Notice On A Common Secondary Education Electives (Electives Notice)

Original Language Title: Bekendtgørelse om valgfag fælles for de gymnasiale uddannelser (valgfagsbekendtgørelsen)

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Overview (Table of Contents)

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Exhibit 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

Appendix 18

Appendix 19

Appendix 20

Appendix 21

Appendix 22

Exhibit 23

Appendix 24

Appendix 25

Appendix 25

Appendix 27

Appendix 28

Appendix 29

Appendix 30

Appendix 31

Appendix 31

Appendix 33

Appendix 34

Appendix 35

Exhibit

Appendix 37

Appendix 38

Appendix 39

Appendix 40

Appendix 41

Appendix 42

Appendix 43

Conventionation for selection subjects in common the secondary high school education (optional)

In accordance with section 15 (5).  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. In May 2007 :

Section 1. The tender, organisation and organisation of the organisation shall be subject to the rules laid down for the training in which the profession has been established ; are provided, including the restrictions laid down for the provision of studies in the degree in question.

section 2. The individual training institution may be subject to this notice, cf. however, section 1, the subject of a subject listed in Annex 1.

section 3. The content and objectives of the instruction are set out in the respective readout as described in Appendix 2-43.

Stk. 2. In the readers, cf. paragraph 1, the term ' pupils ' shall cover both pupils and couriers and the designation ' school ', both school and course.

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

Stk. 2. At the same time, notification no. 802 of the 28th. June 2007 in the field of high school education (optional).

Stk. 3. For students in January 2006, a study of the Philosopher Philosophy and Technology C in January 2006 can annex 10 (Philosophy and Technology C) in the order of business. 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. medical examination 2010.

Education and the Ministry of Education, 30. June 2008Torben Christoffersen
Office Manager / Marianne Winther Jarl

Appendix 1

Overview of the readout program-selection program, 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
Philosopi 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
InformationTechnology C
Appendix 16
Innovation C
Appendix 17
International technology and culture C
Appendix 18
Italienc B
Appendix 19
Japanese A
Appendix 20
Japanese B
Appendix 21
Chinese A
Appendix 22
Chinese B
Appendix 23
Kulturunderstands B
Appendix 24
Kulturunderstanding C
Appendix 25
Latin C
Appendix 26
Market Munitions C
Appendix 27
Material C C
Appendix 28
Multimedia C
Appendix 29
Organization C
Appendix 30
Programming C
Appendix 31
Psychology B
Appendix 32
Psychology C
Appendix 33
Religion B
Appendix 34
Retorik C
Appendix 35
Russian B
Appendix 36
Spanish B
Appendix 37
Static and Equipment CC
Appendix 38
Statistic C
Appendix 39
Technology C
Appendix 40
Turkish A
Appendix 41
Turkish B
Appendix 42
German Begin language B
Appendix 43
German devdlanguage C

Attachment 2

Arabic A-Elec, June 2008

1. Identity and purpose

1.1 Identity

Arabic is a skill class, sciences and cultural subjects. Its reposition is the Arab language and, by extension, knowledge and understanding of history, culture and society in the Arab world and other areas with Arabic-speaking populations.

1.2 Objectives

Through the work with Arabic language, the student's 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 on their own culture by reflecting on its own culture by comparison with Arab culture.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- understand the main content when talking standard sanitation about known as well as general information conveyor through different media

- participate in conversation and discussion in a clear and reasonably floating standard-rate abatomial knowledge, as well as general ; topics and understand and use common terms at one of the important dialects

- read and understand simple contemporary texts, fiction, as well as non-fiction

- orally presenting and presenting a known problem on a a clear and semi-semi-liquid arabic

- express written in writing in a single and coherent Arabic on a given problem position, and could translate a single text from Danish to Arabic

- analyzing and interpreting texts of various genres, as well as put the individual text into cultural, historical and social contexts

- use the acquired knowledge of Arabic culture, history and social conditions in : conversation in Arabic and in the work on the subject matter, as well as perspectives for other cultural and social conditions.

- interns knowledge of how to learn foreign languages on a daily basis Arabic

- is using a-and bilingual dictionaries and an arabic grammar, and be familiar with the use of IT in Arabic.

2.2 Kernematter

Core

- pronouns, intonation and unloading

- listener and number-efferability, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or topics Arabic

- sound and image media as support for listen-and read-and read-and speak-and write-skills

- fiction, as well as non-fiction, of different scopes, which illuveses the cultural and societal nature of the Arab world the development of the weight of the 20. and twenty-first century

- trade's key help, including IT

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

2.3 Supplementary matter

The students will not be able to meet the trade union objectives ; only by using 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 outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. The organization

3.1 Didatactical principles

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

Central to education presents the ability of students for their own language production and development. in relation to the professional objectives. Floating language is prioritize higher than linguistic precision.

Listening, literal and communication strategies must give pupils the tools to trigger and maintain communication, despite language barriers. Teaching grammar, vocabulary analysis and alienation of alienation to the relevant extent and taking into account the professional progression.

Education is as far as possible in Arabic.

3.2 Workshapes

The center of education is the professional progression.

Beginning classes include interlocutors that give the students an element-bearing communications competence, which shall be further developed in free dialogues and conversation. It shall also include regular listeners, read and write training, as well as targeted and systematic work on vocabable.

After the initial instruction, the work is organized chiefly through 6-8 items, and ensures that the professional targets are organized ; integrate into this work.

Work and methods vary and adapt continuously to the technical objectives that are being worked towards in that particular topic. 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 person, discipline, where pupils are both given the opportunity to train and demonstrate their linguistic knowledge and skills and to develop the ability to provide in writing the content page.

Work with Arabic culture, history, and social conditions are continuously integrated into the work with the topics.

It is an integral part of the Arabic education and are 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. prescriptive as the productive one.

3.4 Congames with other subjects

Arabic are covered by the general requirements for interactions between the professional and the general study preparation and general studies. language understanding according to the provisions that are part of these procedures.

When Arabic participate in a study of the study, it must form part of a interaction with other subjects relating to the subjects 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

Running individual evaluation conversations between teacher and student, major completed flows or topics are subject to determination and targeted evaluations the forward-looking teacher and student community. A broad evaluation is carried out in relation to the professional objectives. The evaluation must be forward-forward.

The students perform tests for self-evaluation in relation to the professional goals.

4.2 Trials

There is a written and a an oral test.

The written test

A central written test of five hours is to be held.

The main component of the sample is a free task ; in writing, in the face of a contemporary Arabia language, expression fertility in the Arabic language, text material between 2/3 and 1 normal side, if any. complemented with image material.

The end user must use all help other than communication with the outside and translation programs, i.e. software or network-based programs that can translate entire sentences and entire texts from one language to another.

The oral sample

The sample is composed 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 remedies are allowed.

2) Converts in Arabic on the basis of an unknown image material.

3) Text understanding with starting with an unknown, unprocessed arabic language proacal of some extent to some extent. 1 normal side. The text is referenced in the main features of Danish.

To paragraphs 2 and 3, a total preparation time of 30 minutes is submitted. The Examiners must use any means other than communication with the outside world.

The two examiner degrees in the hour.

In the normal page calculation of an Arabic text, they include short vowels, even though these is not selected in the text.

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

4.3 Assessment criteria

For both the the written and oral examination shall be judged by the extent to which the achievement of the examiner ' s performance ; comply with the professional objectives set out in 2.1.

In the Written test , the emphasis is placed on the fact that the examination may draw the material of the supplied text material, express itself ; in writing in Arabic, disponers and manufacture a content, as well as the examination of the relevant morphology and syntax, and to a general vocabulary and idiomatik.

It is given one character from one overall assessment.

When oral try is added emphasis 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 inheritance part of the examination is highest.

It is given one character from a comprehensive assessment.


Appendix 3

Arabic B- election course, June 2008

1. Identity and purpose

1.1 Identity

Arabic is a skill class, sciences and cultural subjects. Its reposition is the Arab language and, by extension, knowledge and understanding of history, culture and society in the Arab world and other areas with Arabic-speaking populations.

1.2 Objectives

Through the work with Arabic language, the student's 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 on their own culture by reflecting on its own culture by comparison with Arab culture.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- understand the main content when talking standard sanitation about known as well as general information conveyor through different media

- participate in conversation and discussion in a clear and reasonably floating standard-rate abatomial knowledge, as well as general ; topics and understand and use common terms at one of the important dialects

- read and understand simple contemporary texts, fiction, as well as non-fiction

- orally presenting and presenting a known problem on a a clear and semi-semi-liquid arabic

- express written in writing in a single and coherent Arabic on a given problem position, and could translate a single text from Danish to Arabic

- analyzing and interpreting texts of various genres, as well as put the individual text into cultural, historical and social contexts

- use the acquired knowledge of Arabic culture, history and social conditions in : conversation in Arabic and in the work on the subject matter, as well as perspectives for other cultures and social conditions.

- interns knowledge of how to learn foreign languages on a daily basis Arabic

- is using a-and bilingual dictionaries and an arabic grammar, and be familiar with the use of IT in Arabic.

2.2 Kernematter

Core

- pronouns, intonation and unloading

- listener and number-efferability, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or topics Arabic

- sound and image media as support for listen-and read-and read-and speak-and write-skills

- fiction, as well as non-fiction, of different scopes, which illuveses the cultural and societal nature of the Arab world the development of the weight of the 20. and twenty-first century.

- trade's key assistance resources, including IT

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

2.3 Supplementary matter

The students will not be able to meet the trade union objectives ; only by using 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 outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. The organization

3.1 Didatactical principles

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

Central to education presents the ability of students for their own language production and development. in relation to the professional objectives. Floating language is prioritize higher than linguistic precision.

Listening, literal and communication strategies must give pupils the tools to trigger and maintain communication, despite language barriers. Teaching grammar, vocabulary analysis and alienation of alienation to the relevant extent and taking into account the professional progression.

Education is as far as possible in Arabic.

3.2 Workshapes

The center of education is the professional progression.

Beginning classes include interlocutors that give the students an element-bearing communications competence, which shall be further developed in free dialogues and conversation. It shall also include regular listeners, read and write training, as well as targeted and systematic work on vocabable.

After the initial education, the work is organized mainly through topics, and ensures that the professional objectives of the European Union are concerned ; integrate into this work.

Work and methods vary and adapt continuously to the technical objectives that are being worked towards in that particular topic. 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, partly as a support event for the oral dimension, on the one hand, as a self-employed discipline, where students are both given the opportunity to train and demonstrate their linguistic knowledge and skills and to develop the ability to provide in writing, in writing, on the content of the content.

Work with Arab culture, history and social conditions are continuously integrated into the work with the topics.

It is an integral part of the Arabic education and are 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. prescriptive as the productive one.

3.4 Congames with other subjects

Arabic are covered by the general requirements for interactions between the professional and the general study preparation and general studies. language understanding according to the provisions that are part of these procedures.

When Arabic participate in a study of the study, it must form part of a interaction with other subjects relating to the subjects 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

Running individual evaluation conversations between teacher and student, major completed flows or topics are subject to determination and targeted evaluations the forward-looking teacher and student community. A broad evaluation is carried out in relation to the professional objectives. The evaluation must be forward-forward.

The students perform tests for self-evaluation in relation to the professional goals.

4.2 Preview

There is an oral test. The test consists of two parts :

1) Statement and deepening conversation in Arabic and textual understanding, starting with an unknown arabic language of a scale of two-thirds normative side. The text has thematic connection with a study of the subject, which is included in the conversation in Arabic. The items included as the basis for the test must in combination cover the technical objectives and the core.

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

A total preparation time is provided in 48 minutes. The Exmination Time is 24 minutes.

In the normal page calculation of an Arabic text, short vowels, even if these are not marked in the text.

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

4.3 Assessment Criteria

When the oral test is assessed, the extent to which the performance of the examiner lives up to the professional objectives specified in point. 2.1.

On assessment, the emphasis is given to the fact that the examiner in Arabic can present and outlook the unknown 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 inheritance part of the examination is weighted at the highest level.

A character is given out of a holistic assessment.


Appendix 4

Astronomy C -Election classes, June 2008

1. Identity and purpose

1.1 Identity

Astronomy represents a key nature scientific contribution to the human recognition 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 that open the inclusion of more subjects and can stimulate the interest in the science of science.

1.2 Forgoals

Famed astronomy contributes to the overall goal of education with focus on the education of the public knowledge that pupils through work with astronomical sightings, data, theories and models are given insight into nature scientific work and thinking. The astronomical world image that is in constant change occupiers a central place in education, and 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 :

- could orient to starry heaven and could identify planets and selected constellations

- could explain elementary astronomical phenomena, including day and night, the phases of the moon, and seasonal air

- could make significant changes in it astronomical world image

- could collect, process and interpret astronomical data

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

- could process an element in astronomical text and account for the professional concepts and professional arguments

- could search for information about one astronomical subject from variety sources and estimability of reliability

- could communicate astronomical topics to a selected target group.

2.2 Kernestof

Kernematerial is as follows :

Human space in the universe

- basic properties of the terrestrial planets, including their internal structure, surface and atmosphere

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

- the building and especially the location of the sun

class="Liste1 ">- the cosmic zoom, including methods for the determination of distances in the universe.

Universe Development and dynamism

- The Big Bang model with focus on the cosmological red shift, age of the Universe, the cosmic background radiation and the formation of the light elements

- stars formation, development, and final, including baser synthesise

- the creation and conditions of life of the plan for life.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. 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 work.

3. The organization of education

3.1 DidaArctic Principles

Education is organized in the form of courses to accommodate one or more of the professional objectives. The professional content of each course may be both nuclear material from both professional and supplementary material. The individual training courses shall take account of all the professional objectives :

Education is based on a generally natural basis and in math C, but must also be adapted to the actual technical conditions of the student body. It is not intended that formal mathematical arguments should play a major role in the work of the astronomical issues.

The inclusion of current astronomical phenomena and relevant new results from it ; astronomical research is an essential principle for the organisation of education, even if it means deviating from the plan beforehand only when all the objectives are taken into account.

Observations and Experiments Places One essential role for 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 teaching must be organised so that the interaction between theories, models and astronomical data becomes apparent to the pupils.

3.2 Work Forms

The training must be organized, so there is variation in the forms used. If it is possible, multidisciplinary with selected topics must be worked with selected topics.

Astronomical portfolio

The student must be under the teacher's guide to build its own portfolio, which are included in the ongoing evaluation of the position of the student and as part of the basis for the oral examination. The astronomical portfolio consists of the student's own choice of :

- materials that have been delivered by the teacher or have become in the context of the

- materials resulting from the elevens ' own information search and processing thereof

- material associated with the student's observations and other experimenting work

- the student's written work in the business, including project reports and reports of observations and other experimental work

- products associated with the student's dissemination of the profession.

Written Work Writable Work

The goal of the written work in astronomy is to ensure the elevation of pupils with the emphasis on experimental work and the dissemination of professional insight. The written work includes :

- reporting and post-examination of observations and other experimental work

- calculations and explanations based on simple models

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

- professional test.

Experimental Work Experimental Work

The target of experimental work in astronomy is to ensure students confidentiality with natural scientific working methods and give them insight into the interaction between theory and experiment. The experimental work includes :

- own observations of the night sky with or without formulants

- processing their own or other data

- digital image processing

- analyzing and interpreting processed data

- virtual experiments.

3.3 IT

The deliverable must work with collection and processing of information from various sources, including the Internet, and in this context, how you can assess the reliability of information.

It-based equipment for collecting astronomical data and subsequent processing is part of the lesson in the teaching. Data processing includes both numerical calculations as well as electronic processing of image information.

Use of planetarium programs and other simulation programs are included in the panels of pupils. observations, the theoretical treatment of the subjects and as virtual experiments.

3.4 Collections with other subjects

Astronomy are subject to the general requirements for interactions between the professional. In the general high school, general study preparation shall be provided according to the provisions that apply to this sequence.

Astronomy education presupts that the students have a general nature of nature. In the organization of astronomy as an elective, students are involved in knowledge and skills from other subjects, so that they contribute to the perspectives and illumination of the educational sites and the illusions of the trade union pages.

If astronomy is part of a in the case of study, the training process shall be organised in which the interaction with a joint study or study study plays an essential role in the lighting of historical or current astronomical topics.

4. Evaluation

4.1 Ongoing Evaluation

Education must be organized so that each student receives the opportunity to evaluate its yield and will contribute to 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 must clarify how far the student has shown in the achievement of the objectives of the trade and to indicate ways to improve the standpoint.

4.2 Sample

There is a the oral test on the basis of a broad-based task in the areas where the team has been working. The tasks together shall cover all areas of the content of the team's instruction description. A list of the tasks is submitted to the censor and approved by this prior to the test of the test.

The time of examination is 24 minutes per hour. examiner duck. A 24-minute period of preparation is given.

The examination forms as a conversation between exams and examinations. The astronomical portfolio of the Ekberman must be included as a general rule in the examination.

4.3 Assessment Criteria

Assessment is an assessment to what extent the examiner's performance meets the technical objectives set out in 2.1.

Weight :

- professional overview, including the examination can include relevant and essential astronomical elements of the professional conversation

- is probably familiar with the concepts, models and methods of the subject, so the examination can perform a professional analysis, including account for the professional arguments

- ability to connect sightings, data and models as the basis for a professional reflection of the perspective of the profession.

There is one character from a comprehensive assessment of the verbal performance.

class="BilagStreg " />

Appendix 5

Dance B- election course, June 2008

1. Identity and purpose

1.1 Identity

Fake deals with dances such as corporal and culturally, and include artistic, popular, as well as popular dancing forms. 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 for interactions with other subjects.

1.2 Objectives

Famed dance contribute to the overall objective of education by the students achieving basic skills to dance, and to improvise, choreograph and analyze the dance. The eliver achieves the ability to combine theory and dance practices in a reflective way.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- must create, perform, and analyze different types for dancing

- perform dance steps and movements and analyze them formally

- account for meaningful dance forms in Europe and see them in a culturally perspective

- apply central concepts from the most propagated dance technical and theoretical terminology

- analyze a dance, dance genre, or dance culture from a cultural perspective

- reflecting over the senate and characterized body, physical and aesthetic expression.

2.2 Kernematter

Kernestof is :

- a wide historical overview of dance in Europe

- two dance historical periods : 1 before and 1 after 1950

- practical and analytical work with Scene and Social Dance Forms

- key concepts from the most widespread dance technical and dance theoretical terminology

- dance improvisation and choreography with focus on development and realization of an idea

- basic concepts and ideas from the arts and cultural sciences.

2.3 Supplementary matter

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

3. Subtitle

3.1 Didatactic Principles

The emphasis is placed in the emphasis 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. In this way, the level of reflection of the student body will increase.

The essential role played by sensory orientation must be the focal point of view and reflection on the part of the system. For the purpose of the subject, the teaching of the profession, so that there are good opportunities to develop the relevant sensing skills.

3.2 Work Forms

The training is organized as themes and projects where several elements of the profession 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%. for the training period of the professional training, body 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 formulate a idea and realize it for a defined target group. In this phase, the role of the teacher's role is the constructive, critical guidance counselor and commentator.

For project work, the students must prepare a report that explains and argues the project's idea, explains the theories and, the techniques selected, reflecting and evaluating process and product.

Company visits and visits to guest teachers must be part of the activity's activity types.

3.3 IT

"> It must be included in the theoretical and practical dimensions of the professional, as the students here founder be acquaintance with modern Dancing programs, computer engineering as part of performance, video as a work tool and similar.

3.4 Collections with other subjects

Dance B class is organised in such a way that the students are given the opportunity to use skills and relevant knowledge they acquire in other classes or professional groups so that they contribute to the perspective of the fabric and lighting of dancing ' almenteding pages.

With its project-oriented and practices-based learning can be relatively easily integrated into interdisciplinary projects with all other subjects, including the natural scientifis. Cultural studies will add up to study of cultural studies or to decidedly performance in a production of other art classes and the linguistic courses for ethnic cultural studies or for the training of linguistic patterns.

4. Evaluation

4.1 Continuous Evaluation

The professional objectives are the basis for the ongoing evaluation of the student's standpoint in particular and the education 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 notification.

Test form

The sample is bipartitioned and has a total duration of total 35 minutes per test degree.

First portion of the sample is made up 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 efforts must be clearly set for examiner and censor. Any auxiliary will not be assessed at the test.

Part 2 of the test is 30 minutes, and a preparation time of 30 minutes is submitted. During the first five minutes of this part of the test, a conversation about the presentation to which the examination was carried out was included in the first part of the test.

In the remaining time, exams are exams in material that have not been worked through and analysed in the instruction manual. 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

Assessment is an assessment to what extent the performance of the examiner lives up to the professional goals set forth in section 2.1.

Forfirst part of the test , the following value added tax :

- dance technical execution of the choreography

- the insights of the examiner's insights and awareness of the entire project,

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

- the examiner's ability for i dialogue with examiner and censor to develop new ideas associated with their own choreography

For part of the sample , the following VAT value is added :

- Material swarm of material

- the finale of the examiner's ability to dispose of his presentation,

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

- the examiner's ability to conform and abstract,

- the examiner's ability to drag lines into relevant theories and reviewed matter

- the finale of the examiner's ability to use the methods of the trade and terminology,

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

- the examiner's ability to convey exactly, nuanced and subtaled.

- There is one character from a comprehensive assessment.


Appendix 6

Data dictionary in C-Election June 2008

1. Identity and purpose

1.1 Identity

Data Book Discover 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 appear in many professional contexts, and in data science, develop and deal with general methods of understanding concepts.

1.2 Foraims

In the dedication of The profession is trained to understand and model reality as data. There is a knowledge of technical possibilities and limitations that form a basis for the qualifying position for and discussion of information technology and its applications.

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

Through the workmanship of the professional and coach, self-determination, collaboration and skill to seek knowledge.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- structuring and represent information as data

- uses algorithms

- describe composite systems built by virtual levels

- describe the composite systems built up by commie components

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

- developing, testing and documenting minor systems

- on their own name researching, legally relegate and disseminate technical information

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

2.2 Kernestof

Kernechemical is :

- the universal von Neumann Principle

- representation and structure of data

- algorithm concept

- interfaces and protocols

- programming and testing

- network, communications, and security

- architectures of composite systems.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone the help of the nuclear material. Additional substance must ensure that themes / problem fields are exposed from several perspectives, so each of these forms a whole containing core as foundation.

3. Subtitles

3.1 DidaArctic Principles

The teaching is organized around one or more themes / problem fields where several points of view are placed on each of these, so that comes to constitute a whole.

The premise is based on the project work form, where students through a creative process reach the project's goals.

In the project work, the emphasis on the exchange rate is added to the project. between the pupils ' own affining of relevant information and the acquisition of knowledge, and the application of this. The creativity and the creation of the elephant must be a driving force in the teaching.

3.2 Work Forms

In the education are problem solving with the project work form in prominence. The organisation shall be carried out in the form of a series of projects, where necessary, between projects based on a given task, a given topic area and a participant target.

Work with the subject's themes can be carried out 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 to search.

3.4 Collecting with other subjects

Dataloei has a natural interaction with most other subjects of four different schedules :

- technical-specific IT tools can be used in projects

- other professional's data can be done to the projects

- aspects of data alogy can be studied on others professional terms

- other professional methods can be used as tools.

These opportunities must be utilized to a degree so that the students experience that computer science is 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 professional opinion and knowledge of the student body and insight into data-control procedures.

4.2 Trials

School selects for the individual team one of The following two samples :

Specimens a : Mundable test on the basis of a task to develop a system or part of a larger system.

The time of the 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 preparation of the synopsis, all aid must be used :

Synopsen provides the basis for the individual oral sample, which forms a presentation of the synopsen, on the other, a subsequent conversation, where also professional opinion ; elements from the lesson in addition to what is included in the synopsis, shall be forfeit. In the call, the synopsis may also be placed in relation to the examiner's own productions.

Preview B : Mundable test on the basis of a task to develop a system or part of a larger size system.

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

The time of termination 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 considerations of the final and complete development of the system.

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

4.3 Assessment Criteria

The assessment is an assessment to what extent the examiner lives up to the professional goals set out in 2.1.

Only the performance of the oral sample is included as the assessment base.

For the assessment is attached to whether the examiner :

- is capable of self-employed to prepare for the preparation of data structures and the use of algorithms

- can describe the system in relation to virtual levels

- can describe the system's internal communications and interfaces with associated systems and users

- demonstrates a competence for to use technical information which has been found in the preparation of the proposal ; to the oral sample

- can describe how the testing of the system can be done

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

There is one character from a holistic assessment.


Appendix 7

Commerceeconomics C selection program, June 2008

1. Identity and purpose

1.1 Identity

Commer-Economy is a social scientifically subject that includes knowledge in the strategy, economy, organization, and marketing knowledge. 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. Enterprise-based business deals with the business decisions and conduct in interaction with the outside world.

1.2 Objectives

Through education in business economics, students develop the ability to develop the ability to remain reflecting to the establishment and development of the establishment, its value and its basic outlet, organisational and economic 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 pupils develop the ability to work with basic economic issues through the application of the professional theory of a reality and international context.

2. Fact objectives and professional content

2.1 Fagable Targets

The students must be able :

- account for your interaction with the world

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

- account for the establishment of a business

- is insisting on a company's organizational relationship to discuss and assess your development opportunities

- knowledge of a company's marketing conditions to discuss and assess the company's parameter-setting

- use knowledge of your company's financial relationship to discuss and assess the business of the establishment, Target Fulfillment.

2.2 Kernestof

Core

is :

- the company and its surrounding world

- industry analysis, including market and competitive conditions

- your idea, goal and strategy

- your business plan

- organizational structures and management

- company's parameter mix

- financial management, including accounting understanding and budgeting.

2.3 Supplemental

Shipping will not be able to fulfil the technical objectives solely with the use 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. Subtitles :

3.1 Didatactical principles

Professional economics are worked with current and real-life issues as concrete companies are analyzed from one of the following : holistic approach. Business theory is involved in creating structure and understanding.

An inductive and case-based education 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.

The business economic issues are assumed from the company's point of view. Individuals and society are stakeholders in terms of corporate economic decisions and behaviour. The vocational theory class includes quantitative and qualitative models on both the strategic, tactical and operational level.

3.2 Workshapes

Education must be organised in the form of variation and progression in the choice of forms.

Education includes work with drills based on specific and defined business-economic issues so that the pupils acquire skills ; the work on business models.

Education and training is organised 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 developed.

3.3 IT

The teaching is organized while it is part of the tool. In the case of case work and project work, the teaching is designed to allow students to have access to electronic communications platforms and the Internet.

3.4 Collect with other subjects

When the business is part of a 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 technical objectives. Through individual guidance and evaluation, the students will gain a clear understanding of the level and development of the technical standpoint. It shall include activities that stimulate individual and common reflection on the yield of the teaching.

4.2 Preview

There is an oral test. The school selects one of the following two test forms.

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

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

The exam forms as a conversation between diploma and examiner. A sample material may not be used at most by three examinations on the same day and not in the following test days on the same team.

Test form b) : Mundable sample on the basis of one of the examiner selected consecutive teaching process and unknown text material of a 1-2 normal page size. 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.

The time of the examination time is approximately 24 minutes per hour. examiner duck. Approbe some. 48 minutes of preparation time.

The Exmination is two-shared.

First part consists of the examination process's presentation of a cohesive education flow complemented by excavator. 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 at the following test days on the same team.

4.3 Assessment Criteria

When evaluating the assessment, how high degree degrees are able to meet the subject of the subject.

The agent must include :

- structuring and mediating professional

- formulate the professional argument

- demonstrates professional skills

- discuss and assess business-economic issues with the application of the professional theory of a realizing and international community context.

A comprehensive overall character is rendered based on a holistic evaluation of the performance of the examiner's performance.


Appendix 8

Philosophi B selection subject June 2008

1. Identity and purpose

1.1 Identity

Fake philosophy deals 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 Fake is a systematic anal and an ideation historical and an actualizing perspective on its issues.

1.2 Objectives

The students must dedicate knowledge and skills to Recognize, 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 types of knowledge and values in the global knowledge society.

Herivia intensify the ability of individual student to self-employed critical argument as a thinking, enlightened, enlightened and a lovely person.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- recognize and account for philosophical issues

- demonstrate overview and relate to a folded philosophical argument in one longer text (Text Delegation)

- demonstrate knowledge of file-fishing issues and theories relating to fundamental issues ; conceptions of human, society and nature in both practical and theoretical philosophy

- demonstrates a knowledge of philosophical problemes, conceptual historical and systematic theorizing of philosophical issues. context and development

- account of important traditional solution proposals for given philosophical problems

- process and discuss a philosophical problem-setting illus for material from recent decades (last 20 years)

- exonerates the ability to handle conceptual definitions and distinctions

- display elementary knowledge of reasoning theory and logic

- is included in a disciplined open discussion of a treated philosophical problem of classic or everyday-a character

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

- differentiate between different knowledge shapes and knowledge standards (exact, empirical, hermeneutic, practical), as they apply across and within the different classes, and areas of science

- formulate and disseminate the result of a depth in a philosophical problem in a project work.

2.2 Kernestof

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

- recognition Theory

- human, community and science scientists

- Natural scientists ' philosophy

- metaphysics

- ethics

- community philosophy

- philosophy of life

- argument theory and logic.

The teaching must ensure an elementary philosophy and idea historical overview of the different periods : antiqual, Middle Ages, renaissance, Enlightenment, Enlightenment, Modern and Latest times.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely through the nuclear material. The additional substance in the philosophy, including in the interaction with other subjects, perspectives and deepening the core and, in the whole, broadening the professional horizons to meet the objectives.

The concrete implementation is being done taking into account the position the profession has 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, which are included in.

3. Subtitles

3.1 Didactical principles

By applying various educational forms the teaching of the students in such a way as to achieve the competencies of those who are described in the technical objectives. They must be used as well as inductive curriculus. The Progression must, inter alia, be ensured through the choice of various types of education and materials.

Work is based mainly on reading of :

a) philosophical primary lyrics

b) secondary literature (collectively called philosophical lyrics).

Also read :

c) view iterature in necessary scope

d) other material (teac/cine/cine/produc/works) with philosophical content.

3.2 Forms

Education is organized with three to six subjects of the subject, which together take account of the 2.2 mentioned philosophical disciplines. 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 that is based on the students ' own reading of philosophical texts ; other philosophical material. The students must be presented for at least one example of different material containing philosophical content, cf. 3.1.

A project is being carried out where students to illumination one of the perpleted subjects on their own will find, analyse and discuss supplemental 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 project report (3-5 pages per participant).

3.3 IT

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

In the context of education, the Internet and other electronic media may be used, both for the information search and for the purposes of such communication as well as in the context of the communication ; Discussion groups.

A critical approach to the use of IT and interactions with knowledge on the Internet must support the student development of the general IT competence.

3.4 Collections with others subjects

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

- For stx and hf apply that in the lesson must be Examples of interaction with both the humanities and of the communities of society and nature of society.

- For hhx are concerned that examples of interaction with other subjects may occur within the humanistic, economic and social studies.

- For stx and hhx, that if the profession is a study subject, examples are given from the other courses of study.

- For stx, philosophy is included in the general requirement for interaction between the specialize and forms part of general study preparation.

4. Evaluation

4.1 Ongoing Evaluation

The student must take a clear view of the level and development of the professional procedure at least once per semester at least once per semester. stance. In the following guidance, specific instructions shall be given on how the improvements to the technical standpoint can be achieved. The instructions must reflect the work efforts of the student, including the professional work of project work, group work and individual student services.

4.2 Sample

shall be an oral test 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 study used. The text shall be sent to the censor and approved by this prior to the examination of the test.

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

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

Examination as a conversation between diploma and examiner.

4.3 Assessment Criteria

When the assessment is being evaluated emphasis on the extent to which the achievement of the examiner meets the technical objectives of 2.1.

also stresses the ability of the examiner to present a philosophical problem in a clear and manageable way, as well as to dispense with the disputing ; and structure the examination time.

A character is given out of one holistic assessment.


Appendix 9

Philosophi C selection program, June 2008

1. Identity and purpose

1.1 Identity

Fake philosophy deals 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 Fake is a systematic anal and an ideation historical and an actualizing perspective on its issues.

1.2 Objectives

The students must dedicate knowledge and skills to Recognize, 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 tightened up the ability of individual student to self-sufficient self-critical argument as a thinking, enlightened and tender person.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- recognize and account for philosophical issues

- demonstrates knowledge about philosophical issues and theories about fundamental concepts of human, society and nature, in both practical and theoretical philosophy

- demonstrates an elementary knowledge of the historical and systematic context and the systematic context and development of the theories, conceptions and theorical context and development

- account for important traditional solution proposals for the given philosophical problems

- expel the ability to handle conceptual definitions and distinctions

- show elementary knowledge of argument theory

- is included in a professional fundern discussion of a treated philosophical problem of classic or everyday-like character

- recognically and account for as well as evaluate ethical issues

- differentiate between different knowledge shapes and knowledge standards (exams, empirical, hermeneutic, practical), as they apply across and within the different classes and scientific areas.

Kernestof :

- major issues in theoretical philosophy

- major issues in practical philosophy

- elementary argument theory

- an elementary philosophy and ideation historical overview of the main periods : antique, renaissance, Enlightenment, and modern times.

2.3 Supplemental matter

The students will not be able to meet the technical goals alone with the core. The additional substance in the philosophy, including in the interaction with other subjects, perspectives and deepening the core and, in the whole, broadening the professional horizons to meet the objectives.

The concrete implementation is being done taking into account the position the profession has 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, which are included in.

3. Subtitles

3.1 Didactical principles

By applying various educational forms the teaching of the students in such a way as to achieve the competencies of those who are described in the technical objectives. They must be used as well as inductive curriculus. The Progression must, inter alia, be ensured through the choice of various types of education and materials.

Work is based mainly on reading of :

a) philosophical primary lyrics

b) secondary literature (collectively called philosophical lyrics).

Also read :

c) view iterature in necessary scope

d) other material (teac/cine/cine/produc/works) with philosophical content.

3.2 Forms

The teaching is organized by two to five subject areas that 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. There must also be examples of a treatment which is based on the students ' own reading of philosophical texts or other philosophical material.

The students are to be presented for at least one example of other material. philosophical content, cf. 3.1. (d).

For at least one of the tagging issues, the pupils for illumination of the subject on their own will find, analyze and discuss additional philosophical texts or other material containing philosophical content. The work being done in groups ends with the groups submitting to the rest of the crew.

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 form part of the instruction.

A critical approach to the use of IT and access with knowledge on the Internet must support the development of the general IT competence.

Exhibit must be presented for examples that illustrate how other subjects can deliver material that inspires philosophical analysis and consideration. Conversely, the students must be presented for examples that illustrate how philosophy can outlook and inspire other subjects.

- For stx and hf apply that in the lesson must be examples of interaction with both the humanities and the fields of society and of the natural habitat fields.

- For hhx, examples of interaction with other subjects may occur within the humanistic, economic and social studies.

- For stx and hhx, if the profession is a study subject, examples are given from the other courses of study.

- For stx, philosophy is covered by 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 take a clear view of the level and development of the professional procedure at least once per semester at least once per semester. stance. In the following guidance, specific instructions shall be given to how the improvements in the technical viewpoint can be achieved. The instructions must reflect on the work performance of the student, including the professional activities of group work and on individual lifts.

4.2 Preview

There is an oral question ; sample on the basis of 1-3 texts, together with no more than 4 normal pages, selected by examiner, of which at least two normal pages must be known as philosophical texts, cf. the definition in point 3.1.

The sample material is sent to the censor and approved by this prior to the test of the test.

The time of termination is 24 minutes per hour. examiner duck. 48 minutes of preparation is given.

Examination as a conversation between diploma and examiner.

4.3 Assessment Criteria

The assessment is a evaluating the extent to which the achievement of the examiner meets the professional objectives set out in 2.1.

The ability to present a philosophical problem in a clear and manageable manner, as well as for the purpose of the examination of the examiner's performance. dispers and structure the examination time.

One is given to one character based on a holistic assessment.


Appendix 10

Financing C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Financing is a social scientifically that includes knowledge in financial institutions and financial markets as well as knowledge of the capital ' s capital acquisition and capital application. 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. Financing concerns the financial decisions and behaviour of the company in terms of developers in the outside world.

1.2 Objections

Through education in financing must the pupils develop the ability to reflect reflecting to 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 in a reality and international context should be developed independently.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- state financial institutions and businesses

- apply knowledge of international financial markets to discuss price formation on financial products

- analyzing and evaluating a company balance structure

- to use knowledge of financial investment products to discuss and assess the company's financial arrangements

- formulates and disseminate information about your company Capital Costs

- apply knowledge about financing with own funds and alienate capital to discuss and assess business capital acquisition.

2.2 Core

Kernestof is :

- financial institutions and businesses

- financial markets

- financial markets investments

- company balance structure

- financing with own funds

- financing with foreign capital.

2.3 Supplementary

The deliverable will not be able to meet the technical objectives solely through the core. 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. Subtitle

3.1 DidaArctic Principles

Financing work with current and real-life issues, analysing specific financial issues from A holistic approach. Financial theory is involved in order to create 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.

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

3.2 Work Forms

The training must be organized with variation and progression in the selection of work types.

The training includes work with drills based on specific and defined financial issues so that the pupils acquire skills in financial models.

Education is 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 evolve.

3.3 IT

The teaching is organized while it is part of the tool. In the case of case work and longer cohesive courses, the teaching of the students must be given access to electronic communications 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 relating to international issues. Furthermore, the subject of social studies in the context of financial investment and financing needs and related issues relating to financial institutions and markets is included.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical objectives. Through individual guidance and evaluation, the students will gain a clear understanding of the level and development of the technical standpoint. It shall include activities that stimulate individual and common reflection on the yield of the teaching.

4.2 Preview

There is an oral test. The coil selects for the individual team one of the following two forms :

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

The time of the examination time is approximately 20 minutes per hour. examiner duck. A 40-minute preparatory period is given.

Examination as a conversation between diploma and examiner.

Test form b) : Mundable test on the basis of one of the examiner a continuous course of action taken and, on the one hand, an unknown text material of a 1-2 normal page size. 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.

The time of the examination time is approximately 30 minutes per. examiner duck. A 30-minute preparatory period is given.

The Exmination is two-shared.

First part consists of the examiner's presentation of a cohesive education flow complemented with detailed questions from the examiner. The second part is based on the unknown text material and form a conversation between examiner and examiner. The Exmination Time is divided equally between the two parts.

4.3 Assessment criteria

When assessing the degree of qualifications, the degree of qualification is able to meet the subject of the subject.

The exterminator must include :

- structuring and intermediate fabrics

- formulates professional arguments

- demonstrating professional skills

- discuss and assess financial issues with the application of the professional theory of a reality and international context.

A character is given out of one holistic assessment.


Appendix 11

French beginners B-election subject, June 2008

1. Identity and purpose

1.1 Identity

French is a skill class, a knowledge 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, the culture, history and social conditions in France and other French-speaking countries are also about :

1.2 Foraims

Through the French language work, students develop their skills to 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 their own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the root content when a single in French, known as well as common topics, disseminated through different media

- participate in a single and interconnected French for celetaries as well as general topics

- Read and, in the main, understand unprocessed French fiction, as well as solicitor in a single language

- orally an explanation of a known subject of a single and coherent French

- express itself in writing whether known as well as general issues in a single and coherent French

- the acquired knowledge of French and francophaone culture and social conditions in the language of the French and in the French ; working with they studied topics

- relate the acquired knowledge of French and francopone culture and social relations with other culture and social conditions

- use knowledge of learning foreign languages, in day-to-day work

- apply two-language dictionaries and an elementary French grammar.

2.2 Kernematter

Core

- the basic principles of the language the structure and application of both the structure and the texture of the coveners and for the necessary syntax and morphology relevant to the volume of the language

- a basic vocabable vocabary ; idiomatik used by students in conversations on general topics and on studying topics

- the basic elements in French pronunciation and intonation, receptive as well as productively

- concurrent oral and written literary and non-literary expressions from France and one of the other Francopone countries

- historical, cultural and intercultural relationships that are relevant to the studies studied

- central social conditions in France.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone by means of The core. The supplementary matter consists of various cultural, literary, historical and societal expression, which is based on the francopone world. It must deepen and outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. The organization

3.1 Didatactical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, is primarily focused 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 understanding of listening, read and communication strategies must enable students to trigger and maintain communication.

Grammar, text analysis and alienation of languages to the relevant extent and taking into account the professional progression.

Education is as far as possible in French.

3.2 Deskunes

Central to the education stand 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. Understanding spoken French is ensured by the fact that the students hear language disseminated through different media.

Work with French culture and societal relationships / integrates continuously in the work with the fabric.

Written to work as a limited amount of support to the oral dimension.

3.3 IT

It is an integral part of the French education, both in terms of the content dimension and the language skills. The content page is used for information searching within the studied topics.

In the written language skills work, appropriate interactive drills and training programs are used.

3.4 Playing games with other subjects

where possible is French in interaction with other subjects on the subjects 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 Continuous Evaluation

Through the individual guide and use of test, screening, and self-evaluation, the pupils are getting a clear view of the level for and the development of the professional opinion. There are activities that stimulate individual and common reflection on the proceeds of education. The basis for evaluation must be the professional objectives.

Evaluation must be forward-forward.

4.2 Sample

There is an oral test being held consisting of two parts with an overall examination time of 30 minutes :

1) Statement and in-depth conversation in French as well as text understanding, starting with an unknown, unprocessed French language prosatchst with a scope of around 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 topics that form the basis for the test must in combination cover the technical objectives and the core.

2) Converts in French with the starting point in an unknown image material.

To both points will be given a total preparation time of 1 hour. The other person 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 degree of assessment shall be judged by the extent to which the achievement of the examiner ' s performance meets the technical objectives set out in 2.1.

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

It is given one character from a comprehensive assessment.


Appendix 12

French Continuals C-election subject, June 2008

1. Identity and purpose

1.1 Identity

French is a skill class, a knowledge 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, the culture, history and social conditions in France and other French-speaking countries are also about :

1.2 Foraims

Through the French language work, students develop their skills to 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 their own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the root content when a single in French, known as well as common topics, disseminated through different media

- participate in a single and interconnected French for celetaries as well as general topics

- Read and, in the main, understand unprocessed French fiction, as well as solicitor in a single language

- orally an explanation of a known subject of a single and coherent French

- express itself in writing whether known as well as general issues in a single and coherent French

- the acquired knowledge of French and francophaone culture and social conditions in the language of the French and in the French ; working with they studied topics

- relate the acquired knowledge of French and francopone culture and social relations with other culture and social conditions

- use knowledge of learning foreign languages, in day-to-day work

- apply two-language dictionaries and an elementary French grammar.

2.2 Kernesubstances

Core

- the basic principles for the structure and application of the language, both for the structure and the texture of the collects and for the necessary syntax and morphology relevant to the volume of the language

- a basic text ; vocabulary and idiomatik, which the pupils need in conversations on general issues and on the subject of studies

- the basic elements of French pronunciation and intonation, prescriptions as well as productively

- concurrent oral and written literary and non-literary expressions from France and one of the other Francopone countries

- historical, cultural and intercultural relationships that are relevant to the studies studied

- central social conditions in France.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone by means of The core. The supplementary matter consists of various cultural, literary, historical and societal expression, which is based on the francopone world. It must deepen and outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. The organization

3.1 Didatactical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, is primarily focused 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 understanding of listening, read and communication strategies must enable students to trigger and maintain communication.

Grammar, text analysis and alienation of languages to the relevant extent and taking into account the professional progression.

Education is as far as possible in French.

3.2 Deskunes

Central to the education stand professional progression. The work is organized through 3-5 different topics, and ensures that the professional targets are integrated into it.

The work forms are selected, taking into account variation and progression, and predominantly interactive forms of work are used for the development of the commanders ' communitive competence. Understanding spoken French is ensured by the fact that the students hear language disseminated through different media.

Work with French culture and societal relationships / integrates continuously in the work with the fabric.

Written to work as a limited amount of support to the oral dimension.

3.3 IT

It is an integral part of the French education, both in terms of the content dimension and the language skills. The content page is used for information searching within the studied topics.

In the written language skills work, appropriate interactive drills and training programs are used.

3.4 Playing games with other subjects

where possible is French in interaction with other subjects on the subjects 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 Continuous Evaluation

Through the individual guide and use of test, screening, and self-evaluation, the pupils are getting a clear view of the level for and the development of the professional opinion. There are activities that stimulate individual and common reflection on the proceeds of education. The basis for evaluation must be the professional objectives.

Evaluation must be forward-forward.

4.2 Preview

There will be an oral test. The test consists of two parts with a total of 30 minutes of total examination time :

1) Statement and deepen conversation in French and text understanding, starting with an unknown, unprocessed French language of the French language 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 topics that form the basis for the test must in combination cover the technical objectives and the core.

2) Converts in French with the starting point in an unknown image material.

To both points will be given a total preparation time of 1 hour. The other person 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 degree of assessment shall be judged by the extent to which the achievement of the examiner ' s performance meets the technical objectives set out in 2.1.

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

It is given one character from a comprehensive assessment.


Appendix 13

Greek Grask C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Greek is a language and culture class that deals with anticism as a basis for European culture. The Fame deals with Greek original texts and monuments, in which values, concepts and formulaments that became the normative of European culture are expressed.

1.2 Foraims

Through The work on key Greek texts and monuments from the antiquity and with texts and monuments that can outlook them may gain insight into Greek language and culture, with the emphasis on the ability to see long lines and connections in European culture. The Fame puts students in a position to analyze and interpret texts and monuments in an historical context and give them terms to understand and reflect on their own and other cultures.

Linguistic knowledge and culture understanding, which is achieved in Greek, strengthens student competence by providing them with the conditions and means of putting themselves into general linguistic and humanist issues and issues.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able :

- read and translate the Greek texts to In Danish, using the professional resources : dictionary, grammar, and parallel translation

- set the texts into their historical, societal and cultural context and relate to their importance in European culture

- justify the translation in a syntactic analysis

- uses morphological insights to recognize the common forms in a Greek

- identifying central words and concepts in the Greek texts and recognize them as foreign words, loan words and translation loans in other languages, including science languages

- use knowledge of Greek language to discuss similarities and differences between Greek and Danish.

2.2 Kernestof

Core

Core

- easier Greek original texts, if any. supplemented by easier processed Greek texts from classical and holistic times

- Greek morphology and syntax to the extent that the text takes up to the

- basic Greek vocabinas

- Greek words and concepts in modern European languages

- headlines in Greek history and culture in classical time.

2.3 Supplemental matter

Edeliverne will not be able to meet the technical objectives solely through the core. The additional substance in Greek is deepening the Greek texts and puts them into a broader perspective.

3. Subtitle

3.1 Didatactic Principles

The emphasis is placed in the emphasis on the disciplines of professional disciplines as a whole. A minimum of three authors or genres is read. After a possible starting-phase, the texts are read in an overall body, which is sufficient to give a representative impression of work, genre or author. There must be some unprocessed text in the instruction manual. The text reading forms the basis for the work of Greek culture and its importance in the culture of Europe. In the linguistic work, emphasis is placed on the fact that students are dedicated to a method which they can use to understand and translate a Greek text.

3.2 Work Forms

In the teaching forms part of the varied working forms. Although the emphasis is in the early stages of language learning, the cultural fabric is already involved from the outset, and it is exploited both in the work of the culture fabric and with the learning of grammar.

3.3 IT

The students have to be acquainting with resources for the classic fields on the Internet and must learn to use Web-based tools for the text reading and to find and evaluate additional material.

When Greek form part of a 2-or 3-year-old secondary education is covered by the general requirement for interaction between the trade unions and is part of stx in general study preparation and in general language understanding according to the provisions applicable to these flows.

4. Evaluation

4.1 Ongoing Evaluation

Education and the benefits of this student will be regularly evaluated. The evaluation shall apply to the consistency and whole other than the real substance.

4.2 Preview

There is an oral test being held on the basis of a text piece of not more than 1/3 of the normal part of the sample. of examiner. The questions of the diploma must not be provided with guidance questions or headings and are taken on a representative level of the Greek texts. The test material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is 24 minutes per hour. examiner duck. A 24-minute period of preparation is given.

Experminator presents pure copies of all of the texts and books that have been used in the instruction. During the examination, only the notes prepared during the preparation must be brought into the examination. As notes, translation of vocables and individual terms is considered, but not translation of the entire examination text, or parts thereof. The examination will be used in a copy of the text.

The examination will form a conversation between examiner and examiner with possible involvement of the centre. Read, translations, language analysis and content understanding. The entire examination text is translated. For content understanding both a statement of the content of the text of the text and an appropriate perspective delivery. Experminator shall ensure that all four disciplines are involved.

4.3 Assessment Criteria

To assess the extent to which the performance of the examiner lives up to the professional qualifications target specified in 2.1.

The assessment is given in the assessment that the examiner :

- has obtained such confidentiality with the Greek font image that the text without a greater degree difficulties can be read

- can translate independently of a text close to a text but, however, moustled Danish

- can recognize and identify generally available individual forms from their morphological knowledge and set lookup

- can use morphological insights in syntactic analysis

- can justify the translation in linguistic analysis

can make the text of the text content

- can give examples in the text place on how Greek has contributed to the European order tax

- can put the text into a relevant perspective.

There is one character based on a holistic evaluation of the performance of the examiner's performance.


Appendix 14

Sport B-Elect June 2008

1. Identity and purpose

1.1 Identity

Fake PE is based on physical activity and includes knowledge from the natural and human health sciences and humanist and social scientifis. The father provides insight into the importance of physical activity to the health of the broadest sense. Inhuman skills, mobility and knowledge give experience with the body and its ability to move. Through altitude and deepening and through the incorporation of the theory, fading understanding of the cultural values of sport.

1.2 Objections

Through the faction is achieved a significant degree of sport skills and insight and understanding of the scientific areas of the sport. The developer develops the ability to combine practical experience with theoretical knowledge in terms of training and health, and is able to critically analyse and assess conditions that affect the influence of the physical activity on the body. The students gain knowledge of the importance and prerequisite of being in good physical exercise mode and gain a broad understanding of the contribution of sport to the development of personal identity and social skills. The students must experience the joy of moving through the age of public education, so that they are being driven to continue to be physically active.

2. Fact objectives and professional content

2.1 Fagable targets

Focus area physical activity

Eshipment must :

- manages diverse and basic athletic skills, as well as individual athletes at a higher level

- reign selected sporting events and activities that are owed the rears :

a) technical and tactical skills in different types of ball games

b) choreograph and free movement to music and sound

c) technical skills in the field other classical and new sports

- developing body consciousness

- are part of different types of collaboration relationships.

Focus Area Theoriunderstanding

The deliverable must :

- have a basic knowledge of centrally working physiological and functional anatomical material

- has a basic knowledge of selected areas of the humanist and social scientific athletic theory of Danish conditions in the field of sports history and sports sociology

- could analyze and evaluate physical activity in a training and health point perspective

- could analyze and reflect on the cultural values of sport.

Focus Area Training

The students must :

- organization and perform the workphysiological test and targeted basic training and heating programmes

- unfinished, execute and evaluate its own physical training flow

- improve your own training mode through selected physical training program.

2.2 Kernematter

Core

- alsily sporting events and activities that account for body control and ball control

- sporting disciplines and activities and training that takes account of thematically clarification on the involvement of the area ' s theoriorium

- nature and health sciences and humanistic and societical theories of training, lifestyle and sports habits

- sportsters focusing on cooperation and ethics

2.3 Supplementary substances

In addition to the core matter, additional substance, which is in interplay with the other classes of the trade union, is a matter of perspective for the core material. This way widens the pupils ' professional horizons, and they are being made aware of the possibilities of the trade.

3. Subtitle

3.1 Didatactic Principles

The emphasis is placed in the emphasis on the integration of professional disciplines with a theory of physical activity, training and health. The alsidity of disciplinary action is taken into account by the rears, a, b and c (see, cf. Act. 2.1, focal area of physical activity) each form part of at least 25%.

In the initial phase of the subcommittee, it is critical to the physical activity where the training aspect, along with the relevant relationship for the nature and medical science and humanist and social sciences are part of an awareness-raising element in education.

After all, the training must be organised, so that the theory and practice of trainees are equally weighted. Both the practical and theoretical teaching are organised in a number of thematic paths, so that the link between the practical part and the theory is made clear. Work with the students ' ability to critical analysis and reflection, their independence and ability to work together.

Education must take into account progression, variation, security, and physiological gender differences and are taking place both gender-differentiated and gender-based.

3.2 Work Forms

The training must be organized in the long-term, which takes account of the virtues of the deep. In the initial phase of the training period, each process must integrate physical activity, theory and training, while the instruction is then differentiated between practical and theoretical education. The theoretical substance is reviewed both as class education and as a practical experimental instruction.

The student must work both independently and in groups, and a number of written reports have to be drawn up during the school year, which includes more of the areas of expertise in the field.

The runners must give the students a diverse experience of the capabilities of the profession, and the forfeitors must ensure that both sexes are motivated for continued physical activity. The teaching must, therefore, be directed at both themselves and unorganised, as well as organised and commercial sports, an offer.

3.3 IT

In the education of sport, the pupils shall make use of IT to provide, amongst other things, knowledge of health, lifestyle and physical habits, in connection with the use of various forms of test and their processing, as well as to inform themselves of opportunities to exercise and sport in leitime.

3.4 Collections with other subjects

Fade is part of close collaboration with a range of other subjects, in stx, inter alia, general study preparation, study relocations, and the scientific background. The theoretical width and depth of the sport is an opportunity for interaction within and across both the natural and health sciences, humanist and social sciences such as artistic and creative specialism. This interaction ensures that the students obtain the necessary understanding of specific physical education elements, at the same time that they are made aware of the further perspectives of physical activity and training in relation to lifestyles, body-side and almenation.

4. Evaluation

4.1 Ongoing Evaluation

Technical objectives are the basis for the ongoing evaluation in the business. The students are evaluated against the background of a comprehensive assessment and on the basis of a diverse, gender-based and gender-differentiated education in the focus areas in point 2.1.

The ability of the students to link theoretical knowledge to one personally training procedures, their ability to work thematic with individual sports in a clutch of professional and practical areas, their practical skills as their physical knowledge must be included in the overall assessment.

There is a practice / oral test in the tents of 45 minutes per examination minand.

The practical portion of the test lasts 25 minutes. The preparation time is 40 minutes to the oral part of the sample, which lasts 20 minutes.

In the practical part of the test, the examination is carried out in two of the thematic events that have taken place in the team's education. The thematic courses shall cover two of the genres (a, b) and (c) described in point. 2.1. It is mainly practised in practical skills, but also understanding of the theoretical contexts of the thematic context. This part takes place, depending on the content of thematic process, individually or in groups. Self-students shall be examined after examination on the examination day of 2 of the 3 genre as described under point 2.1.

As a part of the test material, each examiner shall draw up a storybook for the contents of the practical portion of the sample.

In the oral part of the test, the examiner is drawing an individual task to formulate a case that enables critical reflection from the examination and demonstrates its ability to use its alsium theoretical knowledge of a practical issue. The examination shall be based on the examination of the examination by examination of the case and form a conversation between examination and examiner, with possible involvement of the centre. The appendix must be both known as well as unknown.

The test material (diaries, casework, and the time of running the test) must be a censor in the event not later than 5 working days prior to the test of the test and the approval of the censor before the test. starting.

4.3 Assessment Criteria

Based on the technical objectives (see Act. 2.1) the examinations of the examination shall be assessed for the practical part of the examination of physical skills and its ability to link the thematic points of the theme to the best practice of the thematic. In the case of the oral question, the examiner is assessed for its ability to demonstrate through analysis and assessment of a case-based issue of demonstrating an insight into the practices and scientific areas of sport.

A one-grade character is given for one overall assessment of the examiner's practical and oral performance.


Appendix 15

Information Technology C-Elect, June 2008

1. Identity and purpose

1.1 Identity

Information Technology is at the heart of modern society, ralding point in the technologies for search, use, processing and dissemination of data and information.

The Fact refers to interaction between information technology and technological development and the use of information technology in education, profession and society. The Fame provides theoretical insight and practical skills in the application of these technologies.

1.2 Purpose

Fake contributes to the technology-almenteal and study preparation. by providing the students with an orientation tool in the globalised world and an IT preparedness of professional and interdisciplinary contexts.

The Fame increases students ' ability to relate to the individual, training, transferability and society use and misuse of information through theoretical insight and practical work on information technology

Fake contributes to the understanding of information technology in the other fields and creates a qualitative technology-general basis for selecting higher education.

Faget provides practical, experimenting and innovative elements that enable the students to manage IT as a technology while still developing.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- account for basic features of IT components (hardware and software) and interplay between them

- account for the basic interaction between IT components and user

- describe different security needs and risk factors by using a given IT system

- uses IT as an interactive media for documentation and communication

- presenting and disseminate data and information with the use of information technology tools

- account for common ground rules for the use of IT

- work with systematic search strategies for collection for information and study and evaluate information critical

- select and use IT components as a tool for solving a problem related to elevens, training and community's use.

2.2 Kernestof

Kernechemical is the following :

IT components and interactions between them

- basic hard and software terminology, functionality and use

- network

- storage and communication formats.

Interact between IT components and user

- physical Interfaces

- Interaction, user interface and user-friendliness.

IT security

- virus and hacking

- methods of protection.

IT dissemination

- composition, layout, and image processing

- shape and color

- media selection and style

It-Playing Rules

- ethics and laws

- etiquette in connection with IT-based Communication

- copyright and plagiat.

IT Tools

- documentation, dissemination, and visualization

- databases

- knowledge search

- modeling and aggregation.

Edeliverne will not be able to meet the technical objectives solely through the core. The additional substance shall have an extent equal to 20%. of the overall training period and must be selected so that :

- includes the achievement of the professional goals

- supports the application of interdisciplinary connections

- shows the current trends in the profession.

3. Subtitle

3.1 DidaArctic Principes

The education in the profession shall promote the pupils ' curiosity and apprentitionship through a creative and experimental approach to the subject areas of the subject. It is exchanged between overflows, experiments, drills and projects, where both processes and products are focused. Work on various forms of documentation, such as logbook, website, CD-ROM, multimedia and video. The form of education shall be differentiated in such a way as to differentiate all students from the education process.

The students must have an influence in the selection of project tasks. The results of project tasks must be included as part of the teaching, through presentation and presentation in the class.

3.2 Work Forms

The training is organized with the basis of the skills obtained through the use of IT in the other fields of education and in interdisciplinary contexts.

The professional objective of the replan is achieved through a interaction between courier-based, tematised and projectorganised. teaching. The projectorating training must ensure that the student is going to work with the methods and tools of a multidisciplinary and realistic context.

The projectorating classes must contain progression with regard to to :

- professional breadth

- professional depth

- autonomy.

' form must be based on experiments and trials, where : IT components are tested, tested and used.

To provide responses to tasks that rehearse the individual professional goals and project tasks, including a final project that includes the union's elements in a technical and interdisciplinary consistency. The project has a degree of equivalent to 20 hours of training. The project consists of a product and a report. The report shall describe the development of the finished product. The report shall have a maximum of 15 pages.

The project will be prepared within the framework of project proposals submitted by the school. The other person shall draw up a project description approved by the school when the description is sufficiently professional and level relevant.

Together with the project, the examiner will deliver a synopsis that briefly describes the product and documentation. The final project must be able to form the basis of the annual trades and must, where appropriate, be brought to the oral test.

3.3 It

When the subject area where information technology is available, education can only be carried out with the extract of the IT tools for experimentation, testing and preparing documentation.

The Internet is used as a search tool for information, guides, samples, threads, and library modules with compliance with copyright rules and documentation requirements.

3.4 Collections with other subjects

The business is all the subject's meeting place. Part of the competence of the profession must be achieved through cooperation with the other professions in the course of education. Cooperation shall also mean that the profession gives the student skills that can be recovered in the other classes of training ;

The additional substance is selected in such a way that the professional content and the professional skills developed by working with the content, complements the objectives of both student and study subjects as required subjects.

4. Evaluation

4.1 Ongoing Evaluation

The students must have ongoing feedback about their professional level in relation to the specified targets. The evaluation will be based on the students ' daily work performance. This is done based on :

- project tasks

- verbal practice assignments and log books

- defense of project tasks

- oral presentation.

4.2 Sample

Mundable sample based on the final project of the examiner, cf. section 3.2.

Before the test, the school sends a copy of synopsis for censor. Expermeator and censor shall discuss before the test, which the examiner other examiners need to deepen. The project report is not prior to the test and commented on by the teacher.

The time of termination is 24 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of the project, supplemented by one or more prepared questions from the examiner. The Committee shall then act as an in-depth discussion, which may include topics in the whole of the professional and supplemental material.

4.3 Assessment Criteria

The assessment is a evaluating the extent to which the achievement of the examiner meets the technical objectives set out in 2.1.

Weight :

- presentation of project

- the analysis and description of the project

- problem resolution and choice of solutions

- the quality of the practical product

- presentation and the defence of project

- written presentation and documentation

- professional width, depth and autonomy in response to questions within the subject matter of the subject.

There is one character on the background of a holistic assessment of the verbal performance of the examiner's oral performance.


Appendix 16

Innovation C selection program, June 2008

1. Identity and purpose

1.1 Identity

Innovation is a social scientifically subject that includes knowledge in the fields of innovation, innovation and diffusion. The Fame provides insight into ideas development and commercialisation, as well as innovation, both at the micro-and the macro-level. Innovation is dealing with innovative processes, project management and project flow or business plan.

1.2 Purpose

The purpose of teaching is to promote the pupils ' ability to work systematically with ideas of development. In addition, it is intended that the pupils develop commercially operational ability and capacity for risk management through the use of methods for the implementation of innovative projects and start-up new businesses in an international economy. Finally, it is the intention that students must develop their capacity to work with knowledge of innovative processes on real-life issues.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- account for the impact of innovation in social development and how community's conditions affect innovation activities

- account for innovation in the competitiveness of businesses and organizations

- account for the following could use methods for generating new ideas

- use the insights of the phases in the innovation process to discuss and assess specific issues

- account for diffusion at company, industry and international level

- use knowledge of appropriate methods to prepare and evaluate a project flow or one business plan for innovation.

2.2 Core

Core

is :

- innovation and social development

- innovation and corporate Competitiveness

- creation and ideation

- innovation process

- diffusion

- business plan / project flow.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The additional substance shall be of a degree equal to approximately 5 000. 25%. the overall training period and must be chosen so that the core matter coworks with the development of the professional objectives. The additional substance must also be selected so that it supports the opinion of the student, that the work on innovative processes requires the use of knowledge and methods from various professional areas. Finally, the supplementary matter must provide a perspective for areas from the core and to build the professional objectives acquired from this area.

3. Subtitle

3.1 DidaArctic Principles

Innovation has the basis of current and real-life issues. The teaching of the problems is organised and projected by the inclusion of cases for the illumination of the professional theory. In the case of the case study, external collaborators shall be involved in the form of business representatives or entrepreneurs.

Furthermore, the emphasis is organised with the emphasis on the ability of the student ' s commercial capacity to act and risk-willingness to develop.

3.2 Forms

Education is organized with varying forms of work including critical reflections of working methods selection, and there must be a interaction between individual work and group work. The selection of forms of work is taking into account the development of the creativity of students.

Education is organized with at least one longer continuous period, corresponding to at least 10%. of the overall training period. In the course of the process, students produce an examination project which deals with major areas of professional competence in the area of both nuclear and supplementary material. The project has the form of a business plan or project report.

3.3 IT

The teaching is organized to take account 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 communications platforms and the Internet.

3.4 Collections with other subjects

When the profession is used as a study program, it has a interaction with other subjects of creative processes and development of ideas and with social scientifics, scientific and technological studies on the preparation of : project flows or business schedules.

4. Evaluation

4.1 Continuous Evaluation

Through individual guide and evaluation will deliver the students along the way in a clear understanding of the level and development of the professional opinion. Including activities that stimulate individual and common reflection on the proceeds of education. The basis for evaluation must be the professional objectives.

4.2 Preview

There is an oral test to be held.

Mundable test on the basis of a project. The projects shall be sent to the Centre for review prior to the holding of the test.

The time for the inspection period is approximately 20%. 30 minutes per. examiner duck. No preparation time is given.

The examination is based on the presentation by the examiner's presentation of his project complemented by an in-depth question from the examiner.

It is only the verbal performance that be judged.

4.3 Assessment Criteria

In the assessment is part of how high the examiner is able to meet the subject of the subject. The exterminator must include :

- select, structure, and disseminate professional substances from the project

- formulates the technical argument

- demonstrates professional skills

- discuss and evaluate innovative issues with the use of the terminology, methods and models of a professional's terminology, methods and models in a realities near context.

- disponers a presentation

- argus for selecting working methods.

There is a character given from a holistic assessment.

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Appendix 17

International technology and culture C-election subject, June 2008

1. Identity and purpose

1.1 Identity

The status field of the field is the international dimensions and intercultural dependence of the technology. International technology and culture are a subject of both humanistic, socieal and technology-professional elements. There is a focus on international organisations, international cooperation and Denmark's participation in this. In addition, there is the emphasis on production and business structures and the relationship of social conditions, living conditions and culture.

1.2 Purpose

The objective is for students to gain insight into the international nature of technology and the intercultural aspects of national and international technological developments. In addition, the objective is for students to gain a background to understand and develop simple area analysis with the emphasis on interaction between international cooperation, technology and culture.

2. Fact objectives and professional content

2.1 Fagable targets

Internationally Collaboration

Eshipment must be able to :

- will account for the importance of international organisations for international cooperation

- account for the development of the importance of commerce to the international community cooperation both in historical and current perspective.

Technology

The deliverable must :

- account and compare the technological development of industries across countries and evaluate the reasons for the development

- view the importance of the role of technological development at national and international level.

Culture

Edeliverable must be able :

- Analyzing causes of cultural differences and conflicts in specific areas as well as

- the consequences of such.

2.2 Kernematter

Core substances are :

- international cooperation, including international production, competitive relationships, workload and commerce

- technology and technology analytics, including training, environment and working conditions

- culture and region-specific cultural theory, including cultural constitution, cultural differences, cultural conflicts, cultural conflicts and influence.

2.3 Supplementary

The deliverable will not be able to meet the technical objectives solely through the core. The additional element is chosen to provide for the perspective of international cooperation based on an historical and organisational dimension. The emphasis is placed on the development trends of technology and technology in the context of culture and social structure.

3. Subtitle

3.1 Didatactic Principles

In the training field study with the inclusion of relevant professional disciplines. Work is carried out both from an inductive and deductive teaching principle to the inductive.

3.2 WorkForms

In the background of area study, themes are selected focus on the core so that the interaction between technological development and cultural circumstances and needs.

The education is carried out with a interaction between the presentation and the project process, which is completed ; with a report. The Project Expiration is carried out with area studies based on the core material. For each area study, a project report is ended. One of the area studios is optional.

The written work may have the nature of electronic presentations. A final task is drawn up, which is presented by the school and which is due to the oral test. The task can be drawn up in groups of up to three pupils. The task will be delivered within a week prior to the commencement of the examination period.

3.3 IT

It is involved in the context of information searching with the emphasis on sources that illuminate the current area development.

The emphasis is placed on the development of creativity and methodology in the search, independence, critical sense and elementary source critical methodological and compliance with copyright rules and documentation requirements in the use of sources.

It is also used in reporting and dissemination by writing, sound and visualization.

3.4 Collections with other subjects

The Fame can enter into a interaction with a set of other subjects, which are particularly complementary to the international dimension. The areas of expertise are technology, language and social studies.

4. Evaluation

4.1 Ongoing Evaluation

The emphasis is placed on a thorough evaluation of the written reports so that the pupil has the opportunity to qualify the reports and examination process.

4.2 Sample

Mundable test on the basis of the final task of the examiner, which has been submitted locally, cf. section 3.2. A list of the task formulations of final tasks of the final tasks of the examiners shall be sent to the censor in advance of the test. The final task before the test is not corrected and commented on by the teacher / examiner test.

The time of termination is 24 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of his final task, supplemented by one or more prepared questions from the examiner. The appraisal shall then act as a perspective for the whole of the material and supplemental material.

4.3 Assessment Criteria

Assessment is an assessment of, in the extent to which the performance of the examiner lives up to the technical objectives set out in 2.1.

The degree of emphasis is placed on the examiner's :

- oral defence of the report

- to explain and argue for the report ' s ticket, workmethod and results

- ability to perspectives within the subject matter, including ability to enter a diploma dialog.

There is one character based on a comprehensive assessment.


Appendix 18

Italians B-election course, June 2008

1. Identity and purpose

1.1 Identity

Italians is a skill class, a science class and a culture class. The Fame contains both a practical and a theoretical side. The central working area of the Flow is the Italian language as a communication and recognition agent. Italian is, at the same time, a window towards other Roma languages and cultures.

1.2 Objectives

Through the work with Italian languages, the pupils develop the students ' ability to communicate in Italian. The study of Italian culture and literature provides knowledge and insight that brings the student to the understanding of Italian society and culture, as well as increased world understanding and intercultural awareness. Italian is a knowledge of a culture that plays an important role in the cultural development of Europe and its ethically-critical attention. Finally, the Italians are able to reflect through the Culture Summit by reflecting on its own culture by comparison with the Italian culture.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the root content when a single italian as well as common topics disseminated through different media

- participate in conversation in a single and cohesive Italian, known as well as common topics

- read and in the main subtract understand unprocessed Italian fiction, as well as solicitor in a single language

- orally an explanation of a known subject in a single and cohesive Italian

- express itself in writing of known as well as general topics in a single and cohesive Italian

- the acquired knowledge of Italian culture and social conditions in the case of Italian and in the work of they studied topics

- relate the acquired knowledge of Italian culture and social conditions to other cultural and social conditions

- interns knowledge of how to learn foreign languages in daily work, Italian

- use bilingual dictionaries and an elementary Italian grammar.

2.2 Kernestof

Core

- the basic principles for the structure and application of the language, both for the structure and the texture of the collects and for the necessary syntax and morphology

- a basic vocabable and idiomatik used by pupils ; in conversations on general topics and on the subject of study topics

- the basic elements in Italian pronouns and intonation, receptive as well as productively

- concurrent oral and written literary and non-literary expressions of expression from Italy

- historical, cultural and intercultural relationships that are relevant to the studied topics

- key societal conditions in Italy.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely with the use of the nuclear material. The supplementary matter consists of various cultural, literary, historical and societal expression, which is based in Italy. It must deepen and outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. Subtitles by

3.1 Didatactical principles

The disciplines of the Faget must be experienced as a whole in accordance with the professional objectives primarily on the application aspect.

Education " must allow students to acquire the knowledge of languages necessary to develop communications skills.

Central to education presents the ability of students to their own language production and training in relation to the professional objectives. Fluency prioritises higher than linguistic precision.

Listening, literal and communication strategies must give pupils the tools to trigger and maintain communication, despite language barriers.

Education in grammar, vocabulary, text analysis and alienation of alienation to the relevant extent and taking into account the professional progression.

Education is as far as possible in Italian.

3.2 Workshapes

Centralt in the teaching is the professional progression.

After the initial education, the work is organized mainly through 3-5 different topics, and ensures that the professional targets are integrated into this work.

Work and methods vary and adapt continuously to the technical objectives that are being worked towards in the topic in question.

The training is organized with progression in the selection of forms, so elevas; where the skills and independence of the work are achieved.

is focused on forms of working methods which develop the communications skills of the pupils. Language understanding is ensured by the fact that the students hear speak Italian through a variety of media.

Working with Italian culture and community relations are constantly being integrated into the work with the topics.

Written

It is an integral part of the Italian class

It is an integral part of the Italian education.

It is used as a tool in support of the text work and for the work on it ; Proficiency side of the language value and used relevant programmes for interactive exercises and training programmes for the promotion of the language grant, both the prescriptive as well as productive.

3.4 Collective with other subjects

where possible, italian in interaction with other subjects on the subjects of lingual, 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 Continuous Evaluation

ongoing individual evaluation conversations are carried out between teacher and student, and widely evaluated in relation to the technical objectives. The evaluation must be forward-forward.

The students perform tests for self-evaluation in relation to the professional goals.

4.2 Preview

There is an oral test. The test consists of two parts with a total of 30 minutes of total examination time :

1) Statement and deepen conversation in Italian and text understanding, starting with an unknown, unprocessed The Italian language prosatecal with a degree of approximately EUR 20 000. 1 normal side. 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 text material is included in the presentation, which is followed by an in-depth conversation.

2) Conversation in Italian with the starting point in an unknown image material.

To Both points are given a single preparation of 1 hour.

The end must use all means other than communication with the outside world and translation programmes, that is to say. software or network-based programs capable of translating entire sentences and entire texts from one language to another.

The same unknown sample must be used at a maximum of 3 examinations on the same team.

4.3 Assessment Criteria

The test is judged to the extent to which the achievement of the examiner lives up to the professional goals set in 2.1.

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

It is given one character from a comprehensive assessment.


Appendix 19

Japanese A-Elec, June 2008

1. Identity and purpose

1.1 Identity

Japanese is a skill class, sciences and cultural subjects. Its reposition is the Japanese language and in its extension knowledge and understanding of culture and social conditions in Japan.

1.2 Objectives

Japanese must at A-level give pupils insight into the Japanese language and the Japanese world.

Through linguistic insight, the pupils are able to provide communications skills, verbal, as well as in writing, curriculate, and awareness of the language of the Japanese language and provergenation in the language of languages ; Generally.

Through insight into the Japanese world, the students develop their sense of the aesthetic dimension, and they gain knowledge and understanding of Japanese culture and social relations and intercultural competence that goes beyond the well-known Northwestern European world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

must understand the root content of uncomplicated counted standard Japanese

- pronouns standard Japanese understandable and natural

- read and understand simpler modern texts, beauliteral as well as non-estiliterary

- utilia; et vocabable vocabable vocabable vocal services to communicate in Japanese on everyday relationships and on studied topics and texts

- use the central formage and statement building in an uncomplicated, but consistent and reasonably correctly Japanese speaking language

- make an independent presentation of a text or topic in Japanese, enter into a dialog on this and argus for their own view

- perspectives studied texts and topics in the case of Japanese culture and social conditions, as well as showing basic intercultural skills

- write in the substantive correctly correctly Japanese in different message situations using key applications statement instructions

- utilists the relevant remedial resources of the trade

- utilists language acquisition strategies and understanding other cultures.

2.2 Kernestof

Core material is :

- pronouns, intonation and reading

- texts of different types and scopes that highlight key aspects of Japanese culture and social conditions

- sound and image media as support for listener and literacy

- one alment of the words and idiomatik for use by oral and written, communication with particular focus on the studied topics

- the Japanese writing systems, including about 500 kanji

- the central parts of Japanese grammar

- trade central help agents, including it

- Japanese societal and Japanese culture that develops the student sense of the aesthetical dimension.

2.3 Supplementary

The students will not be able to meet technical objectives solely with the use of the nuclear material.

The additional substance which perspectives and expands the core, language knowledge and awareness, and skills further develop the ability to profile, including the principles of text analysis and text interpretation.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from the tight learning-driven learning to the more and more student-driven learning.

Eleven must, as soon as possible, obtain an element-specific communications skills that motivate other competencies to motivate us to create a basic, communicative skills. The Teacher is in this initial phase the central linguistic role model and thus the natural link between pupil and substance.

At the end of the process, the student must be capable of showing greater independence and the teacher is more of a greater degree of independence. the role of consulting.

The ongoing written work is not only a display of write skills, but supports the learning of grammatical skills, vocabable and numerical skill.

Eductioning is a natural dilactic principle throughout the process.

3.2 Types of work

Mundtligt

Decoded 101 studies are natural teachers and include regular listening and study training, systematic learning of retainers and grammatical practices ; structures, and targeted and systematic work with the order of words.

Through guided dialogues, the pupils achieve a basic communications skills that are further developed in freer dialogues and exonerate conversation based on the texts read. The text on the texts takes place at the beginning of the canvas, but now the students must be able to give an explanation of a text or a subject, and the end is the self-employed presentation of a text or a subject in Japanese.

There is systematic work with lookup, reading, translations, and textual understanding.

Project Work, both peculiar and multidisciplinary, are part of the process, but without the linguistic work being neglected.

Written Written

The written dimension Introducing very early. The students must quickly use the Japanese writing systems, both handwriting and on computer, and with elementary written drills.

After the initial phase changes the written work, the degree and degree of difficulty ascrising. The communicative competence is still a high priority, but it is also aimed at achieving all the professional objectives. In this context, intensive work and manual usage are worked intensively, and the students are used to utilise all IT capabilities.

3.3 IT

It's an integral part of The Japanese class and included in all disciplines.

At the end of the process, it is natural for presentation and presentation in the class, and in interdisciplinary cooperation.

3.4 Congames with other subjects

Japanese A is covered by the general requirement for interaction between the trade unions and is part of general study preparation and general language understanding.

In and after the background, Japanese naturally cooperates with Danish and other languages.

Japanese collaborating with a wide range subjects, in particular language-humanistic, socieal and artistic.

In larger cross-disciplinary projects with a written dimension, Japanese touch with the other languages and arts and a series of other subjects, such as History and social studies, and the artistic arts. Such projects are written in Danish.

4. Evaluation

4.1 Continuous Evaluation

Already in the beginning classes test the students are continually tested by the teacher and by itself using the CD-ROM and IT-based global training and grammar programs and the teacher is also testing the students using small written tasks that address specific language issues.

Greater completed flows are evaluated targeted and forward-looking for teacher and pupils in community.

The current evaluation of the teacher will include both the pupils ' weak and strong pages and focus on the areas the trainee shall devote special attention to.

4.2 Trials

There is an oral and written test in the file.

The written test

Japanese A ends with a written test on the basis of a centrally submitted task set.

The duration of the test is 5 hours. 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.

Based on a Japanese text material, supplemented with image material, test in read and scrapping skills ; Text understanding, translation from Danish to Japanese, and free written language skills.

The oral sample

A tripartitioned oral test will be held on the basis of a text material for the presentation of one of the major texts or one of the studies that has been studied, an unprocessed prosatecal test ; to a degree of approximately 1 normative page from one of the larger texts or one of the last half of the proceedings which have not been drawn up by the diplomat, as well as an excipial body of approximately 20 minutes. (1) (1) (1) (1) (1) (1) (1) (1) (1) on general topics.

The topics that form the basis for the test need to cover the technical objectives and the nuclear material.

The time of termination is 30 minutes per hour examiner and, including censorship.

The presentation text material at around 24 hours before the beginning of the examinations. For the rest of the material being drawn at the beginning of the test, a preparatory period of 30 minutes shall be given. During the preparatory period, the examination 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.

Part of the sample consists of the translation of the text of the text into Danish.

Part of the second part consists of the presentation of the finale of the pre-towed text or topic material and a conversation in Japanese on the content of the presentation.

Part 3 consists of reading a small number of lines as the final examination the preparation time itself has chosen from the beginning of the sample by the beginning of the sample and a shorter, an additional call in Japanese on the text.

The time of extermination is divided between the three parts, so that the first part amounts to five minutes, the second part of which accounts for approximately 5 minutes. Fifteen minutes and the third part around. 5 minutes.

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

4.3 Assessment criteria

For tests, in which the tests are assessed. the extent of the examiner's performance meets the technical objectives set out in 2.1.

At Written test ,

class="Liste1Nr"> read-and text understanding with appropriate remedial help

- formulation capability in different message situations in an essentially correct Japanese

- autonomy in relation to the post.

There is a single overall character based on a holistic view of the examination of the examiner's response.

At oral test , particular attention is paid to :

- intelligible and natural pronuntates and intonation

- alment and text-related vocabable vocabable, statement building, and expression skills in a reasonably well-formed Japanese

- lookup and understanding translation of text portions

- presentation and text understanding

- overview and perspectives.

There is a single character on the basis of a holistic performance of the examiner's performance.


Appendix 20

Japanese B selection subject, June 2008

1. Identity and purpose

1.1 Identity

Japanese is a skill class, sciences and cultural subjects. Its range is the Japanese language and in its extension knowledge and understanding of culture and social conditions in Japan.

1.2 Objectives

Japanese B gives elevaders insight into it Japanese language and the Japanese world. Through linguistic knowledge, the pupils are able to provide communications skills, verbal, as well as in writing, curriculate, and awareness of the language of the Japanese language and the language of languages. Through insight into the Japanese world, students develop their sense of the aesthetic dimension, and they gain knowledge and basal understanding of Japanese culture and social relations and basic intercultural competence that goes beyond it. well-known Northwestern European world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the main content of single, counted standard Japanese

- pronouns single standard Japanese understandable and natural

- read and understand adapted texts, fiction literary, as well as non-fiction literary, and easier, unadapted texts

is used by a vocabable vocabable vocabable voter to communicate in Japanese on everyday relationships, and to study topics and texts

- use the central form of formulas and statement building in an understandable and single cohesive Japanese speaking language

- on an elementary level of understanding they studied topics based on knowledge of Japanese culture and social conditions, as well as show basal intercultural competence

- write Japanese on your computer as well as in hand and express in writing in a single, but reasonably correct Japanese.

- utilise the relevant assistiptides

- will use the language acquisition and understanding of other cultures.

2.2 Kernestof

Core

- pronuns, intonation and reading

- texts by different types, which highlight key aspects of Japan's culture and social conditions

- sound and image media as support for listening and reading understanding, speech-and a write skills

- a basic vocabinal and idiomatik, which the students need in conversations on everyday topics and on the subjects of subjects

- a basic knowledge of the Japanese writing systems, including about : 250 kanji

- the most central parts of Japanese grammar

- trade's most central help resources, including IT

- Japanese social conditions and culture that develop the sense of students of the aesthetic dimension.

2.3 Supplementary

Deliveries will not be able to meet the professional target alone using the nucleus.

The additional substance that perspectives and expands the core is language knowledge and awareness, and skills that develop the ability to profile, including the most elementary principles of text analysis and text interpretation.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from the tight learning-driven learning to the more and more student-driven learning.

Edeliveries must as soon as possible be achieved as a basic communitiable competency, which seems motivating to the acquisition of all other skills. The Japanese teacher is in this initial phase the central linguistic role model and thus the natural link between pupil and substance.

At the end of the process, the pupils must be capable of showing greater independence. However, the teacher is still an active player in the continuing training of the communicative competence, including the linguistic correctness.

Ongoing writing is not only on paper but also to support grammatical learning. skills, vocaberrary and numerical skill.

Education Differentiation is a natural, logical principle throughout the process.

3.2 Work Forms

Mundable

The scale of the starting classes is natural the faculty and includes regular listening and study training, systematic learning of retainer and grammatical structures, as well as targeted and systematic work on the order of business.

Through controlled dialogue and interloculations at the beginning phase the pupils shall achieve an elementary communications skills, which further develop in freer dialogues and free discussion.

After the initial phase, the communicative competence is still given priority, but dialogue and conversation are now complemented by more and more. text-based disciplines, particularly the reference and characteristic. A daily scheme of words must continue to be built up and kept at the same time.

In the text reading, work is done systematically with lookinity, reading, translation, translation and text understanding.

Conversation of The texts are often at the beginning of the teachers, but the pupils must gradually gain the skill of taking on a certain independent initiative in the conversation.

Written

Written Dimension Introducing very early. The students must quickly use the Japanese writing systems, both in handwriting and on computer, and with small written exercises to support the communications skills.

After the initial phase, the written procedure shall be withdrawn ; work as support for the oral dimension. Work with dictionary and handbook use, and the students are used to utilise all the IT capabilities of the professional.

3.3 IT

It is an integral part of the Japanese education and contempous in All disciplines. The initial phase of CD-ROM or network-based websites is already used. Later, the students must learn to use gloaching and other language programs individually and differentiated and to use IT for Communications and Interim Information Search.

3.4 Collections with other subjects

Japanese B can naturally collaborate with Danish and other languages.

In the content area, Japanese collaboration with a variety of subjects, especially language-humanist, societal, artistic and artistic values.

4. Evaluation

4.1 Continuous Evaluation

Already in the initial classes, students are tested continuously by the teacher and by itself using the CD-ROM and IT-based global training programmes ; and grammar programs and the teacher will also test the students using a small written task that processes specific problems.

Greater completed flows are evaluated targeted and forward-looking by teacher and pupils together.

Teacher's ongoing evaluation includes both the pupils ' weak and strong pages and focus on the areas to which the students are to be particularly concerned.

4.2 Sample

There is an oral test being held on the basis of a text material of a degree, 1-1½ regular pages from one of the larger texts that have been reviewed in the class and a text of some kind of text. 2/3 normal side.

Extenmination time is approximately 24 minutes per test degree.

About Forty-eight minutes of preparation time. During the preparatory period, the examination must use all aid other than contact 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 sample is two-divided.

First part of the sample consists of translation into Danish of the first-third of the the text of the text and the minutes of Danish of the main features of the rest.

Part of the second part consists of a smaller number of lines selected from the towed text of the final text, the examiner's shorter oppotions in Japanese the towed text ; and a conversation in Japanese on the text.

The topics that are included in the case of the sample, together cover the technical objectives and the core.

The time of extermination is divided between the two parts, so that the second part amounts to at least 2/3 of the examination time.

The same unknown the test material may not be used at most for 3 exams on the same team.

4.3 Assessment criteria

At the oral test, the extent to which the performance of the examiner lives up ; for the professional objectives as defined in 2.1.

Particular attention is paid to :

- understandable views and intonation

- common and text-related vocabinator

- the communication capacity and the verbal expression of a single and comprehensible Japanese speaking language

- type-and translation skills and read-only in connection with the text of the text

- knowledge and ability to include relevant elements in relation to the studied topics.

There is a single overall character on the basis of a holistic performance of the examiner's performance.


Attachment 21

China A-selection program, June 2008

1. Identity and purpose

1.1 Identity

Chinese is a skill, knowledge and culture class. Its resurrection is the Chinese standard language (putonghua), which is mentioned and written in the People's Republic of China. In addition, the knowledge and understanding of languages, culture and social conditions in China and other areas with Chinese-speaking people.

1.2 Foraims

This is the purpose of the teaching of students to provide skills in Chinese language and language, understanding in Chinese language, social and cultural matters, as well as the necessary study skills to continue with Chinese-higher education.

The Linguistic skills include intercultural communications competencies with the main emphasis on oral expressions and to a lesser extent written expression. In terms of language, culture and social conditions in China, knowledge and understanding of Chinese linguistic, cultural and societal conditions, which enable the student to deal with the linguistic and social development of that country, are known and understanding. Modern China and the cultural shapes arising from this.

Finally, at A-level, the ability of the pupils must develop the ability of pupils to put kinesily-language texts into a larger interdisciplinary context.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must :

- could understand the root content of the counted Chinese mediate in writing.-(A) everyday communications about known, studied subjects

- could communicate in Chinese knowledge, studied subjects by speaking Chinese intelligible, using a basic vocabinal vocabinal vocabinal. the topics and texts and the use of central syntactic and grammatical forms, somewhat correctly in an uncomplicated, but understandable Chinese speech language

- could understand and perspectives study texts and topics about linguistic, cultural and social conditions in China, as well as showing basal intercultural skills

- could translate read and unread adapter literary as well as literary literary texts that do not create particular difficulties

- could write uncomplicated short texts in different message situations with Chinese characters using Chinese text processing and using font language basal instructions

- could use the relevant remedial resources

- could use the expertise

-

- acquisition strategies

- achieve intercultural understanding.

2.2 Kernematter

Core

- systematically and progressive training of pronunciation and intonation through pronunciation exercises, in particular the training of notes and the pronouncements of experience-wise noises

- systematically and progressive training of listener and spooky skills ; including the ability to enter into dialogue on and independently presentation of known, studied everyday topics

- systematically and progressive training of a partially active, partially passive vocabable vocabable vocabinal. 2100 key Chinese words

- media-based material as support for language learning, including listening understanding, literacy and talent of speech, as well as support for culture and societal understanding

- systematically and progressive training of an active font character in approximately 300 key Chinese scripts selected by typewriter radicals

- systematically and progressive training of a passive criterion of approximately EUR 1 000. 700 key font characters that can be recognized in texts, media and Chinese text processing

- apprentices in the form of dialogues as well as adapted literary and literary lyrites that illus cultural and societal conditions in modern China

- the central parts of Chinese grammar including basic syntax, complements, prepositions, as well as a basic knowledge of the use of aspects and statement articles

- different types of short and simple written tasks with the inclusion of appropriate IT, including Chinese text processing

- use of appropriate key help, grammar, and dictionaries, including IT-based programs

- inference in Chinese cultural and societal conditions to a degree that allows the student to understand and perspectives they studied texts and themes.

2.3 Supplementary matter

Edeliverne will not be able to meet the technical objectives solely through the core. The additional substance is deepening and outstretching the core material and extends the pupils ' professional horizons

Subtitles and Other Expanes, which are based on the kinesily-speaking world, including aesthetical terms as a film, images / art, music, dancing, and drama.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from a rigorous learning-managed learning into a more student-driven learning.

The target is from the outset to give the student elementary communications skills which motivate the further dedication of the other skills and competences. The Teacher is in this initial phase the central linguistic role model and thus the natural interface between pupil and substance. At the end of the process, the student must be able to show greater independence, and the teacher is more involved in the role of consulting.

The ongoing written work is not only aimed at writing skills, but supports learning and development. of the speaking language and vocabable.

Education Differentiates is a natural, logical principle throughout the process.

The teacher will brief the learner of the abovementioned Arctic principles and the objectives of the various elements in the instruction.

3.2 Work types

Mundtligt

Munding in the teaching are the professional progression.

After the initial education, the work is organized mainly by around a time of the beginning. 4 different topics and ensure that the professional targets are integrated into this work.

Work Forms and Methods will be varied and adapted to continuously the technical objectives that are being worked towards in the topic in question.

Education and the is organised with progression in the choice of forms of work, so that students gain competence and independence in work.

Focus on forms of work that develops the communicative skills of pupils.

Language understanding is ensured by the fact that the students hear speaking Chinese mediate through various media.

Working with Chinese culture and Chinese societal relationships are constantly being integrated into the work with the topics.

Written

The fondly pinyinsystem with toned marks is introduced from the beginning. Later, the Chinese scripting is slowly and systematically presented in particular to keep the students ' interests in the Chinese language. In addition, the learner learns a limited number of characters in the hand and in Chinese text processing.

Comm competence is still a high priority, but at the same time, it is determined to achieve the skills that are a required to be able to respond to the tasks of the final written test. In this context, brief written tasks will be worked, and the student is accustomed to dictionary use and use of all IT capabilities.

3.3 IT

It is an integrated part of the kinesil class and are considered from the first globe and character learning to the final test.

Already at the beginning of the initial phase, CD-ROM or network-based websites are used. Later, students will have to learn to use gloaching and other language programmes individually and differentiated and to use IT for communication. In addition, it is used to clarify cultural and societal conditions.

At the end of the process, it is natural for presentation and presentation in the class for cross-disciplinary cooperation and at the end of the process oral test.

3.4 Collect with other subjects

Chinese A is covered by the general requirements for interactions between the professional and are in general study preparation and general language understanding according to the provisions that apply to these flows.

Where possible, is a part of Chinese interaction 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

At the entry level and during the year an evaluation will be carried out in the form of screening or other individual tests to establish the individual student level and progression. In addition, in order for students to be able to assess their own knowledge of knowledge, self-evaluation studies must also be carried out.

4.2 Trials

There is a written and oral question ; test.

The written test

The basis of the written test is a three-part centrally placed task set. The entire task set is delivered at the start of the test.

The duration of the test is 5 hours. In the first hour, computer or professional assistance resources must not be used. After 1 hour, all responses are collected for the first part of the task set and then all auxiliary resources, including Chinese text processing systems, are used for the second and third part of the task set. Communicating with the outside world and the use of translation programmes, that is to say. software or network-based programs that can translate entire sentences and entire texts from one language to another is not allowed.

The first subtest is made of translation into Danish of 30 Chinese words written in characters and translation of 30 Danish words to Chinese characters. The Chinese words are selected on the basis of a pre-defined list of 300 Chinese words.

The second subtest consists of translation into the Danish of an unrecognized Chinese text. 300 characters written in characters with the transscriptionssystem pinyin. The text must not be allowed to cause particular difficulties.

The third subtest is written on a short list in Danish, a short text in the form of a letter, a message, a day book text, or similar in Chinese with characters.

The oral sample

There is an oral test being held on the basis of an examination procedure chosen and a known text material of a volume of approximately 5 minutes. 1 normal side. There must be no coinciding between the familiar text and the subject of the examination certificate for its presentation.

Text Materials and a list of training flows will be sent to a censor and approved by this prior to the test. maintenance.

The time of termination is 30 minutes per hour. examiner duck. Preparation of time for 1 hour. All remedies are permitted except 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 sample is two-part.

First part of the sample consists of the presentation of the examiner's presentation in Chinese of it self-selected subject with the use of notes and various forms of presentation material prepared in advance, and the examiner other forms part of a conversation with examiner on the subject of presentation.

Other part will take starting from the towed text and form a conversation between examiner and examiner, the subject of the text. In the course of the conversation, the exterminator and examiner may also include other texts or subjects from the study conducted.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 minutes. half of the examination time.

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

4.3 Assessment criteria

Assessment is an assessment of the extent to which the achievement of the examiner meets the professional goals specified in 2.1.

At Written trial :

- translation to munched Danish

- the formulation of a message situation in a comprehensible and reasonably grammatically correct Chinese

- correctly rendition of characters

- autonomy in relation to the proposal

prioritive the harmonious, Danish translation higher than the text-close translation. In the assessment of the wording, more emphasis is placed on the restraint of a varied and relevant character and vocabulator, as well as intercultural competences than in a language more accurately more correctly, to the extent to which it is dependent on the supplement ; and has a limited syntax and vocabable advice.

In addition, an overall understanding is given based on a holistic evaluation of the examination of the examiner's response.

For the oral test places the emphasis on :

- intelligible pronunciation with the emphasis on proper and clear pronunciation of notes

- general and embed-based vocabulating, syntax and expression skills on a comprehensible and reasonably correctly speaking Chinese language

- Presentation, textual understanding and intercultural skills.

In the assessment of the performance, there is a great deal of emphasis on pronouncing and vocabinaa. In addition, more attention is given to the fact that the examiner is able to communicate appropriately than in complete language correctness.

There is one character on the basis of a complete assessment of the performance of the examiner's performance.


Exhibit 22

Chinese B-Elements, June 2008

1. Identity and purpose

1.1 Identity

Chinese is a skill, knowledge and culture class. Its resurrection is the Chinese standard language (putonghua), which is mentioned and written in the People's Republic of China. In addition, the knowledge and understanding of languages, culture and social conditions in China and other areas with Chinese-speaking people.

1.2 Foraims

This is the purpose of the teaching of students to provide skills in Chinese language and language, understanding in Chinese language, social and cultural matters, as well as the necessary study skills to continue with Chinese-higher education.

The Linguistic skills include intercultural communications competencies with the main emphasis on oral expressions and to a lesser extent written expression. In terms of language, culture and social relations in China, knowledge and understanding of the country's linguistic, cultural and social conditions, which enable the student to deal with the linguistic and social development of the modern age, China and the cultural forms that arise from them.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must :

- could understand the root content of the counted Chinese mediate in writing.-as a day-to-day communication of known, studied subjects

- could communicate in Chinese knowledge, studied topics by speaking Chinese intelligible and using a basic vocabinal vocabinal. studied topics and texts

- could understand majored texts and topics about linguistic, cultural and social conditions in China

- could translate studied as well as literary literary, as well as professional literary texts that did not offering special difficulties

- could use the relevant remedial resources

- could use language acquisition strategies

- achieving basal intercultural understanding.

2.2 Kernestof

Core

- systematically and progressively exercise pronouns and intonation through pronunciation exercises, in particular the training of notes and opinions of the notable noises

- systematically and progressive training of eaves; and voice-reverence, including the ability to engage in dialogue and self-employment ; presentation of known, studied everyday topics

- systematically and progressive training of a partial active, partially passive vocabable vocabinal vocablepd. 1400 key Chinese words

- media-based material as a support for language learning, including listening understanding, literacy and talent of speech, as well as support for culture and social understanding

- systematically and progressive training of an active font character at approximately A hundred and fifty key Chinese characters

- systematically and progressive training of a passive criterion of approximately EUR 5 000. 600 central writings that can be recognized in texts, media and Chinese text processing

- apprentices in the form of dialogues and adapted literary and literary lyrites that illus cultural and societal conditions in modern China

- basic parts of Chinese grammar

- are using appropriate key assistance funds ; grammatics and dictionaries, including IT-based programs

- inference in Chinese cultural and societal conditions to a degree that allows the student to understand and perspectives they studied texts and themes.

2.3 Supplementary material

The deliverable will not be able to meet the technical objectives solely with the use of the nuclear material. The additional substance is deepening and outstretching the core material and extends the pupils ' professional horizons

Subtitles and Other Expanes, which are based on the kinesily-speaking world, including aesthetical terms as a film, images / art, music, dancing, and drama.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from a rigorous learning-managed learning into a more student-driven learning.

The target is from the outset to give the student elementary communications skills which motivate the further dedication of the other skills and competences. The Teacher is in this initial phase the central linguistic role model and thus the natural link between pupil and substance.

At the end of the process, the student must be capable of showing greater independence and the teacher is more of a greater degree of independence. the role of consulting.

The ongoing written work is not only a display of write skills, but supports learning and development of the voice language and vocabable.

Eductioning is a natural thing of a natural state principle throughout the process.

The teacher will inform the learner of the above the principles and objectives of the various elements of the teaching.

3.2 Workshapes

Mundtligt

Munding in the teaching stand, the professional progression.

After the initial instruction, the work is organized mainly through around a time. 3 different topics and ensure that the professional targets are integrated into this work.

Work Forms and Methods will be varied and adapted to the ongoing technical objectives that are being worked towards in the topic in question.

Education and the is organised with progression in the choice of forms of work, so that students gain competence and independence in work.

Focus on forms of work that develops the communicative skills of pupils.

Language understanding is ensured by the fact that the students hear speaking Chinese mediate through various media.

Working with Chinese culture and Chinese societal relationships are constantly being integrated into the work with the topics.

Written

The fondly pinyinsystem with toned marks is introduced from the beginning. Later, the Chinese scripting is slowly and systematically presented in particular to keep the students ' interests in the Chinese language. Additionally, the student learns to write a limited number of characters in the hand and in Chinese text processing, as well as the use of dictionaries, relevant manuals, and IT-based utiutians.

3.3 IT

It is an integral part of the kinesil class and is considered from the first glop and character learning to the final presentation at the exam.

Already at the beginning of the initial phase, CD-ROM or network-based studies are used websites. Later, students will have to learn to use gloaching and other language programmes individually and differentiated and to use IT for communication. In addition, it is used to clarify cultural and societal conditions.

At the end of the process, it is natural for presentation and presentation in the class for cross-disciplinary cooperation and the oral examination by other subjects of an oral examination by other subjects of language, cultural, intercultural and historical matters is included in the language of other subjects

where possible, in a collection of Chinese. 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

At the entry level and during the year an evaluation will be carried out in the form of screening or other individual tests to establish the individual student level and progression. In addition, in order for the students to be able to assess their own knowledge-based knowledge, self-evaluation studies must also be carried out.

4.2 Preview

There is an oral test being held on the basis of one. of the examination procedure, and a known text, written in Chinese characters with a degree of approximately 5 minutes to the extent of the goods in the first place. 1 normal side. There must be no coinciding between the familiar text and the subject of the examination certificate for its presentation.

Text Materials and a list of training flows will be sent to a censor and approved by this prior to the test. maintenance.

The time of termination is 30 minutes per hour. examiner duck. Preparation of time for 1 hour. All remedies are permitted except 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 sample is two-part.

First part of the sample consists of the presentation of the examiner's presentation in Chinese of it self-selected subject with the use of notes and various forms of presentation material prepared in advance, and the examiner other forms part of a conversation with examiner on the subject of presentation.

Other part will take starting from the towed text and form a conversation between examiner and examiner, the subject of the text.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 minutes. half of the examination time.

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

4.3 Assessment criteria

Assessment is an assessment of the extent to which the performance of the examiner meets the technical objectives specified in point 2.1.

When the assessment is evaluated,

- understandable views are understood Weight on correctly pronouns of toner

- alment and embed-related vocabulating, syntax and expression skills in a comprehensible and reasonably correct Chinese voice language

- presentation and text understanding

- pronouns and vocabable.

Additionally, more attention is given to the fact that the examiner is able to communicate appropriately than language correctness.

There is a single total character on the basis of a holistic impression of the performance.

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Appendix 23

Cultural understanding B-election subject, June 2008

1. Identity and purpose

1.1 Identity

Cultural understanding is a humanist subject, and the profession has touch interfaces to the community-science professional group. Cultural understanding is about the fact that all people are part of a relationship where they take part in cultural meanings production. Fake cultural understanding is dealing with how culture is produced and reproduced, and it covers what the role of culture is for ourselves and for others. The Fame is concerned with cultural expressions, identity breeding as a cultural process and provides tools for meeting and understanding cultures.

1.2 Purpose

Purpose Cultural understanding is that the pupils develop their ability to communicate both inside and across cultures. Through the work of cultural processes, the opportunities for committing themselves in a world characterised by cultural diversity are encouraged. Finally, the pupils must develop their knowledge and understanding of cultural change.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- should describe and analyze different cultural expression

- account for issues related to communication across cultures

- explain the complexity of interaction between cultures

- reflecting on yourself and own values as a result of a culture historical process

- formulates its own ability to act on a cultural development

- account for different cultural theories

- use different cultural theories in a specific context

- is doing one cultural analysis within a nearer defined problem field

- disseminating cultural analytic issues, starting with their own or other materials.

2.2 Kernestof

Core :

- cultural expression shapes in time and space

- cultural comparability, synchronous and diachronously

- interactions and transforms communication across cultures

- integration, assimilation and segregation

- national and global

- majorities and minorities

- identity creation as a result of a cultural and historical process

- ethics, morals and culture

- theories on culture and identity

- Cultural analytic terminology

- cultural analysis and cultural survey methods.

The teaching is organized to work with eight courses in which the main weight in each course of events, be added to :

- cultural theory

- Culture meeting

- non-Western culture

- cultural comparison

- cultural development

- cultural identity

- the national and the global

- European and non-European culture.

2.3 Supplementary matter

The students will not be able to meet professional objectives solely with the use of the nuclear material. The additional substance must be chosen so that, in cooperation with the core material, it shall include the technical objectives. The additional substance is deepening and perspectives in perspective. The supplementary matter consists mainly of current issues related to the profession.

3. Subtitle

3.1 Didactik

Subsitions in the profession must take place as a interaction between theory and empiri.

Subview the teaching of deductiveness by the organization must be theoretical matter subsequently applied to the reality of issues. The emphasis must be placed on the use of inductive methods, in which the students themselves formulate issues, collect and process material and present the results.

3.2 Work Devices

The teaching is organized with progression so that the pupils are increasingly reflecting on the choice of material, theory and method. The forms shall be exchanged within and between the different flows. The main focus must be placed on elevational work.

In one of the flow, a culture analysis is based on self-collected material.

3.3 IT

The education is organised in the interest of the IT application for information-searching, material collection and presentation.

3.4 Collected with other subjects

When cultural understanding acts as Student course of study, it forms part of interaction with other humanist and social scientifics on international and intercultural issues.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical objectives. An evaluation shall be carried out after each course of action so that the pupils are given a clear view of the professional opinion and the development thereof. The evaluation shall also form the basis for an individual and common reflection on the yield of the instruction.

4.2 Preview

The oral test shall be held. The school selects one of the following two test forms :

a) Mundable sample on the basis of a theme and an unknown material. The sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 30 minutes. A two-hour period of preparation is given.

The examination forms as a conversation between degrees and examiner examination.

A sample material may not be used in three examinations on the same day and not by the following :

(b)

b) Munding on the basis of the examination of the final material and a number of questions and a number of questions. The sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 20 minutes. A 40-minute preparatory time is given.

The Exmination is two-shared.

First part consists of the examination's presentation of its collected material complemented with detailed questions from the examiner. The second part acts as a conversation between degrees and examiner, starting from the unknown material.

The time of extermination is shared equally between the two parts. The examination shall be assessed only on the verbal performance of the verbal performance.

A sample material may not be used at most by three examinations on the same day and not on the following degrees of qualifications on the same team.

4.3 Assessment criteria

In the assessment is part of how high the examiner is able to meet the subject's objectives.

Empysis on the examiner's :

- overview of the content elements of the specialist

- the ability to view a given problem position as a whole

- skills in applying a culture analytical conceptual device

- skill in disputing and disseminating a professional problem.

There is a total character from a complete assessment.


Exhibit 24

Cultural understanding C-election, June 2008

1. Identity and purpose

1.1 Identity

Cultural understanding is a humanist class that has touch interfaces to the community-science professional group. Cultural understanding is about the fact that all people are part of a relationship where they take part in cultural meanings production. Fake cultural understanding is dealing with how culture is produced and reproduced, and it covers what the role of culture is for ourselves and for others. The Fame is concerned with cultural expressions, identity breeding as a cultural process and provides tools for meeting and understanding cultures.

1.2 Purpose

Purpose Cultural understanding is that the pupils develop their ability to communicate both inside and across cultures. Through the work of cultural processes, the opportunities for committing themselves in a world characterised by cultural diversity are encouraged. Finally, the pupils must develop their knowledge and understanding of cultural change.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- identify and describe cultural expression

- account for different material types based on selected cultural theories

- reflecting on your own and others ' values as a result of a cultural process

- apply the relevant cultural theory with a view to intercultural comparison

- presents a cultural analytic problem based on its own collected material.

Core

Core

- cultural expression shapes in time and space

- theories of culture and identity

- Cultural analytic terminology

- arts meetings

- culture compare

- the national and the global

- interactions and intercultural interactions

- cultural exploration methods.

The education is organized in four courses where the main weight of each course of action is taken, respectively :

- cultural theory

- Culture meeting

- non-Western culture

- cultural comparison.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely through the core. The additional substance must be chosen so that, in cooperation with the core material, it shall include the technical objectives. The supplementary matter consists mainly of current issues related to the profession.

3. Subtitle

3.1 Didactik

Subsitions in the profession must take place as a interaction between theory and empiri. Subtitles by the Organisation of the Subway, the theoretical substance shall subsequently be applied to the reality of the issues. The emphasis must be placed on the use of inductive methods, in which the students themselves formulate issues, collect and process material and present the results.

3.2 Work Devices

Education is organized with progression in the selection of forms so that the pupils are increasingly reflecting on the choice of material, theory and method. The forms shall be exchanged within and between the different flows. The main focus must be placed on elevational work.

In one of the flow, there must be a material collected through its own field studies.

3.3 IT

The education is organized as part of the fact that it is part of the information search, material collection and presentation.

3.4 Collected with other subjects

When cultural understanding acts as Student course of study, it forms part of interaction with other humanist and social scientifics on international and intercultural issues.

4. Evaluation

4.1 Continuous Evaluation

After each run, an evaluation is carried out so that the pupils are given a clear view of the professional position and the development thereof. The evaluation shall also provide the basis for the individual and common reflection of the yield of the instruction.

4.2 Preview

The oral test shall be held. The school selects one of the following test forms :

a) Mundable sample on the basis of an unknown 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 20 minutes. 40 minutes of preparation is given. The examination forms as a conversation between degrees and examiner examination.

A sample material may be used in three examinations on the same day and not at the following degrees on the same team.

b) Mundable test on the basis of the examiner's own field studies, partly an unknown material and a number of questions. The sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 20 minutes. 40 minutes of preparatory time is given.

The exam is two-part. The first part shall include a presentation of the examiner ' s field studies complemented with detailed questions from the examiner. The second part acts as a conversation between degrees and examiner, starting from the unknown material.

The time of extermination is shared equally between the two parts. The examination shall be assessed only on the verbal performance of the verbal performance.

A sample material may not be used at most by three examinations on the same day and not on the following degrees of qualifications on the same team.

4.3 Assessment criteria

In the assessment is a part of how high the examiner is able to meet the subject of the subject. The emphasis is placed on the examiner's :

- ability to demonstrate overview of the content elements of the specialist

- ability to perspectives a given problem position for the overall

- ability to use relevant professional arguments

- skills in disputing and communicating a professional issue.

There is one character based on a overall assessment.


Appendix 25

Latin C selection program, June 2008

1. Identity and purpose

1.1 Identity

Latin is a language and culture class. On the basis of major Latin texts and Roman archaeological material, it deals with Roman culture and the world of imaginary. In Latin, the ancient culture has lived on from the Roman Empire to the present, and Latin has long since been Europe's common language when it has communicated internationally in the fields of literature, science and religion.

Latin opens therefore, for a first-hand knowledge of European culture and its foundations.

1.2 Foraims

Through the work of major Latin texts, insights in Roman culture are achieved, its relationship with Greek culture and its significance for the later European tradition.

' in the basis of European culture helps to enable the students to understand their own cultural identity and see themselves as part of the wider international community, both linguistic and culturally. This insight creates an understanding of other cultures with a different story and other values.

The thorough work with the text, where attention is always needed for understanding of the whole and the other way round, gives them the right to know. Students good study habits and make them study-competent. The Latin English class strengthens linguistic imagination and provides a system that is effective for the processing of Danish and for the entrancing of foreign languages.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- translate easier Latin originallylyriders to Danish using remedies as a dictionary, grammar, and parallel translation

- setting the texts into their historical, societal and cultural context and relate to their importance in European culture

- identify and identify commonly available Latin individual forms from the knowledge of tribes and buoys and use this morphological knowledge in a syntactic analysis of Latin phrases

- utilise linguistic observations in an understanding of the text

- to identify key words and concepts in the Latin texts, and recognize them as a foreign word and loan words in others languages, including science languages

- apply the language knowledge they have obtained in Latin to describe and analyze the language and languages of the Danish and foreign languages

2.2 Kernestof

Core :

- Easier Latin originallylytexts from the period before approximately 150 e.Kr.

- Roman history, community, and culture

- Latin morfology and syntax to the extent that the text takes up to the

- basic Latin vocabable

- Latin in the European languages.

2.3 Supplemental matter

Edeliverne will not be able to meet the technical objectives solely through the core. The supplemental substance in Latin is deepening the Latin text and puts them into a wider perspective.

3. Subtitle

3.1 Didatactic Principles

IN THE INSINA, IN THE INSINA, IN THE INSINA, IN THE TINTES OF THE DILTINTES After a possible starting-phase, the texts are read in the intestals, which are sufficient to give a representative impression of work or author. The texts are read mainly from the period before 150 AD, at least three authors must be represented. The text reading forms the basis for the work of Roman culture and its importance in the culture of Europe. In the linguistic work, emphasis is placed on the fact that the students are dedicated to a method which they can use to translate.

3.2 Work Forms

In the teaching process is part of the process varied forms of work. Although the emphasis is in the early stages of language learning, the cultural fabric is already involved from the outset, and it is exploited both in the work of the culture fabric and with the learning of grammar.

3.3 IT

The students have to be acquainting with resources for the classic fields on the Internet and must learn to use Web-based tools for the text reading and to find and evaluate additional material.

When In the form of a 2 or 3-year-old secondary education, the profession is covered by the general requirements for interactions between the trade unions and are part of stx in general study preparation and general language understanding according to the provisions that apply to these paths.

4. Evaluation

4.1 Ongoing Evaluation

Education and the benefits of this student will be regularly evaluated. The evaluation shall apply to a greater extent than the real substance.

4.2 Sample

There is an oral test being held in a long group preparation. 24 hours and a short individual preparation in 24 minutes. The Exmination Time is 24 minutes per hour. examiner duck. The Teacher shall composite groups between 1 and 4 after consultation with the students and after the examination plan has been published. Each group is drawing up an unknown original text to some of the original text. 1 normal page selected among the authors of the read text. For example, by short texts, poetry or letters, several texts can be included in the question. The texts must be of the same writer. The language and content of the text must be of a nobility so that it provides a suitable basis for assessment. The text must be provided with a freer translation into Danish supplemented by up to 3 pages of translation, which puts the Latin text into its context. The text also appears, with a short introduction, which shows the pupils in the text, including the author and the work of writing. Any linguistic phenomena which the students have not met and whether or not only difficulties may be found in the dictionary.

The Extermination is individually based on a text piece of not more than 1/3 normal page selected by the examiner and taken from the text given to group preparation. The text pieces, one for each examiner, shall be allocated for examination between the contestants of the group at lodtwits. In the short, individual preparation, the examination must use dictionary and grammar according to their own choices. Only the notes prepared under the individual preparation must be included in the examination process.

The examination will form a conversation between examiner and examiner with possible involvement of the centre. Read, translations, language analysis and content understanding. The entire examination text is translated. The Committee of Experts must explain the text of the text and put it in the context of the entire text and the relevant parts of the substance the team has worked on in the teaching. Exminator shall designate the statement (s) to be analyzed by language. Experminator shall ensure that all four disciplines are involved.

4.3 Assessment Criteria

To assess the extent to which the performance of the examiner lives up to the professional qualifications target specified in 2.1.

The assessment is given in the assessment that the examiner :

- translating independently over the printed translation

- transl&s the entire text (all word) to a correct In Danish, which respects the grammatical constructs of the Latin text

- on the basis of its morphological knowledge, identify and identify commonly used individual forms and indicate lookup options

- can use morphological insights in syntactic analysis

- can justify the translation in linguistic analysis

- can give examples in the text piece on how Latin contributed to the European order tax

- can make the text of the text slice

- can set the text in an appropriate context and in one major culture historical perspective.

There is one character from a holistic evaluation of the performance of the examiner's performance.


Appendix 25

MarkedCommunications C-election, June 2008

1. Identity and purpose

1.1 Identity

Markets Communications is a social scientifically subject that includes knowledge in sociology, consumer behaviour, target group selection, communications, and Marketing strategy and planning. The Fame provides insight into the company's ability to communicate to customers and other stakeholders through the use of various kinds of market communication. Market communications concern itself with the organization's planning of communication to the outside world.

1.2 Objectives

Through the teaching of market communication, the students must develop their ability to reflect reflecting to the company ' s market communication. It is also intended to promote the ability of students to work with market communication, taking into account the strategy of the undertaking and the market opportunities. Finally, the students must develop their ability to work on basic issues relating to market communication by using the theory's theory in a reality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students, both at national and international perspective, could :

- account for your company's communication to the overall strategy

- use knowledge of market communications and business partners to discuss your business communications strategy

- use knowledge on the company's communication platform to discuss and prepare proposals for campaigns

- use insights on media and communications to discuss content and design a message

- design and analyze media schedules

- account for use of power measurements.

2.2 Kernematter

Kernechemical is :

- integrated market communications

- communications strategy

- communication parameters

- communication platform

- communication targets

- creative strategy

- advertising resources and media

- media plan

- power measure.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone using the core. The additional substance includes the current substance on market communication, which takes perspective and deepening the technical objectives relating to content and the design of campaigns. The additional substance shall be of a degree equal to approximately 5 000. 15%. of the overall training period.

3. Subtitle

3.1 DidaArctic Principals

Education is organized with the basis of current and authentic issues, with concrete campaigns being analyzed from one holistic approach. The teaching must, as far as possible, involve the students ' experience of experience. The theory of market communication is involved in order to create structure and understanding.

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

The emphasis is placed on the creative part of the subject in the development of the content and presentation of campaigns.

3.2 Work Shapes

The training is organized with variation and progression in the selection of forms of work. This training includes work with drills based on specific and authentic campaigns, so that the students are able to acquire skills in market communication.

Education is organized with at least one longer continuous cohesive. period, corresponding to at least 10%. of the overall training period. The process shall be organised in such a way as to promote the ability of students to demonstrate professional skills in the field of market communication, and so that their ability to discuss and assess issues relating to communication with the use of the professional competence is carried out ; theory in an evolve and international context is developed.

3.3 IT

The teaching is organized while it is part of the tool. In the case of casework and longer continuous procedures, the teaching of the students must be given in the interest of access to electronic communications platforms and the Internet.

3.4 Collections with other subjects

When the profession is used as a study program, it has a interaction with a humanist in terms of international or intercultural issues, as well as creative strategy. The profession also forms part of a professional interaction with social scientifically around the company's communications platform.

4. Evaluation

4.1 Continuous Evaluation

Through individual guide and evaluation will deliver the students along the way in a clear understanding of the level and development of the professional opinion including activities which stimulate individual and joint reflection on the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Trials

The oral test will be held. The coil shall choose one of the following two test forms :

a) Mundable sample on the basis of an unknown text material of some extent. 2-3 normal pages without supporting documents and a number of questions. The sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 30 minutes per. examiner duck. 60-minute preparatory time is given. The examination forms as a conversation between degrees and examiner examination.

A sample material may be used in three examinations on the same day and not at the following degrees on the same team.

b) Mundable test on the basis of one of the examiner's selected cohesive education flow and an unknown text material of a 1-2 normal page size. 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.

The time of the examination time is approximately 30 minutes per. examiner duck. There are 30 minutes of preparatory time. The Exmination is two-shared.

First part consists of the examination process of the examination process complemented by in-depth questions from the examiner. The second part is based on the unknown text material and form a conversation between examination and diploma.

The extermination time is divided equally between the two parts.

A sample material may be used up to a maximum of : by three examinations on the same day and not on the following day (s) on the same team.

4.3 Assessment Criteria

In the assessment is part of how high the examiner is able to meet the objectives of the subject. The exterminator must include :

- structuring and intermediate fabrics

- demonstrating the ability to include theory when creating promotional proposals

- demonstrate understanding and embroisese professional issues

- discuss and assess issues within market communications with the application of the profession ' s theory in a sense of realisation and international context.

There is one character from a holistic assessment.


Appendix 27

Material Technology C-Election, June 2008

1. Identity and purpose

1.1 Identity

Material Technology is a technical subject that processes the choice of materials for constructions and products that use material technology for consideration. for quality, economics, environment and resource conditions. The Faget is experimental and can be part of a interaction with particularly science and technology subjects.

1.2 Purpose

Material Technology contributes to the overall purpose of education. The student reinforces its preconditions for higher education in the technical field and can relate to material technological solutions in the outside world. The objective is also to allow trainee to gain insight into material technology issues, including in the interaction with the scientific and technological fields, and experience in combining theory and practical work.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- set up various materials and their typical properties of nano, micro-and meter scales

- make a concrete assessment of a given material and chemical properties

- make an appropriate choice of material for a given use

- will make ready for appropriate manufacturing, processing and join methods

- make material testing on selected materials and make ready for the factors that affect the test.

2.2 Kernematter

Core is :

- materials metal, including light metals and ceramic materials, plastics, composites, wood, etc.

- atomic-, molecular, fiber, and crystal structure for selected materials

- properties of value for selecting materials for a given task, including environmental aspects, and overview over

- manufacturing methods for selected materials

- a row of work-and join methods

- different common materials test methods.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely with the use of the nuclear material. The additional substance to deepen, perspectives and procreate new dimensions, and includes the scope of nuclear material, has a degree of approximately EUR 20 000. 20%. of the professional training period of the professional. The additional substance collects the profession and is chosen so that, in cooperation with the core material, it facilitates the development of the professional goals, perspectives and develops areas from the core and supports the practical dimension of the industry.

3. Subtitles

3.1 Didatactical principles

Using the primary education principle primarily works the pupils with the theory that is used for the solution of a given Problem position. The instruction is as a interaction between the theory and the students ' self-employed experiments on the basis of technical issues.

3.2 Work Forms

Education organise so that different types of work are used, including a case in which there is an example the whole material technology is being joined together. A progression is ensured in such a way that the student can work independently and critical with demarcated issues, both practical and theoretical. Emphasis is placed on the students ' self-employed experimental work.

The deliverable works with the written dimension of the profession and the oral dissemination in central parts of the substance.

In the case, the case is exposed ; material characteristics, material choices, the environment and manufacturing, processing and join methods, and material testing of one or more products. The work methods used in the casen form the background of a final task.

Written tasks are being drafted with increasing progression.

The final task will be added to the oral test.

The final task is submitted to the school. For this purpose, the student or group of up to 4 persons shall choose an object or a system of objects that are reviewed with respect to material choices. The methods used in the teaching shall be based on the methods used. In connection with the solution's solution, minor experiments / tests will be carried out. The task must be able to form the basis of the annual report and must, if appropriate, be the reason for the oral test.

3.3 IT

In the training to be included, software must be used for the purpose of the oral test ; data collection, simulation and visualization with a view to enhancing the professional level of students as well as their general IT competence.

3.4 Collections with other subjects

elements involved of mathematics and science subjects. The teaching can be interact with the science and technology subjects.

4. Evaluation

4.1 Continuous Evaluation

The performance and total performance of the performance of the students will be assessed on a continuous basis. The assessment is a comprehensive assessment of the professional opinion and work performance of students

4.2 Sample

Mundable test on the basis of the final assignment of the examiner ; locally, cf. section 3.2. A list of the task formulations of final tasks of the final tasks of the examiners shall be sent to the censor in advance of the test. The final task before the test is not corrected and commented on by the teacher / examiner test.

The time of termination is 24 minutes. No preparation time

Examination is based on the presentation and presentation of his final task, supplemented by one or more prepared questions from the examiner. The Committee shall then act as an in-depth discussion, which may include topics in the whole of the professional and supplemental material.

4.3 Assessment Criteria

The assessment is a assess the extent to which the achievement of the examiner meets the professional objectives set out in 2.1. Weight is placed on :

- the presentation of the professional content of the task in relation to the professional goals

- ability to demonstrate overview above the business

- response to detailed and supplementary questions to the task in relation to the professional objectives.

There is one character from a holistic assessment of the examiner's verbal performance.


Appendix 28

Multimedia C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Multimedia are all forms of interactive media, i.e. information and communication systems which make up many different digital materials and where user interaction is central.

Multimedia appeal to multiple senses, and can be executed on a broad spectrum of Platforms. At the centre of the business, theories are about and practical use of information technology, communication theories, and aesthetics for analysis and production of interactive media.

1.2 Foraims

The deliverable must be able to analyze and evaluate interactive media from a technical, commutive and aesthetic point of view and be able to design and make less multimedia productions oriented towards different situations and target groups. In addition, they must be able to participate actively and competently in the global network community.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must :

- were able to design and analyze interactive media from knowledge of communication, genre and target group and knowledge of narrability and performing arts

- could apply the principles of layout, fonts, colors, audio visual composition, and hypertexture structure by design and analysis of interactive media

- could use a selection of tools that can be used for multimedia production

- should be familiar with the environment and opportunities for interaction that characterises interactive media and specially distributed media, where this includes event-driven interaction, small interactions and various types of animations

- atop a basalt knowledge of the architecture of the Internet and the conditions which it creates for : net-based multimedia

- knowledge of database-supported content management

- could organize and implement production flows during the use of methods of concept generation and design, storyboard and prototype production, and modeling, navigation and structure

- could implement implementation, testing, and evaluation ; Interaction.

2.2 Kernestof

Core

is :

- communications models, including target groups, message, and instruments

- interactive media history, genres and narratios

- visual design, including layout, colors, graphics and image composition

- audio design, including speech, sound effects, entertainers and dialogue

interactivity, including event-driven interaction and interactive responsiveness

- hypertext and hypermedia, including structure mechanisms, rhetoric, and navigation

- infrastructures, including client-server architecture for web and storage media for distribution

- representation and transportation of data, including, formats, compression and bandwidth

- databases and media-dependent data presentation, SQL, XML, and stylesheet.

2.3 Supplementary matter

The students will not be able to meet professional objectives solely with the use of the nuclear material. The supplementary matter exemplifies and perspectives the nuclear material. The core matter includes concepts at a general level, and the supplementary matter is made out of concrete examples where these concepts are applied.

3. Subtitle

3.1 DidaArctic Principles

The organization is organized as a interaction between theory and practice where the practical work of the students with their own projects is supported with it ; the theoretical bases necessary and complemented by analyzing existing interactive productions.

Education must, as far as possible, be centered on the pupils ' own activities and learning through the creative process, which characterises the production of interactive media.

It is a traverse tracts that the learning happens at a interaction between the work with practical examples and theoretical matter. This includes :

- analytics for interactive media (with focus on various elements)

- practical design of individual elements of interactive media

- the design and manufacture of a total production.

3.2 Work Forms

A wide variety of working methods. The creative project work is characteristic of the profession and must be part of a interaction with the other forms of work.

The theoretical knowledge is obtained partly through the students ' own activities, partly through the form of teacher review, student body and discussion of the theoretical substance.

As part of the education, two project flows are carried out. In each of these procedures, the students make an individual or in groups an interactive media production.

The Project Expiration is currently documented in an e-space, i.e. a network-based collaboration tool. The documentation must include, inter alia, the task description, the description of the work process, task solution, materials used. The E space is also used for communication and for reflections of process and product.

Activities and contents of the e-room are commented on by the teacher by the principal's instructions.

3.3 It

Fake is in itself a part of information technology, and the use of it is the basis of the profession. This includes the use of equipment and software for production, distribution and presentation.

For documentation of own multi-media productions, an e-space, which at least has the ability of asynchronous, text communications and file sharing.

3.4 Congames with other subjects

Feet communications and mediating core material open to interaction with all other subjects.

The technical basis for interactive media involves a shared professional area with computer science, mathematics and physics.

4. Evaluation

4.1 Continuous Evaluation

For drills and projects are made clear what professional goals are to be achieved through the exercise / project, and the evaluation is based on this.

Edeliveries practical work and the dissemination of this is the basis for the ongoing evaluation of their understanding of the theoretical content of the professional and their ability to use this in practice.

Eb-rums-based assessment the documentation of the projects is also used in the ongoing evaluation.

4.2 Preview

School selects for the individual team one of the following two test forms.

Specimens a : Mundable test on the basis of a task, an interactive media production or part of such a

Experation time is 30 minutes. Preparation time is given at approximately EUR 5 000. 3 hours in which the examiner individually or in a group of up to 3 people prepare a synopsis for the task solution.

Synopsis provides the basis for the individual oral sample, which forms part of a presentation of the synopsis, on the other hand, a subsequent discussion, where also professional elements from the lesson in addition to what is included in the synopsis, shall be included. In this conversation, the synopsis can also be set in relation to the examiner's own productions.

Trial (b) : Mundable test on the basis of a task that designates a professional theme.

Eksaminationage is 30 minutes. Preparation time of 1 hour.

The relationship consists of 2 parts :

- A statement for and conversation about how the theme can be related to and perspectives

- A statement for and conversation about the theoretical aspects of the theme, which may be used partly from the teaching and, on the other,, to be able to be involved in new material.

4.3 Assessment Criteria

Only the examiner's performance during the oral examination is used as the basis for the assessment. The performance must be assessed in relation to the content of the subcommittee and, in particular, the practical work carried out by the examiner's production of multimedia. In the assessment, more attention shall be paid to the control of the examiner ' s control of the areas that have been included in education than in detailed knowledge of the areas addressed at a general theoretical level.

The assessment expresses the extent to which the performance of the examiner meets the technical objectives specified in 2.1.

Empyable emphasis on the examiner :

- displays the ability to apply and reflecting on aesthetic elements in an interactive media production

- displays the ability to analyze and implement the communitive aspects of an interactive media production

- displays the ability to structure an interactive media production

- demonstrates an overview of the various options for materials and elements in an interactive media production, and that there is a confidentiality of individual selected materials / items that are displayed the examiner other specifically worked with

- is demonstrating an overview of and practical knowledge of the individual activities in the production of an interactive media production

- demonstrates an ability to relate to, how user interaction can be useful

- shows an understanding of different options for deploying and producing an interactive media production.

There is one character of an overall assessment.


Appendix 29

Organization C-selection program, June 2008

1. Identity and purpose

1.1 Identity

Organization is a social scientifically subject that includes knowledge within organizational structures and processes, including management in organizations. The Fame provides insight into the ability of management and staff to adapt the organisation taking account of developments in the international community.

Organization deals with organizational decisions and behaviour in interaction with the outside world.

1.2 Objectives

Through education in organization, the students must develop the ability to relate to internal organizational relationships and the organization as one dynamic unit in a interaction with the surrounding society. Through education, the ability to work with organizational issues through the use of organizational theory in a reality and international context must be developed by means of its own development.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for organizational schools in a historical perspective

- discuss and evaluate issues surrounding an organization's structures and processes

- use knowledge about internal organizational collaborators to discuss and assess issues

- team and project management, team and project management

- discuss and assess skills development in an organization

- use knowledge the well-being, motivation, and management to discuss and evaluate an organization's management processes.

2.2 Kernematter

Core

- organizational schools

- designing organisations

- teaming and team management

- projtorating and project management

- skills development

- well-being, motivation, and management.

2.3 Supplemental matter

Edeliverne will not be able to meet the professional goals alone by using The core. The additional substance is currently organizational matter, which is in perspective and deepening the professional goals of the structures and processes of the organisation with the outside world. The additional substance shall be of a degree equal to approximately 5 000. 15%. of the professional training period of the professional.

3. Subtitles

3.1 DidaArctic Principles

You organization work with current and real-life issues, as concrete organizations are analyzed from one holistic approach. The teaching must, as far as possible, involve the students ' experience of experience. Organizational theory is involved in order to create 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.

organizational issues are assumed from both the individual and the organization approach. The organizational theory class includes primary qualitative models, but quantitative models for the description of specific organizational relationships are included.

3.2 Work Forms

The class is organized with variation and progression in the selection of forms.

The training includes work with drills based on specific and demarcated organizational issues so that : the pupils atop skills in organizational models.

Subtour is organized with at least one continuous period 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, so that their ability to discuss and assess organizational issues with the application of the professional theory in a reality and international context is developed.

3.3 IT

The teaching is organized while it is part of the tool. In the case of case work and longer cohesive courses, the teaching of the students must be given access to electronic communications platforms and the Internet.

3.4 Collections with other subjects

When the profession forms part of the study program, it has a interaction with other subjects of international or intercultural issues. Furthermore, in the context of organizational, management and personnel design and development and related issues relating to business policy, the trade in social scientifically or science subjects is included in organizational, management and personnel design and development, as well as in connection with issues related to business policy.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical objectives. Through individual guidance and evaluation, the student will reach a clear understanding of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection on the basis of the professional opinion, including the development of the professional opinion, including the development of the professional opinion. the yield of the teaching.

4.2 Trials

An oral test shall be held. The school selects one of the following two test forms :

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

The time of the examination time is approximately 20 minutes per hour. examiner duck. A 40-minute period of preparation is given.

The examination forms as a conversation between diploma and examiner.

A sample material may be used in three examinations on the same day, and not at the following :

b) Munding on the basis of one of the examiner's selected cohesive training courses and some unknown material of the same text. 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.

The time of the examination time is approximately 30 minutes per. examiner duck. A 30-minute preparatory period is given.

The Exmination is two-shared.

First part consists of the examiner's presentation of a cohesive education flow complemented by exterminating exams from the examiner. The second part is based on the unknown text material and form a conversation between examination and diploma.

The extermination time is divided equally between the two parts.

A sample material may be used up to a maximum of : by three examinations on the same day and not on the following day (s) on the same team.

4.3 Assessment criteria

When assessing the degree of examination, the degree in which the examiner is capable to meet the subject of the subject.

The agent must be able to :

- structuring and intermediate fabrics

- formulates the professional argument

- demonstrating professional skills

- discuss and assess organizational issues with the application of the expert's theory in a reality and international context.

One character is rendered from a comprehensive assessment.


Appendix 30

Programming C selection program, June 2008

1. Identity and purpose

1.1 Identity

Programming includes the methods and techniques used to obtain programmable devices to perform scheduled actions. The Fame has a practical dimension, with programming of simple components and demonstration of more complex technological systems. The profession is a technical subject of emphasis on experimental and innovative processes. The FFs are collaborating with other information technology subjects.

1.2 Objectives

The Faget contributes to students's study skills by developing the ability to logically and systematically think and by develop special IT skills which can be used in other fields of training and in the further training context. This option contributes to the primary purpose of education by providing students with a background to examine and describe simple processes and process data and information with programming.

Fame supports the opportunities of students to act in the world's high-tech world.

2. Fact objectives and professional content

2.1 Fagable Targets

The students must be able :

- account planning for a computer activities, including interaction with environment

- differentiate between different programming language and programming environments and their use

- Reading simple applications and account of their behavior

- correcting and customizing simple applications

- apply existing threads and library modules in the work of programing a working system

- demonstrates creativity and systematics in the programming process

- account for the application of different programming publications and programming tools

- solving a simple problem position through the development of a program.

2.2 Kernestof

Core

- programming language

- elements of the programming language building, such as data and control structures

- application rules from which they behave application's individual items

- programmers interaction with environment

- threads and library modules

- workflows in the programming process

- abstract programming descriptions and documentation.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone the help of the nuclear material. The additional substance amounts to 20%. of the training period and must be selected so that :

- includes the achievement of the professional goals

- supports the application of interdisciplinary application programming

- shows current trends in the business area.

3. Subtitle

3.1 DidaArctic considerations

Education centres on experimental issues of ascending severity. The form of education shall be differentiated in such a way as to make all students develop in the course of education. It is exchanged between introductional and overplumber, experiments, drills and projects, starting with the technical assistance of the trade.

3.2 Work Forms

The view is based on the student ' s working day and technology that contains programmed functions. The emphasis is placed on the fact that the student may describe the function of the programmers in normal languages and achieve a natural approach to translating these functions into a programming language.

Education is being performed so that the student will be presented for at least one programming language. A primary programming language is selected as the basis for the instruction. Sampling programmes and the development of the understanding of the programming language are carried out by experimenting with variants of simple programs.

Differentiates and exchange variations in translation-creating flows and project training. The education form promotes a progressive progression of both content and self-sufficiency in the problem resolution. Project reports are drawn up, including an examination project. The project has a degree of equivalent to 20 hours of training. The project consists of a product and a report. The report shall describe the development of the finished product. The report shall have a maximum of 15 pages.

The project will be prepared within the framework of project proposals submitted by the school. The other person shall draw up a project description approved by the school when the description is sufficiently professional and level relevant.

Together with the project, the examiner will deliver a synopsis that briefly describes the product and documentation. The return date must normally be within one week before the beginning of the examination period.

3.3 It

Fake is implemented with the extract use of IT tools for experimentation, testing and the preparation of documentation.

Programming tools that can automatically generate documentation and testing, as well as other information technology tools are included as needed.

The Internet is used as instructions for search-instructions, guides, samples, threads and library modules with compliance with copyright rules and documentation requirements.

3.4 Collections with other subjects

Fake collaborating with subjects that can benefit from programming techniques. The students can draw up projects, including the exams project, as part of a project in a different subject.

4. Evaluation

4.1 Ongoing Evaluation

The student must have ongoing feedback about their professional level in relation to the specified targets. The evaluation will be based on the students ' daily work performance. This is done in the light of a thorough evaluation of tasks and projects in such a way that the pupil has a clear response in its professional and independent development.

4.2 Preview

be conducted a project test with written report and associated oral test, cf. section 3.2.

Before the oral part of the sample, the school sends a copy of synopsis for censor. The examiner and censor shall be discussed before the oral part of the test the subject of examination of the examiner. The report before the test was not corrected and commented on by the teacher.

The time of termination is 24 minutes. No preparation time

Examination is based on the presentation and presentation of the project, supplemented by one or more prepared questions from the examiner. The appraisal shall then act as a perspective for the whole of the material and supplemental material.

4.3 Assessment Criteria

Assessment is an assessment of, in the extent to which the performance of the examiner lives up to the professional goals set out in 2.1.

The skill set for the examiner's ability to :

- constructing simple applications

- application threads and library modules and documenting their usage and origin

- documenting applications so that they are understandable

- go from analysis of a given problem position to set a solution

- account for the work process that has led to the solution

- reflecting on how to use The problem position could otherwise be resolved.

There is one character on the basis of a holistic assessment of the verbal performance of the examiner's oral performance.


Appendix 31

Psychology B-Elec, June 2008

1. Identity and purpose

1.1 Identity

Psychology is the science of how people senses, think, learn, feel, act and develop universally and during the life of life. Scientific psychology is using natural sciences, social sciences and humanist methods, and the results of research are used in many different contexts to the understanding of man. The historical background of the Faget contains philosophical and scientific training.

Psychology in high school education includes newer research and education in social psychology, development cology, the areas cognition and learning, identity and identity.

1.2 Objectives

Phased Psychology contribute to the overall objective of education by the pupils being given knowledge in the scientifically subsuted Psychology and methods of psychology. The objective is to obtain the ability to analyse and reflect on psychological aspects of both professional and general character and competence in dealing with psychological theories, their admissions and explanatory statement. Psychology is part of professional interaction with natural sciences, social sciences and humanities, and thus contribute to a holistic understanding. Psychology contributes to the development of competencies that enable the pupils to reflect on their own study practice and to cooperate with others. Similarly, through psychology, they are given better opportunities for understanding and respect for people's diversity on the basis of personal, social and cultural factors, which help to make them competent to navigate in a changeable and globalized world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- demonstrate an in-depth knowledge of the professional metabolic areas, mainly in relation to the normal-functioning human

- statement and critical relate to key psychological theories and concepts and could put them into a historical cultural event context

- select and apply psychological insights on specific issues and current substance and could take a critical view of these on a professional basis

- incorporating various perspectives for the explanation of psychological reasons issues, including placing psychological theory in a theoretical framework of science

- demonstrates knowledge of the research methods of the specialist, including discussing ethical issues in psychologically ; research, and could differentiate between daily life cology and scientific knowledge ; Based Psychological Intelligence

- demonstrates knowledge of how knowledge is generated in psychology, and on that basis themselves be able to design and implement minor forms of field studies, including presenting and dealing with the results of using a methodical conceptual framework

- assess the impact of historical and cultural factors in relation to people's behavior

- disseminate psychological knowledge in writing and orally with a professional conceptual framework, in a clear and accurate manner

- perspectives the contribution of psychologists to both the humanist sciences such as nature and sociesciences.

2.2 Kernestof

Kernestof :

Social Psychology

- group sychological processes and social impact

- interpersonal communications

- social cognition, including stereotypes and prejudice

- cultural psychology.

Development Spacing

- human development in a lifetime of perspective, including the meaning of heritage, environment, and culture

- caring and family importance for development, including the importance of vulnerability versus resilience.

Cog-based and Learning

- psychological, social and cultural content for learning, intelligence, motivation and memory

- the perception and significance for man's understanding of the surrounding world.

Personality and Identity

- even, identity and personality

- individual differences in the lifestyle and management of challenges, including work, stress and coping.

2.3 Supplemental matter

Edeliverne will not be able to meet the technical objectives solely through the core. The complementary substance in psychology, including any interaction with other subjects, must outlook and deepen the core and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives described below ; 2.1.

Depending on the profile of each training profile, the additive, together with the core material, shall be organised in such a way as to contribute to the realisation of the purposes of the educational purposes. There may be a question of weighting :

- the practices and usage-oriented

- work and business-related perspectives

- scientific and methodical conditions.

Core must be built with at least one of the following areas : health psychology, mental dysfunction, neuropsychology, athletic psychology, mediepsychology, work and organizational psychology, human-machine psychology, pedagogical psychology, forensic psychology.

3. The organisation

Subsitions shall be arranged in such a way as to ensure that the students achieve a holistic and coherent understanding of the psychological conditions in which the teaching is to be included. The teacher shall be responsible for the organisation of the notification and that it is carried out in varying forms and learning spaces.

3.1 Didatactical principles

The guiding principle of the organisation is a thematic lesson in which all the sub-areas of the core material are exposed to the end of the notification. The deliverable must be ensured in the content and form of the subcommittee, and they must be supported in their independence and accountability through the use of a wide range of educational and learning forms. These and the meagutive aspects of the profession must be included in such a way that they are instrumental in developing personal and social skills based on a professional basis, as well as study skills need to be developed through work on critical thinking and interaction with other subjects.

3.2 Work Forms

The training is organized for variation and progression. Variations must be varied between teachers-centred and student-centric forms of instruction and exchange between inductive and deductive principles, including project-oriented forms of work.

Everything by possibility is established there to the practical world. Various media and information technologies are involved.

Education must include at least one major product-oriented project work in which the pupils will be in a technical position, including in a professional problem, reading of the original texts and by means of the implementation and processing of small types of field studies.

3.3 IT

It is natural as a tool in teaching and learning, including in form of Internet-based knowledge search and dissemination. The teaching must include the use of and professional positions for different forms of IT-based programs with psychology-skilled content.

3.4 Collections with other subjects

Psychology subject to the general requirements for interactions between the trade unions and are part of the general study-preparation / study area according to the provisions applicable to these events. To the extent, interplay with other subjects is possible, multidisciplinary learning is set up. The area of fabric of the trade causes natural touch surfaces to all classes, which are in different ways dealing with human beings, and cooperation with other subjects gives the ability to deepness and greater insights into the overall contribution of the respective professional ;

4. Evaluation

4.1 Continuous Evaluation

The purpose of the ongoing review is to ensure the quality of education, as well as strengthen the learning of each student. The current evaluation shall also show the professional skills of the pupils in relation to the competences of the competences described in 2.1. At the same time, the current evaluation provides the ability to support the trade union and nitive aspects.

Evaluation is carried out several times during the course of the instruction in writing or oral form. It must be ensured that, at the end of the notification, different types of evaluation have been used.

4.2 Trials

There is an oral test being held, as the school selects one of the following two test forms :

a) Mundable sample on the basis of an unknown attachment material selected by the examiner. The certificate must bear a caption, accompanied by a summary thematic description, and the annexes shall be the length of the preparation path. The test material shall be sent to the censor and approved by this prior to the test of the test.

The time of examination is 30 minutes per hour. examiner duck. A minimum of 3 hours of preparation time is provided for the preparation of a synopsis. If the school has determined that the preparation can take place in groups, the examiners shall select whether they will be prepared in group or individually.

The examination takes the basis of the presentation and presentation of its examiner's examination ; synopsis, supplemental with detailed questions from the examiner. In addition, examination of the examination as a conversation between examiner and fins.

b) shall be tested on the basis of a known theme with unknown attachment material selected by the examiner. The question of the certificate must bear a title indicating the known theme and the appendix must be the length of the preparation path. The test material shall be sent to the censor and approved by this prior to the test of the test.

The time of the termination is 30 minutes. A minimum of 24 hours of preparation time is provided for the preparation of a synopsis. If the school has determined that the preparation can take place in groups, the examiners select whether they want to prepare for group or individually.

The sample is two-part.

Part of the test consists of the examiner's other. presentation and presentation of its synopsis, supplemented by an in-depth question from the examiner. The second part acts as a conversation between the examination and examiner.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 minutes. 1/3 of the examination time.

4.3 Assessment Criteria

The assessment expresses the extent to which the performance meets the technical objectives described in 2.1.

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

- describe the given problem psychologigizable

- analyzing by using psychological theory and method

- assess the value of the psychological theoris / theories / theories of explanation value and limitations

- perspectives psychological issues

- relate to method issues

- structuring and disseminate psychological knowledge using a professional conceptual framework

- are part of a professional dialog.

A character is given out of one overall assessment.


Appendix 31

Psychology C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Psychology is the science of how people senses, think, learn, feel, act and develop universally and during the life of life. Scientific psychology is using natural sciences, social sciences and humanist methods, and the results of research are used in many different contexts to the understanding of man. The historical background of the Faget contains philosophical and scientific training.

Psychology in high school education includes newer research and education in social psychology, development cology, the areas cognition and learning, identity and identity.

1.2 Objectives

Phased Psychology contribute to the overall objective of education by the pupils being given knowledge in the scientifically subsuted Psychology and methods of psychology. The objective is to obtain the ability to analyse and reflect on psychological aspects of both professional and general character and competence in dealing with psychological theories, their admissions and explanatory statement. Psychology is part of professional interaction with natural sciences, social sciences and humanities, and thus contribute to a holistic understanding. Psychology contributes to the development of competencies that enable the pupils to reflect on their own study practice and to cooperate with others. Similarly, through psychology, they are given better opportunities for understanding and respect for people's diversity on the basis of personal, social and cultural factors, which help to make them competent to navigate in a changeable and globalized world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- demonstrate a wide knowledge of the professional metabolic areas, primarily in relation to the normal-functioning human

- statement, as well as critical, to critical psychological theories and concepts

- select and apply psychological insights to specific issues and currently active substance and may take a critical view of these on a professional basis

- is a knowledge of the fact that various perspectives can be used to explain psychological issues

- demonstrates an elementary knowledge of the research methods and ethical issues of psychological research and to distinguish between daily psychology and scientific knowledge-based psychological knowledge

- assess the impact of cultural factors in relation to human behaviour

- disseminate psychological knowledge with a professional conceptual concept in a clear and precise way.

2.2 Kernematter

The core material is as follows :

Social Psychology

- group sychological processes and social impact

- interpersonal communications

- social cognition, including stereotypes and prejudices.

Development cology

- human development in a life-long perspective, including the meaning of heritage, environment and culture

- care and family importance for development, including the importance of vulnerability versus resilience.

- psychological, social and cultural content for learning, intelligence, motivation and memory

- the importance of the perceptions and thinking to man's understanding of the world.

Personality and Identity

- even, identity, and personality

- individual differences in the lifestyle and management of challenges, including : work, stress and coping.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The complementary substance in psychology, including any interaction with other subjects, must outlook and deepen the core and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives described below ; 2.1.

Depending on the profile of each training profile, the additive, together with the core material, shall be organised in such a way as to contribute to the realisation of the purposes of the educational purposes. There may be a question of weighting :

- the practices and usage-oriented

- work and business-related perspectives

- scientific and methodical conditions.

3. The organisation

Education shall be arranged in such a way as to ensure that the students achieve a holistic and coherent understanding of the psychological conditions in which the teaching is to be included. The teacher shall be responsible for the organisation of the notification and that it is carried out in varying forms and learning spaces.

3.1 Didatactical principles

The guiding principle of the organisation is a thematic lesson in which all the sub-areas of the core material are exposed to the end of the notification. The deliverable must be ensured in the content and form of the subcommittee, and they must be supported in their independence and accountability through the use of a wide range of educational and learning forms. These and the meagutive aspects of the profession must be involved in such a way that they are instrumental in developing personal and social skills based on a professional basis, as well as study skills need to be developed through work on critical thinking and, interaction with other subjects.

3.2 Work Forms

The training is organized for variation and progression. Variations must be varied between teachers-centred and student-centric forms of teaching, and they must be exchanged between inductive and deductive principles including the possibility of projected forms of work.

Everything by possibility is established there connectivity to the practical world. Various media and information technologies are involved.

3.3 IT

It is natural as a tool in education and learning, including in the form of Internet-based knowledge search and to dissemination. The teaching must include the use of and professional positions for different forms of IT-based programs with psychology-skilled content.

3.4 Collections with other subjects

Psychology subject to the general requirements for interactions between the trade unions and are part of the general study-preparation / study area according to the provisions applicable to these events. To the extent, interplay with other subjects is possible, multidisciplinary learning is set up. The area of fabric of the trade causes natural touch surfaces to all classes, which are in different ways dealing with human beings, and cooperation with other subjects gives the ability to deepness and greater insights into the overall contribution of the respective professional ;

4. Evaluation

4.1 Continuous Evaluation

The purpose of the ongoing review is to ensure the quality of education, as well as strengthen the learning of each student. The current evaluation shall also show the professional skills of the pupils in relation to the competences of the competences described in 2.1. At the same time, the current evaluation provides the ability to support the trade union and nitive aspects.

Evaluation is carried out several times during the course of the instruction in writing or oral form. It must be ensured that, at the end of the notification, different types of evaluation have been used.

4.2 Trials

There is an oral test being held, as the school selects between the following two test forms :

a) Mundable sample on the basis of an unknown attachment material selected by the examiner. The question of the certificate must bear a headline and be accompanied by guidance subquestions. The sample material that is fit for the selected preparation time is sent to the censor and approved by this prior to the test of the test.

The time of examination time is 24 minutes per hour. examiner duck. 24 or 48 minutes of preparation is given.

The examination forms as a conversation between diploma and examiner.

(b) Mundable test on the basis of a known theme with unknown attachment material selected by examiner. The question of the certificate must bear a title indicating the known theme and the appendix must be the length of the preparation path. The test material shall be sent to the censor and approved by this prior to the test of the test.

The time of the termination is 30 minutes. A minimum of 24 hours of preparation time for the preparation of a synopsis.

The sample is bipartitioned.

The first part of the sample consists of the presentation and presentation of its synopsis, supplemented by deprecating the examination question from examiner. The second part acts as a conversation between examination and examiner.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 minutes. 1/3 of the examination time.

4.3 Assessment Criteria

Assessment is an assessment to what extent the performance of the examiner lives up to the professional goals set in 2.1.

The attention is given to the fact that the examiner can :

- describe the given problem in psychology professionally

- analyzing by means of psychological theory and method

- perspectives of psychological issues

- structuring and disseminating psychological knowledge using a professional conceptual framework

- part of a professional conceptual framework

- is part of a professional dialog.

There is one character from a comprehensive assessment.


Appendix 33

Religion B-selection program, June 2008

1. Identity and purpose

1.1 Identity

World religions are central to fatigued religion, and of these are Christianity mandatory.

On scientific, non-confessionary background describes and means the religions and their central phenomena in relation to individual, group, society, culture and nature.

Fame treats the origins of religion, their historical development, their current form and their own. Story of the story. The perspective of the world is global. The role of religion for European and Danish ideas of ideas and identity is given special attention.

Work is primarily worked on texts. In addition, another documentary material is included.

1.2 Objectives

Through the profession, students gain knowledge and understanding of religions. They shall have an insight into the coherence and voltage fields within the individual religions between religions and in the relationship between religion and society.

The deliverable achieves understanding of their own and others on the basis of religious or secular traditions and dedicate to the conditions for taking into account and acting in relation to the challenges that religions constitute in a modern national and global context.

Finally, the facin of the profession contributes develop student competence in the field of professional excellence and the self-employed use of religious professionals ; theory and method.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- state the central pages of Christianity and Islam and Buddhism, including the formative, historical and contemporary figures of those religions

- account for religious phenomena such as myth, basic narrative, cosmology, ethologies, ritual, epiphany, teachings and ethics

- is using professional terminology

- characterizing, analyzing, and perspectives, texting and other documentaries

- interpreting and evaluating religious views and issues both from religious self-understanding as from secular, including religions, perspectives

- formulate on essential issues concerning. the relationship between religion and modern, secular society in a global context

- formulating ethical issues

- account and apply religious theories

- analyze and evaluate a longer, complex religious or religious professional text

- autonediously prepare and respond to a professional or multi-disciplinary questions ;

Core

Core

- Christianity viewed in the global perspective, particularly in its European and Danish appearance ; The work incorporates texts from the Old and New Testament, texts from the history of Christianity, and contemporary texts

- Islam is seen in the global perspective when it is involving its European and Danish people ; context ; in the work it includes texts from the Koran as well as concurrent texts

- Buddhism or Hinduism, including texts from its origin and from the present

- religions central phenomena and religious terminology ; and method

- religious scientific theory

- headmaster read : a longer text of religious or religious character.

Edeliverne will not be able to meet the technical objectives solely through the core. The additional substance of the profession must include, inter alia, in the interaction with other subjects, both perspectives of the core and expanding the professional horizons so that the students can live up to the dimensions specified in 2.1.

It should be read on a further 1-2 topic ; these may be either ethically or religious philosophical, a well-defined religious subject, or consist of 1-2 religions (s) of their choice.

3. Subtitle

3.1 Didatactic Principes

The approach to the phenomenon of religion is in the starting point twice. On the one hand, the selected religions are treated as unique cultural and historical formations, each with their specific identity and problems. On the other hand, religion is treated in a religious phenomenon, as a cross-cultural dimension, with perverts and issues.

Training time is used for around time. 30%. in the case of Christianity.

The technical overview of the students is strengthened by a brief overview of the world religions, which puts the individual religions into a world history and geographic context.

The most important approach to the work of the subject is the work on texts. These include both classic and representative texts, which are read intensively, and broader posts, scrapping and information from the Internet. There is also a longer text (approximately 20%). 30 pages) of religious or religious professional character. In addition, other materials such as fares, architecture, cinema, films, observations from field work or field trips.

The approach to text and other material combines descriptive, interpretative and critical angles that allow both religions and their own shows of imagination come to their views.

3.2 Working Forms

Education is organized as a transfer between classes of class and different types of group work. At the end of the process, students, usually in groups, draw up a projection report (approximately EUR 20 million). 5 pages per person) with subsequent oral presentation. The project can be single or multidisciplinary and must be within the areas that have been worked with prior to the process.

To make the execution of activities such as field training and field work in the teaching.

It must be included in the instruction.

The Internet and other electronic media shall be involved as a source of religions and religious professional issues, including not least for image material.

Where a source critical is to be collected approach to the Internet. The students must be trained in assessing the relevance, intention, level and credibility of the source, including if the source illusions the fabric from within or from the outside.

3.4 Collections with other subjects

Religion in the training for the GED (stx) of the general requirements for interactions between the professional, including oldtime, and are part of general study preparation.

In the event of the fact that religion B is a study program, the selection of topics must be selected ; in particular the co-play of the other classes in the study.

through the interaction, the students ' understanding of the connection between religious issues and historic, societal, literary, ideary or ethical issues are encouraged by the student body. In particular, the development of the understanding of the relationship between religion and modern, secular society is the development of the eleveners in a global context. In addition, students are given the opportunity to use the concepts and methods of practical issues.

4. Evaluation

4.1 Continuous Evaluation

Through individual guide and evaluation, the student must in the process take a clear view of the level and development of the professional stance, including weak and strong points. At least once per Semester, an evaluation of the position of the student, working and active participation in the teaching.

4.2 Preview

There is an oral test to be conducted. on the basis of the project and an unknown text of not more than 2 normal pages, including : optionally other material, selected by the examiner, within one of the courses of study studied. The text shall be sent to the censor and approved by this prior to the test of the test.

The examination consists partly of a short presentation (approximately (5) minutes) and a discussion of the project report, and on the one hand and the discussion of the unfamiliar text.

The time of the examination time is approximately 5 million. 30 minutes per. examiner duck. Approbe some. 30 minutes of preparation time.

Examination as a conversation between diploma and examiner.

4.3 Assessment Criteria

When the assessment is being evaluated the extent to which the extent of the examiner's performance meets the technical objectives in 2.1.

It is given one character from a comprehensive assessment.


Appendix 34

Retorik C-Elec, June 2008

1 . Identity and purpose

1.1 Identity

The subject of the authority is the production and reception of intent-specific statements in relation to their communications situation. Retoric is a cultural profession, which is based on a historical Western tradition in the field of text production, in the most recent days, with the study of public arguments and dissemination. The authorizations are characterized by its association of theory and practice. It is normatively, because its theory is largely about good practice, that is to say, to a large extent. establish criteria on how to assess the quality and effect of arguments and intermediaries, and to determine the working methods used to produce appropriate expressions. The main activity of the flag is the creation of rhetorical theory and thinking, working with rhetorical practices and stodium of authentic oral and written statements.

1.2 Objectives

Retoric is a Education class. Through knowledge and awareness of the linguistic functions and situations of the language, the students acquire jurisdiction in rhetorical practice, thereby strengthening their ability to participate in a democratic society and to contribute to development and to contribute to development and development ; changes, both nationally and internationally.

Retoric is a field study. By working with the methods of rhetoric, students are aware of the academic work experience and experience of different forms of working and the multidisciplinary level, thereby strengthening their ability to work independently. to cooperate, in order to seek knowledge and in order to carry out higher education.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to produce oral and written arguments and disseminating statements which have been designed in a rhetorical sense. and language quality in relation to their genre and communications situation, and they must be able to take a rhetorical view of authentic arguments in the case of authentic arguments and conveyors. They must be able to :

- argues for a standpoint in a way that is suitable to convince

- disseminate professional knowledge in a way, it is appropriate to interest and provide information

- demonstrates their experience and understanding of a statement by reading

- analyzing and evaluating the quality and effects of authentic statements

- Giving constructive amendments to authentic expressions

- use basic rhetorical concepts of production and reception of authentic statements

- understand the functions and power that statements can have

- understand the role of the rhetoric in relation to democracy, the rule of law and information society.

2.2 Kernestof

Kernematerial is authentic, non-fictional, oral, and written comments with arguments or meditating function.

In work with statements, focus on :

- the communications situation of communications situations, including sender, recipient and context

- function, genre and appropriateness

- rhetorical argument

- rhetoric of appeal : logos, ethos and pathos

- the processing phases of the rhetoric : inventio, dispositio, elocutio, Memoria and actio

- the rational planning and work process principles

- principles of constructive criticism.

2.3 Supplemental

The deliverable will not be able to meet the professional goals alone using the core. The supplementary matter must be a matter of perspective and deepen the nuclear material, including, inter alia, in interaction with other subjects. In the supplementary matter, a course of action is taken in which Danish today's rhetorical practice is being taken to legal practice in a different culture or in another historical period.

3. Subtitle

3.1 DidaArctic Principles

The teaching is a continuous interaction between students studying authentic examples of oral and written statements that they are in fact : study rhetorical theory, and that they themselves communicate in different situations and get constructive criticism. It appears to a large extent in rhetorical theory and reasoning, based on rhetorical exercises and the practical experience of students.

Education is based on the different preconditions of the students by being differentiated, both in the case of types of practical drills and in terms of objectives with individual practical exercises. It weighs the practical and theoretical sides of the profession equitably and integrates the subject's oral and written pages and equip them equally.

Education focuses on constructive criticism on the qualities and opportunities for improvement, which is in the student's preliminary and finished statements.

3.2 Working Forms

The training must be organized to be exchanged between different forms.

Center in the legal service view, the oral and written of the students are the students ' utterances followed by constructive criticism. The constructive criticism is given orally in Master class, workshop, or in the form of individual guidance. The constructive criticism is also given in writing from pupil to pupil :

Students write a process report on their own production of an oral or written speech. The process report shall include a description of the communication situation, planning, work process, and reception of the reception of the statement.

Under the teacher's guidance, each student collects in its portfolio : drafts and manuscripts oral and written comments, written criticisms, procedural reports, and responses to theoretical and practical tasks that have been presented in the teaching process. The Portfolio is part of the ongoing evaluation of the position of the student. It forms part of the basis of the oral examination and must be delivered to the teacher before the end of the notification.

The discussion in the teaching is partly the complexity of the topics and genres that are worked with, and the work formulae. The emphasis is placed on the fact that students are going to have to work more and more independently in the course of the one year.

3.3 IT

It is included in the teaching by the students using computers :

- when editing and storing unfinished and finished statements

- for joint production and mutual constructive criticism

- when searching and storing appropriate sample material in electronic databases.

3.4 Collect with other subjects

Retoric is covered by the general interaction between the professional and included in general the study of study / study in accordance with the provisions applicable to these procedures. The organization of the students 'knowledge of the students' other subjects is to be included in the organisation of the election committee.

4. Evaluation

4.1 Continuous Evaluation

Each process evaluates that the pupils :

- are presenting oral statements

- presents written comments

- provides constructive criticism

- receives constructive criticism

- organizes their oral and written productions in each port folilo-app.

4.2 Trials

There is an individual oral examination by preparation time. Experation time is 30 minutes per hour. examiner and, and 60 minutes of preparation is given. The test material is selected by examiner, sent to the censor and approved by this prior to the test.

The sample is composed of two parts :

1) A theoretical subtestwhere there is a sample of the sample Questions to an unrecognized oral or written authentic expression, parallel to the statements made by the examiner have been involved in the teaching. The service that is provided in written form and possibly. in sound or image, must be up to three normal pages and must be accompanied by a real-life comment on the communication situation of the statement.

The exposition must take a position at most three rhetorical aspects of the statement and read a specified excerpt of the expression.

On the basis of the examination of the examiner's oral proposal to approximately 20 minutes. 6 minutes the examination will proceed as a professional conversation about the towed statement.

2) A practicable part testwhere the examiner should plan the content and the form of an oral or written statement of an argument or a mediating species. With reference to the gatelist of the pupils, the examiner formulates a realistic rhetorical communication situation to which the examination must plan the expression for purposes.

On the basis of the examination of the examination of the planning of The expression of approximately 5 minutes the examination will proceed as a professional conversation on the examination of the examination in connection with the planning process.

The Exmination Time is divided equally between the theoretical and the practical test.

Self Student abandons a portfoliomappe consisting of at least 5 products including :

- at least one draft / script for oral expression

- at least one draft / manuspt in writing

- a process report

Amongst the oral and written statements, there must be :

- at least one arguable statement

- at least one mediating statement.

4.3 Assessment Criteria

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

On the assessment of theoretical performance is attached to the fact that the examiner can :

- carry out a rhetorical analysis and assessment of a statement in a communications situation

- comment on the expression in relation to the role of the rhetoric in democracy, the rule of law and / or information society

- use conceptual conceptual structure of the rhetoric

- reading from the expression

- provide an oral presentation and enter into a dialog in a way that is clear and language appropriate.

When the assessment is practical performance is attached to the fact that the examiner can :

- account and motivate planning of a rhetorical appropriate statement

- account and motivate an appropriate form of a statement in a communications situation

- use the conceptual structure of the rhetoric to properly

- deliver an oral presentation and enter into a dialog in a manner that is clear and linguistic appropriate.

A single character is given based on a holistic evaluation of the theoretical and practical subtest. The two subperformance weighs equally weighted.


Appendix 35

Russian B-selection program, June 2008

1. Identity and purpose

1.1 Identity

Russisk is a skill subject, knowledge class and culture class. Its reposition is the Russian language and, by extension, knowledge and understanding of literature, history, culture and social conditions in Russia and other areas of Russian-speaking populations.

1.2 Objectives

Russian B must give the students insight into the Russian language and the Russian world.

Through linguistic insights, it achieves communicative competence, verbal as well as in writing, curricula, as well as awareness of the Russian language and the language of languages in general. Through insights in the Russian world, students ' sense of awareness is being developed for the aesthetic dimension, and they are well aware of and based understanding of Russian literature, culture, history and social relations, and basic intercultural competence that goes beyond over the well-known Northwestern European world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the main content of single, counted standard sossier

- pronouns single standard graspine understandable and natural

- read and understand adapted texts, fiction literary, as well as non-fiction literary, and easier, unadapted texts

is used by a vocabable vocabable vocabable which enables them to communicate in Russian on everyday relationships, and to study topics and texts

- use the central form of formulas and statement building in an understandable and simple Russian speaking language

- on an elementary level of understanding they studied topics based on the knowledge of Russian literature, culture, history and social conditions, as well as displaying basal intercultural competence

- Writing Russian on your computer as well as hand and expressing itself in writing in a single but correctly correct Russian language to voice language-gushing

- utilise the relevant excitable help

of the trade union

- will use the language acquisition strategies and understanding of other cultures.

2.2 Kernestof

Core

- pronouns, intonation and reading

- Beauliteral as well as non-fiction literary texts of different scopes, which highlight the key aspects of Russia's literary, cultural, historical and societal development

- audio and image media as support for listener, literacy, numberness, and write skills

- an active vocabable vocabable vocabarary. 1600 key Russian words

- the most central sections of Russian grammar

- listen-, literacy, and talent to engage in dialog

- trade's most central aids, including IT

- elementary knowledge of Russian social conditions, Russian history, culture and literature, which develop the sense of the student's sense of the aesthetic dimension.

2.3 Supplementary

The deliverable will not be able to meet the technical objectives solely through the core. The additional substance which perspectives and extends the core is linguistic knowledge and awareness, as well as competencies that further develop the ability to profile, including the most elementary principles of text analysis and text interpretation.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from the tight learning-driven learning to the more and more student-driven learning.

Edeliveries must as soon as possible be achieved as a basic communitiable competency, which seems motivating to the acquisition of all other skills. The Teacher is in this initial phase the central linguistic role model and thus the natural link between pupil and substance.

At the end of the process, the pupils should be able to show greater independence. However, the teacher is still an active player in the continuing training of the communicative competence, including the linguistic correctness.

Ongoing writing is not only on paper but also to support grammatical learning. skills, vocaberrary and numerical skill.

Education Differentiation is a natural, logical principle throughout the process.

3.2 Work Forms

Mundable

The Decimal Beginner Learning is naturally the learning regime and includes regular listening and study training, systematic learning of retainer and grammatical structures, as well as targeted and systematic work on the Chair.

Through controlled dialogue and interloculations in the initial system achieves an element of basic communicative skills, which develops in freer dialogues and acquisitions.

After the initial system takes priority, the communicative competence is still a highly commuted competence, but dialogue and conversation are now complemented by more text-based disciplines, particularly the reference and characteristic. A daily vocabulary must continue to be built and kept at the same time.

In the text reading, work is done systematically with the lookup, translation, translation reading and text understanding.

The text is in progress in the beginning is often learned, but the students must gradually achieve skill in taking a certain independent initiative in the conversation.

Written

The written dimension is very much introduced Early. The students must quickly start writing the Russian alphabet-both in handwriting and on computer-and with small written exercises to support the communicative skills.

After the initial system focuses the written work continues to reside on the rears which support the communicative competence. Work with dictionary and handbook use, and the students are used to utilise all the IT capabilities of the professional.

3.3 IT

It is an integral part of the Russian education and contemption of all disciplines from the first Alphabet learning. The initial phase of CD-ROM or network-based websites is already used. Later, the students must learn to use gloaching and other language programs individually and differentiated and to use IT for communication and item (s) information search.

3.4 Collections with other subjects

Where possible, is a Russian in interaction with other languages on subjects 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 Continuous Evaluation

Already in the initial classes, students are tested continuously by the teacher and by itself using the CD-ROM and IT-based global training programmes ; and grammar programs and the teacher will also test the students using a small written task that processes specific problems.

Greater completed flows are evaluated targeted and forward-looking by teacher and pupils together.

Teacher's ongoing evaluation includes both the pupils ' weak and strong pages and focus on the areas to which the students are to be particularly concerned.

4.2 Sample

There is an oral test being held on the basis of a text material with a scope ; Axis 1 normal page from one of the larger texts, or one of the issues that has entered into the classes and an enclobable text. 2/3 normal page.

The topics that form the basis for the test must also cover the technical objectives and the nuclear material.

The time of the examination time is approximately. 24 minutes per test degree.

About Forty-eight minutes of preparation time. During the preparatory period, the examination must use all aid other than contact 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 sample is two-divided.

First part of the sample consists of translation into Danish of the first-third of the the text of the text and the minutes of the Danish of the main features of the rest.

Part of the second part consists of reading a small number of lines selected from the towed text of the final text ; the examination of the examiner's shorter re-up on Russian ; the towed text ; and a conversation in Russian on the text.

Eksamination time is divided between the two parts so that the second part represents at least 2/3 of the examination time.

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

4.3 Assessment Criteria

When the oral test is evaluated the extent of the examiner's performance complies with the professional goals specified in 2.1.

It is being added in particular the weight of :

- understandable pronuns and intonation

- common and text-related vocabinal

- communication skills and verbal expression of a single and understandable Russian spoken language

- types and translation skills in connection with the first third and understanding of connection with the rest of the text of the text

- textual understanding and overview of the known celebrity text.

There is a single total character from a complete assessment of the performance of the examiner's performance.


Appendix 36

Spanish B selection subject, June 2008

1. Identity and purpose

1.1 Identity

Spanish is a skill class, a knowledge class, and a culture class that bases on the acquisition of communications skills. The central working area of the European Union is the Spanish language, partly as a means of communication in European and other international contexts, as a shortcut to the understanding of other languages and cultures. The workspace is language, culture and social conditions in the broadest sense of the Spanish-speaking countries.

1.2 Forums

Fade Spanish contributes to the ability to develop their ability to communicating in Spanish. The Fame brings insight into and understanding the essential aspects of Spanish-speaking societies and cultures, and increasing their communicative, intercultural and aesthetic consciousness. The Fame develops the pupils ' ability to use the foreign language as an entrance to understanding an alien world. Furthermore, through oral and written language skills, the students must develop their ability to communicate on people-related and general issues, as well as on social issues.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able :

- understand the main content of a clearly counted Spanish for known and general topics across a variety of media,

- participate in a conversation in Spanish for known as well as common topics,

- read and understand unprocessed Spanish-language text, both fiction, and case prosa,

- express written in Spanish in a single language of known and general topics

- understand and explain known topics in spanked-language topics culture and society,

- relates the acquired knowledge of community and cultural relationships in Spanish-speaking countries to own communities and cultural matters,

- will use knowledge of language learning in the work with Spanish and

- used toingual dictionaries and a Spanish grammar.

2.2 Kernestof

Core

- a basic general vocabable vocabable vocabable for use for oral communication

- a specific vocabable vocabable map to the selected topics

- The basic principles of the application and construction of the language, including elementary morphology, syntax, phontics, and pragmatics

- communication strategies in the studied topics

- modern texts that are to represent Spain and America

- historical and cultural events in Spain and America, which are relevant to studying topics

- key societal conditions in Spain and America

- simple written expression forms of the studied topics

- trade's central aids.

2.3 Supplemental material

Edeliverne will not be able to meet the technical goals by using the core alone. The supplementary matter consists of various societal, cultural and literary expressions from the Spanish-speaking areas. It must deepen and outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. Subtitle

3.1 DidaArctic Principes

The teaching in Spanish is based on the communicative principle, and as far as possible the organization is organized as far as possible. 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 students to acquire the knowledge of languages necessary to develop both oral and written communications skills.

Listening, literal and communication strategies must provide the students ; tools to be able to initiate and maintain communication. The training must integrate work with skills, strategies, language knowledge and content, where the student is a responsible language teacher. The teaching is as much as possible in Spanish. Coherent language requires a higher priority than linguistic precision.

3.2 Workshapes

Central to the training is the professional progression. After the initial instruction, the work is organized mainly through 3-5 items that together must represent Spain and America. The work of Spanish culture and Spanish social conditions are constantly being integrated into the work of the topics.

Work and methodologies are adapted to the technical objectives that are being worked towards in that particular subject. A variation of work forms that all focus on language learning through the acquisition of communications skills : listening understanding, intercourse, literacy, verbal statement and readability, so that the students develop Greater autonomy in the work. Glosals, linguistic and communications training exercises and lifts are part of all phases.

The whole of the course represents an integral part of the instruction. It is organized with progression so that it is supported throughout the language learning

3.3 IT

It's an integral part of the Spanish class, both as regards the content dimension. and the language skills. The content page is used for searching international information sources within the studied topics. In the work of the written and oral language, the use of type and presentation tools and interactive drills and training programmes.

3.4 Collected with other subjects

Where possible, Spanish is included 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 Continuous Evaluation

Running through the teaching process and at the end of each subject flow or project process evaluation of the five communications skills : listening understanding, intercourse, curriculum, verbal statement and readability, so that the pupils achieve a clear understanding of the level and development of the professional position, so that individual and joint Reflection of the yield of the subtour is strengthened. The basis for evaluation is the professional objectives :

Technical position of the students are evaluated along the way in the process by means of various forms of screening, oral and written studies, a dialogue between student, class and teacher, and assessments of the processes and products of the pupils, including the students ' self devaluation.

4.2 Preview

There is an oral test. The test consists of two parts :

1) Statement and deepen conversation in Spanish and text understanding, starting with an unknown, unprocessed spanish language of a degree of approximately 20%. 1 normal side. The text is linked to one of the studies that were studied. The issues covered as the basis for the test must also cover the technical objectives and the core material. The subject matter is included in the conversation in Spanish.

2) Converts in Spanish with the starting point of an unknown material.

To both points, a total preparation of 1 is given.

The two degrees of degrees in the hour.

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

4.3 Assessment Criteria

At the test, the degree to which the examiner's Performance meets the professional objectives set out in 2.1.

emphasis on the fact that the Spanish exams may account for the unknown text material and include relevant elements of Spanish culture, literature and society from it. studied the subject. In addition, there is emphasis on the level of cooperation on general issues and the text of the text. Coherent language is more important than correctness in detail.

There is one character from a holistic evaluation of the performance of the examiner.


Exhibit 37

Static and Equipment C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Static and Equipment Technical are a technical subject that processes basic concepts that form the background for sizing and guiding simple design elements. The Faget is experimental and can be part of a interaction with technical subjects.

1.2 Objections

Static and Equipment contribute to the overall purpose of education and training for the student to strengthen its requirements for higher education in the technical field and may relate to technical designs and solutions in the outside world in particular in relation to static and strength of strength. The objective is also to allow students to gain insights into static and management issues, including interaction with technological subjects, and experience in combining theory and practical work.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- condone the workload types on constructs as permanent cargo, long-term, medium-term, short-term and immediate load

- set up a static model based on a practical design and illum the connection to the calculation model

- determine reactions, norms of power and interpower and torque for design elements influenced to buoing

- from the calculation of the calculation of normal-force, interpower and tax curve for assessment of impact of the impact on the structure

- illus the intersection of the cross-section and the importance of the material for a design-carrying capacity.

2.2 Kernematter

Core substances are :

- permanent cargo and variable load

- the guidelines for determining the workload on a construct

- simply supported and strapped construction elements laden with single-powered and / or linjelast

- pressure and wood rods, including bar and grid constructs, workloads with single forces

- normal- cross-force and tax calculation

- intersection contests and strength numbers

- voltage concept and the different studies for the determination of a move-, Pressure, offset and torsions and deformation of cod

- appropriate rules and standards.

2.3 Supplementary matter

The liver will failed to meet the technical objectives solely with the use of the nuclear material. The additional substance must deepen, perspectives and procreate new dimensions and include the use of nuclear material. This has a degree of approximately 20 000. 20%. of the professional training period of the professional. The additional substance collects the profession and is chosen so that, in cooperation with the core material, it facilitates the development of the professional goals, perspectives and develops areas from the core and supports the practical dimension of the industry.

3. Subtitles

3.1 Didactical principles

Using both deductive and inductive education principles, the pupils work with the theory used for the solution of a a given issue. The teaching is as a interaction between theory and work of examples and students ' self-employed experiments, starting with technical issues.

3.2 Work Devices

The class is organized from different forms of work that ensure progression so that the student can work independently with defined issues as well as theoritical.

The students work with the written dimension of the profession and the oral dissemination in central parts, of the substance. Written tasks are drawn up with increasing progression. The final task will be added to the oral test.

The final task is submitted to the school. For this purpose, the pupils of a practical-based construction must select a static model, make an interface determination and make the necessary dimensionings and deformations. The task must be able to form the basis of the annual report and must, if appropriate, be the reason for the oral test.

3.3 IT

In the training to be included, software must be used for the purpose of the oral test ; the calculation, drawing and visualization to strengthen the level of the pupils, as well as their general IT competence.

3.4 Collections with other subjects

knowledge from Math and physics. The education in the profession is carried out in interaction with technical subjects.

4. Evaluation

4.1 Continuous Evaluation

The performance and total performance of the performance of the students will be assessed on a continuous basis. The assessment is a comprehensive assessment of the professional opinion and work performance of students

4.2 Sample

Mundable test on the basis of the final assignment of the examiner ; locally, cf. section 3.2. A list of the task formulations of final tasks of the final tasks of the examiners shall be sent to the censor in advance of the test. The final task before the test is not corrected and commented on by the teacher / examiner test.

The time of termination is 24 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of his final task, supplemented by one or more prepared questions from the examiner. The Committee shall then act as an in-depth discussion, which may include topics in the whole of the professional and supplemental material.

4.3 Assessment Criteria

The assessment is a evaluating the extent to which the performance of the examiner complies with the professional objectives set out in 2.1.

Weight :

- statement of the solution principle for a the issue at which the finals themselves have selected from the final task

- response to detailed and supplementary questions to the task in relation to the professional goals.

There is one character from a complete assessment of the verbal performance of the examiner's vertebrained performance.


Appendix 38

Statistic C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Faded Statistics are a class from the mathematical group of experts. The theory and methods used in the field of statistics are used both in the fields of science, scientific and technical. In the given Statistics work with basic elements from probability arithmetic and statistics to resolve both theoretical and practical issues.

1.2 Foraims

Fame Statistics contribute to the overall objective of education, that the students gain broad insight into theory and methods from probability and statistical methods. The students will also gain insight into and practise the ability to reflect on what situations and how the probability of probability and statistics can be used. Finally, the ability of students to use theory and methods from the factoring of specific social scientifics, natural scientific or technical issues, including issues of international comparisons.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able to :

- handle probability theoretical and statistical concepts in both theoretical and practical situations

- formulate and resolve authentic stocastic problems

- interprets and mediate probability theorical or statistical statements and texts

- selecting and managing appropriate remedies, including the calculator and IT.

2.2 Kernestof

Core

- basic probability arithmetic and combination

- concept of stokastic variables in general

- binomial-and normal allocations

- statistical test.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The additional substance shall contribute to the insight into which and how probability theorical and statistical methods are applicable in social scientifical, scientific or technical contexts, and support the practical dimension of the industry. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the overall training period.

3. Subtitle

3.1 Didatactic Principles

The emphasis must be given to the emphasis on the fact that the elements of the profession are leved as a whole. Work on the theoretical elements of the trade must be carried out with a view to the practical application of the practical application, as well as the practicalism of the practical application of the theory. It must also be sought to integrate the social scientifics, scientific and technical fields of use in the daily education, as well as the usefulness of the trade in international comparisons for international comparisons. the organisation. The method must underpin the work of increasing the level of reflection of the student body.

By virtue of the great role that the use dimension has to play in the profession, the inductive education principle must be dominant without the fact that it is on any one ; mode must be enerable.

3.2 Deviations

With a view to satisfying the potential of students ' capabilities for creativity, collaboration and professional preparation, the teaching of the students is organized in the subject-, case or project flow.

For at least 15%. in the course of training, the pupils work with a project flow that contains a practical problem and includes essential elements from the core. The project process must be organised so that it strengthens the pupils ' ability to analyse probability or statistical issues, formulate solutions, prepare solutions, document, and assess these. In addition, the projects carried out together must cover the main areas of the nuclear material and the additional substance. The owner and teacher define the project process jointly, and a map is drawn up for each project flow.

3.3 IT

The use of IT for the solution of probability-oretical solutions or statistical issues must play a major role in teaching, as students must gain confidence with modern statistics tools and know their capabilities and limitations.

3.4 Collections with other subjects

Statistics are covered by the general requirements for interactions between the trade unions. When the profession is used as a study program, it has a professional interaction with other technical, scientific or social studies on specific probability theoretical and statistical elements, as well as areas of use for these.

The Supplemental Supplemental is selected in such a way as to have natural content interfaces for the other courses of study.

Inform the profession as an education in the training, the additive is selected for the trade, so that the trade unions are subject to the following : fields of use in the fields of social science, scientific or in nature ; technical areas will be clarified.

4. Evaluation

4.1 Continuous Evaluation

After each topic, case or project period is completed, the pupils must have an individual assessment of the level and development of the professional view of the expected development and technical objectives, including the involvement of activities that stimulate individual and common reflection on the yield of the instruction.

4.2 Test Forms

There will be an oral test. The school selects one of the following two test forms :

a) Mundable sample on the basis of an unknown material with associated questions. The test material shall be submitted to the censor and shall be approved by this prior to the test of the test.

The time of the examination time is approximately 20 minutes per hour. examiner duck. A 40-minute preparatory time is given.

Examination is based on the examination of the submitted questions complemented by a subsequent conversation between diploma and examiner.

sample material may not be used at most by three examinations on the same day and not in the following degrees on the same team.

b) Munding on the basis of a completed project flow and unknown material related to this. Project exec and unknown material shall be submitted to a censor and approved by this prior to the examination of the test.

The time of the examination time is approximately 20 minutes per hour. examiner duck. Preparation time is not given.

Examination is based on the final issue of the examiner's statement for central issues in the project process complemented with a subsequent conversation about the material between examiner and examiner.

A sample material may not be used at most for three examinations on the same day and not at the following test days on the same team.

4.3 Assessment Criteria

the assessment is part of how high the examiner is able to meet the professional objectives.

The exterminator must include :

- demonstrates a wide understanding of probability and statistics and could make this understanding in practice

- disponers and select relevant content from the unknown material, respectively, for presentation of the project

- demonstrating insight and understanding of the probability theorical and statistical terms, and to be able to deal with them ; security

- demonstrates the ability to use the probability of probability and statistics, including the ability to select and apply appropriate remedies

- understand, reproduce and interpret their own or others ' results.

There is one character from a holistic assessment.


Appendix 39

Technology C-Elec, June 2008

1. Identity and purpose

1.1 Identity

Fame includes the development and manufacture of products, material and intangible, and the conditions for this. This option includes the interaction between technology, knowledge, organisation and product, and it combines technical and natural scientific knowledge with practical work in workshops and laboratories.

The Fact integrates analysis of technology and ratings of the interplay between technology development and the development of society. The method of the field is to work with projects and problems.

1.2 Purpose

Fame contributes to the purpose of education by strengthening the elevation of higher education students ' bases within technology, technology and science.

The purpose is to provide the students with insight into reality and compound problem positions with a view to the solutions associated with professional interactions and insight into the context between natural sciences, technology and social development, including that they may be able to act ; critical and reflecting to used technologies and societal conditions. In this respect, it is the purpose that students gain knowledge of different technologies used in industry and for innovative and creative processes associated with it.

The purpose is to provide knowledge of working theory and practice in workshops and laboratories, and the background to the selection of manufacturing processes and the knowledge of the production of selected products and the specific terms associated with production.

Finally, the purpose is to give students knowledge of the problem-oriented project work, including study and working methods relevant to higher education.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able to :

- analyze and manufacture a simple product knowledge of different manufacturing processes

- demonstrates knowledge of the significance of design in the development of a product as well as in the case of the functionality of the product, as well as in the case of product environmental load

- search, process, evaluate, and apply information in the areas of uncomplicated technological areas

- account for a selected company's production relationship, organization, and security measures

- work with regard to risk-interest and safety requirements for experimental work and in the manufacture of their own products

- will account for pages of selected technological development and interaction with ambient community

- formulating simple technical documentation.

2.2 Kernestof

Kernestof :

- selected materials, their properties, structure, and suitability in different contexts

- electronic components, their structure, operation and use

- processing and join methods associated with selected materials

- selected unit operations ; and chemical reactions.

Governance and regulatory engineering

- electronically, chemically, mechanical and biological management.

Technology and Environment

- environment effects, cause and effect

- examples of environmental assessments.

Technical Communication and Documentation

- technical drawing, work drawings, charts and flow diagrams

- production slayout

- report structure, including drawing of charts and setting up tables.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The additional substance is deepening and perspectives in perspective, and in the context of projects, new issues may be included. The additional substance must also allow the possibility of interaction with the other classes in the study. The additional substance and the core material shall be combined in combination with the professional objectives.

3. Subtitle

3.1 DidaArctic considerations

The teaching is organized as a vector between theoretical, experimental and practical work. The education is built around the products that are working with. The work on the profession is conducted as a interaction between prior analyses, practical work and documentation-with the emphasis on practical work.

The promoters must contain a progression from the subject-oriented project work for project work with a given problem position where students themselves have an impact on the selection of project and in collaboration with teachers, develop the problem.

3.2 Work Forms

Work shape and concrete content are based on the school resources and in the facilities provided by cooperation with external cooperation partners. The students plan and implement the practical work on product production individually and in collaboration with others.

The students collect their products and documenttations in a portfolio. The workers must represent a varied use of different methods, cf. the objectives in 2.1. The workers are organized and delimited by the teacher. For the port phosphorus, the students shall combed the students based on the documentary evidence of a portfolio of selected works at the forefront of the school. The Portfolio shall broadly represent the central matter of the professional area of each elev ' s portfolio, in addition to a list of the work carried out and a brief summary of these. The delivery time of the student portfolio is normally within a week before the beginning of the examination period.

3.3 IT

The students must make an acquaintance with the information technology options in the data-capture and management capabilities and use these options on self-selected issues.

3.4 Collections with other subjects

elements from arithmetic ; Scientifics and social studies. Preparation of the document is carried out in Danish.

4. Evaluation

4.1 Ongoing Evaluation

Experts are working during the curriculated period of projects resulting in a product with associated documentation. The collection of products and records of the students is used in connection with the student self evaluation and on evaluation talks with the teacher. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional standpoint in relation to the expected development and technical objectives.

4.2 Preview

Mundate test on the basis of the portfolio of the examiner, cf. section 3.2. Before the test, the school examines the school examiner's inventory of the portfolio to the center of the censor. The examiner and centre examiner shall examine the portfolio of the examiner's portfolio and discuss on the basis of the examinations from examiners which the examiner will need to expand on.

The time of the time is 24 minutes. No preparation time is given.

The Examination will be based on the presentation and presentation of its portfolio in the examination. The Committee shall then act as an in-depth discussion, which may include topics in the whole of the professional and supplemental material.

4.3 Assessment Criteria

The assessment is a evaluating the extent to which the students ' performance meets the professional goals specified in 2.1.

The degree to which the examiner is given :

- displays precision and sufficient knowledge of the use of specialists

- has knowledge of the specific product, including materials, manufacturing techniques, function and applicability, and design

- the ability to use the portfolio, referensing, analyze, and evaluate the performance and results of the experimental and practical activities

- has insight and understanding of the professional and practical issues of the professional

- can put their knowledge into a larger context and thus perspective the item

- disponates its presentation and shows overview in relation to the problem.

There is one character based on a holistic assessment of the verbal performance of the examiner's oral performance.


Appendix 40

Turkish A for selection, June 2008

1. Identity and purpose

1.1 Identity

Tyrant is a skill class, knowledge class and culture class. Its reposition is the Turkish language in Turkey (hereafter : Turkish) and, in extension, knowledge and understanding of literature, history, culture and social relations in Turkey and other areas of Turkish-speaking populations.

1.2 Foraims

Turkish gives the students insight into the Turkish language in Turkey and in the Turkish world in general. Through linguistic knowledge, students compose a communications competence, verbal, as well as in writing, curricula, and awareness of the Turkish language and the language of languages in general.

In the case of Turkish language, students are achieving the pupils. knowledge and understanding of Turkish literature, culture, history and social issues and intercultural competence that extend beyond the well-known Northwestern European world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

must understand the root content of uncomplicated counted standard Turkish

- pronouns standard Turkish understandable and natural

- read and understand simpler modern texts, literary, as well as non-estiliterary

- utilia; et vocabable vocabable vocabable vocal services to communicate in Turkish everyday conditions and to study topics and texts

- use the central formulae and statement building in an uncomplicated, but consistent and appropriate Turkish speaking language

- make an independent presentation of an easier text or not a complex topic on Turkish

- in the Turkish perspective, studied texts and topics to Turkish literature, culture, history and social conditions, as well as show basic, intercultural competence

- write in the substantive correctly Turkish in different not over-complicated issues with usage of the font language ' s key statement structures

- utilists the relevant remedial resources of the professional.

2.2 Kernestof

Kernestof ; is :

- pronouncement, intonation, reading and translation

- fiction of literary and non-fiction, different scale texts from time after 1928 (Alphabet reform). The texts of before 1928 are read mainly in 'purification', but examples of original linguistic texts must also be used. The Texternal must, as far as possible, highlight the key aspects of Turkey's newer cultural, historical and social development

- sound and image media as support for listening and reading understanding and speech- and write skills

- an active vocabable vocabable vocabinum. 2200 key Turkish words

- the central part of the Turkish grammar

- trade's central help resources, including IT

- Turkish social conditions, history, culture and literature.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone by means of the nuisum.

Sideleccying with this must be independent acquire additional knowledge in language skills, social, cultural and literary history.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is included from the tight learning-driven learning to the more and more student-driven learning.

Eleven must, as soon as possible, obtain an element-specific communications skills that motivate the acquisition of other competencies. The Teacher is in this initial phase the central linguistic role model and thus the natural link between pupil and substance.

At the end of the process, the student must be able to show greater independence and the teacher is more in character. as a consultant.

The ongoing written work is designed not only on deskskill, but supports the learning of grammatical skills, vocabable and numerical skills.

Education Differentiation is a natural dilactic principle throughout the process.

3.2 Types of work

Mundtligt

Decoded 101 studies are a natural apprentice and include regular listening and study training, systematic learning of bends and grammatical structures and systematically and systematically working with the Chair.

Through guided dialogues, the pupils achieve a basic communications skills that are further developed in freer dialogues and freer conversation based on the texts read. The text of the texts takes place at the beginning of education, but now the students must be able to give a more independent statement on a text or a subject, and the end is the self-employed presentation of a text or a subject on Turkish and the subsequent one. conversation on this.

Work systematically with lookup, translations, and text understanding.

Project Work, Both Commissioner and Interdisciplinary, are part of the process, but without the linguistic work being neglected.

Written Written

The written dimension Introducing early. The students must quickly start to write Turkish on the computer (elementary written exercises). After the initial system changes the written work, the degree and the level of difficulty in the rise. The communicative competence continues to be a priority, but it is also aimed at achieving the competences that are required to be able to honour the professional objectives. In this context, intensive work and handbook use must be worked on to the extent that this may be relevant and the students are adjusted to use IT capabilities.

3.3 IT

It is an integral part of the Turkish education and will be included in all disciplines from the beginning.

At the end of the process, it is natural for presentation and presentation in the class, interdisciplinary cooperation, as well as the guidance project, and may be part of the final written and oral test.

3.4 Collaborate with other subjects

Turkish A is subject to the general requirements for interactions between the trade unions. In stx-training shall be included in general study preparation and general language understanding and both in and after the background, Turkish naturally cooperates with Danish and other languages, in particular casusals.

4. Evaluation

4.1 Continuous Evaluation

Already in the beginning classes the students are tested continuously by the teacher and by itself using CD-ROM and IT-based global training, grammar programmes to the extent that such exists and the teacher is also testing the students using small written tasks that address specific language issues.

Greater completed flows are evaluated targeted and forward of teacher and pupils together.

Continuous evaluation of the teacher it includes both the weak and strong aspects of the student and focus on the areas the pupil shall devote special attention to.

4.2 Trials

There is a written and oral test.

The written test

Written test on the basis of a centrally set task set. The duration of the test is five hours. Experts may, during the test, use any means of aid other than communication with the outside world.

It is tested in the translation from Danish to Turkish and in the free written expression of expression in Turkish, starting from a contemporary Turkish-language text material. 1 normal side complemented with image material.

The oral test

The screening process is concluded with a three-piece oral test on the basis of a text material for presentation from one of the larger texts or one of the studies studied, an unprocessed text of about a degree of approximately EUR 5 000. 1 normative page from one of the larger texts or one of the last half of the proceedings which have not been drawn up by the diplomat, as well as an excipial body of approximately 20 minutes. 1/3 normal topic standard issue.

The time of termination is 30 minutes per test degree.

The presentation text material will be assigned at loddrag. 24 hours before the beginning of the examinations. For the rest of the material being drawn at the beginning of the test, a preparatory period of 30 minutes shall be given. During the preparation time, the examination must use all aid other than communication with the outside world.

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

The sample is three-part.

The first part of the sample consists of the translation of the text of the text into Danish.

The second part consists of the presentation of the examiner's presentation to the Turkish of the pre-towed text material and a call to the Turkish ; the content of the presentation.

Part 3 is reading a smaller number lines that the examination time of the preparation time itself has chosen from the beginning of the sample by the beginning of the sample, a shorter, supplementary call to the Turkish language on the text and a number of questions in grammar of either Turkish or Danish.

Eksamination time is divided between the three parts, so that the first part amounts to the maximum. Five minutes, second part, tops. Fifteen minutes and the third part around. 5 minutes.

4.3 Assessment Criteria

In both written and oral tests, the extent to which the achievement of the examiner lives up to the professional objectives that are specified in 2.1.

In the Written test , particular attention is paid to :

- read and textual understand with appropriate use formulants

- formulation of the different message situations in an essentially correct Turkish scripting language

- autonomy in relation to the proposal.

There is one character from one overall evaluation of the performance of the examiner.

At oral test , particular attention is paid to :

- understandable and natural pronuns and intonation

- alment and word-related vocabinal, statement building, and expression skills in a decent Turkish

- lookup and understanding when translation of excretion text

- presentation and textual understanding

- overview and perspectives

- grammar understanding.

There is one character based on a holistic evaluation of the performance of the examiner.


Exhibit 41

Turkish B parliamentary class, June 2008

1. Identity and purpose

1.1 Identity

Tyrant is a skill class, knowledge class and culture class. Its territory is the Turkish language in Turkey and, by extension, knowledge and understanding of literature, history, culture and society in Turkey and other areas of Turkish-speaking populations.

1.2 Objectives

Turkish gives the students insight into the Turkish language and the Turkish world, as well as the necessary competency to continue with Turkish at higher levels. Through linguistic knowledge, the pupils are able to give a communicative competence, verbal, as well as in writing, curriculate, as well as awareness of the Turkish language and the language of the language in general. Through insight into the Turkish world, students ' knowledge and basic understanding of Turkish Literature, culture, history and societal awareness, as well as fundamental, intercultural competence, extend beyond the well-known north-east of Europe the world.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the main content of single, counted standard Turkish

- pronouns single standard Turkish intelligible and natural

- read and understand adapted texts, both fiction and literary, as well as non-fiction literary, and easier, unadapted texts

is used by a vocabable vocabable vocabable vocableable vocableable vocabinal to communicate on everyday relationships, and to study topics and texts

- use the central form of formulae and statement building in a comprehensible and simple, but semi-coherent Turkish speaking language

- on an elementary level of understanding they studied subjects on the basis of knowledge of Turkish literature, culture, history and social conditions

- write Turkish on the computer and express itself in writing in a single, but reasonably correct daily Turkish

- utilise the relevant excicience of the professional

- will use the language acquisition and understanding of other cultures.

2.2 Kernestof

Core

- pronuns, intonation, reading, and translation

- Beauliterate texts of different scopes, which illus key elements of Turkey's literary, cultural, historical and social development

- sound and image media as support for listener understanding, read-only, speech and write skills

- an active vocabable vocabable vocabinum. 1600 central Turkish words

- the most central parts of the Turkish grammar

- trade's most central help equipment, including IT

- elementary knowledge of community, history, culture, and literature in Turkey.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely with the use of the nuclear material. Alongside this, the self-employed must acquire additional knowledge in language skills, social conditions, cultural and literary history.

3. Subtitles

3.1 Didatactic Principes

In the course of the process, a natural development is carried out from the tight learning-driven learning to the more and more student-driven learning.

Edeliveries must as soon as possible reach an element-specific communications skills that motivate the acquisition of all other competencies. The Teacher is in this initial phase the central linguistic role model and thus the natural interface between pupil and substance. At the end of the process, the pupils could show greater independence. However, the teacher is still an active player in the continuing training of the communicative competence, including the linguistic correctness.

Ongoing writing is not only on paper but also to support grammatical learning. skills, vocaberrary and numerical skill.

Education Differentiation is a natural, logical principle throughout the process.

3.2 Work Forms

Mundable

The scale of the starting classes is natural the faculty and includes regular listening and study training, systematic learning of retainer and grammatical structures, and targeted and systematic work on the order of business.

Through controlled dialogue and interloculations in the beginning of education achieves an elementary communications skills that is further developed in freer dialogues and freer conversation.

After the initial education, the communicative competence is still at the highest level, but dialogue and Conversation is now being supplemented with more text-based disciplines, particularly the reference and characteristic. An everyday vocabulary must continue to be built and maintained.

In the text reading, work is done systematically with lookup, translation, overreach and contextual understanding.

The text for the text takes place in the beginning is often learned, but the pupils must gradually gain the skill of taking on a certain independent initiative in the conversation.

Written

The written dimension is introduced early. The students must quickly start to write Turkish on the computer and with small written exercises to support the communicative skills.

After the initial system, the written work continues to focus on genres that support it Competency competence. Work with dictionary use and manual use, and the students are used to use professional IT capabilities.

3.3 IT

It's an integral part of the Turkish education and thought as part in all disciplines from the start of an information search.

3.4 Collections with other subjects

Turkish B can naturally collaborate with Danish and other languages, especially the casual languages. In the context of the content, Turkish cooperation can be cooperated with a large number of subjects, especially language-humanistic and societal.

4. Evaluation

4.1 Continuous Evaluation

Already in the beginning classes the students are tested continuously by the teacher and by itself using CD-ROM and IT-based global training programmes ; and grammar programs to the extent that these exist and the teacher is also testing the pupils using small written tasks processing specific areas.

Greater completed flows are evaluated by teacher and pupils collectively. The continuous evaluation of the teacher shall include both the weak and strong aspects of the students and focus on the areas where the students are to be specially trained.

4.2 Preview

There is an oral test being held with reference to a text material with a scope of 1-1½ regular pages from one of the larger texts or issues that have been entered into in the teaching and a text of approximately EUR 1 and 6. 2/3 normal-level normal-quality standard.

The time of the following is approximately 20 minutes. 24 minutes per test degree.

About Forty-eight minutes of preparation time. During the preparation time, the examination must use all help other than contact with the outside world.

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

The sample is two-divided.

First part of the test consists in translation into the Danish of the first third of the text of the text and the minutes of the Danish of the main features of the rest.

The second part consists of reading a small number of lines that the final version of the preparation time has been selected from the towed text ; the examination of the examiner's shorter premeditation on the Turkish ; on the towed text ; and a call to Turkey about the text.

For both texts, the students in Danish or Turkey must answer questions about different parts of the grammar.

The time allotment time is divided between the two parts, so that the second part of the examination is at least 2/3 of the examination time.

4.3 Assessment criteria

At the oral test, the extent to which the performance of the examiner lives up ; for the professional objectives set out in 2.1.

Weight :

- understandable views and intonation

- common and text-related vocabinator

- the communication capacity and the verbal expression of a single, comprehensible and semi-coherent Turkish speaking language

- type-up and translation skills for the first-third, as well as understanding the connection with the rest of the text of the text

- textual understanding and overview in connection with the known text

- grammar understanding.

There is one character from one overall assessment of the performance of the examiner's performance.


Appendix 42

German Begin language B-election, June 2008

1. Identity and purpose

1.1 Identity

German is a skill subject, a knowledge class and a culture class and contain elements from different professional areas. The key areas of the European Union are the German language and culture in the inclusion of societal and historical circumstances. The centre of the profession is the practical dimension that develops skills in using German as a means of communication, understanding and dealing with the speaking and written German, awareness of language's use and construction, as well as knowledge of German-speaking countries ; European and other international contexts.

1.2 Objectives

Through the work of German languages, students are empowered to communicate in German and to the knowledge of cultural, historical and social conditions in German-speaking countries. This gives the lust, ability and courage to reflect on and with experience and understanding to engage in dialogue with other cultures.

The students are dedicated to the language, knowledge and awareness, and knowledge of the German language in the functional links and, through this, they develop their communications skills. Through the work of German, students are developing their understanding of literature and other artistic expressions, as a set of experience, reflection and aesthetic consciousness. In addition, the students are working on an intercultural competence, with their knowledge of their knowledge and their awareness of other cultural and social issues. In addition, students are pupils aware of their ability to combine knowledge from the German faction with knowledge from other professional areas and by German-language texts to extract knowledge that relates to other professional areas of training.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the content of counted German when spoken single default language

- Using the language to acquire knowledge of the German language culture,

- read and understand different types of newer thick-language types Texts,

- account studied German-language texts and topics as well as perspectives to other texts and topics in a single and coherent German with a basic vocabularies

- is conducting a conversation in German for different types of vocabularies individual, culture and society issues with relevant German-speaking target groups in a single and cohesive language and conduct a conversation on topics that they are familiar with, referenderers, commenting and expressing different views on a single and cohesive German,

- write short The texts in German in relation to the studied texts and topics

- use and develop appropriate listener and read-only strategies, as well as oral communication strategies,

- expresses German for understanding and reflecting on German literature and other aesthetic expressions of expression

- expressing German for understanding non-fictional German-language texts relating to the profile of the training in which the choice is offered ; and

- expressing German for insight into selected, current relationships in Germany, as well as in cultural, including selected societal and historical relationships in German-language countries.

2.2 Kernestof

Core

- basic German grammar, language creation, language acquisition,

- basic knowledge of German culture-and social conditions

- cultural, historical and societal conditions in Germany after 1945, including the last 10 years

- current German language literature and case prosa and

- basic standards for oral language and communication.

2.3 Supplementary matter

Shiverines will could not meet the technical objectives solely with the use of the nuclear material.

The Supplemental Supplemental Indyber students ' Linguistic knowledge and awareness, as well as perspectives to a broader understanding of the German language culture in a European context.

3. Subtitle

3.1 Didatactical principles

Centrally in education is the professional progression of each student. As a result, teaching differentiation is essential in the organisation of teaching.

The emphasis is placed on the emphasis on the disciplines of professional disciplines as a whole. The work on the linguistic aspects is still being used for the language of use.

Education must promote the creativity and ability of student body to think outside

Education is as far as possible. scope in German.

3.2 Forms

The selection of forms of work must be based on the principles of variation and progression in terms of language and content complexity and degree of independent work. The focus is on working types and to task types that develop the communicative skills and creative abilities of pupils. The work is organised mainly through 3-5 different issues, and it is ensured that the professional targets are integrated into this work.

Site Learning must be included in the German view.

Written Work as the training of an important competence in German, as it reinforces the capacity of the student body and language security.

Part of the written work must aim at authentic communications situations.

It plays a central role in the work with German and used in both education, home work and communication between pupil and teacher, as is also used in the individual language training exercise and increasingly in cooperation between the students. The students are introduced from the start to the IT-based forms of work. It is also used in the context of information search, just as it supports reading-, listen-and speech training. The interaction between the language work, the IT and the organization of work forms represents a whole.

3.4 Collect with other subjects

Where possible, is included in germany in interaction with other subjects.

It seeks to be part of a close interaction with the other foreign languages, Danish and the culture and social groups. This ensures that the students obtain the necessary linguistic and historical depth and latitude in understanding of the specific linguistic and cultural, including social and historical elements.

When German is read as a single subject, suspend the call for interactions with other subjects.

4. Evaluation

4.1 Continuous Evaluation

The professional objectives are the basis for the ongoing evaluation of the oral and written positions of the students.

Oral and Oral written skills shall be regularly evaluated in terms of skills, knowledge and effort. Screening, testing, and tests along the way must give knowledge of the position of the pupils in relation to the objectives of the profession and must contribute to the continued progression of the pupils. The basis for evaluation must be the professional objectives.

4.2 Preview

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

1) Presentation in German of an unknown German-language text material of a degree of approximately 4 normal pages involving the inclusion of 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 presentation is followed by an in-depth discussion in German. The text material shall be extraditing the day before the test and a preparation time for this part of the sample shall be given at least 24 hours. All remedies are allowed.

2) Text understanding is based on an unknown German language language to a scale of 1 normal page. The text is referenced in Danish. Expermeator shall provide further questions to the understanding of the text of the examiner. For this part of the test, a preparation shall be given in 30 minutes. During this preparation time, the examination must use all means other than communication with the outside world.

The same unknown text may not be more than 3 examinations on the same team.

4.3 Assessment Criteria

The test is judged to the extent to which the performance of the examiner lives up to the professional goals specified in 2.1.

The emphasis is placed on the fact that : The examiner in German may present and outlook the unknown text material and can include relevant elements of German culture, literature and society from that studied subject. The emphasis is also placed on the level of cooperation and understanding of the text. The composite language is more important than correctness in detail.

It is given one character from a comprehensive assessment.


Appendix 43

German consecutive language C-election, June 2008

1. Identity and purpose

1.1 Identity

German is a skill subject, a knowledge class and a culture class and contain elements from different professional areas. The key areas of the European Union are the German language and culture in the inclusion of societal and historical circumstances. The centre of the profession is the practical dimension that develops skills in using German as a means of communication, understanding and dealing with the speaking and written German, awareness of language's use and construction, as well as knowledge of German-speaking countries ; European and other international contexts.

1.2 Objectives

Through the work of German languages, students are empowered to communicate in German and to the knowledge of cultural, historical and social conditions in German-speaking countries. This gives the lust, ability and courage to reflect on and with experience and understanding to engage in dialogue with other cultures.

The students are dedicated to the language, knowledge and awareness, and knowledge of the German language in the functional links and, through this, they develop their communications skills. Through the work of German, students are developing their understanding of literature and other artistic expressions, as a set of experience, reflection and aesthetic consciousness. In addition, the students are working on an intercultural competence, with their knowledge of their knowledge and their awareness of other cultural and social issues. In addition, students are pupils aware of their ability to combine knowledge from the German faction with knowledge from other professional areas and by German-language texts to extract knowledge that relates to other professional areas of training.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand the content of counted German when spoken single default language

- Using the language to acquire knowledge of the German language culture,

- read and understand different types of newer thick-language types Texts,

- account studied German-language texts and topics as well as perspectives to other texts and topics in a single and coherent German with a basic vocabularies

- is conducting a conversation in German for different types of vocabularies individual, culture and society issues with relevant German-speaking target groups in a single and cohesive language and conduct a conversation on topics that they are familiar with, referenderers, commenting and expressing different views on a single and cohesive German,

- write short texts in the German language in relation to read and topics,

- apply and develop appropriate listener and read-only strategies, as well as oral communication strategies,

- expresses German for understanding and reflecting on German literature and other aesthetic expressions of expression

- expressing German for understanding non-fictional thick-language texts associated with the profile of the training where the optional service is offered, and

- represents a German for insight into selected, current relationships in Germany, as well as in cultural, including selected societal and historical relationships in German-language countries.

2.2 Kernestof

Core

- basic German grammar, language creation, language acquisition,

- basic knowledge of German culture-and social conditions

- cultural, historical and societal conditions in Germany after 1945, including the last 10 years

- current German language literature and case prosa and

- basic standards for oral language and communication.

2.3 Supplementary matter

Shiverines will failed to meet the technical objectives solely with the use of the nuclear material. The complementary substance is deepening the linguistic knowledge and awareness of students, as well as a perspective of the literary and cultural aspects of the core substance to a broader understanding of the German language culture in a European context.

3. Subtitles

3.1 Didatactic Principes

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

Central to teaching is the professional progression of each student. As a result, teaching differentiation is essential in the organisation of teaching.

The emphasis is placed on the emphasis on the disciplines of professional disciplines as a whole. The work on the linguistic aspects is still to be done in the language of use.

Education must promote the creativity and ability of students to think outside the scope of the language.

Education is as far as possible to show scope in German.

3.2 Forms

The selection of forms of work must be based on the principles of variation and progression in terms of language and content complexity and degree of independent work. The focus is on working types and to task types that develop the communicative skills and creative abilities of pupils. The work is organised mainly through 3-5 different issues, and it is ensured that the professional targets are integrated into this work.

Site Learning must be included in the German view.

Written Work as the training of an important competence in German, as it reinforces the capacity of the student body and language security.

Part of the written work must aim at authentic communications situations.

Introduced from the beginning the IT-based forms of work ;

It plays a central role in work with German and is used in both education, home work and communication between pupil and teacher, as is also used in the individual language training exercise and increasingly in the cooperation between the students. It is also used in the context of information search, just as it supports reading-, listen-and speech training. The interaction between the language work, the IT and the organization of work forms represents a whole.

3.4 Collect with other subjects

Where possible, is included in germany in interaction with other subjects.

It seeks to be part of a close interaction with the other foreign languages, Danish and the culture and social groups. This ensures that the students obtain the necessary linguistic and historical depth and latitude in understanding of the specific linguistic and cultural, including social and historical elements.

When German is read as a single subject, suspend the call for interactions with other subjects.

4. Evaluation

4.1 Continuous Evaluation

The professional objectives are the basis for the ongoing evaluation of the oral and written positions of the students.

Oral and Oral written skills shall be regularly evaluated in terms of skills, knowledge and effort. Screening, testing, and tests along the way must give knowledge of the position of the students in relation to the objectives of the profession and must contribute to the continuing progression of students. The basis for evaluation must be the professional objectives.

4.2 Preview

There is an oral test to be held consisting of two parts with a total examination time of 30 minutes.

1) Presentation in German of an unknown German-language text material of a degree of approximately 4 normal pages involving the inclusion of 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 presentation is followed by an in-depth discussion in German. The text material shall be extraditing the day before the test and a preparation time for this part of the sample shall be given at least 24 hours. All remedies are allowed.

2) Text understanding with the starting point of an unknown German language rate of 1 normative page. The text is referenced in Danish. Expermeator shall provide further questions to the understanding of the text of the examiner. For this part of the test, a preparation shall be given in 30 minutes. During this preparation time, the examination must use all means 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 is judged to the extent to which the performance of the examiner lives up to the professional goals specified in 2.1.

The emphasis is placed on the fact that : The examiner in German may present and outlook the unknown text material and can include relevant elements of German culture, literature and society from that studied subject. The emphasis is also placed on the level of cooperation and understanding of the text. Coherent language is more important than correctness in detail.

There is one character from an overall assessment.