Machine Translation of "Notice On A Common Secondary Education Electives (Electives Notice)" (Denmark)

In accordance with section 15 (1). 3, in the Law on Student Student (Ax) (High School Act), cf. Law Order no. 444 of 8. May 2007, section 14, paragraph 1. 2, in the law of training for higher commerce samen (hhx) and higher technical examination (htx), cf. Law Order no. 446 of 8. May 2007, and section 10 (1). 4, and section 11 (4). 2, in the law of training for the preparation of the preparation of the preparation (hf law), cf. Law Order no. 445 of 8. May 2007 :

§ 1. The tender, organisation and organisation of the organisation shall be subject to the rules laid down for the training in which the profession is offered, including the limits laid down for the provision of the subject matter in question ; education.

§ 2. The individual training institution may, in accordance with this notice, be able to do so, cf. however, section 1, the subject of the subject referred to in Annex 1.

§ 3. The content and objectives of the teaching are shown by the respective readout as described in Annex 2-43.

Paragraph 2. In the reapers, cf. paragraph 1, the name "pupils" covers both students and couriers and the term 'school', both schools and courses.

§ 4. The announcement shall enter into force on 1. August 2008, cf. however, paragraph 1 3.

Paragraph 2. At the same time, notice No 802 of the 28th. June 2007 in the field of high school education (optional) for the high school education (electoral).

Paragraph 3. For students who have started in January 2006 a study of the Philosophy and technology C study in January 2006, Annex 10 (Philosophy and Technology C) of Annex 10 is in the order of publication No 2. 1349 of 15. December 2004 on the common for the high schools of high school (the election trade notice) shall apply to and with the summer diploma at the time of the summer examination. The medical degree, 2010.

The Ministry of Education, the 30. June 2008 Torben Christoffersen
Contor manager / Marianne Winther Jarl

Appendix 1

Overview of the readout program-Election class, June 2008

Appendix 2	Arabic A
Appendix 3	Arabic B
Appendix 4	Astronomy C
Appendix 5	Dance B
Appendix 6	Data Book in C
Appendix 7	Vocational economics C
Appendix 8	Philosophi B
Appendix 9	Philosophi C
Appendix 10	Funding C
Appendix 11	French Begin language B
Appendix 12	French Continual language C
Appendix 13	Greek C
Appendix 14	Ikilt B
Appendix 15	Information Technology C
Appendix 16	Innovation C
Appendix 17	International technology and culture C
Appendix 18	Italian B
Appendix 19	Japanese A
Appendix 20	Japanese B
Annex 21	Chinese A
Appendix 22	Chinese B
Appendix 23	Cultural understanding B
Appendix 24	Cultural understanding C
Appendix 25	Latin C
Appendix 26	Market communications C
Appendix 27	Material Technology C
Appendix 28	Multimedia C
Appendix 29	Organization C
Appendix 30	Programming C
Annex 31	Psychology B
Appendix 32	Psychology C
Appendix 33	Religion B
Appendix 34	Retorik C
Appendix 35	Russian B
Appendix 36	Spanish B
Annex 37	Static and Equipment C
Appendix 38	Statistic C
Appendix 39	Technology C
Appendix 40	Turkish A
Appendix 41	Turkish B
Appendix 42	German Begin language B
Annex 43	German Continual language C

Appendix 2

Arabic A-Elec, June 2008

1. Identity and purpose

1.1 Identities

Arabic is a skill class, a science class and a culture class. Its reposition is the Arab language and, by extension, knowledge and understanding of history, culture and social relations in the Arab world and other areas with Arab-speaking peoples.

1.2 Foraims

Through the work with Arabic language, the students ' ability to communicate in Arabic is evolven. The study of Arabic language and culture provides insight and insight into which the student, both understanding of the Arab society and culture, provide a greater understanding of the world's understanding and culture of understanding and intercultural awareness. Arabic is a knowledge of a culture that plays an important role in the globalised world, and the aesthetics of the students are sharper attention. Finally, the Arabic students are able to reflect through the culture of culture by reflecting on their own culture by comparison with Arabic culture.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main content when the default information is spoken of known as well as the general public via different media ;

-WHAT? participate in conversation and discussion on a clear and reasonably liquid standard abatomial knowledge of known as general issues as well as understanding and use plain language on one of the important dialects

-WHAT? Read and understand simple contemporary texts, fiction and non-fiction.

-WHAT? an oral presentation and account of a well-known issue of a clear and reasonably fluent, arabic,

-WHAT? express in writing in a single and coherent Arabic region for a given problem and could translate a single text from Danish to Arabic ;

-WHAT? to analyse and interpret texts of different genres and to put the individual text into cultural, historical and societal contexts ;

-WHAT? use the acquired knowledge of Arabic culture, history and social relations in the language of Arabic and in the work on the studies, and could provide perspectives to other culture and social conditions.

-WHAT? practising knowledge of how to learn foreign languages in day-to-day work with Arabic

-WHAT? use one and two-language dictionaries and an Arabic grammar and be confidential with the use of IT in Arabic.

2.2 Kernestof

The core matter is :

-WHAT? pronuntates, intonation and unloading,

-WHAT? listen and talk, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or subjects in Arabic

-WHAT? sound and image media to support listener and literacy, and talk and write skills

-WHAT? in writing.-(b) fiction, as well as non-fiction, of different proportions, which illus the cultural and societal development of the Arab world, with emphasis on the 20th. And 21. Century

-WHAT? the central aids of the specialist, including IT ;

-WHAT? Arabic history, culture and social issues that are relevant to the studies studied and central social conditions in the Arab world and among Arab minority cultures in the West.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter is made up of different historical, cultural and societal terms, which is based on the Arab world. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The teaching must allow the students to acquire the knowledge of languages necessary to develop communications skills.

The centre of education is the opportunity for students to have their own language production and to develop in a relationship with the professional objectives. Floating language is a priority higher than linguistic precision.

Listening, reading and communication strategies must give students the tools to trigger and maintain communication, despite linguistic barriers. Teaching grammar, vocabulary, text analysis and alienation of languages to the relevant extent and taking into account the professional progression.

The teaching is as far as possible in Arabic.

3.2 Workshapes

The centre of education is the professional progression.

The beginning of education includes interlocutors, which give pupils an elementary communications skills, which are further developed in freer dialogues and conversation. It also includes regular listening, read and write training, as well as targeted and systematic work on vocabable vocabinas.

After the initial instruction, the work is organized mainly through 6-8 items, and it is ensured that the professional targets are integrated into this work.

Work methods and methods are varied and adapted continuously to the technical objectives pursued in the relevant subject. The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work. The focus is on working-forms that develop both the communicative skills of both the students and their ability to read and understand texts. Language understanding is ensured by the fact that the students hear Arabic dissected through various media.

Written work is included in the daily education, on the one hand, to the oral dimension, on the one hand, as a self-employed discipline, where students both have the opportunity to train and demonstrate their linguistic knowledge and skills and to the ability to : develop the ability to provide in writing, in writing, on the content of the content.

The work of Arabic culture, history and social conditions are constantly being integrated into the work of the subjects.

3.3 IT

It is an integral part of the education class and is included in all disciplines from the first Alphabet learning. It is used as a tool for supporting the text work and for the work on the Proficiency Page Proficiency, and relevant programmes for interactive training and training programmes for the enhancement of the profile are used, both in the report and on the training of the language and training programmes. receptive as the productive one.

3.4 Collections with other subjects

Arabic is covered by the general requirements for interactions between the trade unions and are part of general study preparation and general language understanding according to the provisions that are part of these courses.

When Arabic is part of a study, it must form part of a interaction with other subjects on issues of linguistic, cultural, intercultural and historical nature. When Arabic acts as an elective, it is a collector of other languages, in order to develop a general linguistic awareness and knowledge of how to learn foreign languages.

4. Evaluation

4.1 Ongoing Evaluation

Individual evaluation conversations between teacher and student are carried out on a continuous basis, a greater completed flow or topic evaluates targeted and forward-looking teacher and pupils in community. A broad evaluation is carried out in relation to the professional objectives. The evaluation shall be forward-looking.

The students perform tests on self-evaluations in relation to the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

A central written test shall be held for five hours of duration.

The main ingredient of the test is a task in free written expression skills in the form of a contemporary arabic language of contemporary text material between 2/3 and 1 normal side, optionally, in the case of a contemporary Arabia language. supplemented with image material.

The other person must use all aid other than communication with the outside world and translation programmes, that is to say. software or network-based programs that can translate entire sentences and entire texts from one language to another.

The oral test

The sample is made up of three parts.

1) Presentation in Arabic by an unknown, unprocessed arabic text material with a scope of about. 4 normal pages. The text material must be associated with one of the studies studied. The issues covered as the basis for the test must also cover the technical objectives and the core material. The topic studied must be included in the presentation, which is followed by an in-depth discussion. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

2) Converts to Arabic on the basis of an unknown image material on general issues.

3) A text understanding, starting with an unknown, unprocessed arabic language proacal of a degree of approximately EUR 20 000. 1 normal side. The text is referenced in the main features of the Danish language.

A total preparation time of 30 minutes is provided to points 2 and 3. The ex-wife must use all the help other than communication with the outside world.

There are two examiners at degrees in class.

In the standard form of an Arabic text, short vowels, even if they are not marked in the text, are included in the standard form.

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

4.3 Assessment criteria

In both the written and oral examination, the extent to which the achievement of the examiner shall meet the professional objectives set out in 2.1.

By the written test, where the emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express in writing in Arabic, disponers and manufacture a content, and the examination of examination shows security in the relevant morphology and syntax ; and control a general vocabulary, as well as idiomatik.

One character is given out of a holistic assessment.

By the oral test, The emphasis is placed on the fact that the Arabic examiner can present and outlook the unknown text material and include relevant elements of Arabic culture, history and social relations from the subject matter. The emphasis is also placed on the level of cooperation and understanding of the text. Coherence of language is more important than correctness in the detail. The arabic part of the examination is the highest in the examination.

One character is given out of a holistic assessment.

Appendix 3

Arabic B-Elec, June 2008

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main content when the default information is spoken of known as well as the general public via different media ;

-WHAT? Read and understand simple contemporary texts, fiction and non-fiction.

-WHAT? an oral presentation and account of a well-known issue of a clear and reasonably fluent, arabic,

-WHAT? express in writing in a single and coherent Arabic region for a given problem and could translate a single text from Danish to Arabic ;

-WHAT? to analyse and interpret texts of different genres and to put the individual text into cultural, historical and societal contexts ;

-WHAT? use the acquired knowledge of Arabic culture, history and social relations in the language of Arabic and in the work on the studies, as well as the prospects for other cultures and social conditions.

-WHAT? practising knowledge of how to learn foreign languages in day-to-day work with Arabic

-WHAT? use one and two-language dictionaries and an Arabic grammar and be confidential with the use of IT in Arabic.

2.2 Kernestof

The core matter is :

-WHAT? pronuntates, intonation and unloading,

-WHAT? listen and talk, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or subjects in Arabic

-WHAT? sound and image media to support listener and literacy, and talk and write skills

-WHAT? in writing.-(b) fiction, as well as non-fiction, of different proportions, which illus the cultural and societal development of the Arab world, with emphasis on the 20th. And 21. century.

-WHAT? the central aids of the specialist, including IT ;

-WHAT? Arabic history, culture and social issues that are relevant to the studies studied and central social conditions in the Arab world and among Arab minority cultures in the West.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is as far as possible in Arabic.

3.2 Workshapes

The centre of education is the professional progression.

After the initial instruction, the work is organised mainly through topics, and ensures that the professional targets are integrated into this work.

The work of Arabic culture, history and social conditions are constantly being integrated into the work of the subjects.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The students perform tests on self-evaluations in relation to the professional objectives.

4.2 Test form

An oral test will be held. The test consists of two parts :

1) Redeposition and deepening of the conversation in Arabic as well as text understanding, starting with an unknown arabic language, prosatekst of a scale of 2/3 normal side. The text has thematic connection with a study of the subject, which is included in the conversation in Arabic. The issues covered as the basis for the test must also cover the technical objectives and the core material.

2) Converts to Arabic on the basis of an unknown image material or in an unknown sound material of 2-3 minutes length.

Preparation of time to 48 minutes is provided. The exam time is 24 minutes.

In the standard form of an Arabic text, short vowels, even if they are not marked in the text, are included in the standard form.

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

4.3 Assessment criteria

The oral examination shall be judged by the extent to which the achievement of the examiner shall meet the professional objectives set forth in point. 2.1.

In the assessment, the emphasis is placed on the fact that the Arabic examiner can present and outlook the unfamiliar text material and include relevant elements of Arabic culture, history and social conditions from the studied issue. The emphasis is also placed on the level of cooperation and understanding of the text. Coherence of language is more important than correctness in the detail. The arabic part of the examination is the highest in the examination.

The nature of a comprehensive assessment is given.

Appendix 4

Astronomy C-election, June 2008.

1. Identity and purpose

1.1 Identities

Astronomy represents a key scientific contribution to the human realisation of its own location in time and space. On the basis of observations and theories about the universe and its various astronomical structures, establish a link between the notions of the past and today's conceptions of the world, characused by curiosity and fascination. The teaching profession illuminates through its connection to current astronomical research, central, human issues, which are open to more subjects, and can stimulate the interest of a professional study in nature.

1.2 Foraims

Achieving astronomy contributes to the overall objective of education, focusing on general education, that the pupils through work with astronomical observations, data, theories and models are given insight into nature scientific work and thinking. The astronomical world image, which is in constant change, occupiers a central place in education, and the students must make acquaintances with the marked shifts in the recognition of the human location of the universe through the ages.

2. Fact objectives and professional content

2.1 Fagable targets

The students must :

-WHAT? be able to inform on the starry skies and be able to identify planets and selected constellar images

-WHAT? be able to explain to elementary astronomical phenomena, including day and night, the phases of the moon and the shape of the seasons and the seasonal shift ;

-WHAT? be able to account for change in the astronomical world image,

-WHAT? be able to collect, process and interpret astronomical data ;

-WHAT? have insight into the use of models for qualitative and quantitative description of astronomical phenomena and processes ;

-WHAT? be able to process an element of astronomical text and to account for the technical concepts and the professional arguments used ;

-WHAT? be able to search for information about an astronomical subject from a variety of sources and assess reliability ;

-WHAT? could disseminate astronomical topics to a targeted target group.

2.2 Kernestof

The core material is as follows :

Man's place in the universe.

-WHAT? basic characteristics of the terrestrial planets, including their internal structure, surface and atmosphere ;

-WHAT? The building and dynamism of the solar system, including the impact of the Sun on various objects in the solar system

-WHAT? Construction of the Milky Way, and especially the location of the sun

-WHAT? the cosmic zoom, including methods for the determination of distances in the universe.

Development and dynamism of the universe

-WHAT? The Big Bang Model with the focus on the cosmological red displacement, the age of the universe, the cosmic background radiation and the formation of the easy basic substances

-WHAT? formation, development and final development, including basic synthetic synthesis ;

-WHAT? the formation and conditions of planting and conditions of life.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance that fills out some of these. 40%. of the age of training, must be chosen so that it is in perspective and deepening the core material at the same time as it supports the objectives of education. For the selection of the substance, particular attention shall be paid to the benefit of both current astronomical items, as well as the opportunities for involving pupils ' other subjects in the work.

3. The organization of the education

3.1 Didatical principles

The training shall be organised in the form of courses intended to satisfy one or more of the professional objectives. The professional content of each course may be both nuclear material from both professional and supplementary material. Each view must be taken as a whole in the interest of all the professional objectives.

The teaching is based on a general nature and mathematical basis and in mathematics C, but must also be adapted to the actual technical conditions of the student body. It is not intended that formal mathematical reasoning should play a major role in the work on astronomical issues.

The inclusion of current astronomical phenomena and relevant new results from astronomical research is an essential principle for the organisation of education, even if it means that we must deviate from the plan beforehand only when it comes to the conclusion of the report. all the objectives are met.

Observations and experiments play an important role in the profession. In the course of the class, the students should carry out independent observations where they may, on the first hand, be able to make an acquaintance with appropriate instruments and methods for dealing with the data collected. The training must be organised so that the interaction between theories, models and astronomical data becomes apparent to the pupils.

3.2 Workshapes

The training must be organised so that there is variation in the forms of work used. If it is possible, multidisciplinary, with selected topics, must be worked out.

The astronomical portfolio

The student must, under the teacher's guidance, build its own portfolio, which is part of the ongoing evaluation of the position of the student and as part of the basis for the oral exam. The astronomical portfolio is made up of the elevency of the student body of :

-WHAT? the materials provided by the teacher or have been provided for the teaching ;

-WHAT? materials resulting from the elevens ' s own information search and the processing thereof ;

-WHAT? material associated with the observations and other experimental work ;

-WHAT? the written work of the student in the business, including project reports and reports of observations and other experimental work ;

-WHAT? products connected with the tendering of the tendering of the profession.

Written Work

The aim of the written work in astronomy is to ensure the elevation of students with the emphasis on the experimental work and the dissemination of professional insight. The written work shall include :

-WHAT? reporting and reprocessing of observations and other experimental work ;

-WHAT? calculations and explanations based on simple models ;

-WHAT? the dissemination of professional insight into the form of texts, presentations and similar to a particular target group or as a result of project work ;

-WHAT? professional tests.

Experimental Work

The goal of the experimental work in astronomy is to ensure the elemental confidence of natural scientific working methods and to give them insight into the interaction between theory and experiment. The experimental work shall include :

-WHAT? its own observations, including the night sky, with or without auxiliary means,

-WHAT? the processing of own or other data,

-WHAT? digital image processing

-WHAT? the analysis and interpretation of processed data ;

-WHAT? virtual experiments.

3.3 IT

The students must work on the collection and processing of information from various sources, including the Internet, and in this context we are discussing how the reliability of the information can be assessed.

IT-based equipment for the collection of astronomical data and subsequent treatments is part of the lesson in education. Data processing includes both numeric calculations as well as electronic processing of image information.

The use of planetaric programmes and other simulation programmes is part of the teaching of the students ' observations, the theoretical treatment of the subjects and as virtual experiments.

3.4 Collections with other subjects

Astronomy is subject to the general requirements for interactions between the trade unions. In the general high school, general study preparation shall be made according to the provisions that apply to this course of action.

The teaching of astronomy presupts that the students have a general nature of nature. In the organisation of astronomy as an elective, students are involved in knowledge and skills from other subjects, so that they contribute to the perspective of perspectives and the illumination of the educational sites of the profession.

Where astronomy is part of a study, the educational process must be organised in which the interaction with a joint study or study courses plays an important role in the lighting of historical or current astronomical issues.

4. Evaluation

4.1 Ongoing Evaluation

The teaching must be organised so that each student receives the opportunity to evaluate its yield regularly as well as a contribution to the evaluation and adjustment of the teaching. The overall effort of the elephant, including both the oral and the astronomical portfolio and the written work, are included in the evaluation of the position of the student. The evaluation needs to clarify how far the pupil has come about the achievement of the objectives of the trade and to show roads to improve the position of the trade.

4.2 Test form

An oral test is to be held on the basis of a broad-based task in the areas where the work has been carried out. The tasks together shall cover all areas of the content of the team's instruction description. A list of tasks is submitted to the censor and shall be approved before the test is carried out.

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

The exam shapes itself as a conversation between exams and examiners. The astronomical portfolio of the Ekberman must be included as a general rule in the examination.

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the technical objectives set out in 2.1.

Weight shall be given to :

-WHAT? technical overview, including the examination of the examination, can include relevant and significant astronomical elements in the professional conversation ;

-WHAT? knowledge of the concepts, models and methods of the subject, so the examination may be carried out by means of a professional analysis, including account for the technical argument ;

-WHAT? the ability to link sightings, data and models as the basis for a professional reflection of the perspectives of the trade.

One grade is being given out of a comprehensive assessment of the verbal achievement.

Appendix 5

Dance B-Election, June 2008.

1. Identity and purpose

1.1 Identities

The Fame is concerned with dances such as body and cultural phenomena, and so include artistic, popular, as well as popular dancing. The Fame has a theoretical and practical dimension, based on a European cultural heritage and its global relations. The profession is based on the current dance science, which opens up interactions with other subjects.

1.2 Foraims

The line of dance contributes to the overall objective of education, that students gain basic skills from dancing and to improvise, choreograph, and analyze the dance. The students achieve their ability to combine theory and dance practices in a reflective way.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? creating, performing, and analyzing different types of dance

-WHAT? perform dance steps and movements and analyse them formally ;

-WHAT? account for significant dance-forms in Europe and look at them in a cultural perspective.

-WHAT? use central concepts from the most widespread dance technical and theoretical terminology ;

-WHAT? Analyzing a dance, dance genre or dance culture from a cultural perspective.

-WHAT? reflecting over the senate and describe body, physical and aesthetic expression.

2.2 Kernestof

The core matter is :

-WHAT? a wide historical overview of dance in Europe ;

-WHAT? two dance-historic periods : one before and one after 1950 ;

-WHAT? practical and analytical work with Scene and social dancing forms,

-WHAT? central concepts of the most widespread dance technical and dance theory terminology ;

-WHAT? dance improvisation and choreography with a focus on development and the realisation of an idea ;

-WHAT? basic concepts and ideas from arts and cultural sciences.

2.3 Supplementary substance

The students will not be able to meet the technical objectives alone with the help of the nuclear material. The complementary substance of the trade must be a matter of perspective and deepen the core and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. The theoretical work is being done in the field of practical and practical work, with the continuing involvement of the theoretical in an attempt to widen the broadening of the pupils ' awareness of dance as a cultural profession. This will increase the level of reflection of the student body.

By virtue of the essential role played by sensory orientation, the body of expression must be in focus and reflection on this. For the purpose of the profession, the teaching of the profession, so that there are good opportunities to develop the relevant sensuous competences.

3.2 Workshapes

The teaching is organized as themes and projects in which several elements of the business are included. The project and thematic education exchange rates with couriers, with systematic work on the basis of the necessary basic knowledge in the individual disciplines. The students are about to be around. 50%. of the training period of professional training, body with the exercise of dancing : solo-, par and group dancing as well as basal improvisation and composition.

In project work, the pupils work in groups and making a choreography, including formulating an idea and realise it for a defined target group. In this phase, the role of the teacher's role is the constructive and critical guidance counselor and commentator.

In the context of project work, the students must prepare a report that explains and argues for the project's idea, explains the theories and techniques selected, reflecting on and evaluating processes and products.

Company visits and visits to guest teachers must form part of the activity of the trade.

3.3 IT

IT must be included in the theoretical and practical dimensions of the profession, as students here are stipulation with modern Danish and computer techniques, as part of performance, video as a working tool and the like.

3.4 Collections with other subjects

The teaching of dance B is thus designed to enable students to use skills and relevant knowledge as they achieve in other subjects or professional groups, so that they contribute to the perspective of the perspective and the lighting of dancing 'almenteal' pages.

With its project-oriented and practice-based learning, dance can easily be integrated into cross-disciplinary projects with all other subjects, including the natural scientifics. Cultural studies are placing more in the study of cultural studies or of decidedly performance in a production of other art classes and the linguistic courses for ethnic cultural studies or for the practice of language patterns.

4. Evaluation

4.1 Ongoing Evaluation

The professional objectives are the basis for the ongoing evaluation of the position of students in particular and the teaching of the student body as a whole. These objectives must therefore always be the basis of the ongoing oral and written evaluation. The fundamental and fundamental question is therefore : how is the position of the students in relation to the technical objectives and objectives? In order for the evaluation to be sufficiently differentiated, the professional group at the individual training institution, starting with the technical objectives, must draw up objectives and present them to the students at the beginning of the report.

4.2 Test form

The sample is bipartitioned and has a total duration of total, 35 minutes per hour. examiner duck.

First part of the sample consists of a presentation of the group's dance project. The group has a size between 2 and 8 examiners. The presentation shall last at least a half a minute per hour. examiner and, however, the whole presentation may not exceed 15 minutes. There is no degree of examination during this part of the test.

At the presentation, the group can use a limited number of helpers whose action must be clearly set out for examiner and censor. Please do not be judged by the test.

Other part of the sample for 30 minutes, and a preparation time of 30 minutes is provided. During the first five minutes of this part of the test, a conversation about the presentation to which the examination was carried out was carried out during the first part of the sample.

In the remaining time, the exams are exams in material that have not been worked through and analysed in the teaching. The sample material can consist of up to multiple parts and can be images, subtitles and / or up to three minutes of video. The material is selected by the examiner and shall, to the extent that it is known, shall be provided with data such as the location and the year, as well as the title and any possible. Author. In the event of fractures, any of the a brief summary.

4.3 Assessment criteria

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

By first part of the sample the following value shall be added to the following VAT :

-WHAT? dance technical execution of the choreography,

-WHAT? the insight into and awareness of the entire project ;

-WHAT? the examiner's ability to engage in a dialogue with examiner and censor to include comparisons between their own choreography and dance knowledge, and

-WHAT? The ability of the examiner to enter into a dialogue with examiner and censor to develop new ideas associated with its own choreography.

By part two of the test, the following value shall be added to the following VAT :

-WHAT? material's sworness,

-WHAT? the ability of the examiner to be able to dispose of its presentation by the examiner,

-WHAT? the examiner's detailed description and analysis of the material,

-WHAT? the ability of the examiner to give concrete expression and abstraction ;

-WHAT? the ability of the examiner to draw lines into relevant theories and examined matter,

-WHAT? the ability of the examiner to use the methods and terminology of the profession ;

-WHAT? the examiner's ability to engage in a dialogue with examiner and censor, and

-WHAT? the ability of the examiner to convey precisely, nuanced and subverted.

-WHAT? One character is given out of a holistic assessment.

Appendix 6

C-Elec C-Elec, June 2008

1. Identity and purpose

1.1 Identities

The data logs relate to the methods and concepts that are the foundation for current manifestations of information technology. The key areas of reproduction are information, structure, process and model. These concepts feature in many professional contexts, and in computer science, develop and deal with general methods of understanding the concepts.

1.2 Foraims

In the dedication of the profession, the ability to understand and model reality is the reality of the data. There is a knowledge of technical possibilities and limitations, which provide a basis for the qualifying position and discussion of information technology and its applications.

Working with constructive projects increases the abstraction of the abstract and stimulates creativity. At the same time, a form of work is being raised where the theory and practical application of this combination are being raised.

The independence, cooperation and competence of the profession must be given, cooperation and competence to seek knowledge.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? structure and represent information as data ;

-WHAT? using algorithms

-WHAT? describe composite systems built by virtual levels

-WHAT? describe the composite systems built up by commie components

-WHAT? describe protocols and interfaces between systems, including between system and users,

-WHAT? developing, testing and documenting minor systems ;

-WHAT? on his own shall seek, dedicate and disseminate technical information ;

-WHAT? identify where the data book is used in their environment.

2.2 Kernestof

The core matter is :

-WHAT? the universal von Neumann principle,

-WHAT? representation and structure of data ;

-WHAT? algorithm concept

-WHAT? interfaces and protocols,

-WHAT? programming and testing ;

-WHAT? networks, communications and security

-WHAT? architectures of composite systems.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. Additional substance must ensure that themes / problem fields are exposed from several perspectives so that each of these forms a whole containing core material as foundations.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is organised around one or more themes / problem fields where several points of view are being added to each of these, so that it will constitute a whole.

This instruction is based on the design work form, where students through a creative process reach the project's goals.

The project work places the emphasis on the interaction between the student's own production of relevant information and the acquisition of knowledge and the use of this information. The creativity and the creation of elephants must be a driving force in the teaching.

3.2 Workshapes

In the teaching, problem solving with the project work form is eminent. The organisation shall take place in the form of a series of projects in which, as a matter of priority, projects are exchanged between projects based on a given task, a given subject matter and a participant ' s target.

Work on the subject's themes can be done both in groups and individually. The work is regularly documented in an e-space. Any written work shall be prepared in the form of reports of selected parts of the projects.

3.3 IT

The training makes extract the use of IT tools. The project work will be supported through electronic communications and knowledge sharing, which also allows for educational differentiation. The preparation of reports will be used for text processing and presentation tools. The various technological themes use each of their specific collection of IT tools. Using the problem resolution, the Internet is used to extract a degree of search.

3.4 Collections with other subjects

Dataloi has a natural interaction with most of the other subjects of four different levels :

-WHAT? technical IT tools can be used in projects

-WHAT? other technical data can be made subject to the projects to render the projects resubspace

-WHAT? aspects of data science may be studied by other professional handouts

-WHAT? other technical methods may be used as tools.

These opportunities must be exploited to a degree so that the pupils experience that data logs are part of a greater whole.

If the data catalog is part of a student registration, the collectors must be associated with the other study courses.

4. Evaluation

4.1 Ongoing Evaluation

The ongoing documentation of the various projects is made subject to evaluation. Further, if any, form. provide a written basis for an assessment of the technical viewpoint of pupils and insight into data-based methods of data.

4.2 Test Forms

The coil selects for the individual team one of the following two forms.

Test form a) : Mundant test on the basis of a task to develop a system or part of a larger system.

The exam time is 24 minutes. Preparation time is given at approximately EUR 5 000. 3 hours in which the qualifications individually or in a group of up to 3 people prepare a synopsis for the task solution. In the case of the preparation of the synopsis, all aid must be used.

The synopsis forms the basis of the individual oral sample, which forms a presentation of the synopsis, on the one hand, a subsequent discussion, where also professional elements from the lesson in addition to what is included in the synopsis, are involved. In this conversation, the synopsis can also be made in relation to the examiner's own productions.

Test form b) : The Mundable test on the basis of a task to develop a system or part of a larger system.

Experts shall be aware of the examinations within five working days before the test. So many tasks need to be made that all the professional elements of the teaching are represented in these.

The exam time is 24 minutes. Preparation time is given at approximately EUR 5 000. 24 hours in which the qualifications individually or in a group of up to 3 people prepare a proposal for a solution. Time-consuming parts of the system is carried out only in sketches with regard to considerations at last and complete development of the system.

The relationship is individual and is based on the task solution. It forms part of a presentation of the task solution, partly a subsequent conversation in which details and unfinished elements in the task solution are involved.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the examiner lives up to the professional objectives set out in 2.1.

Only the premises of the oral test form part of the assessment basis.

In the assessment, the examination shall be attached to the examination :

-WHAT? is able to prepare itself independently for the preparation of data structures and the use of algorithms ;

-WHAT? can describe the system in relation to virtual levels

-WHAT? the system's internal communications and interfaces to and communications with associated systems and users can be described ;

-WHAT? demonstrating a competence for the use of technical information found in the preparation of the draft oral test ;

-WHAT? to describe how the system can be tested ;

-WHAT? can relate the system to similar systems from the surrounding world.

One character is given out of a holistic assessment.

Appendix 7

Commer-economics C-Elev, June 2008

1. Identity and purpose

1.1 Identities

Economics is a social scientifically subject that includes knowledge in the strategy, economy, organisation and marketing. The Fame offers knowledge of the conditions and the opportunities that are in order to establish and develop a company in an international and market-orientated society. Business economy deals with the company's decisions and conduct in interplay with the outside world.

1.2 Foraims

Through education in the economy, students develop the ability to reflect reflecting to the establishment and development of the establishment, its value and its basic outlet, organisational and economic scope for action. In addition, the students must promote the ability to relate to the company reflecting to the company and its importance in terms of social development. Finally, the students are developing the ability to work on basic economic issues through the application of the professional theory of the theory in an international context and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the company's interaction with the outside world,

-WHAT? use knowledge of your industry and market relationships to discuss and assess your strategic options

-WHAT? account for the establishment of a business ;

-WHAT? use knowledge of a company's organizational relationship to discuss and assess the development opportunities of the undertaking ;

-WHAT? use knowledge of a company's affixing relationship to discuss and assess the establishment ' s determination ;

-WHAT? use knowledge of your economic relationship to discuss and assess the company ' s target performance.

2.2 Kernestof

The core matter is :

-WHAT? the company and its surrounding world,

-WHAT? inter-branch analysis, including market and competition conditions ;

-WHAT? the enterprise's idea, objectives and strategy ;

-WHAT? business plan for business

-WHAT? organizational structures and management

-WHAT? your parameter mix

-WHAT? financial management, including accounting understanding and budgeting.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is current business economic fabric, which is in perspective and is deepening the professional objectives of the establishment or development of the establishment. The additional substance shall be of a degree equal to approximately 5 000. 15%. of the professional training period of the professional.

3. Organisation of the Organisation

3.1 Didatical principles

In the business economy, we are working on current and realising issues, with specific companies being analysed from a holistic approach. Commercially, economic theory is involved in creating a structure and understanding.

An inductive and case-based teaching principle has a central place in the organisation of education. Through the inductive and case-based education, the ability of the students to structure, formulate and disseminate professional arguments is promoted.

The business economic issues are to be seen from the point of view of the company. Individuals and society are stakeholders in terms of corporate economic decisions and behaviour. The teaching of economic theory includes quantitative and qualitative models, both at strategic, tactical and operational level.

3.2 Workshapes

The training must be organised with variation and progression in the choice of forms of work.

This training includes work with drills based on specific and demarcated business economic issues, so that the students are able to acquire skills in the business of business-economic models.

The training shall be organized with at least one consistent flow, corresponding to at least 10%. of the overall training period. It shall be organised in such a way as to promote the ability of students to demonstrate professional skills and thus enable their ability to discuss and assess business-economic issues of the use of the professional theory in a realizing and international context is being developed.

3.3 IT

The training shall be organised in the light of the fact that it is a tool. In the case of case work and project work, the teaching of the pupils shall be given in the interest of the availability of electronic communications platforms and the Internet.

3.4 Collections with other subjects

When the profession forms part of a study in stx, it has a professional interplay with other subjects of international or intercultural issues. In addition, it is a matter of cooperation with social studies in the context of business and business policy issues, as well as with natural scientifically in the context of innovation, establishment and cost / benefit. considerations.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and evaluation, the students will gain a clear understanding of the level and development of the technical standpoint. Including activities that stimulate individual and common reflection on the proceeds of education.

4.2 Test Forms

An oral test will be held. The school will choose one of the following two test forms.

Test form a) : Mundable test on the basis of an unknown text material and a number of questions. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time.

The exam shapes itself as a conversation between exams and examiners. A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

Test form b) : Mundant test on the basis of one of the examiner's selected cohesive training courses and one-two normal text material of a non-standard text material. The test material and a description of the cohesive training flows shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time.

The samination is two-tier.

The first part consists of the presentation of a cohesive education flow complemented by an in-depth question from the examiner. The second part is based on the unknown text material and form a conversation between examiner and examiner. The time of extermination is divided equally between the two parts. A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In assessing the degree to which the examiner is able to comply with the subject of the trade, the degree of evaluation shall be assessed.

The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

-WHAT? discuss and assess business-economic issues with the application of the professional theory of the profession in an international context and international context.

One overall character shall be given on the basis of a comprehensive evaluation of the performance of the examiner.

Appendix 8

Philosophi B-Election class, June 2008

1. Identity and purpose

1.1 Identities

Fame philosophy is dealing with philosophical problems and philosophical arguments. Philosophy deals with issues that are fundamental to the human existence and to all subjects and to knowledge. It is the philosophy of the philosophy, across professional and scientific boundaries, to ask ever more profound questions and to reflect critically over possible responses and arguments. The Fame is a matter of a systematic historical and an actualizing perspective on its issues.

1.2 Foraims

The students must dedicate knowledge and skills to recognise, process and discuss philosophical issues and theories which have been and are constituent for our culture. The philosophy of the Philosophian presents the guiding ideas and key methods of the basic human and scientific approaches to the world. The profession thus promotes the understanding of how philosophical human and reality is involved in the fields of human, social and natural science. The students are capable of analysing and dealing with different forms of knowledge and values in the global knowledge society.

Herivia is tightening up the ability of individual student to self-sufficient self-critical argument as a thinking, enlightened and full human being.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? recognise and account for philosophical issues

-WHAT? demonstrate an overview of and relate to the philosophical argument of one longer text (text extracts)

-WHAT? demonstrate knowledge of philosophical issues and theories on fundamental concepts of human, society and nature in both practical and theoretical philosophy ;

-WHAT? demonstrate a knowledge of philosophical problemes, conceptual historical and systematic context and development of the theory ;

-WHAT? account for important traditional solution proposals for the specific philosophical problems,

-WHAT? examine and discuss a philosophical problem in the material from recent decades (last 20 years) ;

-WHAT? display the ability to handle conceptual definitions and distinctions ;

-WHAT? show elementary knowledge of reasoning theory and logic ;

-WHAT? enter into a specialised subject of discussion of a treated philosophical problem of classical or everyday-type character ;

-WHAT? account and assess ethical aspects of personal, social or scientific issues ;

-WHAT? distinguishing between different sciences and knowledge standards (exams, empirical, hermeneutic, practical), as they apply across and within the different fields and areas of science ;

-WHAT? formulate and disseminate the outcome of a depth in a philosophical problem in the context of project work ;

2.2 Kernestof

The core material is the following philosophical disciplines and their main issues :

-WHAT? recognition steori,

-WHAT? the scientific theory of human, society and natural scientists ;

-WHAT? the philosophy of science,

-WHAT? metaphysics

-WHAT? ethic

-WHAT? philosophy of society

-WHAT? philosophy of life

-WHAT? reasoning theory and logic.

The teaching must ensure an elementary philosophy and idea historical overview of the different periods : the antique, the Middle Ages, the renaissance, the enlightenment, the age of information, modern and recent times.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The complementary substance of the philosophy, including in the interaction with other subjects, outlook and deepening the nuclear material and, in the whole, broadening the professional horizons so that the students can meet the targets.

The specific purpose of this is taking into account the position given by the profession in the context. It shall take into account whether the profession is appearing in a study or in the field of study, and to the objectives of the secondary school training.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching of various forms of instruction shall be organised in such a way as to enable students to obtain the skills described in the professional objectives. They must be used as well as inductive curriculus. The Progression must, amongst other things, be ensured through the choice of various educational and other materials.

The work is based primarily on the reading of :

a) philosophical primary texts

b) secondary literary (collectively, philosophical lyrics).

In addition, read :

c) the overview list, as necessary,

d) other material (Tex/cine/cine/producte/works) with philosophical content.

3.2 Workshapes

The teaching of the class shall be organized by three to six subjects, which together take account of the philosophical disciplines referred to in 2.2. At least one subject matter must deal with texts from the latest. In each of the tagging, there must be examples of a text-near-review of philosophical primary texts. In the course of the lesson, one longer reads philosophical text (20 to 40 pages, depending on the character of the text).

In addition, there must be examples of a treatment which is based on the students ' own reading of philosophical texts or other philosophical material. The students must be presented for at least one example of different material containing philosophical content, cf. 3.1, point. d).

A project is being carried out where students for illumination of one of the permeable subject matter on their own will find, analyse and discuss additional philosophical texts or other material containing philosophical content. The project that is selected by the student may be individual or multidisciplinary. The work being organized individually or in groups will end with a projection report (3-5 pages per). participant).

3.3 IT

It is integrated to the extent that it is necessary and relevant to the professional progression. Electronic dissemination and knowledge sharing must be included as part of the education.

In the case of education, the Internet and other electronic media may be used, both for information searches and in the context of discussion groups.

A critical approach to the use of IT and dealings with knowledge on the Internet must support the development of the general IT competence in the pupils ' development.

3.4 Collections with other subjects

The students are to be presented to examples that illustrate how other subjects can deliver material that inspires philosophical analysis and consideration. Conversely, the pupils must be presented with examples illustrating how philosophy can outlook and inspire other professions.

-WHAT? In the case of stx and hf, there must be examples of interaction with both the humanities and the social and natural fields of society.

-WHAT? For Hhx, examples of interplay with other subjects can take place in the humanist, economic and social studies.

-WHAT? For stx and hhx, if the profession is a study subject, samples must be given from the other courses of study.

-WHAT? In the case of stx, philosophy is included in the general requirements for interactions between the trade unions and are part of general study preparation.

4. Evaluation

4.1 Ongoing Evaluation

The student must in the process run at least once every semester, a clear understanding of the level and development of the professional position. In the following guidance, specific instructions shall be given on how the improvements to the technical standpoint can be achieved. This guide shall consider the work performance of the pupils, including the professional work of project work, group work and individual lifts.

4.2 Test form

An oral test shall be held on the basis of the project and an unknown philosophical text of not more than 3 normal pages, selected by the examiner, within one of the courses of action that was read. The text shall be sent to the censor and shall be approved by this prior to the test of the test.

The examination consists partly of a discussion of the project report, on the part of presentation and discussion of the unknown philosophical text.

Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 60 minutes of preparation time.

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

4.3 Assessment criteria

The assessment shall be attached to the extent to which the achievement of the examiner ' s performance meets the technical objectives of 2.1.

Furthermore, emphasis is placed on the ability of the examiner to present a philosophical problem in a clear and manageable way, and to dispose and structure the examination time.

One character is given out of a holistic assessment.

Appendix 9

Philosophi C-election, June 2008

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? recognise and account for philosophical issues

-WHAT? demonstrate knowledge of philosophical issues and theories on fundamental concepts of human, society and nature, in both practical and theoretical philosophy ;

-WHAT? demonstrate an elementary knowledge of philosophical problemes, conceptual historical and systematic context and development of the theories, conceptual and systemic development ;

-WHAT? account for important traditional solution proposals for the specific philosophical problems,

-WHAT? display the ability to handle conceptual definitions and distinctions ;

-WHAT? show elementary knowledge of reasoning theory

-WHAT? enter into a specialised subject of discussion of a treated philosophical problem of classical or everyday-type character ;

-WHAT? recognise and account for as well as assessment of ethical issues ;

-WHAT? distinguish between different sciences and knowledge standards (exams, empirical, hermeneutic, practical), as they apply across and within the different fields and areas of science.

2.2 Kernestof

The core matter is :

-WHAT? significant issues in the theoretical philosophy,

-WHAT? significant issues within a practical philosophy,

-WHAT? elementary argument theory

-WHAT? an elementary philosophy and idea historical overview of the main periods of time : the antique, renaissance, information time and modern times.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The work is based primarily on the reading of :

a) philosophical primary texts

b) secondary literary (collectively, philosophical lyrics).

In addition, read :

c) the overview list, as necessary,

d) other material (Tex/cine/cine/producte/works) with philosophical content.

3.2 Workshapes

The teaching of the class shall be organised by two to five subjects which together take account of both the humanist, the social sciences and the science of science. In each of the tagging, there must be examples of a text-near-review of philosophical primary texts. In addition, there must be examples of a treatment which is based on the students ' own reading of philosophical texts or other philosophical material.

The students must be presented for at least one example of different material containing philosophical content, cf. 3.1, point. d).

In the context of at least one of the issues, the pupils for illumination of the subject on their own will find, analyse and discuss additional philosophical texts or other material containing philosophical content. The work that is being done in groups ends with the groups being presented to the rest of the team.

3.3 IT

It is integrated to the extent that it is necessary and relevant to the professional progression. Electronic dissemination and knowledge sharing must be included as part of the education.

A critical approach to the use of IT and dealings with knowledge on the Internet must support the development of the general IT competence in the pupils ' development.

3.4 Collections with other subjects

-WHAT? In the case of stx and hf, there must be examples of interaction with both the humanities and of the communities of society and of the natural habitat.

-WHAT? For Hhx, examples of interplay with other subjects can take place in the humanist, economic and social studies.

-WHAT? For stx and hhx, if the profession is a study subject, samples must be given from the other courses of study.

-WHAT? In the case of stx, philosophy is included in the general requirements for interactions between the trade unions and are part of general study preparation.

4. Evaluation

4.1 Ongoing Evaluation

The student must in the process run at least once every semester, a clear understanding of the level and development of the professional position. In the following guidance, specific instructions shall be given to how the improvements in the technical viewpoint can be achieved. This guide shall consider the work performance of the pupils, including the professional activities of group work and in individual lifts.

4.2 Test form

An oral test is to be held on the basis of 1 to 3 texts of not more than 4 normal pages, selected by examiner, of which at least two normal pages must be known as philosophical texts, cf. definition in pkt. 3.1.

The test material shall be sent to the censor and approved by this prior to the test of the test.

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

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

4.3 Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the technical objectives set out in 2.1.

The emphasis is placed on the ability of the examiner to present a philosophical problem in a clear and manageable way, and to dispose and structure the examination time.

One character is given out of a holistic assessment.

Appendix 10

Funding C-Elec, June 2008

1. Identity and purpose

1.1 Identities

Funding is a social scientifically subject that includes knowledge in financial institutions and financial markets, as well as knowledge of the capital procuring and capital application of the company. The Fame provides insight into the company's opportunities to provide and use capital as far as the price formation is concerned, taking place on the international financial markets. Funding concerns the company's financial decisions and behaviour in the interests of developments in the outside world.

1.2 Foraims

Through education in funding, students must develop the ability to reflect reflecting on the financial situation of the company and the opportunities available to an international financial market. Through education, the ability to identify and work with financial issues through the use of financial theories through the use of financial theories through the use of financial theories through the use of financial theories in a reality and international context is developed.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account of financial institutions and undertakings,

-WHAT? use the knowledge of international financial markets to discuss price formation on financial products ;

-WHAT? analyzing and evaluating an undertaking's balance sheet

-WHAT? use knowledge of financial investment products to discuss and assess the undertaking ' s financial arrangements ;

-WHAT? formulate and disseminate information on the capital costs of the undertaking

-WHAT? use knowledge of financing with own funds and foreign capital to discuss and assess the capital acquisition of the undertaking.

2.2 Kernestof

The core matter is :

-WHAT? financial institutions and establishments ;

-WHAT? financial markets,

-WHAT? financial investment,

-WHAT? the balance-sheet structure

-WHAT? financing with own funds,

-WHAT? financing with foreign capital.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is the current financial fabric that is in perspective and is deepening the professional objectives of capital-procurement and capital application. The additional substance shall be of a degree equal to approximately 5 000. 15%. of the professional training period of the professional.

3. Organisation of the Organisation

3.1 Didatical principles

In financing, we are working on current and realising issues, with specific financial problems being analysed from a holistic approach. Financial theory is involved in creating a structure and understanding.

Financial issues are to be seen from the company's point of view. Individuals and society are stakeholders in terms of corporate economic decisions and behaviour. The teaching of financial theory includes quantitative and qualitative models.

3.2 Workshapes

The training must be organised with variation and progression in the choice of forms of work.

This training includes work with drills based on specific and demarcated financial issues so that the pupils are able to acquire skills in the work of financial models.

The training shall be organized with at least one continuous period corresponding to at least 10%. of the overall training period. The form shall be organised in such a way as to promote the ability of students to demonstrate professional skills, so that their ability to discuss and assess financial issues with the application of the professional theory in a realising and international nature of the profession is carried out ; context is developed.

3.3 IT

The training shall be organised in the light of the fact that it is a tool. In the case of case work and longer cohesive courses, the teaching of the students must be given access to electronic communication platforms and the Internet.

3.4 Collections with other subjects

When the profession forms part of a student body, it has a interaction with other subjects about international issues. Furthermore, in the context of company's financial investment and funding requirements, and in connection with issues related to financial institutions and markets, the trade in social studies is included in the social studies.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

An oral test will be held. The coil selects for the individual team one of the following two forms of test :

Test form a) : Mundable test on the basis of an unknown text material of a 1-2 normal page and a number of questions. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 20 minutes per hour. examiner duck. 40 minutes of preparation is given.

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

Test form b) : The test on the basis of one of the examiner's other selected cohesive training courses and, on the other hand, an unknown text material of a 1-2 normal page of the test is not less than one. The test material and a description of the cohesive training flows shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. There are 30 minutes of preparatory time.

The samination is two-tier.

4.3 Assessment criteria

In assessing the degree to which the examiner is able to comply with the subject of the trade, the degree of evaluation shall be assessed.

The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

-WHAT? discuss and assess financial issues involving the use of the professional theory in an international and international context.

One character is given out of a holistic assessment.

Appendix 11

French beginners B-election course, June 2008

1. Identity and purpose

1.1 Identities

French is a skill class, a science class and a culture class. The key area of the European Union is the French language, partly as a means of communication in European and other international contexts, partly as a means of recognition and a shortcut to the understanding of other Roma languages and cultures. In addition, it deals with the culture, history and social conditions in France and other French-speaking countries.

1.2 Foraims

Through the work of French languages, students develop their skills to communicate in French. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame will develop the understanding of the French culture of the French culture in the European headline, as well as the pupils ' sense of the aesthetic dimension of the expression of the trade. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main content when it is referred to as a single French knowledge, as well as general issues, disseminated through various media ;

-WHAT? participate in conversation in a single and coherent French for known as well as general topics ;

-WHAT? read and, in the main, understand the unprocessed French fiction, as well as sagprosa in a single language ;

-WHAT? an oral statement of a known subject on a single and coherent French ;

-WHAT? express in writing of known as well as general items on a single and coherent French ;

-WHAT? use the acquired knowledge of French and francophaone culture and social interconnection in French and in the work of the studies studied ;

-WHAT? relate to the professed knowledge of French and francopha; culture and social relations with other cultural and social conditions ;

-WHAT? use knowledge of learning foreign languages in daily work

-WHAT? use two-language dictionaries and an elementary French grammar.

2.2 Kernestof

The core matter is :

-WHAT? the basic principles of the structure and use of the language, both for the structure and the texture of the collects and for the necessary syntax and morphology relevant to the sound page of the language,

-WHAT? a basic vocabal and idiomatik, for which the students need to have conversations on general issues and on the subjects of study ;

-WHAT? the basic elements of French pronouns and intonation, receptive as well as productively ;

-WHAT? contemporary oral and written literary and non-literary forms from France and one of the other Francopone countries ;

-WHAT? historical, cultural and intercultural relationships which are relevant to the studies studied,

-WHAT? central social conditions in France.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter consists of various cultural, literary, historical and societal expression, which is based on the francopone world. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The students must acquire the knowledge of languages necessary to develop the communications skills and, at the heart of the lesson, are the potential for the students ' capabilities for their own language production and development in relation to the professional objectives. The knowledge of languages is not an end in itself, and fluency is a priority higher than linguistic precision. A certain knowledge of eavesdrop, read and communication strategies must give the pupils the tools to trigger and maintain communication.

The grammar, text analysis and alienation of alienation shall be included in the relevant scope and taking into account the professional progression.

The teaching is as far as possible in French.

3.2 Workshapes

The centre of education is the professional progression. After the initial instruction, the work is organized through three to five different issues, and it is ensured that the professional targets are integrated into it. The forms shall be chosen, taking into account variation and progression, and preferably interactive forms of working with a view to the development of the commanders ' communitive competence. Confession of the French language is guaranteed by the fact that the students hear language disseminated through various media.

The work on the part of French culture and social relations is ongoing and integrated into the work of the substance.

Written work is to be included in a limited manner, as a form of support for the oral dimension.

3.3 IT

It is an integral part of the French education, both as regards the content dimension and language skills. On the content page, it is used for information searching within the studied topics.

In the work on the written language skills, relevant interactive exercises and training programmes are used.

3.4 Collections with other subjects

Where it is possible, French is involved in interplay with other subjects on issues of linguistic, cultural, intercultural and historical nature. The profession is part of interaction with other languages in order to develop a general linguistic awareness and knowledge of how to learn foreign languages.

4. Evaluation

4.1 Ongoing Evaluation

Through the individual guidance and the use of test, screening and self-evaluation, the students are getting a clear understanding of the level and development of the technical standpoint. There are activities that stimulate individual and common reflection on the proceeds of education. The basis for evaluation must be the professional objectives.

The evaluation shall be forward-looking.

4.2 Test form

An oral test is to be held consisting of two parts with a total examination time of 30 minutes :

1) Redeeming and prodicing in French and contextual understanding on the basis of an unknown, unprocessed French language prosatecal with a degree of approximately EUR 20 000. 1 normal side. The text is linked to one of the studies that has been studied, which is included in the conversation in French. The issues covered as the basis for the test must also cover the technical objectives and the core material.

2) Converts in French on the basis of an unknown image material on general issues.

A total preparation time of 1 hour is given to both points. The Eksamine must use all aid other than communication with the outside world.

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

4.3 Assessment criteria

The test shall be judged by the extent to which the achievement of the examiner shall meet the professional objectives set out in 2.1.

The emphasis is placed on the fact that the French diploma can account for the unknown text material and include relevant elements of French and francophagus culture, literature and society from the subject of the study. In addition, there is emphasis on the level of cooperation on general issues and the text of the text. Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.

Appendix 12

French Continual language C-Elec, June 2008