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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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=120586

Overview (table of contents) Chapter 1 purpose of training

Chapter 2 Training

Chapter 3 courses, etc.

Chapter 4 Instructions

Chapter 5 Education Management

Chapter 6 of education planning and implementation

Chapter 7 Internal evaluation

Chapter 8 Education descriptions and certifications for accomplished teaching

Chapter 9 Special education and other special educational assistance

Chapter 10 Medical education

Chapter 11 Even students

Chapter 12 Complaint

Chapter 13 Derogations from the notice

Chapter 14 entry into force and transitional rules

Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6

Annex 7

Annex 8

Annex 9

Annex 10

Annex 11

Annex 12 The full text of the Executive order on the hf-programme organised as single subject teaching for adults (hf-single subject notice)

Pursuant to section 11, paragraph 3, article 14, paragraph 3, article 15, paragraph 2, article 16, paragraph 4, § 17, § 25, § 35, paragraph 1, article 36, paragraph 3, article 37, paragraph 3, and section 38, paragraph 2, of the law on education to the higher preparatory examination (hf-law), see. lovbekendtgørelse nr. 445 of 8. in May 2007, and § 8, paragraph 3, of law No. 575 by 9. June 2006 on institutions for general secondary education and general adult education, etc. shall be determined as follows:

Chapter 1

Training purposes

§ 1. Training for higher preparatory exam organised as single subject teaching for adults (hf-single subject) is targeted to adults with an interest in knowledge, contemplation, perspectives and abstraction. Training is offered as teaching single subjects and in the professions. The individual subjects and professions ending with samples by national standard and can be put into a unified single subject exam.

(2). HF-single subject aims, to adult students obtain general education, knowledge and skills that form the basis for further education or enhancing opportunities on the labour market. The teaching is theoretical and application-oriented and organised flexibly so that it forces the adults want to and interest in continuing to acquire new knowledge and insight.

(3). The students must through training professional and pedagogical progression develop professional insight and study competence. They must achieve familiarity with applying different forms of work and ability to work in a Studio environment where the demands for autonomy, cooperation and attention to seeking out knowledge is central.

(4). The students must also obtain the prerequisites for active participation in a democratic society as well as an understanding of the possibilities for individually and jointly to contribute to development and change. The training is to develop the students ' creative and innovative abilities, their critical faculties and their accountability and their understanding of both the close as the European and global perspective.

Chapter 2

Training time

§ 2. Training time for each student includes the overall teacher-led student activity, IE. the time, the student participates in the various forms of teacher directed teaching and other activities that are organized by the course of accomplishment of subject-related goals, including academic and methodological guidance, see. Article 20, paragraph 1.

(2). Training time is calculated in hours of 60 minutes.

(3). Students ' preparation for teaching, the written work, official tests for the exam, a guide to the implementation of the programme referred to in article 6. Article 20, paragraph 2, voluntary teaching, see. § 15, study groups, see. § 16, and open Studio workshop, see. section 17, are not covered by the training time.

Chapter 3

Courses, etc.

§ 3. Fagudbuddet includes single subjects and professions of secondary C-, B-and A-level, where A is the highest level. The teaching offered in accordance with this order annex 2-12, respectively, the notice and order on hf-elective courses common for secondary education. In addition, among other things. a major written assignment, see. § 9, a thesis, see. § 10, as well as the workshop classes, see. § 11.

(2). Fagudbuddet may include courses from other secondary education, see. STX, hhx-notice and notice-htx-notice. The course's Manager informs while that subject is offered, after which one of the said notices that subjects be scheduled read. The teaching is done in accordance with the rules of the respective subjects.

(3). Training time for subjects after this announcement, see. Annex 5-12, is for subjects at C-level 75 hours. Training time is 250 hours and history of Mathematics (B) (B) 150 hours. Training time for subjects, etc. pursuant to the notice, the notice on the hf-optional subjects common to the secondary education and notices referred to in paragraph 2, it is clear from the rules for that training.

(4). Devoted 125 hours to lift from C-to B-level, apart from English, where the promise represents 135 hours and 125 hours to lift from B-to A-level.

§ 4. Fagudbuddet may include other subjects than those mentioned in section 3 of the basic regulation. Article 25, paragraph 2.

§ 5. Fagudbuddet may include a number of subjects (fagpakker), which is aimed at recording on specific higher education.

§ 6. Fagudbuddet may include elements of disciplines.

(2). An offered course/module shall form a bounded entity and may include a maximum of one-half of the fags training there.

(3). The course of each course/module must prepare a description of the contents, which must be within the appropriate framework and objectives. fags The students must be acquainted with the content description.

(4). Teaching in the elements can not be done on the team as part of a fully fagforløb.

Conditions for admission on selected subjects

§ 7. Each student must usually have followed or follow the instruction on the underlying level, before he or she can follow the teaching of the subject at the higher level.

(2). The course leader may derogate from paragraph 1 where the students ' real professional qualification deemed to be sufficient.

§ 8. Recording on biology, physics and chemistry (A) (A) (A) is subject to the condition that the student follows the teaching of maths B or have professional conditions equivalent to mathematics B.

(2). Choice of German or French as continuing language is subject to the condition that the student has followed public school test preparatory teaching in the subject in 2-4 years or otherwise have obtained an equivalent qualification.

Major writing task

§ 9. The students must be supplied individually to develop a major written assignment, see. HF-notice annex 4. The task has a scale equivalent to 25 hours of training time.

Thesis

§ 10. The students must be supplied individually or in groups to prepare a thesis, see. HF-notice annex 2. The project has a scale equivalent to 25 hours of training time.

Other educational activities in training time

§ 11. Parts of the training time is to be organised and organised as a workshop classes, see. Annex 4. The course leader decides on the extent and location of this teaching, see. § 39.

§ 12. Parts of the training time may, in accordance with the course leader's decision are organised and arranged as excursions, etc.

(2). All field trips must be approved by the course leader and must be included in the fulfilment of the professional goals to the same extent as the teaching, they are replacing.

§ 13. The course leader can decide that as part of the teaching is held joint events and theme days and can provide an opportunity for internships.

(2). Joint events should include more than one team and be arranged under freer forms than the usual teaching.

(3). Theme days can be used for activities across the team and must have a such as to who can work professionally and educationally relevant at a secondary level.

(4). Internship is stay at a company, an institution or similar for one or more students. Practical training can be included in a training course in all subjects, their interaction in the course of or in connection with the written projects.

(5). All common events, theme days and internships must be approved by the course leader and included in the fulfilment of the objectives of education.

§ 14. Parts of the training time can be carried out by a foreign educational institution for students who have signed up for a special arrangement, where this has been previously planned.

Activities outside the training time

§ 15. The course should offer students voluntary teaching. The course's Manager decides, in which subjects and topics education offered. The teaching that can be offered to students across teams, may not include test-related technical instruction. The teaching is free of charge for the students.

(2). Participation in voluntary tuition may not be made a condition for each student's learning opportunities for choice of subjects or other activities offered by the course as part of the training.

§ 16. The course offers the students study circles. Study circles may be offered groups of students across teams. Study groups may not include test-related technical instruction. Participation is voluntary and free of charge for the students.

(2). Participation in voluntary study circles can not be made as a condition of the individual student's learning opportunity choice of subjects or other activities offered by the course as part of students ' training.


§ 17. The course's Manager offers the students the opportunity to apply the course's amenities as open Studio workshop or similar in order to strengthen the study environment and the foundation that all students will achieve a good professional dividends.

Learning plans

§ 18. The objectives and content of the teaching is demonstrated by the respective learning plans, see. § 3.

§ 19. The language of instruction is Danish, except where teaching takes place at a foreign institution, without prejudice. § 14. The Ministry of education may approve, in other cases, the language of instruction is English, German or French.

(2). In teaching applied a common grammatical terminology. Foreign language texts may be used for teaching in all subjects and in their interactions.

(3). Teaching should include continuous training in study methodology.

Chapter 4

Guide

§ 20. The course leader must ensure the provision of technical and methodical instructions for the individual subjects, and for students who receive education in fagpakker, also in the interaction between subjects, as part of training time.

(2). The course leader must ensure that, in addition to the guidance referred to in paragraph 1 without offered students time training for individual and collective advice and guidance to the implementation of the programme referred to in article 6. notice on guidance on the implementation of the Education Ministry area.

(3). The educational and vocational guidance, as the students in accordance with the Ordinance on the election of higher education and the professions must be offered, lies outside the training time.

(4). The course leader shall adopt detailed decision on the organisation and the organisation of the instructions in accordance with paragraph 2.

§ 21. For students who receive education in fagpakker and other coherent courses, course leader among teachers, designate a number of tutors, who each must follow and advise are usually 6-8 students throughout their training course, see. Annex 3.

(2). For other students, other than as referred to in paragraph 1 may designate a number of leads among the teachers of the course tutors, each must follow and advise are usually 6-8 students throughout their course.

§ 22. The course leader must ensure that applicants for single subject courses offered guidance, including guidance in planning of an individual educational pathways and choice of subjects. The instructions provided in connection with the recording and in the selection of their new subjects.

Chapter 5

Education management

Creation

§ 23. The course establishes the framework for the creation of the team.

(2). The course leader decides on the creation of specific subjects.

§ 24. The course leader decides on the allocation of the students on each team. The course leader may decide that the teaching of practical or pedagogical reasons in some cases can happen across teams.

(2). When the course's Manager decides to merge two existing teams, the merger announced in the face of the affected students and teachers in sufficient time to permit to establish adequate concordance between the teams ' professional content and fulfillment of the professional goals and to implement a renewed planning of teaching on the merged teams.

Supply and the creation of disciplines

§ 25. The course decides on fagudbuddet on the individual course.

(2). After the course's decision and after Ministry approval of goals, content, level and test requirements can the course offer other subjects, see. § 4.

(3). Course offerings shall be published on the course's Web site and on a possible debriefing.

Kursusår and vacations

section 26. The course shall decide on the course of the year start.

(2). The Ministry of education sets the latest time for termination of the teaching to each team by the publication of the annual plan for the tests.

(3). The course decides on the number of training days and about the location of vacation and holidays.

Chapter 6

Teaching planning and implementation

§ 27. Teaching planned and carried out so that the objectives of the individual subjects and course are met. The teaching must furthermore contribute to the achievement of the overall objective.

(2). If the teaching offered in fagpakker, planned the teaching, so that the subjects support each other in the greatest possible degree.

section 28. If the teaching of an occupation or a profession is organised over several kursusår, it shall take a decision on the allocation of the leader of the course hours at each year.

(2). The course's Manager decides how the training, dispatch is assigned, shall be distributed between the individual subjects, so faggruppernes særfaglige targets are met in the best possible way.

section 29. Education shall be organized taking into account the students ' different abilities and preconditions.

(2). The course's Manager can for a student with special professional and study-related conditions may decide that teaching in the individual subjects are organised with less training time.

section 30. The course leader may decide that the teaching of a discipline or profession, etc. can be undertaken by several teachers.

(2). When teaching is carried out by several teachers, the course's Manager determine a division of responsibilities for the overall teaching, evaluation and test (s).

section 31. The course's Manager decides that course's teachers be included in one or more teacher team. A teacher team can demand function for a shorter or longer period of time.

(2). The course's Manager decides which tasks are delegated to a teacher team with regard to the planning, implementation, evaluation and development.

section 32. The course's head lay down after consultation with the teachers a concise and orderly plan (study plan) for teaching.

(2). The curriculum for students, who must follow a fagpakke or other coherent progression, ensure consistency and continuity in the individual student's education. The curriculum, which is the starting point for teacher your team's joint planning, must provide a clear division of responsibilities between the team's teachers and ensure coherence between monodisciplinary and multidisciplinary courses, if any.

(3). The curriculum must ensure that the students ' workload is distributed evenly throughout the educational process.

section 33. The curriculum shall include instruction on all teams and ensure progression and variation in the use of various forms of work, including the students ' written work, virtual courses, project work and field trips.

§ 34. The course leader must ensure that for students who follow a fagpakke or other continuous gradients are clear objectives for the students ' vocational, General and personal competences as a prerequisite for professional immersion, study skills and personal development, see. section 1 objectives of education.

(2). In addition to the særfaglige goals of the course leader must ensure the development of the students '





1) the oral and written expression skills and communication ability,

2) basic computer competences, including ensuring that students master it-based communication, and

3) awareness of and ability to manage own learning and mastery of various forms of work.





(3). For students who do not receive teaching in fagpakker or other continuous gradients, paragraphs 1 and 2 shall apply with the derogations are justified on single subject the students ' particular circumstances.

section 35. The curriculum will be adjusted on an ongoing basis and to be disseminated in the course's website in accordance with the provisions of the law on transparency and openness in education, etc.

§ 36. When the teaching starts in a new discipline or on a new level, students must have submitted a plan for teaching or involved in the drafting of such. For the later stages of planning students and teachers in community work.

section 37. The course leader must ensure that there is a coordination of teaching and the written work. Coordination must make it possible to combine simultaneous courses for different levels in the same subjects in accordance with the subject's goals.

section 38. The students ' training can take place as teaching that does not require the simultaneous physical presence of the teacher and student (virtual training).

§ 39. The course's Manager decides that no more than 7 per cent of the students ' planned duration used for internal evaluations, workshop education, internal joint events or other interdisciplinary educational activities in accordance with the objectives of the teaching.

(2). The course's Manager decides, taking into account the teaching goals, how the deposed share to be distributed to the individual vocations, professions and fagpakker, etc.

Writing work

§ 40. The course leader ensures the distribution of the available resources to provide written assignments and to evaluate the students ' written work. The course leader as part of this meet can creating vidensbanker for tasks and task formulations as well as development and application of the collective, including it-based, rettemetoder, that can be applied to groups of students.

(2). Written work may be in the form of texts, reports, computer presentations, multimedia productions etc.

§ 41. The written work should be used to ensure the quality of each student's education in relation to the objectives of the programme as a whole as well as for individual subjects.

(2). There must be a progression in the requirements for the students ' written work.

(3). The written work will be included in the ongoing internal evaluation.


§ 42. Written work must both within the individual subjects, in fagpakker and across disciplines contribute to the students ' competence development by





1) develop and document the students ' skills and knowledge in the subject area,

2) practicing students in to convey professional substance in linguistic proper written form,

3) secure the opportunity that students can implement an independent processing of issues,

4) practicing the students in performing systematic written presentation, including get the opportunity to demonstrate the overview of technical fabric,

5) contribute to the students ' immersion in special issues and

6) provide the basis for students ' and teachers ' evaluation of the student's standpoint.





section 43. The course's Manager decides which tasks are delegated to the individual teacher and the individual teacher team with respect to the students ' written work. The course leader, however, can accommodate students with special needs.

§ 44. The scope of the written work are stated in kursisttid. Student time is the estimated time that an average student at that level will need to draw up a response to a particular task.

§ 45. The course's head shall determine after consultation with the or the teachers, who puts the individual task, principles for how the definition of student time for each task is done. The course leader distributes student time to written work.

(2). The students must be acquainted with the student the time for each task.

§ 46. Devoted kursisttid to the individual student's written work. Course leader-ante assigns the following hours:





1) at least 110 hours to Danish (A),

2 a minimum of 160 hours for mathematics) (A),

3) at least 125 hours for each of the subjects biology, physics and chemistry (A) (A) (A),

4) at least 110 hours of other subjects at A-level,

5) at least 50 hours for English B,

6) at least 100 hours of Mathematics (B),

7) at least 40 hours to 2. foreign languages at B-level, however, 50 hours in continuing language at B-level,

8) at least 25 hours for the subjects biology, geography and chemistry, which is lifted from C-to B-level,

9) at least 50 hours of Mathematics (C),

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





(2). In addition to the kursisttid referred to in paragraph 1 may for all subjects, including. subjects with written test, further allocated up to 25 hours of kursisttid per team for written student training, including in subjects that do not have written work, but where written work included in the basis for the sample. The course's Manager decides the allocation after discussion with the involved teachers. Writing work in the following areas must be met:





1) reporting of experimental work,

2) study

3) internally rated projects, including writing assignments pursuant to section 55, paragraph 2,

4) other subjects, including cooperation in the field of written works, involving multiple disciplines, and professions.





(3). The course's Manager can devote several hours to writing work for students who have selected several subjects at A-level with the written test.

§ 47. The students have in connection with the written work requirements on regularly getting feedback about their stance, including getting an expanded evaluation of task besvarelsernes strengths and weaknesses.

(2). The course leader must, on the basis of knowledge of students ' strengths and weaknesses as well as their academic level and in cooperation with each teacher to ensure progression in and the distribution of the written work.

section 48. The evaluation of the students ' written work used different evaluation types, including:





1) towards the students ' individual responses to the tasks and tests

2) direction and annotation of individual or group-based written works,

3) annotation of partially finished written works in a process writing,

4) conversations with students or student groups and

5) combinations of the above.





(2). The course's Manager decides the framework for how the evaluation of the written work must be carried out.

Chapter 7

Internal evaluation

§ 49. The internal evaluation of the educational and teaching conditions follow the rules in the Ordinance on quality development and performance assessment within the secondary education.

§ 50. The teaching must be continuously evaluated, so that students, teachers and course leader informed of students ' benefit from the teaching.

§ 51. The ongoing evaluation to ensure that each student gets a clear picture of their own strengths, weaknesses and progress and provide the basis to adjust teaching.

(2). Evaluation, including an assessment of the students ' professional position each semester, will form the basis for a guide of each student with respect to both the professional development and the development of working methods.

(3). The result of the evaluation will be discussed with the students and are used to adjust the teaching progression and level in relation to students ' professional capabilities.

§ 52. Students who receive education in fagpakker or other contiguous sequences to produce a book full of the basic regulation. Annex 3.

§ 53. All major projects, which the students take part in, must be evaluated separately, and the results of the evaluation shall be submitted to the course leader.

§ 54. The position will not be awarded marks or årskarakterer.

(2). Pupils in stx, hhx and htx-programme taught in subjects or courses after this notice, are entitled to position characters and final progress assessment grades (årskarakterer) according to the rules of those programmes.

§ 55. The course leader must ensure that students receive training in different sample forms, which are included in the training.

(2). Before a final written test, the students have to prepare a written offer of assignment during the exam like conditions.

section 56. The course's manager shall ensure that at least once per semester is a discussion of the students ' ability to pass the test at the end.

Chapter 8

Training descriptions and certifications for accomplished teaching

§ 57. Each teacher team respectively, every teacher must at the end of a kursusår prepare an educational description.

(2). Training descriptions that are drawn up at the end of the teaching of an occupation is included as background information for the oral tests. Students who have previously completed a discipline or course at a lower level or have gotten credit for part of the course or the course may, with the agreement of the teacher, who is expected to serve as examiner at the oral test choose to use educational description/is here from.

(3). The teacher must be in the preparation of educational description use the by the Ministry of Education drew up the template in the format provided by the Ministry. The Ministry may require educational descriptions posted and can demand that this must happen in a specific electronic format. Educational description should be available for the respective examiner.

§ 58. A student who has participated in the teaching of a subject or course without completing this or has participated in the teaching of a course/module, may upon request obtain attestation from the course for accomplished teaching, see. However, paragraph 2.

(2). It is a condition for getting a certificate for completed classes, that the student has met the requirements of the course of study and conduct to active participation.

(3). For students who change course before the end of teaching, the teacher must help to prepare an educational description. Educational description drawn up in accordance with the provisions of § 57.

Chapter 9

Special education and other special educational assistance

section 59. Students who, because of disability or other difficulties that can be equated with it needing special support must have the offer of special education or other special educational assistance that meets their needs.

(2). Teaching or other form of support shall be implemented in accordance with the course leader's concrete assessment of students ' needs on the basis of expert opinions. Teaching or the special pedagogical assistance launched in cooperation with the student and his or her teachers.

Chapter 10

Nursing education

section 60. Students who temporarily due to sickness cannot follow the usual teaching for any length of time, must have the offer of medical education.

section 61. By the absence due to illness, which is expected to last for a longer period of time, the student must contact the course as soon as possible. If the student is subject to parental authority, can contact the custodial parent.

(2). The course's Director shall ensure that the necessary training undertaken after agreement with the student and, where necessary, with the student's teachers. The completed instruction replaces the training, which candidates for the period in question have not implemented.

(3). Occupied by the student at a hospital or other institution, shall take the course leader also agreed with them the institution of teaching.


§ 62. If a student because of disease frequently have had short-term absences or likely to have frequent short-duration absences, the student can get additional training related to students ' participation in the ordinary teaching.

(2). The course leader decides on teaching in accordance with paragraph 1.

Chapter 11

Even students

section 63. Persons who are not enrolled in education, can audition as an independent student in accordance with the detailed rules to that effect. Even students are offered academic guidance given individually or in groups of students.

section 64. Even for students who wish to audition in one or more of the subjects biology, physics and chemistry in C-, B-and A-level geography C or in natural geography (C) and (B), will be held once a year laboratory courses in the subjects referred to in article 6. Annex 2. Laboratory courses include the experimental part of teaching in those subjects, which is a prerequisite in order to be prepared to try. The detailed rules on the admission of students to audition even evidenced by the notice of tests and exams in education and study preparatory youth and adult education.

Chapter 12

Complaint

section 65. A student may appeal to the Ministry of education of the course leader's decisions pursuant to this order. If the student is subject to parental authority, the complaint also must be submitted by the custodian.

(2). The complaint shall be addressed to the Ministry of education, but must be delivered to the course leader. Delivery to the course leader must take place within two weeks after the course's leader has announced the student of its decision.

(3). The course leader must prepare an opinion in the matter and give complaints within a week's time limit opportunity to comment on the opinion. The complainant must submit its comments to the course's manager who forwards the matter, Inc. its opinion and the complainant's comments, to the Ministry.

(4). The Ministry shall decide on the retention of the course's Manager's decision or amending the decision in favour of the complainant.

Chapter 13

Derogations from the notice

§ 66. The Ministry of education may in exceptional cases authorise derogations from the notice in order to promote experimentation and pedagogical development work.

(2). The Ministry of education may approve derogations from the order, where a course offering training, aiming at a similar international exams, which is qualifying for higher education in Denmark.

(3). The Ministry may also approve derogations from the notice for a single student, where special circumstances prevail.

Chapter 14

Date of entry into force and transitional rules

section 67. The notice shall enter into force on the 1. August 2008. At the same time repealed Executive Order No. 884 by 9. July 2007 on the hf-programme organised as single subject teaching for adults (hf-single subject notice).

(2). The course may for students who before the 1. August 2008 has begun and continues to follow under-view in maths B, up to and including winter exam 2009/2010 incl. medical exam, choose between try form a, b and c in maths B, see. Annex 10.

(3). The course may for students who before the 1. August 2008 has begun and continues to follow under-view in maths C, up to and including the winter examination 2008/2009, including. medical exam, choose between try form a, b and c in mathematics (C) of the basic regulation. Annex 15 of the hf-notice.

(4). Students who embark on the teaching of Mathematics (B) or (C) the 1. August 2008 or later, can only audition form c in maths B, see. Annex 8, and in mathematics (C) of the basic regulation. Annex 15 of the hf-notice.
The Ministry of education, the 1. July 2008 Erik Nexelmann head/Prtk Annex 1







 





HF-June 2008





 





Overview of contents and curricula of the Executive order on Notice about the hf-programme organised as single subject teaching for adults (hf-single subject notice)





 





Executive order content





 

 





Chapter 1 Training purposes (section 1) Chapter 2 (section 2) Chapter 3 Training courses, etc. (§§ 3-19)







Chapter 4 Instructions (sections 20 to 22) Chapter 5 Education Management (sections 23 to 26) Chapter 6 of education planning and implementation (§ § 27-48) Chapter 7 internal assessment (sections 49-56) Chapter 8 Education descriptions and certificates for completed education (sections 57-58) Chapter 9 Special education and other special educational assistance (section 59) Chapter 10





Health education (§§ 60-62) Chapter 11 Even students (articles 63-64) Chapter 12 Complaint (section 65) Chapter 13 Derogations from the notice (section 66) Chapter 14 entry into force and transitional provisions (section 67) Learning plans





 

 





Bilag 2





Laboratoriekurser







Bilag 3





Tutorordning og studiebog







Bilag 4





Værkstedsundervisning







Bilag 5





Biologi C







Bilag 6





Engelsk C







Bilag 7





Geografi C







Bilag 8





Historie B







Bilag 9





Kemi C







Bilag 10





Matematik B







Bilag 11





Religion C







Bilag 12





Samfundsfag C







Bilag 2









HF-June 2008





 



 





Laboratory courses





 







1. Fagrække

The Ministry of education shall appoint for 3 years at a time one institution West of the great belt and one institution East of the great belt to hold laboratory courses.

1.1 laboratory courses are held in the subjects biology, physics and chemistry at level C, B and A, as well as in geography and natural geography C (C) and (B) in accordance with the following rules.

2. Purpose

Laboratory course replaces the experimental part of the teaching of the subjects biology, physics, chemistry, geography and natural geography, see. curriculums in these subjects. Laboratory course must therefore give the students the opportunity to acquire the necessary conditions in order to be able to meet the requirements. the experimental work, as they emerge from the curriculums for those subjects, including in particular the section on the final oral test in the subject.

3. location of the courses, etc.

3.1 Laboratory courses are held at the end of March/april month after the contracting institution's decision. Laboratory courses are carried out usually at an establishment providing training for baccalaureate or higher preparatory exam.

3.2 Laboratory courses in the same subjects at different levels shall be organised in such a way that students can follow all levels successively within the same term.

3.3 ensure course space for everyone who has signed up for, see. paragraph 4.1.

3.4 the institutions organising laboratory courses, publishes the registration forms for all institutions providing hf-teaching, before 1 May 2004. December together with notification of the time and place of the laboratory courses.

4. Registration for laboratory courses


4.1 registration for laboratory courses is done through the institution, where registration for the test in that subjects taking place. The courses will send to the institution that holds the signups laboratory course before the 20th century. February, but no later than 20. March for students who are expelled from the education to the higher preparatory exam.

4.2 the institution which organises laboratory training, publishes training materials to participants before the start of the course.

5. scope of the courses

5.1 Training time for the laboratory course is:




– Laboratory course at A-level: 15 hours. Participation in laboratory course in a subject at A-level assumes that teaching at B-level in the subject are implemented, or to laboratory course on B-level are implemented.

– Laboratory course on B-level: 15 hours. Participation in laboratory course in a subject on the B-level assumes that the teaching on the C-level in the subject are implemented, or to laboratory course at the C-level is implemented.

– Laboratory course at the C-level: 15 hours.



In addition, related journal and report work.

5.2 As part of training time included guidance on report writing and review of initial reports.

6. Certification

The institution which shall bear the laboratory course, issue a certificate attesting to students who have completed the course. The student return the certificate to the institution in which the test in the subject takes place.
Annex 3









HF-June 2008





 



 





Tutor system and book full





 







Tutor

1. Purpose

Tutor scheme must contribute to the development of the individual student's learning autonomy and self-management in relation to teaching and supporting students ' retention in education.

Tutor scheme will help to:




– strengthen the individual student's learning study skills

– maintain focus on the individual student's learning process

– strengthen the individual student's learning professional motivation, total study motivation and hence retention in education

– support the student in efforts to develop the ability to make educational status of for themselves with regard to:

– level of ambition

– studiemæssigt strengths and weaknesses

– progression in teaching

– adjustment of the learning process

– self assessment.



2. Content

The tutor's task is to:




-plan and conduct individual interviews with the associated students; the talks will focus on the student's previous training and professional development, and a summary of the talks shall be entered in the student paper,

– advise each student about how the student can work towards its aims, among other things. by working with and update the study book, and

– as needed provide information on students ' study-related progression to the other teachers.



3. organisation and organisation

The course leader designate tutors so that each student has one of its teachers who tutor.

The tutor must carry an appropriate number of conversations have close contact with each student and follow student's learning progression, in cooperation with the student's other teachers with a view to technical and methodical guidance of the student.

Central to tutorens work is on the one hand, the talks with the student and, on the other hand, cooperation with the student on study book focusing on progression in the learning and acquisition of study skills.

The tutor must – to an extent that is determined by the course leader – be available for individual, studiemæssigt-related inquiries from students.

Book full

1. Purpose

Work with students ' personal book full aims to heighten students ' awareness about why and how to work with the professional and personal learning progression.

Study the book will serve as a tool for that student in collaboration with the tutor shall draw up realistic goals and success criteria for the further development of its professional and study-related competencies and continuously evaluate process and progression.

So must study the book help to maintain focus throughout a student's educational progress and serve as documentation for the work towards the stated professional goals.

2. Content

Study the book serves as a unifying tool in student's educational courses and contains the following elements:




1) information relevant to the student's previous education and qualifications, about the current hf-courses (subjects and level, merit etc.), as well as on specific subjects relevant to education, such as the purpose of the training course, or any difficulty reading.

2 information about students ' academic and study-related) skills and on the objectives which the student has set itself.

3) information about and reviews of the extent to which the objectives have been achieved.

4) Agreements on how the student can work with its academic progression and skills development.

5) Interview questionnaires to and short summaries and conclusions from the tutor talks.



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

Paragraph 1 to be completed by the student.

Paragraph 2-4 to be completed by the student, specialist teachers and tutor.

Paragraph 5 shall be completed by the student.

3. organisation and organisation

Study the book is part of the professional and methodological guidance, operated and maintained by each student and his teachers and tutor.

Study the book is electronic.

Template for the book's different sections of study designed by the individual course and made available on the Web.

Access to the individual student's student, the student's tutor and have book full teachers and course leader.

It is assumed that the student book contains no sensitive personal information.
Annex 4









HF-June 2008





 



 





Workshop classes





 







1. Purpose

Workshop teaching aims to support students in the development of good study skills through the development of awareness of learning processes, methods and goals. Workshop teaching should thus help to develop the students ' meta-cognitive thinking and ensure time for independent educational immersion.

Workshop education must be organised so that the students get knowledge of how they can prepare for the individual disciplines and professions.

2. Content

The students ' work habits and study skills are developed through the presentation and the incorporation of different methods for the acquisition of technical fabric and professional contexts. This must be done in order to ensure progression in the evolution from student to student.

In the context of the acquisition of the following items should be included with professional fabric progression in the workshop hours:




– work with taxonomy and method

– study techniques, including different forms of note technique, reading techniques and reading strategies

– teaching various forms of work, including project work

– continue the development of the study-related ICT competence

– training in trial reporting.



In the workshop included introduction to different methods of study and work, including information retrieval, written presentation, the use of it and the identification of learning style.

3. organisation

3.1 Didactic principles

Workshop education is part of the training time, see. § 11 and § 39.

Workshop classes will be organised for the purpose of progression in the forms of work and independence and coherence with the other teaching.

In a workshop teaching the students can work individually or in groups as needed, but so that they can get both help and time for processing of the technical fabric and original contemplation. The workshop may also provide a good framework for differentiated education, which can be carried out both by the physical presence as virtual.

At the beginning of the course used some of the workshop classes for an introduction to the subject, respectively subjects.

Later in the process may focus on study methods and be given differentiated offerings with a focus on the individual student's learning needs for support.

Workshop teaching may be supplemented by an open, voluntary study workshop, see. § 17.
Annex 5









HF-June 2008





 



 





Biology (C)





 







1. Identity and purpose

1.1.1 Identity

Biology is a natural science subjects, where investigations and experiments in the laboratory as well as nature creates the basis for insight in the complexity and diversity of biological systems.

Biology is the study of the origin and development of life and of the life processes at all levels, from the molecular to the global. The subject deals with the living organisms interactions, with their relationships to the surrounding environment and with the importance of human activity, including the potential for environmental management and sustainable development.

The subject deals with the biology practical application and perspectives related to, among other things. the biotechnological development in the medical field and in connection with biological production.


Profession contribute to mankind's understanding of itself as a biological creature and allows the professional background to be able to act biologically defensible in daily life and in relation to long-term societal issues with biological content.

1.2 Purpose

The purpose of biology teaching is to stimulate students ' interest in biological questions and to contribute to hf-education overall objective of professional insight, study skills and general education.

The students ' knowledge of selected biological areas must be explored in more depth, taking into account their own practical experience and previous education. They shall gain insight into essential biological contexts related to health, environment and biotechnology.

The students must have experience with systematically to collect, process and disseminate biological information, and they must develop the ability to relate critically and constructively to biological research and its application.

Students must acquire biological thinking and method, so they can use it on a daily basis. They must in addition – in conjunction with other professional approaches – analysed and nuanced could relate to biological issues with ethical and social perspectives.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




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

b) systematic observations and collect data both in the laboratory as in nature

c) perform experimental work taking into account the General laboratory safety

d) run simple hypotheses as a starting point for biological experiments

e) identify and discuss sources of error and explain the meaning of control experiments

f) analyze shapes and data and put them in relation to the relevant explanatory models

g) processing and disseminating results from experimental work

h) express themselves both orally and in writing about biological contexts, involving relevant vocational concepts

in) discuss societal and ethical perspectives related to problems with biological content.



2.2 Core fabric

Nuclear substance is:




a) selected organic substances and their biological significance including DNA ´ s structure and function

b) cell structure and function as well as selected cellular processes

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

(d)) the biological basis of applied biotechnology

e) selected body systems structure and function seen in the health context

f) selected ecological processes and their importance.



2.3 Additional fabric

The supplementary drug elaborates and perspektiverer nuclear substance and/or involve new professional areas in such a way that the subject's practical, societal and ethical aspects will be highlighted.

3. organisation

3.1 Didactic principles

The teaching is thematic and takes as its starting point the current biological issues as well as the students ' experience.

The experimental work is integrated with the theoretical substance, so that the work with scientific tools and methods stimulates the students ' activity and creativity. In addition, application-oriented aspects involved as far as possible.

3.2 forms of work

Exchanged between the various forms of work, so there is progression from more conventional educational activities for independent work. In the choice of forms of work, consideration should be given to developing students ' experience with both individual and collective forms of work, including project work.

There must be a focus on application-oriented throughout the process. Outreach activities will be included as an integral part of the teaching.

The experimental work will be integrated into the daily teaching and has a scope that corresponds to approximately ¼ of the subject's duration.

Prepared a number of reports and/or project products, repairing and commented on by the teacher. One or more reports can be replaced by other product forms.

Through the written work in biology, students:




– develop their biological knowledge and practise natural scientific working methods

– develop their ability to communicate scientific information correctly and accurately

-develop ability to explain, analyze and discuss experimental data and scientific issues

– immerse themselves in selected scientific issues.



The written dimension of biology is important, since the professional knowledge hereby get a clear application-oriented aspect. The work includes:




– records of the experimental work as well as the reports drawn up on the basis of the records

– products as a result of project work

– other types of tasks.



3.3 It

It is involved in teaching, where appropriate in order to achieve the goal, by applying professional data acquisition, data processing in spreadsheets, information retrieval, written presentation, conferences and presentation.

3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects with the aim to further elaborate and put into perspective the core substance and application aspects of the profession.

4. Evaluation

4.1 ongoing evaluation

Collective and individual evaluation carried out approximately half way in the educational process and, moreover, on student or teacher initiative.

The individual evaluation takes as its starting point in the professional goals. Here evaluated students ' current stance, and it is assessed whether there is a need for modification of working methods and efforts.

The collective evaluation takes as its starting point in the course of the day-to-day teaching e.g. in connection with the termination of a theme. In the light of the evaluation assesses the teacher and students jointly, whether there is a need for adjustments.

4.2 Sample form

An oral examination shall be held on the basis of a task prepared by the examiner. The tasks must contain a heading and clarifying under question as well as the document material. Each task annexed to, usually known as well as unknown attachments. The experimental work and the projects to be included in as many exam questions as possible.

Examination time is 24 minutes. The preparation time is 24 minutes.

The examination takes its starting point in the testees ' presentation and the presentation of the task completed with detailed questions from the examiner. Censor may be involved in the examination.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as set out in point 2.1.

Emphasis is placed on the testees ' ability to:




– express themselves correctly and accurately with use of biological terms

– structuring and convey the substance

– analyze and evaluate results from experimental work

– explain the models describing biological contexts

– analyze and explain shapes that represent biological contexts

– put the unknown material in relation to known issues

– put his biological knowledge and involve societal and ethical aspects.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 6









HF-June 2008





 



 





English C





 







1. Identity and purpose

1.1 Identity

English is a færdighedsfag, a vidensfag and a workshop. The subject deals with English language, English-language cultures and global conditions. The course includes the use of English in speech and writing, in addition to a knowledge of the subject's substance areas.

1.2 Purpose

It is the purpose of teaching, the students worked with English achieves the ability to understand and use the English language in such a way that they can orient themselves and act in a globalized world. It is the aim that students acquire knowledge of British, American and other English-language countries, society and cultures, and to their understanding of their own cultural background thus developed. The subject creates the basis for that students can communicate across cultural boundaries. The teaching of the subject's various disciplines contribute to develop the students ' linguistic, cultural, and aesthetic knowledge and awareness, and thus their general study competence.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




(a)) understand English orally and in writing on general topics

(b)) read English texts comprehensible up

c) master the a vocabulary, which makes it possible to participate in a conversation in English

d) give a coherent oral and written presentation in English of a known subject

e) could explain the content and opinions in different types of English texts

f) explain the individual text position relative to the larger context

g) formulate their own views and arguments in English

h) apply professional encyclopedias and other AIDS

in) use appropriate language-learning strategies.



2.2 Core fabric

Nuclear substance is:




(a)) the English language's basic grammar, orthography and punctuation

b) pronunciation and vocabulary


c) communications strategies, standard language and variation

(d)) the English language as a language of communication globally

e) different types of newer literary and non-literary texts

f) text analytic fundamentals

g) main societal conditions in the United Kingdom and United States

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



Literary and non-literary texts in core substance must be raw and authentic English.

2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance and extends students ' professional horizons.

Included texts, and other forms of expression from the latest time, which has its starting point in the English-speaking world, as well as fabric in English from other disciplines.

3. organisation

3.1 Didactic principles

Education shall be based on a professional level, corresponding to the students ' level from elementary school. The teaching is organised so as to be exchanged between inductive and deduktivt organised courses.

The work on language, text and culture are integrated, so that the students are experiencing a clear correlation between expression, substance and communication situation.

To work with listening, reading and communication strategies, and the students ' own language production in speech and writing must be a priority. Teaching in text analysis and foreign language acquisition must be adapted to the professional progression. The working language is predominantly English.

3.2 forms of work

Work with the profession is organised mainly in topics. To include at least 3 items with a starting point in the subject's core drug and in the supplementary material.

Teaching and learning methods, which mainly teaches controlled, should gradually be replaced by education and forms of work that gives the students greater independence and responsibility. Working forms and methods to suit the professional goals, and the written and oral work must be varied so that the students develop their expression skills orally and in writing. Work with the subject's written page have to be organised, so it will be included as support for text and topic work and as support for language learning.

3.3 It

It is to be used as a tool in support of the text the work and for the work with the færdighedsmæssige side of language acquisition. The practical use of ICT to strengthen students ' ability to study and pick out relevant technical material from a larger fabric area. The students must achieve knowledge of the differences in communication strategies, which relate to the use of various electronic genres.

3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects. The oral and written language skills should be strengthened by the fact that the students acquire and provide parts of the professional substance in English.

4. Evaluation

4.1 ongoing evaluation

At the entry level and during the year the evaluation must be conducted in the form of screening or other individual test to determine each student's level and progression. In order that students can get a tool to assess their own videnstilvækst, who also made self evaluative testing.

4.2 Sample form

There will be held an oral examination.

On the basis of an unknown, primary text material that is thematically associated with a studied topic, tested in presentation, conversation, comprehension and perspective. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. Text material scope is 1-3 normal pages. The material sent to the censor and approved of this prior to the test.

Examination time is 24 minutes. The preparation time is 48 minutes. All devices are allowed, apart from communication with the outside world.

The same unknown sample material must not be used for 3 examinations on the same team.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

Emphasis is placed on the fact that the examinee in English can present and relate/compare the unknown text material and apply the knowledge gained in the work of the studied subject.

One character is given on the basis of an overall assessment of the testees ' performance.
Annex 7









HF-June 2008





 



 





Geography C





 







1. Identity and purpose

1.1 Identity

Geography deals with natural processes and natural conditions on Earth and their significance for human living conditions in a topical and social perspective.

Geography makes use of scientific methods, where knowledge and conceptual understanding developed through interaction between, on the one hand, observations and experiments and, on the other hand, theory and model formation. The subject deals with local, regional as well as global patterns and differences and their explanation. The subject forms the starting point for understanding and cognition of phenomena in nature and for the understanding of the interaction between man and his surroundings.

The subject has an application-oriented dimension and involve geographical knowledge to create a cohesive insight into issues with science content.

The course provides the background for the geofaglig position on current societal problems with science content.

1.2 Purpose

The purpose of geography is to stimulate the students ' ability to engage in geofaglige phenomena, patterns and current issues, as well as to contribute to the overall goal of training by hf to be educative and give students skills that can serve as a basis for further training.

The students get through teaching insights in geofaglige working methods and disciplines and deepens their knowledge of relevant nuclear material from geography. In addition, students develop the ability to combine scientific theory and practice on a reflected manner as well as the ability to see the wholes and contexts in geofaglige areas.

The students must be able to understand and work with cycles in nature and gain insight in sustainable development as a matter of principle. On the basis of geofaglige skills the students will have opportunities to engage in the democratic debate and to develop respect for others ' views, cultures and ways of life.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




a) observe, describe, organize and classify geofaglige spatial patterns, data and results

b) perform simple forms of geofagligt experimental work, including field work and data collection

c) process and apply geofaglige data and results

d) run simple problem formulations on the basis of a geofaglig approach

e) understand the difference between a theoretical model and the observed reality

f) identify, select, and treat geofaglige variable factors

g) analyze geofaglige issues through the use of technical language and appropriate professional analysis tools

h) put the local natural and social conditions into a regional or global context and understand global processes local consequences

in) on the basis of geofaglig knowledge of Sciences and reflect on the role of technology in the current development of society

j) understand and assess geofagligt material from journals, media, etc.

k) express themselves both orally and in writing about geofaglige topics with technical precision to various target groups.



2.2 Core fabric

Core fabric is selected geofaglige areas within:




a) weather and climate

(b)) energy flows and cycles of nature

c) natural resources, production and technology

d) demographic and economic conditions.



Working with core fabric from a current perspective and a spatial dimension.

2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. Nuclear substance and additional fabric together make up one whole. The additional fabric includes natural, socio-cultural and professional issues related to core areas. This additional fabric is selected in cooperation between students and teacher, and it must be pursued, that it gives students the opportunity to work with topics related to different parts of the world.

3. organisation

3.1 Didactic principles

The teaching organised into larger topics like cross-core stofområderne. Also, the emphasis is on teaching, to the experimental work linked to the theoretical substance for the purpose of so great an integration as possible. In this way, the application-oriented aspects integrated into the daily teaching.

The teaching is organized in order that students can develop an understanding of wholes and contexts.

3.2 forms of work

Education shall, as a general rule, be organized as topic-or project-oriented work.


Education shall be organised with variety and progression from topic reading to projects on the basis of a problem formulation, prepared by the students. During the course period should therefore be a progression in the forms of work and professional requirements as well as requirements for students ' autonomy in the workflow and the ability to articulate the problem. The students should be involved in the planning of courses and in the choice of forms of work. In the choice of working methods must also be taken into account to develop the students ' experience with individual and collective forms of work.

There must be a focus on application-oriented through the total courses.

The written dimension of geography is essential to the learning process and include:




a) written exercises, preparation of maps and charts, etc.

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

c) products as a result of the topic and project work.



3.3 It

It is to be involved in teaching for the following purposes:




– exploitation of the Internet to gain access to educational materials, other materials and data geofagligt

– visualization and analysis of data

– communication and dissemination.



3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects with the aim to further elaborate and put into perspective the core substance and application aspects of geography.

4. Evaluation

4.1 ongoing evaluation

Academic goals and content is the basis for the ongoing evaluation.

The individual evaluation takes as its starting point the students ' efforts and professional level in the daily teaching and in the written work. Here evaluated students ' current position, performance and group work, as well as the extent to which there is a need for changes of student's working method and response.

The collective evaluation takes as its starting point the daily teaching, among other things. in connection with the end of a topic. Here assesses the teacher and students jointly, whether there is a need for adjustments and changes of forms of work, etc., so that the academic goals are met.

4.2 Sample form

An oral examination shall be held on the basis of a task that contains a heading and under question with progression as well as known and unknown material. The sample material is sent to the censor and approved of this prior to the test.

Examination time is 24 minutes. Given 24 minutes ' preparation time.

Examination forms itself as a conversation between the examinee and examiner.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

Emphasis is placed on the fact that the examinee can:




a) express themselves orally about geofaglige topics in a proper professional language

b) describe and organize geofaglige information and issues from the supplied exam questions including. Annex

c) explain the difference between a theoretical model and the observed reality

d) analyze geofaglige issues through the use of professional tools

e) reflect on science issues in the current debate

f) assess local natural and social conditions in a regional or global context and understand its consequences.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 8









HF-June 2008





 



 





History B





 







1. Identity and purpose

1.1 Identity

History of dealing with events, udviklingslinier and contexts from ancient times to the present day. The subject's core is human interaction, and how this in the earliest races have developed cultures and societies in an interaction with nature. Key in the subject says the interpretation of the historical process and the traces it has left.

1.2 Purpose

History teaching task is to develop the students ' historical consciousness and identity, and thus stimulate their interest and ability to ask questions to the past, in order to achieve the new realization of their contemporaries. Insight into the historical and cultural development of other societies should strengthen students ' ability to meet other cultures in a world characterized by rapid change and increased exchanges across cultures. Education shall develop the students ' ability to structure and evaluate different types of historical material and various kinds of history information.

Knowledge of history strengthens students ' ability to reflect on and apply knowledge and understanding in relation to current issues.

2. Professional objectives and technical content

2.1 Academic goals

The student must be able to:




a) account for key trends and events in Danish history, European history and the history of the world

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

c) explain contexts and contrasts between contemporary and historical society

d) reflecting on the history of the human being as created and history-making

e) run and disseminate historical issues orally as well as in writing

f) implement and disseminate a study of a historical topic

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

h) relate critical and supporting for examples on the use and abuse of history.



2.2 Core fabric

Nuclear substance is:




a) Danish history and identity

(b)) the main lines in the history of Europe from antiquity to the present day

c) nature, technology and production in historical and contemporary perspective

d) Central cultural encounters in European history

e) governance in historical and contemporary perspective

f) rupture and continuity in Danish and European history

g) battle of ideology? in the 20th century. century

h) globalization.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. In the supplementary drug working with themes in time and space, perspektiverer and reflect other approaches to history.

3. organisation

3.1 Didactic principles

The teaching organised in coherent sequences. All sequences must be either related to or proceed on the basis of the present.

Working with at least one course in each of the following time section:




– until 1776

– 1776-1914

– 1914-1989

– 1989-today.



The main aim of the course is to create some overview, while for others it is immersion. Both perspectives must be incorporated in all courses. Courses starting in Denmark's history must be looking forward to Europe's history and/or world history, like course with starting point in the history of Europe and/or world history are organised with insight into the history of Denmark.

In teaching the following aspects should be represented:




– the use and abuse of history

– the small and large history

– myth and reality in the story.



The teaching is organised in such a way that there is a clear professional progression in:




– choice of issues – methodological requirements, including requirements for the inclusion of various types of materials

– requirements for the use of professional concepts

– requirements for students ' ability for precise and nuanced writing and oral communication.



The students should be involved in the choice of issues and forms of work.

3.2 forms of work

In teaching should be varied and student actuating forms of work, so that the students will get good opportunities to identify, document, disseminate and discuss professional contexts and points of view.

In order to ensure the diversity of forms of work, it is important that some courses will be based on the inductive principle, while others on the basis of the deductive principle.

Outward-looking activities must be represented in the teaching.

To be in the total course conducted at least one project work, where a professional issue and should be treated with the use of the subject's method. Project work can be interdisciplinary.

The written work must be organised in such a way that the students try different written forms of work in support of the students ' professional learning. In addition, the students ' skill to – on the basis of a major writing material to formulate issues and outlines in short form integrated into educational programmes. They drew up written products to be used as the basis for oral communication.

3.3 It

It is to be involved in teaching in the context of information retrieval, written presentation and as an auxiliary tool for oral presentations.

3.4 Collaboration with other disciplines

Teaching can lay up to interaction with other disciplines with the aim to further elaborate and put into perspective the core substance.

4. Evaluation

4.1 ongoing evaluation

Through individual vocational guidance and the use of testing and feedback on writing work to the student during the course of the imparted a clear understanding of the level and the development of the professional standpoint, including strengths and weaknesses.

4.2 Sample form


The institution chooses for each hold one of the following two sample forms:

Sample form A:

An oral examination shall be held on the basis of a known theme with unknown voucher material on a scale of 10-15 standard pages.

Voucher material chosen by the examiner and is forwarded to the examiner no later than 5 working days before the 1. rehearsal. Voucher material shall be approved prior to the organisation of the test examiner. Voucher material in known possible contain diverse types of materials,

Each bilagssæt must not be used by 3 exam units the same day and not by following the test days on the same team.

Examinees may choose to prepare for the test in groups. An exam device is such a group or an examinee that are preparing individually.

On the basis of the submitted documents and material found in the preparation time must the examinee run, analyse and discuss one or more technical issues.

Be given at least 24 hours of preparation time for the preparation of synopsis.

The examination takes place individually with a eksaminationstid of 30 minutes. In the first 10 minutes of the exam presents the examinee theme's historical problem (s) and relationship to it read fabric out from the synopsis. After this is done the exam as a dialog between the examinee and examiner.

Sample form (B):

An oral examination shall be held on the basis of a known theme with unknown voucher material on a scale of 8-12 standard pages.

Voucher material chosen by the examiner and is forwarded to the examiner no later than 5 working days before the 1. rehearsal. Voucher material shall be approved prior to the organisation of the test examiner. Voucher material shall, to the extent possible, include diverse types of materials.

Each bilagssæt must not be used by 3 exam units the same day and not by following the test days on the same team.

Examinees may choose to prepare for the test in groups. An exam device is such a group or an examinee that are preparing individually. Voucher material handed out 3 hours before the first examinee of the group will be examined.

In the preparation time shall prepare examinees ' a synopsis on the basis of the submitted documents must establish, analyse and discuss one or more technical issues.

The examination takes place individually with a eksaminationstid of 30 minutes. In the first 10 minutes of the exam presents the examinee theme's historical problem (s) and relationship to it read fabric out from the synopsis. After this is done the exam as a dialog between the examinee and examiner.

4.3 evaluation criteria

In the assessment, emphasis is placed on the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

One character is given on the basis of an overall assessment of the testees ' performance.
Annex 9









HF-June 2008





 



 





Chemistry C





 







1. Identity and purpose

1.1 Identity

Chemistry is all about substance properties and the conditions under which they are responding. All living things and our material world is based on that all substances are made up of atoms, and that they may undergo changes in chemical reactions. Chemistry deals with researching and developing materials, products and processes, and chemical research has a significant impact on the lives of individuals and of society's technological and economic development. As science subjects chemistry in interaction with other disciplines contribute to the development of the modern world view.

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

1.2 Purpose

The subject chemistry contributes to the overall goal of education know that the students gain insight into the subject's methods, concepts and regularities. Students acquire knowledge of relevant substances and their properties on the basis of knowledge and understanding that all matter is composed of atoms.

The students also get insight into the importance of the outside world, Brad technology and production, as well current as in historical perspective. The work on the subject provides the students an understanding of the chemical knowledge shall apply for the benefit of people and nature, and that inappropriate use can affect human health and the environment.

Students gain knowledge of scientific thinking and method, which puts the individual in a position to remain reflective and responsible for the current problems with science content as well as to understand sustainability as a principle.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




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

b) describe the structure and simple chemical reactions of substances and including relate observations, model shows and symbol representations to each other

c) perform simple calculations

d) carry out experimental work with simple laboratory equipment

e) treat chemicals safely both in connection with experimental work and in everyday life

f) record and post-process the data and observations as well as describe experiments and present findings in writing as well as orally

g) obtain and apply chemical information from different sources

h) communicate and relate/compare the achieved chemical knowledge

in) identify and relate to simple chemical issues from everyday life and from the current debate.



2.2 Core fabric

Nuclear substance is:

Substances building




– period of the elements system

– selected organic and inorganic substances structure, naming, mode shapes and miscibility.



Chemical reactions




– simple redox reactions, including combustion reactions

– acid-base reactions and pH-concept.



Volume calculations




– amount of calculations in relation to the reaction forms using mass, molar mass, amount of substance, volume and stofmængde concentration.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance and/or involve new professional areas. It shall be selected in such a way that the students are given the opportunity, among other things. to work with topics related to their daily lives. Work with it additional substance takes up approximately 40 per cent of training time.

3. organisation

3.1 Didactic principles

Education shall be based on a professional level, corresponding to the students ' level of basic school.

The teaching is organised mainly in the thematic subject courses, which can involve both nuclear substance as supplementary material. The teaching emphasis on it's experimental work linked to the theoretical substance with a view to the greatest possible integration. In addition, application-oriented aspects involved as far as possible.

3.2 forms of work

The teaching is organised with variety and progression. There must be a progression in both forms of work and professional requirements as in the requirements for the students ' autonomy. The progression must be evident in the work of theoretical as well as experimental issues. In the choice of working methods must take into account that students brought in an active role, and that their learning experience with individual and collective forms of work are developed.

The students ' independent experimental work in the laboratory is at least 1/5 of the subject's duration.

Oral production and writing work is an essential part of the work on the subject.

Through the written work in chemistry to the students:




– develop their chemical knowledge and practise scientific working method

– document the ability to explain, discuss, and analyze the experimental data

– develop their ability to communicate technical information correctly and accurately chemistry

– develop their ability to explain, analyze and discuss the chemistry professional issues

– immerse themselves in selected chemistry professional issues.



The written work includes:




– records of the experimental work as well as the reports drawn up on the basis of the records

– tasks of different kinds to the strengthening of the learning process

– products as a result of any project work.



3.3 It

It is used in education in all relevant contexts.

3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects with the aim to further elaborate and put into perspective the core substance and application aspects of chemistry.

4. Evaluation

4.1 ongoing evaluation

The professional goals and the professional content is the basis for the ongoing evaluation.

The individual evaluation takes as its starting point the students ' efforts and professional level in the daily teaching and in the written work. The evaluation provides the basis for an assessment of whether there is a need for changes to the students ' performance and working methods, including collaboration with other students.

The collective evaluation takes as its starting point in day-to-day teaching. Here assesses the teacher and students jointly, whether there is a need for adjustments and changes of forms of work, etc., so that the academic goals are met.


4.2 Sample Forms

There will be held an oral examination. The course selector for each team between the following two sample forms.

Try form a): oral examination on the basis of a task, covering both theoretical and experimental work in the same area, which may contain an annex. The titles of the exam tasks should be known not later than 5 working days before the test examinees.

Examination time is 24 minutes per examinee. Given 24-minute preparation time, during which the examinee, to the extent practicable, have access to appropriate equipment and relevant chemicals.

Examination forms itself as a conversation between the examinee and examiner. Under examination must relevant apparatus and relevant chemicals be available to the extent it is possible.

Sample form b): this test is two-tiered and settled with up to 10 candidates per day.

Oral examination on the basis of a task, which includes a known experiment and a theoretical component. The experiment and the theoretical component must be combined in such a way that they relate to the different areas. Prior to the experimental part of the sample reported only about the experiment, while the task for the theoretical part of the sample reported immediately before preparing for this part of the sample. The titles of the exam tasks for the theoretical part of the sample must be known no later than 5 working days before the test examinees.

Examination time is 1 ½ hour for 5 examinees for the experimental part and 20 minutes per examinee to the theoretical share. Given 20-minute prep time per examinee to 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 test is experimental, where up to 5 Examinees at a time individually perform a known experiment within 1 ½ hour. Examiner and examiner interviews with each examinee on this particular experiment and the associated theory. Exam takers must have access to all devices except for the reports and records of the current experiment.

The second part of the sample forms as a conversation between the examinee and examiner.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

In addition, the emphasis placed on whether the examinee:




– answer the exam task and not bypass essential conditions

– use knowledge and methods corresponding to the level

– express themselves clearly, accurately and understandable on chemistry topics in a proper professional language

– understand and can explain simple correlations between theory and practice

– demonstrates technical overview, including can involve relevant chemical topics in the professional conversation.



One character is given on the basis of a global assessment of the testees ' performance.
Annex 10









HF-June 2008





 



 





Mathematics B





 







1. Identity and purpose

1.1 Identity

Mathematics is based on abstraction and logical thinking and covers a wide range of methods for modeling and problem treatment. Mathematics is indispensable in many occupations, in science and technology, in medicine and ecology, in economics and social sciences and as a basis for political decision-making. Mathematics is also essential in daily life. The widespread use of mathematics are rooted in the subject's abstract nature and reflects the experience that many disparate phenomena behave uniformly. When hypotheses and theories are formulated in the language of mathematics, won that often in this way new insights. Mathematics has accompanied the development of culture from the earliest civilizations and people's first considerations about figures and form. Science Mathematics has evolved in a constant interaction between applications and the development of theory.

1.2 Purpose

Through teaching to the students gain insight into how mathematics can help to understand, articulate and deal with issues within various disciplines, as well as insight in mathematical reasoning and theory formation. In doing so, the students must be able to better relate to others ' use of mathematics as well as achieve sufficient mathematical skills to be able to implement a higher education, in which mathematics is included. In addition, they gain insights into important aspects of mathematics interaction with culture, science and technology.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




a) handle simple formulas, including translating from symbolholdigt language for natural language and vice versa, could explain the present symbolholdige descriptions of variable relationships and be able to use the symbolholdigt language to solve simple problems with mathematical content,

(b)) give a statistical processing of a set of figures and be able to disseminate the conclusions in a clear language,

(c)) use simple function expression in the modeling of given data, could do simulations and projections from models and discuss the range of such models,

(d)) apply differentialkvotient and stem function for simple functions and interpret different representations of them,

e) account for present geometric models and manipulate geometric problems on the basis of the triangle calculations

f) implement simple mathematical reasoning and evidence,

g) disseminate knowledge about math apply in selected areas, and

h) use of it tools for the solution of given mathematical problems, including handling of more complex formulas and determination of differentialkvotient and stem function for more complicated function expressions.



2.2 Core fabric

Nuclear substance is:




(a)) of the hierarchy, the extended power concept equation solution with analytic and graphic methods and with the use of it tools,

(b)) formula expressions to describe exactly and reverse proportionality as well as linear correlations, correlations, exponential polynomial correlations and power relationships between variables,

(c)) the concept of f (x), characteristics of the following elementary functions: linear functions, polynomials, exponential and logarithm functions, power-as well as the characteristics of these feature graphic sequences, the use of regression on a data material,

d) definition and interpretation of differentialkvotient, including growth rate and marginal considerations derived function of the elementary functions and differentiation of f + g, f – g and k × (f)

e) monotony relations, ekstrema and optimization and the relationship between these concepts and differentialkvotient,

f) stem function for the elementary functions, the use of integral calculus for area calculation of point quantities limited of graphs for non-negative functions,

(g)) the proportional calculations in ensvinklede triangles and trigonometric calculations at arbitrary triangles and

h) fundamental properties by mathematical models, modeling.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in mathematics fills approximately 25 per cent of training time. It must be put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so the students can live up to all the professional goals.

Why would the supplementary drug, among other things. include:




-reasoning and proof in selected topics

– mathematical models, including modeling using differentialkvotient

– the collection and statistical processing of data in order to illuminate a set hypothesis, discussion of a sample representativeness, the use of two types of statistical or probability-theoretical models.



3. organisation

3.1 Didactic principles

The teaching is organised so that each student when the professional goals. The students ' autonomous handling of mathematical problems and tasks must be at the Centre of the teaching.

Through an experimental approach to mathematical topics, tasks and issues to the students ' mathematical vocabulary and innovative abilities developed. This occurs, among other things. by organising some gradients inductively, so generalizations arising out of specific examples.

The experimental element in mathematics cannot stand alone. Therefore, selected topic courses shall be organised so that the students will have a clear understanding of its importance in mathematical theory.

Each student must actively use it in teaching mathematical language to convey his knowledge.

There should be a strong emphasis on mathematics teaching in the applications, and the students to see how the same mathematical methods can be applied to many different phenomena.

The teaching is organised with progression in the work methods and technical content, while basic skills & trivia is maintained by regularly to be taken up again.

CAs tools should not only be used to perform the more complicated symbolic bills, but also support skill learning and mathematical concept formation.

3.2 forms of work


A significant proportion of the teaching in the field of nuclear substance and the supplementary substance to be organized as a project or topic courses. For each major course formulated professional goals, which addressed the workflow, and the students prepare a written product which can demonstrate the professional results.

Part of teaching is organised as a group work in order that the students develop their mathematical concepts through their mutual professional discussion.

Students ' autonomous acquisition and dissemination of mathematical texts included in the work submitted with the oral dimension.

In teaching places considerable emphasis on puzzle-solving as a crucial support for the acquisition of concepts, methods and skills. Solution of tasks takes place both in lessons and as homework. A number of project and topic sessions rounded off with, the students shall prepare a report.

3.3 It

The teaching is organised, so calculators, it and mathematics programs included as essential AIDS in the students ' work with conceptual acquisition and problem solving. In the organisation included training in the use of these devices to perform calculations, for symbolic manipulation of expressions, for the handling of statistical data material, to obtain an overview of the graphs, for equation solving and to symbolic differentiation and integration. Furthermore, exploited calculators, it and mathematics programs in the experimental approach to the issues and problem-solving.

3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects with the aim to organise vocational courses, which contains a more extensive use of mathematics within other disciplines, which the students are familiar with.

4. Evaluation

4.1 ongoing evaluation

Both the teaching and the students ' academic yield of which is evaluated on an ongoing basis, among other things. through forward-looking evaluation conversations.

For each major project or topic course it must clearly appear, how students ' benefit from the course is evaluated.

After each major project or topic courses through lead teacher and students an evaluation of teaching, working methods and progress on the road towards the achievement of the professional goals.

Course of major topics in the field of nuclear substance is rounded normally with a test for evaluating the professional milestones.

The students delivered regularly written assignments and reports. The replies to be corrected and commented on by the teacher.

4.2 Sample Forms

There is a written and an oral examination.

The written test

For the written test is given 4 hours. The written eksamenssæt consists of tasks put forward in the field of nuclear substance and should evaluate the corresponding professional goals. The first part of the set to be answered without assistive devices. For this part of the sample is given 1 hour, after which the answer to be delivered. During the second part of the test must the examinee use all devices, except for communication with the outside world. The tasks for this part of the sample to be drawn up on the basis of the premise that the examinee has a CAS-tool that can perform symbol manipulation, see. point 3.3.

The oral test

The course selector for each hold one of the following three sample forms.

Try form a): an oral examination on the basis of an overarching questions with specific sub-questions. Questions for the test is published in advance of the test and is designed in such a way that together they make it possible to evaluate the professional goal, described in section 2.1. Questions and a list of courses is sent to the censor and the censor approves issues prior to conducting the test.

Examination time is 30 minutes per examinee. Given 30 minutes of preparation time.

The test is two-fold.

The first part of the test consists of the testees ' presentation of his answers to the questions supplemented with detailed questions from extracted examiner.

Second part shapes up as a conversation between the examinee and examiner on the basis of the general issue.

Sample form b): an oral examination on the basis of reports drawn up in connection with the teaching. The individual examinee reports as a whole must cover the professional objective described in point 2.1. Exam questions are formulated with a heading and specific sub-question in relation to the reports. Questions and a list of reports and training courses shall be sent to the censor and the censor approves issues prior to conducting the test.

Examination time is 30 minutes per examinee. Given 30 minutes of preparation time.

The test is two-fold.

The first part of the test consists of the testees ' presentation of the report and extracted his professional milestones supplemented with detailed questions from the examiner.

Second part shapes up as a conversation between the examinee and examiner on the basis of the report's subject field.

Sample form c) an oral examination with the inclusion of completed project. Questions for the oral test shall be published in good time before the test and combined must cover the professional goals and the academic content. A significant portion of the exam questions must be designed in such a way that it is possible to involve conducted topic and project process with associated student reports. Questions and a list of reports and training courses shall be sent to the censor and the censor approves issues prior to conducting the test.

Each question shall be designed with a heading that indicates the overall topic of the examination and with specific sub-questions.

Examination time is 24 minutes per examinee. Given 24 minutes ' preparation time.

The test is two-fold.

The first part of the test consists of the testees ' presentation of his response to the extracted issues complemented by in-depth questions.

Second part shapes up as a conversation between examiner and examinee censor on the basis of the overall topic.

4.3 evaluation criteria

The assessment is a comprehensive assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

The emphasis is on whether the examinee:




1) have basic math skills, including:





– can handle mathematical symbology and mathematical concepts

-have knowledge of mathematical methods and can apply them correctly

-skill in the use of it tools is appropriate.





2) can use mathematics at present problems, including:





– can choose appropriate methods for the solution of problems presented

– can present a mathematical topic or procedure for solving a mathematical problem in a clear and intuitive way

– may explain this mathematical models and discuss their range.





3) have at a glance and can put into perspective the mathematics, including:





-have insight in mathematical theory and independently can explain the mathematical reasoning and proof

-have knowledge of mathematics application within another subject area

– can move between the subject's theoretical and practical aspects in the context of modelling and problem treatment.







In both the written and the oral test shall be one character on an overall assessment. When the sample form b) is selected, shall be taken into account the oral performance alone.
Annex 11









HF-June 2008





 



 





Religion (C)





 







1. Identity and purpose

1.1. Identity

The subject religion deals mainly with world religions, and of these is Christianity compulsory. The course combines the dissemination of tradition and a contemporary, global perspective.

On the basis of an open and neutral position and on a religious basis of scientific knowledge, dealt with religions and Central religious phenomena in past and present, with an emphasis on the present.

The approach to religion combines descriptive, interpretive and critical points of view that lets both religions own imaginary worlds like modern, including secular points of view have their say. The subject is not bound to any religious denomination.

The starting point for employment with religions is texts and other documentary material.

1.2 Purpose

Through the subject religion students must acquire knowledge about and understanding of religions and religious phenomena. The aim is that the students get insight into correlations and tension within the individual religions and between religions, and that they acquire knowledge about religions importance for individuals, for groups and for society. The course will also provide insight into the relationship between religions and non-religious reality perceptions.

Education shall develop the students ' self-and ensures understanding and fostering a professional Foundation for independent position and active participation in a modern, multi-cultural and democratic society.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:





a) analyze, interpret and put into perspective the subject's documentary material, including assessing whether a given material is addressing a religion from the inside or from the outside, that is. from a participant's point of view or an external, possibly. religious critical point of view

b) apply elementary religious academic terminology

c) implement and disseminate a less empirical study of a religious academic topic

d) outline the essential sides of Christianity in its contemporary, historical and formative character, with a focus on the present

e) set out the essential aspects of an additional 2-3 religions, one of which must be islam

f) outline the Central religious phenomena

g) put religion and their history in relation to selected aspects of European culture and thinking

h) demonstrate a reflected understanding of religions and anskuelsers importance for human life, society and culture

I) formulate its opinion on ethical issues

j) on a professional basis engage in a debate about their own and others ' cultural values and in this way be qualified for the global community.



2.2 Core fabric

Nuclear substance is:




a) Christianity, in particular with a view to its European and Danish presentations. In the work included contemporary texts, texts from impacts in Christianity's history as well as texts from the old and New Testaments

b) islam, including both contemporary texts as texts from the Quran, with the involvement of a European and Danish context

c) religions Central phenomena of myth, ritual, cult, ethics, lessons, the religious experience and religions organization.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance must generally put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so the students can live up to the objectives.

To read further 1-2 items; These can be ethical or religious philosophical art, a well-defined religious academic topic or consist in 1-2 religions of their choice.

3. organisation

3.1 Didactic principles

Religions are considered both as unique, cultural and historical formations, each with their special identity and problems from a comparative perspective, and with the use of phenomenological categories of religion.

Of the subject's duration applied approximately 30 per cent of Christianity.

The main approach to the subject's topics are worked on texts that are analyzed, interpreted and put into. In addition, the involvement of other source material such as picture substance, religious objects, music, interviews, observations from field work or field trips.

The necessary background knowledge is ensured by the inclusion of secondary representations such as textbook material, reference books and information from the Internet.

3.2 forms of work

Be a progression into the curriculum, so students progressively be trained in self: the acquisition and dissemination of the substance. At the beginning of the course focuses on an alternation between teacher-led classroom training and various forms of group work. Towards the end increases the students ' more independent work with the drug.

In order to enhance the students ' understanding of religion current presentations included outreach activities in teaching in the form of field trips or field work for the exploration of the cult places and religious environments.

The emphasis is on strengthening the students ' rhetorical competence in terms of the ability to give a clear and structured presentation of a substance.

3.3 It

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




– information retrieval

– the study of religious practices

– training of source critical competence

– dissemination of professional topics and issues.



3.4 Interaction with other subjects

Where it is possible, should religion be included in interaction with other disciplines. Through the interaction encouraged the students ' understanding of the history of religions and religion social, political and cultural importance.

4. Evaluation

4.1 ongoing evaluation

Through individual professional guidance to student imparted a clear understanding of the level and the development of the professional standpoint, including weak and strong sides. At least once in each semester must be an evaluation of the student's performance, active participation and engagement in education.

4.2 Sample Forms

The course you select between the following two sample forms.




a) oral examination on the basis of an unknown text material, as well as possibly. other material on a scale of Max. 4 normal pages, chosen by the examiner. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 24 minutes per examinee. Given ca. 48-minute preparation time. Examination forms itself as a conversation between the examinee and examiner.




b) oral examination on the basis of an unknown text material, as well as possibly. other material on a scale of Max. 2 normal pages, chosen by the examiner. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 24 minutes per examinee. Provided approximately 24 minutes of preparation time.

Examination forms itself as a conversation between the examinee and examiner.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1. Furthermore, there is emphasis on the testees ' ability to produce a findings in a clear and orderly manner and to dispose and structure examination time.

One character is given on the basis of an overall assessment of the testees ' performance.
Annex 12









HF-June 2008





 



 





Social Studies (C)





 







1. Identity and purpose

1.1 Identity

Social studies deals with Danish and international society. The subject provides on an empirical and theoretical foundation knowledge and understanding of the modern, globalized social dynamics and complexity by connecting the current societal development with social, economic and political concepts in order to qualify their own positions and courses of action.

1.2 Purpose

Social studies to promote the students ' desire and ability to relate to and participate in the democratic debate and through the teaching contents and forms of work engage them in terms of importance for democracy and social development. In addition to teaching promote the students ' independence and confidence to be able to take a position on social issues on a professionally qualified level. Teaching should provide knowledge and understanding of particular Danish society and the dynamics that have influence on the development of modern society. The students should strengthen their competence through the study worked with empirical issues and through the use of concepts and methods from the social sciences disciplines.

2. Professional objectives and technical content

2.1 Academic goals

The students must be able to:




(a)) apply basic knowledge of sociology, economics and political science to account for current societal problems and solutions

b) examine correlations between relevant background variables and social and cultural patterns

c) examine specific policy decision-making

d) examine concrete priority problems in the welfare State

e) demonstrate in concrete examples the importance of EU and global conditions for the political options for action

f) formulate social sciences questions, seek out, apply and critically evaluate information to document simple professional contexts

g) disseminate professional contexts in simple models, tables and charts

h) disseminate knowledge about professional contexts through the use of the subject's terminology

in) on a professional basis to argue for their own points of view and be responsive for other points of view and arguments.



2.2 Core fabric

Nuclear substance are as follows:

Policy




– political ideologies, including conservatism, liberalism and socialism

— democracy and human rights, including the importance of the legal system

– political decisions in Denmark, including political participation opportunities.



Sociology




– identity formation and socialization

– social and cultural differences.



Economy




– economic cycles and management instruments

– welfare and distribution.



Method




– Central Social Sciences information channels.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric typically have nature of examples from the current societal debate, used to further define and relate/compare professional contexts, including the importance of global and European conditions for development in Denmark.

3. Teaching organisation

3.1 Didactic principles


Education shall be organised thematically, typically based on the students ' amazement and curiosity regarding the current societal issues. Through the total gradient should be increased involvement of students in the choice of theme and forms of work. In the treatment of substance to take a holistic approach, so that at least one theme are treated across the disciplines. In teaching the emphasis should be on the inductive principle, IE. specific problems must be the starting point, and there must be decisive emphasis on the fact that each student will have opportunities on a professional basis to express views, arguments and assessments.

Organised teaching into shorter periods deduktivt, should there be a subsequent application of the technical substance on concrete examples. Such shorter training periods can be used to highlight the similarities and differences between the social sciences disciplines.

The teaching is organised in such a way that it is versatile in selecting approaches, concepts and methods.

3.2 forms of work

In teaching should be varied and student actuating forms of work, so that the students will get good opportunities to identify, document, disseminate and discuss professional contexts and points of view. Outward-looking activities must be integrated into the course. To be in the total course conducted at least one smaller project work, where a professional issue and should be treated with the use of methods from the profession.

Writing work

Varied written products contributes to academic immersion and to develop the students ' ability to articulate social sciences questions, demonstrate and argue for the professional contexts and points of view.

3.3 It

Information technology tools used in education to support and complement the professional goals and the educational process.

Information technology is used for:




– information retrieval

– processing and dissemination

– knowledge sharing.



Instructions on key social science websites are included in the individual modes. Use of electronic conferencing is integrated into teaching.

3.4 Interaction with other subjects

Where possible, paves the way for that profession interacts with other subjects with the aim to further elaborate and put into perspective the core substance.

Social studies is included in a fagpakke, carried out at least one interdisciplinary course.

4. Evaluation

4.1 ongoing evaluation

Through forward-looking and individual guidance, the use of testing and feedback on professional activities during the course the student should get a clear understanding of the level and the development of the professional standpoint, including involved activities that stimulate reflection on the benefits of teaching. The basis for the evaluation should be the professional goals. In addition, at least once in each semester done an evaluation of performance, active participation and engagement in education.

4.2 Sample form

An oral examination shall be held on the basis of a known theme with unknown voucher material on a scale of less than 2 normal pages. Related to the theme made focused during questions that follow the taxonomic levels. The sample material is sent to the censor and approved of this prior to the test.

Examination time is 24 minutes per examinee. Given 48-minute preparation time.

Examination forms like a conversation.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

Emphasis is placed on:




– Overview of the subject's disciplines, so that relevant professional concepts and examples will be involved in the examination

– knowledge of Central professional contexts

– ability to negotiate and engage in dialogue on a technical problem during the use of the subject's terminology

– ability to argue a point of view on a professional basis

– skills in the use of document material to document professional contexts.



One character is given on the basis of an overall assessment of the testees ' performance.