowledge of knowledge, self-evaluation must also be carried out.

4.2 Test form

An oral test will be held.

Based on an unknown, unprocessed text material that is thematic associated with a study subject, be tested in presentation, conversation, text understanding, and perspective. The issues covered as the basis for the test must also cover the technical objectives and the core material. The scope of the text material is 1-3 normal pages. The material shall be sent to the censor and shall be approved by this prior to the test of the test.

The exam time is 24 minutes. Preparation time is 48 minutes. All auxiliary means are permitted, except communication with the outside world.

The same unknown sample may not be more than 3 exams on the same team.

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.

The emphasis is placed on the fact that the English diploma can present and outlook the unknown text material and use the knowledge obtained in the work on the subject of the study.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.


Appendix 7

Hf-June 2008
Geography C

1. Identity and purpose

1.1 Identities

Geography deals with natural processes and natural conditions on Earth and their impact on the life of human life in a current and social perspective.

Geography is using natural scientific methods, where knowledge and conceptual understanding is developed through interaction between observations and experiments and on the other, the theory and model formation. The trade is concerned with both local, regional and global patterns and differences and their explanation. The approach forms the basis of understanding and recognition of phenomena in nature and for understanding of the interaction between man and its environment.

The Fame has an application-oriented dimension and involves geographic knowledge to create a coherent insight into seamless issues of natural scientifically content.

The body provides a despicuous basis for the positions of current social problems with scientifically scientifically content.

1.2 Foraims

The purpose of geography is to stimulate the couriers ' ability to engage in geo-hesive phenomena, patterns and current issues, as well as contributing to the overall objective of the education and training objectives, by being an almenteer and giving the couriers skills, which may form the basis for further training.

The course of the Kurds is through the education and training of geo-working methods and specialist areas and their knowledge of relevant nuclear material from geography. Furthermore, the couriers must develop the ability to combine scientific theory and practice in a reflective way, as well as the ability to see the whole and contexts in geo-agracial areas.

The Kursists must be able to understand and work with circuits in nature and gain insight into sustainable development as a principle. In the light of the subject of geofagus competences, the Kurds are preconditions to enter into the democratic debate and to develop respect for the views of others, cultures and life forms.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) Observe, describe, structure and classify geofagable spatial patterns, data and results

b) execute simple forms of geofagendable experimental work, including field work and data collection,

c) processing and applying geofagstraight data and results ;

d) establish simple problem formulations based on a geo-ofaglig approach,

(e) understand the difference between a theoretical model and the observing reality

(f) identify, select, and process geofagequal variables factors

g) analyze geofagissues for use by the use of the professional and professional analysis tools ;

(h) setting local nature and societal relationships into a regional or global context and understand the local consequences of global processes

i) in the light of geo-acting knowledge, reflecting on the role of natural scientists and technology in the current social development ;

j) understand and assess the geo-material material from journals, media, etc.

c) express both orally and in writing on geofagendable issues with professional precision to different target groups.

2.2 Kernestof

The core of the core is select geofagratic areas within :

a) weather conditions and climate

b) energy flows and circuits in nature ;

c) natural resources, production and technology ;

d) population and business conditions.

The core matter is being worked out from a current perspective and a space-based dimension.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The substance and additional substance together shall constitute a whole. The complementary nature includes the nature, society and cultural issues relating to the core areas. This additional matter is chosen in cooperation between courier and teaches, and it must be sought that it enables the couriers to work on issues that relate to different parts of the world.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching of the teaching is more important to the issue of cross-core areas. Similarly, emphasis must be given to the emphasis placed on the experimental work being attached to the theoretical substance in order to achieve as much integration as possible. In this way, the application-oriented aspects will be integrated into daily education.

The teaching is organised in order to enable the Kurds to develop an understanding of the whole and contexts of the Kurds.

3.2 Workshapes

The teaching must, as a general rule, be organized as a subject-or project-oriented work.

The teaching must be organised with variation and progression from empadiment to projects based on a problem formulation, drawn up by the Kurds. In the course of the course of the course of the course of course, there must be a progression in terms of work and professional standards, as well as in the demands of the autonomy of the couriers in the work process and the ability to issue a problem. Couriers must be involved in the planning of course and in the choice of forms of work. In the choice of forms of work, it is also necessary to take into account the development of couriers ' experience of individual and collective working methods.

There must be a focus on the application orientation through the overall course flow.

The written dimension in geography is essential to the learning process and includes :

a) in writing.-Written exercises, drawing up maps and diagrams, etc.

b) reports of experimental work, field work and data collection ;

c) products as a result of the subject and project work ;

3.3 IT

It must be included in the instruction for the following purposes :

-WHAT? use of the Internet to gain access to educational material, other otherly material and data ;

-WHAT? visualization and analysis of data

-WHAT? communication and dissemination.

3.4 Collections with other subjects

Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and perspectives nuclear and use aspects of the geography.

4. Evaluation

4.1 Ongoing Evaluation

The trade union and the content of the trade are the basis for the ongoing evaluation.

The individual evaluation shall be based on the work and professional level of the courics in day-to-day learning and in writing. This is where the position of the coupage is evaluated, work and group work, as well as the extent to which there is a need for changes to the way in which the Kurds are working and the work of the Kurds.

The collective assessment is based on the day-to-day learning, including in connection with the conclusion of a subject. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed, so that the technical objectives are met.

4.2 Test form

An oral test shall be conducted on the basis of a task which contains a headline and subquestions with progression and known and unknown material. The test material shall be sent to the censor and approved by this prior to the test of the test.

The exam time is 24 minutes. 24-minute preparatory time is provided.

The exam shapes itself as a conversation between exams and examiners.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner ' s performance complies with the professional objectives set forth in point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) express an oral question on the subject matter of the subject matter in a proper, professional language ;

b) to describe and structure the subject of information and issues from the submitted examination questions at the time of the final examination. supporting documents,

c) account for the difference between a theoretical model and the observed reality ;

d) analyze geofagagratic issues of application of professional tools

(e) reflecting on natural scientific issues in the current debate,

(f) assess local nature and societal conditions in a regional or global context and understand its consequences.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.


Appendix 8

Hf-June 2008
Historie B

1. Identity and purpose

1.1 Identities

History deals with events, development lines and contexts from the old days to today. The core of the trade is people's interaction and the ways in which it has developed cultures and societies in a interaction with nature. The centre of the profession is the interpretation of the historical process and the track that it has left behind.

1.2 Foraims

The task of the history of history is to develop the historical consciousness and identity of the couriers, thereby stimulating their interest and ability to question the past in order to achieve a new realisation of their time. In the face of historical and cultural developments in other societies, the ability of the cousists to meet other cultures in a world of rapid change and increased intercourse across cultures must be strengthened. The education must develop the ability of the couriers to structure and evaluate different types of historical material and various forms of history.

Knowledge of history strengthens the ability of the couriers to reflect on and apply knowledge and insights to current issues.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) account for key developments and events in Denmark's history, Europe's history and the history of the world.

b) obtaining insight into the interaction between nature, individual and society in a historical perspective

c) account for the contexts and contradictions between contemporary and historical society ;

d) reflecting on the human being as a history-made and historian

(e) establish and communicate historical issues verbally, as well as in writing ;

(f) conducting and disseminate a study of a historical topic ;

g) apply an analytical / methodical approach to diverse historical material ;

(h) remain critical and documenting examples of the use and abuse of history.

2.2 Kernestof

The core matter is :

a) Danish history and identity

b) the headlines of Europe ' s history from the antique to the day,

c) nature, technology and production in historical and current perspective ;

d) central cultural meetings in European history,

(e) governance in historical and contemporary perspective,

(f) the fracture and continuity of Danish and European history ;

g) The battle of ideologies in the 20th. Century

(h) globalisation.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. In the supplementary matter, work is being worked on themes in time and space that perspectives and reflect other approaches to history.

3. Organisation of the Organisation

3.1 Didatical principles

The training shall be organised in a consistent manner. All flows must be related to or starting from the present.

Work is carried out with at least one flow within each of the following time sections :

-WHAT? up to 1776

-WHAT? 1776-1914

-WHAT? 1914-1989

-WHAT? 1989-today.

The main aim of some progress is to create an overview, while others are deep in the process. Both perspectives must be included in all the procedures. The basis of the history of Denmark must be given a glance to Europe's history and / or world history, as the story of Europe's history and / or world history has been organised with insight into Denmark's history.

The following aspects must be represented in the following aspects :

-WHAT? use and misuse of history ;

-WHAT? the little and the big story

-WHAT? myth and reality in history.

Training shall be organised in such a way that there is a clear technical progression in :

-WHAT? selection of problem positions-methodical requirements, including requirements for the inclusion of different material types

-WHAT? the requirements for the use of professional concepts ;

-WHAT? the requirements for the performance of the couriers to precise and nuanced written and oral dissemination.

The Kursists must be involved in the choice of issues and forms of work.

3.2 Workshapes

In the teaching, the exchange of and courier tactics must be used, so that the couriers are given good opportunities to identify, document, communicate, and discuss professional relations and views.

In order to ensure the diversity of forms of work, it is important that some courses are based on the inductive principle, whilst others are based on the deductive principle.

Outwarted activities must be represented in the instruction.

In the overall course of this process, at least one project work shall be carried out in which a professional problem position should be handled using the method of the trade. The project work can be interdisciplinary.

The written work must be organised in such a way as to make the couriers test different written forms of work in support of the training of the Kursists. In addition, the skills of the couriers must, on the basis of a larger written material, to formulate problem positions and dispositions in the form of an integrated form must be integrated into the drainage of the currisals. The prepared written products shall be used as a basis for oral dissemination.

3.3 IT

It must be included in the training of information, in writing and as an instrument of aid for oral presentation.

3.4 Cooperation with other subjects

The teaching may add up to interaction with other subjects in order to further deepen and outlook the nucleus.

4. Evaluation

4.1 Ongoing Evaluation

Through the individual professional guidance and the use of tests and feedback on written work, the courier en route must be a clear idea of the level and development of the professional standpoint, including strong and weak points.

4.2 Test form

The institution shall choose for each team one of the following two forms :

Test form A :

An oral test shall be held on the basis of a known theme, with unknown attachment material, of a 10-15 normal normal page.

The supporting documents shall be selected by the examiner and shall be sent to a censor within five working days before 1. Test day. The annex material shall be approved prior to the examination of the censor of the test. The appendix must in the possible extent contain varied material types,

Each attachment set may not be more than 3 exams on the same day and not in the following test days on the same team.

The ex-wife can choose to prepare for the test in groups. An examination unit is such a group or an examiner who is preparing individually.

In the light of the material supplied and material provided during the preparation time, the examination must be analysing, analysing and discussing one or more professional issues.

The preparation time for the preparation of synopsis shall be given at least 24 hours.

The examination takes place in a single way, with an examination time of 30 minutes. In the first of these. 10 minutes of the examination shall present the historical issue of the examination theme (s) and the relationship to the substance used for the reading from the synopsis. After that, the examination is carried out as a dialogue between examiner and examiner degrees.

Test form B :

An oral test shall be held on the basis of a known theme with unknown attachment material of a range of 8 to 12 normal pages.

The supporting documents shall be selected by the examiner and shall be sent to a censor within five working days before 1. Test day. The annex material shall be approved prior to the examination of the censor of the test. The appendix must, as far as possible, contain heterogeneous material types.

Each attachment set may not be more than 3 exams on the same day and not in the following test days on the same team.

The ex-wife can choose to prepare for the test in groups. An examination unit is such a group or an examiner who is preparing individually. The appendix will be extradited 3 hours before the first examiner in the group shall be finalized.

During the preparatory period, the examiners shall draw up a synopsis by drawing up, analysing and discussing one or more professional issues, on the basis of the supplied voucher material.

The examination takes place in a single way, with an examination time of 30 minutes. In the first of these. 10 minutes of the examination shall present the historical issue of the examination theme (s) and the relationship to the substance used for the reading from the synopsis. After that, the examination is carried out as a dialogue between examiner and examiner degrees.

4.3 Assessment criteria

The assessment shall be attached to the extent to which the achievement of the examiner meets the professional objectives set forth in point. 2.1.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.


Appendix 9

Hf-June 2008
Kemi C

1. Identity and purpose

1.1 Identities

Chemistry deals with the characteristics of the substances and the conditions for them to respond. All living and our material world are based on the fact that all drugs are built on atoms and that the substances can undergo change in chemical reactions. Chemical research and development of materials, products and processes are concerned, and chemical research is of great importance to the lives of individuals and to the technological and economic development of society. As a science major, chemistry contributes to interaction with other subjects to develop the modern world view.

Chemical knowledge and conceptual understanding are developed through interaction between observations and experiments, and on the other, the theory and model formation.

1.2 Foraims

Fame chemistry contributes to the overall objective of education and training for the Kurds to gain insight into the methods, concepts and regularities of the profession. The Kursists are aware of the relevant substances and their characteristics on the basis of knowledge and understanding of the fact that all the substance is constructed of atoms.

The Kursists are also getting insight into the importance of chemo on the world, technology and production, both topical and historical, and the work on the profession provides an understanding of the use of chemical knowledge for the benefit of people and nature, and unsuitable use can affect health and the environment.

The Kursists are familiar with natural scientific thinking and method, enabling each individual to relate to current issues of natural scientific content and to understand sustainability as one of the most natural scientifically and as one principle.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) use the chemical language, including chemical formula language,

b) describe the structure and simple chemical reactions of substances and, including, relate observations, model performances and emblem for each other ;

c) perform simple calculations

d) perform experimental work with simple laboratory equipment,

(e) the handling of chemicals in a responsible manner, both in the case of experimental work and in everyday life ;

(f) record and review data and observations and to describe experiments and to present findings in writing and oral results ;

g) obtain and use chemical information from a variety of sources ;

(h) disseminate and outlook the chemical knowledge obtained ;

i) identify and deal with simple chemical issues from the daily basis and from the current debate.

2.2 Kernestof

The core matter is :

Structure of Stoffer

-WHAT? the perioded; of the basic substances ;

-WHAT? Construction of organic and inorganic substances, naming, state and memobility.

Chemical reactions

-WHAT? simple redoxreactions, including internal combustion reactions,

-WHAT? The acid-based response and the pH of the pH.

Volume calculations

-WHAT? volume amounts in relation to response schemes in the use of mass, molar mass, substance, volume and substance concentration.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional fabric and the future of the nuclear material and / or include new areas of professional competence. It is therefore chosen for the couriers to be given the opportunity, among other things, to work on issues that relate to their everyday lives. Work on the supplementary matter concerns approximately EUR 5 000 40%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The training must be based on a professional level corresponding to the level of couriers from primary school.

The teaching is mainly in thematic, thematic process, which can involve both the substance and the additional matter. The emphasis is placed in the emphasis on the fact that the experimental work is linked to the theoretical substance in order to achieve maximum integration. In addition, applications-orientated aspects must be involved as far as possible.

3.2 Workshapes

The training shall be organised with variation and progression. There must be progression in both working and professional requirements, as in the demands of the independence of the couriers. The discussion must be clear in the work of both theoretical and experimental issues. In the choice of forms of work, consideration must be given to the fact that the Kurds are brought into an active learning role, and that their experience of individual and collective forms of work is being developed.

The liquisists ' independent experimental work in the laboratory shall be at least 1/5 of the training time of the professional.

Mundant production and written work shall form an integral part of the work.

In the written work in Chemistry, the couriers must :

-WHAT? develop their chemical knowledge and practice of natural scientifical working methods ;

-WHAT? document the ability to report, discuss and analyze experimental data

-WHAT? Practise their ability to disseminate chemistry professional information correctly and accurately

-WHAT? perform their ability to account, analyze and discuss chemical issues ;

-WHAT? protrades in selected chemical problem positions.

The written work shall include :

-WHAT? journals of experimental work and reports drawn up on the basis of the journals ;

-WHAT? tasks of varying nature to the strengthening of the learning process ;

-WHAT? products as a result of any project work ;

3.3 IT

It is used in the teaching of all relevant contexts.

3.4 Collections with other subjects

Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and outlook the substance and use of the use of the chemical and use of applications.

4. Evaluation

4.1 Ongoing Evaluation

The technical objectives and the professional content are the basis of the ongoing evaluation.

The individual evaluation shall be based on the work and professional level of the courics in day-to-day learning and in writing. The evaluation shall provide a background to an assessment of the need to make changes to the rate of work and working methods, including cooperation with other couriates.

The collective evaluation is based on the day-to-day learning. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed, so that the technical objectives are met.

4.2 Test Forms

An oral test will be held. The course selects for the individual team between the following tests.

Test form a) : Mundable test on the basis of a task which covers both theoretical matter and experimental work in the same area, which may include an annex. The titles of the diplomas shall be aware of the examinations within five working days prior to the test.

The Exmination Time is 24 minutes per hour. examiner duck. A 24-minute period of preparation shall be given in which examination of the degree, to the extent that is practicable, has access to relevant appliances and relevant chemicals.

The exam shapes itself as a conversation between exams and examiners. Under the examination, relevant appliances and relevant chemicals shall be made available to the extent possible.

Test form b) : The sample is bipartitioned and is executed by up to 10 examinander per. Day.

Mundant test on the basis of a task which comprises a known experiment and a theoretical part to do so. The experiment and the theoretical part must be combined in such a way as to relate to different areas. In addition to the experimental part of the sample, only the experiment shall be provided, while the theoretical part of the sample is reported immediately before the preparation for this part of the sample. The titles of the theoretical part of the sample must be known to the examiners within five working days before the test.

The Exmination period is 1 1/2 hours for 5 degrees for experimental parts and 20 minutes per hour. Examine and the theoretical part. There are 20 minutes of preparation time per. the examination of the theoretical part of the sample.

The second part of the test is carried out immediately after the first part.

The first part of the sample is experimental, where up to 5 examiners at a time individually carries out a known experiment within the hour of one and a half hours. Examinator and censor conversations with the individual examiner and of the specific experiment and the corresponding theory. Experts have access to all aids except reports and records of the current experiment.

The second part of the sample forms a conversation between exams and examiner examiners.

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.

Moreover, the emphasis shall be placed on the examination of the examiner :

-WHAT? answer the diploma task and do not overlook significant circumstances

-WHAT? uses knowledge and methods corresponding to the level ;

-WHAT? express itself clearly, accurately and comprehensively on chemistry issues in a proper, professional language ;

-WHAT? understand and can explain simple correlation between theory and practice

-WHAT? demonstrating a professional overview, including the inclusion of relevant chemical issues in the professional conversation.

One grade shall be given by the performance of an overall evaluation of the performance of the examiner.


Appendix 10

Hf-June 2008
Math B

1. Identity and purpose

1.1 Identities

Mathematicism is based on abstract and logical thinking and includes a wide range of modeling and problem care methods. Mathematicism is indispensable in many professions, in science and technology, in medicine and in ecology, in the economy and social sciences and as a basis for political decision-making. Mathematics are at the same time important in everyday life. The widespread use of mathematics bunder in the abstract nature of the profession and reflects the experience that many different phenomena behave in a uniform manner. When hypotheses and theories are worded in the language of mathematics, new insights are often won. Mathematicism has accompanied the development of culture from the earliest civilisations and the first considerations of the human race. Science and mathematics have evolved in an ever-altering interaction between applications and built-up of theory.

1.2 Foraims

Through education, the Kurds must gain insight into how mathematics can contribute to understanding, formulate and address problems in various professional areas, as well as insight into mathematical reasoning and theoriformation. In this way, the couriers must be able to be better able to relate to the use of mathematics and to obtain sufficient mathematical skills to carry out higher education in which mathematics are part. In addition, they must be informed of important aspects of the interactions of mathematics with culture, science and technology.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) manage simple formulae, including translating from symbolic language to natural language and vice versa, to give the present symbolic descriptions of variable contexts and be able to use symbolic language to resolve simple issues with arithmetic content,

b) provide a statistical treatment of a number material and be able to communicate conclusions in a clear language ;

c) using simple functional expressions in the modeling of the given data, could perform simulations and projections based on models, and discuss the range of such models,

d) apply differential quotient and regulator for simple functions and interpret different representations of them ;

(e) account for available geometric models and handle geometric issues based on three-way calculations,

(f) perform simple mathematical reasoning and evidence ;

g) disseminate knowledge of mathematical venting within selected areas ; and

(h) use IT tools for the solution of given mathematical problems, including the handling of more complex formulas and determination of differential quotient and tribal function for more complex functional expressions.

2.2 Kernestof

The core matter is :

a) the hierarchy of the reg; s hierarchy, the extended power concept, equation solution with analytical and graphical methods and using IT tools ;

b) the description of the description of the blunt and reverse proportionality and linear contexts, polynomial contexts, exponential interconnections, and power correlation between variable,

c) the concept of (x), characteristic characteristics of the following elementary functions : linear functions, polynomies, exponentially, potency and logarithm functions and characteristics of the graphical flow of those functions, the use of regression. on a data series ;

d) definition and interpretation of differential quotation, including tissue speed and marginal recitals, derivative function of the basic functions, and differentiation of the f + g, f-g and k × f,

(e) monotonous conditions, extremes and optimization and consistency between these concepts and differential quotient,

(f) stem function of the basic functions, the use of integral calculation of point quantities limited by graphs for non-negative functions ;

g) proportional calculations in uniquated triangles and trigonometric calculations in the triangles and trigonometric calculations ;

(h) basic characteristics of mathematical models, modeling.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The complementary substance of the arithmetic population is about to fill. 25%. of the training period. It must be a matter of perspective and deepen the core and, in the whole, broadening the trade horizons so that the couriers can live up to all the professional objectives.

For this reason, the supplementary matter will include, inter alia :

-WHAT? reasoning and proof of the selection within selected topics ;

-WHAT? mathematical models, including modeling, using a differential quotient

-WHAT? the collection and statistical processing of data in order to illumination an established hypothesis, discussion of the representativeness of a sample, the use of two types of statistical or probability-theorical models.

3. Organisation of the Organisation

3.1 Didatical principles

The training shall be organised in order to achieve the professional objectives of each coupage. The self-employed handling of mathematical issues and tasks of the Kursists must be at the heart of the lesson.

Through an experimental approach to mathematical issues, tasks and issues, the mathematical conceptual concepts of the couriers must be developed and innovative capabilities. This is done, among other things, by organising some process inductively, so generalisations will be made out of concrete examples.

The experimental element of mathematics cannot stand alone. The selected subject matter must therefore be arranged so that the couriers have a clear understanding of the significance of the evidence in mathematical theory.

The individual cousist must actively use the mathematical language to convey its knowledge.

Subsizable emphasis is placed on the applications of mathematics, and the couches must see how the same mathematical methods can be applied to the extent of different phenomena.

The training shall be organised with progression in working methods and professional content, while at the same time as basic skills and paratability are maintained by regularly being taken up again.

CAS tools should not only be used to perform the more complex symbolic bills, but also support skill learning and mathematical conceptual formation.

3.2 Workshapes

A significant part of the instruction within the substance and the additive is organised as a project or subject matter. In the case of each major procedure, professional objectives that are taken into account for the work process and the couriers prepare a written product which can document the professional results.

Part of the teaching is organised as group work in order for the Kurds to develop their mathematical concepts through their inter-disciplinary discussion.

The liquisistence's self-employment and dissemination of the mathematical texts submitted are included in the work on the oral dimension.

In education, the emphasis is placed on the task of providing a decisive support for the dedication of concepts, methods and competences. The work of tasks is carried out both in the hours and at home work. A number of the project and tag races are rounded with the liquisists to prepare a report.

3.3 IT

The training shall be organised so that the calculators, IT and the mathematics of the Kurds are included as essential aid in the course of the couriers, with the concept of a concept of conceptual and problem-solving. In the organization, training is used to use these means to perform calculations, for the symbolic manipulation of formula terms, for handling statistical data, to provide an overview of graphs for equal treatment and for the taking of the data ; symbolic differentiation and integration. Furthermore, the calculators, IT and math programmes are exploited in the experimental approach to issues and problem solving.

3.4 Collections with other subjects

Where possible, it is up to the fact that the profession forms part of interaction with other subjects of the purpose of organising professional activity, which includes a more extensive use of mathematics in other areas of expertise which the couriers are aware of.

4. Evaluation

4.1 Ongoing Evaluation

Both the teaching and the training of the couriers will be regularly evaluated, including through forward-looking evaluation talks.

In the case of each major project or subject, the results of the progress of the course of the flow of the proceedings shall be clearly shown.

After each major project or subject, the teaching and training courses are carried out, an evaluation of the teaching, working and progress on the road to the fulfils of the professional objectives.

Rovering larger topics within the core matter normally rounded off with a test to evaluate the trade union objectives.

The Kursists regularly deliver written assignments and reports. The visits are corrected and commended by the teacher.

4.2 Test Forms

A written and oral test shall be held.

The written test

For the written test, four hours is given. The written examination of the written examination shall be made up of the tasks assigned to the core and shall evaluate the corresponding technical objectives. The first part of the set must be answered without help. This part of the test shall be given 1 hour after which the response is delivered. During the second part of the test, the examination must use any means of aid other than communication with the outside world. The tasks for this part of the sample are prepared based on the premise that the examiner has a CAS tool that can run token manipulation, cf. Act. 3.3.

The oral test

The course selects for the individual team one of the following three test forms.

Test form a) : An oral test on the basis of a general question with specific subquestions. The questions of the test have been published in good time before the test and so designed so that they make it possible to evaluate the professional objectives described in section 2.1. The questions and a record of the training course shall be sent to the censor and the censor approves the questions prior to the holding of the test.

The time of extermination is 30 minutes per final year. There are 30 minutes of preparatory time.

The sample is bipartitioned.

The first part of the test consists of the examination by the examination of the extracted question, supplemented by an in-depth question from the examiner.

The second part forms as a conversation between examination and examiner, starting with the overall question.

Test form b) : An oral test on the basis of reports drawn up in relation to the teaching. Each examiner's report shall cover the technical objectives described in point (s). 2.1. The diploma issues are designed with a headline and specific sub-issues in relation to the reports. The questions and a record of reports and training courses shall be sent to the censor and the censor approves the questions prior to the holding of the test.

Experation time is 30 minutes per hour. examiner duck. There are 30 minutes of preparatory time.

The sample is bipartitioned.

The first part of the test shall consist of the examination by the examiner's presentation of the extracted report and its professional objective, complemented with detailed questions from the examiner.

The second part forms a conversation between exams and examiners, starting with the report's genetic status field.

Test form c) An oral test with the withdrawal of the project carried out. The questions relating to the oral test must be published in good time before the test and together shall cover the technical objectives and the professional content. A significant part of the examination questions must be designed in such a way that it is possible to include completed topic and project progress with associated student reports. The questions and a record of reports and training courses shall be sent to the censor and the censor approves the questions prior to the holding of the test.

The individual question must be drawn up with a headline indicating the overall subject of the examination and with specific individual issues.

The Exmination Time is 24 minutes per hour. examiner duck. 24-minute preparatory time is provided.

The sample is bipartitioned.

The first part of the test shall consist of the presentation of the examination of the extracted question by the examination of the extracted question.

The second part acts as a conversation between examination and examiner, examiner and censor, starting with the overall topic.

4.3 Assessment criteria

The assessment is a holistic assessment of the extent to which the performance of the examiner lives up to the professional objectives specified in point. 2.1.

The attention shall be given to the examination of the examiner :

1) has basic mathematical skills, including :

-WHAT? handle mathematical symbolic language and mathematical concepts

-WHAT? is aware of mathematical methods and may use them correctly ;

-WHAT? skill in using IT tools appropriate.

2) may use mathematics on available problems, including :

-WHAT? may select appropriate methods for resolving the problems of the submitted

-WHAT? may present an arithmetic subject or method by resolving a mathematical problem in a clear and overly fashion ;

-WHAT? account for available mathematical models and discuss their range.

3) have an overview of and can outlook the math, including :

-WHAT? have insight into mathematical theory and independently account for mathematical reasoning and evidence

-WHAT? is aware of mathematical reversal within another professional area,

-WHAT? can move between the theoretical and practical aspects of the professional and the practical aspects of modeling and problem care.

In both the written and oral examination, one grade shall be given on the basis of a comprehensive assessment. When sample (b) is selected, only the oral performance is taken into account.


Appendix 11

Hf-June 2008
Religion C

1. Identity and purpose

1.1. Identity

Fake religion is primarily concerned with world religions, and these are Christianity mandatory. The Fame is a facilitating distribution of tradition and a modern global perspective.

From an open and neutral position and on a religious principle, religions and central religious phenomena are treated in the past and present, with the main emphasis on the present.

The approach to religions combines descriptive, interpretative and critical viewpoints, which allow both the religions ' own imaginations of the world to be modern, including sectionaries, angles to express their views. The Fame isn't bound to any party.

The starting point for employment in the religions is texts and other documentaries.

1.2 Foraims

Through the fades of religion, the Kurds must gain knowledge and understanding of religions and religious phenomena. The aim is for the Kurds to gain insight into contexts and tension fields within the individual religions and between religions and that they gain knowledge of the importance of religions for the individual, for groups and for society. The European Union must also provide insight into the relationship between religions and non-religious realising.

The teaching must develop the Kursists themselves and the outside world understanding and to create a professional basis for independent positions and active participation in a modern, multicultural and democratic society.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) analyze, interpret, and perspectives document-proof material, including assessing the extent to which a given material is considered a religion from within or from the outside ; that is, from a participant point of view or an externally remote, if any, religionistic view

b) applying elementary religious work terminology

c) conduct and disseminate a minor empirical examination of a religious subject ;

d) account for the essential aspects of the present, historical and formative shape of Christianity, with the main emphasis on the present time ;

(e) account for the essential sides of another 2-3 religions, one of which must be Islam ;

(f) account for central religious phenomena,

g) put the religions and their business history into selected aspects of European culture and thinking

(h) demonstrate a reflective understanding of the role of religions and life-makers in relation to human, society and culture ;

i) formulate ethical issues

j) on a professional basis, in a debate on the cultural values of their own and others, and in this way we are qualified for the global community.

2.2 Kernestof

The core matter is :

a) Christianity, in particular for the purposes of its European and Danish forms of progress. In the work, contexts are present, texts from the impact of Christianity, the history of Christianity and lyrics from the Old and New Testament.

b) Islam, including contexts, as well as texts from the Koran, including the inclusion of a European and Danish context,

c) The main phenomena of religions as myth, ritual, cult, ethics, teachin, religious experience and the organization of religions.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance must, in general, be a matter of perspective and deepen the core and, in the whole, broadening the professional horizons so that the couriers can live up to the objectives.

A further 1-2 topic should be read ; these may be ethically or religious, a form of religious philosophical, a well-defined religious subject, or one-two religions of their choice.

3. Organisation of the Organisation

3.1 Didatical principles

Religions are regarded both as unique, cultural and historical formations, each with their specific identity and problems, and from a comparative perspective of the use of religious phenomena.

The training period of the profession is used approximately. 30%. Christianity.

The most important approach to the subject's subjects is the work on texts being analysed, interpreted and outlooked. In addition, other source material, such as the ticket stures, religious objects, music, interviews, observations from field work or field-training.

The necessary background information shall be ensured by the inclusion of secondary posts such as apprentitiship materials, traders and information from the Internet.

3.2 Workshapes

A progression is being put in the process, so that the couriers are gradually trained in self-employment and dissemination of the substance. At the beginning of the process, the emphasis is placed on the interaction between teacher-led class education and different types of group work. In the end, the more independent work of the couriers are increasing with the substance.

In order to increase the understanding of the current forms of contusion by religions, the activities of the teaching of religions are included in the teaching of field training or field work for the exploration of cultural sites and religious environments.

The emphasis is placed on strengthening the rhetorical competence of the couriers, in the form of the ability to provide a clear and structured presentation of a substance.

3.3 IT

It's a natural working space for the religious profession. It is used for :

-WHAT? information search

-WHAT? the study of religious practices,

-WHAT? source-critical training,

-WHAT? the dissemination of professional issues and issues.

3.4 Collections with other subjects

Where it is possible, religion must be included in interplay with other subjects. In the same way, the understanding of the history of religions and the societal, political and cultural importance of religions in the sphere of religion is encouraged.

4. Evaluation

4.1 Ongoing Evaluation

For individual professional guidance, the exchange rate must be a clear view of the level and development of the professional standpoint, including weak and strong sides. At least once in each semester, the evaluation of the work efforts of the courier, active participation and engagement in education must be carried out.

4.2 Test Forms

The course selects between the following test forms.

a) Mundable test on the basis of an unknown text material and any possibility. other material, of a degree on the maximum size of the mak. 4 normal pages, selected by examiner. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time. The exam shapes itself as a conversation between exams and examiners.

b) Mundable test on the basis of an unknown text material and any possibility. other material, of a degree on the maximum size of the mak. 2 regular pages, selected by examiner. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. 24-minute preparatory time.

The exam shapes itself as a conversation between exams and examiners.

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1. Furthermore, emphasis is placed on the ability of the examiner to present a case in a clear and manageable way, as well as to dispense and structure the examination time.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.


Appendix 12

Hf-June 2008
Samfound class C

1. Identity and purpose

1.1 Identities

Society studies are about Danish and international social conditions. The Fame provides an empirical and theoretical basis knowledge and understanding of modern, globalised society's dynamism and complexity by linking the current social development to social, economic and political concepts, so that they can be used to make them more difficult. qualify your own positions and ability to act.

1.2 Foraims

Society must promote the desire and ability of couriers to relate to and participate in the democratic debate and, through the content and forms of education, engage them in terms of democracy and society's development. In addition, education must promote the autonomy and confidence of couriers in order to be able to take a position on social issues at a skilled level. The teaching must provide knowledge and understanding of, in particular, Danish social conditions and the dynamism of the development of modern society. The Kursists need to strengthen their academic competence through the work of empirical issues and the use of concepts and methods from social disciplines.

2. Fact objectives and professional content

2.1 Fagable targets

The couplers shall be able to :

a) use basic knowledge of sociology, economics and politology to account for current social problems and solutions to this ;

b) examine the interconnections between relevant background variable and social and cultural patterns ;

c) examine specific political decision-making processes

d) examine specific priority issues in the welfare society ;

(e) demonstrate in concrete examples of the importance of the European Union and global issues for the political action,

(f) formulate social and professional questions, search, apply and critical information to document simple professional relationships ;

g) disseminate simple models, tables and diagrams ;

(h) disseminate knowledge of professional connections using the terminology of the trade ;

i) on a professional basis, argue for their own positions and be responsive to other views and arguments.

2.2 Kernestof

The core material is as follows :

Policy

-WHAT? political ideologies, including conservatism, liberalism and socialism ;

-WHAT? democracy and human rights, including the importance of the judicial system ;

-WHAT? political decisions in Denmark, including political participation.

Sociology

-WHAT? identity formation and socialisation ;

-WHAT? social and cultural differences.

Finance

-WHAT? economic circuits and management instruments ;

-WHAT? welfare and distribution.

Method

-central socieal information channels.

2.3 Supplementary substance

The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance is typical of the nature of the examples from the current social debate, which are used to further confining and outlook vocational relationships, including the importance of global and European conditions for development ; Denmark.

3. The organization of the education

3.1 Didatical principles

The teaching must be organised thematically, typically in terms of the outsets of the couriers and curiosity about current social issues. In the overall course of the process, the exchange of couriers must be increased in the selection of the theme and working forms. In the processing of the substance a holistic view is placed in such a way that at least one theme is handled across the disciplines. The emphasis must be given to the inductive principle, that is to say. specific issues must be the starting point, and the emphasis must be given to the fact that the individual courier is given the opportunity to express views, arguments and evaluations on a professional basis.

Subsequent to a shorter period of periods of deductiveness, then the application of the trade union with specific examples must subsequently be applied. Such shorter periods of course can be used to highlight similarities and differences between civics and civics disciplines.

The class shall be organised in such a way that it is alansily in the selection of points of view, concepts and methods.

3.2 Workshapes

In the teaching process, the exchange of and courier tactics must be used, so that the couriers are given good opportunities to identify, document, communicate, and debate professional relations and views. Exawards activities must be integrated into the training program. In the overall course of the overall process, at least one minor project work shall be carried out in which a technical issue must be dealt with using methods from the profession.

Written Work

Various written products contribute to technical clarification and to develop the couriers ' ability to formulate socieal issues, document and argue for professional relationships and views.

3.3 IT

Information technology tools are used in the teaching to support and supplement the professional objectives and the educational process.

Information technology is used for :

-WHAT? information search

-WHAT? working and dissemination ;

-WHAT? knowledge sharing.

Indications of central social union sites are part of the individual sequence. The use of electronic conferencing is integrated into the education.

3.4 Collections with other subjects

Where possible, it is up to the fact that the profession forms part of interaction with other subjects, with the purpose of further deepening and outwising the core.

If social studies are subject to a professional package, at least one cross-disciplinary process is conducted.

4. Evaluation

4.1 Ongoing Evaluation

In the case of forward-looking and individual guidance, the use of test and feedback on professional activities will have a clear understanding of the level and development of the professional standpoint, including activities involving activities, is stimulating reflection on the yield of the instruction. The basis for evaluation must be the professional objectives. In addition, at least once in each semester, work performance evaluation, active participation and engagement must be carried out in the teaching.

4.2 Test form

An oral test shall be held on the basis of a known theme, with unknown attachment material, of a scale of less than 2 normal pages. In relation to the theme, the focus is placed on underquestion that follows the taxonomic levels. The test material shall be sent to the censor and approved by this prior to the test of the test.

The Exmination Time is 24 minutes per hour. examiner duck. 48-minute preparatory time is provided.

The exam is shaping up like a conversation.

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.

Weight shall be given to :

-WHAT? an overview of the disciplines in the field, so that relevant professional concepts and examples are included in the examination ;

-WHAT? knowledge of central union contexts,

-WHAT? the ability to communicate and enter into a dialogue on a technical issue during the use of the terminology of the professional ;

-WHAT? ability to argue for a view on a professional basis

-WHAT? skills in the use of the voucher material to document the professional contexts.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.